Halloween

Who Wants To Be A Who Wants To Be A Millionaire in Halloween?Millionaire in Halloween?

Fran’s Edition

Question 1

What special day is today?

A Christmas.B Thanksgiving day.C Halloween.D Monday.

What is the capital city of England?

A Christmas.B Thanksgiving day.C Halloween.D Monday.

Question 2

What’s the meaning of carpet?

A CarpetaB SudaderaC Musculo isquiotibialD Alfombra

Question 3

When is dark, you use...

A a fun.B an umbrella.C a torch.D a cat.

Question 4

I have got a black hat and broomstick... Who

am I?A A ghost.B A teacher.C A witch.D Harry Potter.

.

I have got a black hat and broomstick... Who

am I?A A ghost.B A teacher.C A witch.D Harry Potter.

Question 5


A Cambridge.B Oxford.C London.D Wales.

Question 6

What are you wearing when it`s raining?

A Wellies.B Trainers.C Sandals.D Glasses.

What are you wearing when it`s raining?

A Wellies.B Trainers.C Sandals.D glasses.

Question 7

Day or Night my bones are white... What am I?

A The moon.B A ghost.C Spider.D Skeleton.

What is the capital city of E?

A The moon.B A ghost.C Spider.D Skeleton.

Question 8

How do you say “truco o trato”?

A trick or treat.B truck on street .C track or trip .D triki tri.

How do you say “truco o trato”??

A trick or treat.B truck on street.C track or trip.D triki tri.

Question 9

What happens in lemon tree song...

A . I don`t knowB . Lemon tree is happyC . IsolationD . Intonation


A I don`t knowB Lemon tree is happyC IsolationD Intonation

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Special Halloween 2012

Question 1

7.3. Assessment Criteria in the official curriculumThis decree (D 22/2007) has also adapted the assessment criteria established in RD

1513/2006 as follows: First cycle:

1. Understand the global idea and identify some specific elements in oral texts, with the help of linguistic and non-linguistic elements, and related to both classroom activities and activities performed within students’ environment.

2. Read and identify words and simple sentences related to familiar and interesting topics, and previously presented in an oral manner, by means of fun and communicative activities and with the support of visual, gestural, and verbal elements.

3. Write words and expressions—that were previously known or used by students in oral interactions—for a specific task and using models.

4. Participate in classroom activities and in very controlled oral interactions about familiar topics, in easy-to-predict communicative situations, or related to immediate communicative needs, such as: greeting, expressing likes, expressing feelings and basic needs.

5. Recognize and reproduce some sound aspects, rhythm, stress and intonation in expressions that appear in communicative contexts or in loud reading tasks, always from previously-introduced models.

6. Use some basic strategies to learn how to learn such as: asking for help, using gestures to facilitate communication, using visual dictionaries and identifying some personal aspects so as to learn better.

7. Value the acquisition of some autonomy in the spontaneous use of simple and common forms and structures.

8. Show interest and curiosity in learning the foreign language and recognizing linguistic diversity as an enriching element.

7.3. Assessment Criteria in the official curriculum

Second cycle:

1. Understand the global sense and identify specific information in oral texts, related to classroom activities and to tasks carried out within students’ familiar environment, with the support of linguistic and non-linguistic communicative elements.

2. Read and understand the global sense and some specific information of varied and simple texts about familiar topics, in accordance with their communicative competence, with the help of basic strategies, and for a specific purpose.

3. Participate in classroom tasks and in controlled oral interactions about familiar topics in everyday, predictable, or simulated communicative situations, or in situations related to immediate communication needs (speaking about abilities and likes, asking for permission…), in accordance with basic norms of oral exchange, such as listening to and looking at the speaker.

4. Write sentences and diverse short meaningful texts in everyday and school situations from previously-introduced models, for a specific purpose and in a specific format, both printed and digital.

5. Use in a meaningful way typical forms and structures of the foreign language as regards sound aspects, rhythm and intonation, in different communicative contexts, in loud reading activities, and in tasks in which students participate actively.

6. Use some learn-to-learn strategies: asking for clarification, observing models, using gestures to facilitate communication, making associations, using visual and bilingual dictionaries, recovering, searching for, and compiling information about familiar topics presented in different formats, and identifying some personal aspects so as to learn better.

7. Value the foreign language as an instrument to communicate with other people and show curiosity and interest towards people who speak the foreign language.

8. Identify some everyday aspects, customs and celebrations in the countries where the foreign language is spoken, and compare them to one’s own.

7.3. Assessment Criteria in the official curriculum

Third cycle:

1. Understand the global sense and identify specific information in varied oral texts produced in different communicative situations.

2. Read, both to oneself and aloud, different texts, with increasing vocabulary and expressions of greater complexity, with the help of basic strategies to obtain specific information and extract direct inferences.

3. Have everyday and familiar conversations about well-known topics in predictable communicative situations, in accordance with basic norms of oral exchange, such as listening to and looking at the speaker.

4. Elaborate different types of written texts from previously-introduced models, both in printed and digital format, and paying special attention to production stages: planning, writing and revising.

5. Recognize and reproduce with greater correction sound aspects, rhythm, stress and intonation, in different communicative contexts and using basic forms and structures, typical of the foreign language.

6. Use some strategies that favour the learning process: using visual and gestural resources, asking relevant questions to obtain information, asking for clarification, using bilingual and monolingual dictionaries, searching for, compiling, and organizing information in different formats, using information and communication technologies to contrast and check information, and identifying some aspects so as to learn better.

7. Value the foreign language as an instrument to communicate with other people and as a learning tool. Show curiosity towards people who speak the foreign language and interest in establishing personal relationships with the help of information and communication technologies.

8. Identify some aspects, customs, and traditions typical of the countries where the foreign language is spoken, establishing connections and comparing them with one’s own so as to develop an intercultural awareness.

7.4. Assessment Criteria in the syllabus design

• Assessment criteria in the official curriculum

D. 22/2007 Primary Ed. (SPECIFIC FOR EACH YEAR) 1. Develop Listening skills2. Develop Reading skills3. Develop Writing skills4. Develop Speaking skills5. Pronunciation6. Learning-to-learn strategies7. Autonomous learning8. Appreciate communicative

value of the foreign lg

This decree (D 22/2007) has also adapted the assessment criteria established in RD 1513/2006 as follows:

First cycle:

1. Understand the global idea and identify some specific elements in oral texts, with the help of linguistic and non-linguistic elements, and related to both classroom activities and activities performed within students’ environment.

2. Read and identify words and simple sentences related to familiar and interesting topics, and previously presented in an oral manner, by means of fun and communicative activities and with the support of visual, gestural, and verbal elements.

3. Write words and expressions—that were previously known or used by students in oral interactions—for a specific task and using models.

4. Participate in classroom activities and in very controlled oral interactions about familiar topics, in easy-to-predict communicative situations, or related to immediate communicative needs, such as: greeting, expressing likes, expressing feelings and basic needs.

5. Recognize and reproduce some sound aspects, rhythm, stress and intonation in expressions that appear in communicative contexts or in loud reading tasks, always from previously-introduced models.

6. Use some basic strategies to learn how to learn such as: asking for help, using gestures to facilitate communication, using visual dictionaries and identifying some personal aspects so as to learn better.

7. Value the acquisition of some autonomy in the spontaneous use of simple and common forms and structures.

8. Show interest and curiosity in learning the foreign language and recognizing linguistic diversity as an enriching element.

Guidelines to formulate the assessment criteria

CRITERIA:

• Comprehension (L/R: Input)• Production (S/W: output)• Phonological awareness• Information management and

study skills• Culture and attitude towards

language


Assessment criteria in the official curriculum

D. 22/2007 Primary Ed.

• Develop Listening skills• Develop Reading skills• Develop Writing skills• Develop Speaking skills• Pronunciation• Learning-to-learn strategies• Autonomous learning• Appreciate communicative

value of the foreign lg


COMPREHENSION: To be able to

1. show an understanding of simple oral and written texts 2. determine what words mean using context clues3. demonstrate an ability to skim / scan written texts and draw conclusions

and form generalisations4. show an understanding of oral / written texts that have been previously

contextualised

PRODUCTION: To be able to

4. proofread their own written production in the light of the grammar points previously presented in class

6. demonstrate an understanding of different purposes when speaking / writing

7. distinguish features of words and short sentences8. show an ability to recognise words within sentences

PHONOLOGICAL AWARENESS: To be able to

9. demonstrate a use of basic intonation patterns when delivering info10.show an understanding of word pronunciation, sentence rhythm and

intonation11. recognise different basic intonation patterns while L to native sources12.show a basic command of sound-spelling correspondences


INFO MANAGEMENT and STUDY SKILLS: SKILLS AND STRATEGIES: To be able to

13. recognise clues that help ss make and explain inferences in contextualised pieces of information

14.demonstrate a use of context clues to determine the meaning of words and carry out oral and written tasks successfully

15.show an understanding of various formats to interpret information (e.g. maps, charts, diagrammes)

16.carry out projects successfully by using computers to research subjects17.show an ability to choose different study strategies to help read texts and

learn, and recall info from texts

CULTURE AND ATTITUDE TOWARDS LG: To be able to

18.demonstrate an understanding of how lg and culture contribute to the message

19.show an understanding of British and American customs20.demonstrate an interest in getting to know more about the foreign culture

and lg21.demonstrate a use of expressions necessary for social interaction

(greetings, farewells, and thanking)22.give full attention when listening to the classmates’ productionIMPORTANT:

• Don’t divide objectives into categories • You will explain the why during your presentation)

7.5. Marking referents and achievement indicators

CRITERIA FOR DESIGNING A GOOD TEST

1. ECONOMY:

• refers to obtaining maximum amount of info about what the learner knows or can do in as little time as possible

2. RELEVANCE:

• involves the match among the course, curriculum goals and the test (what and how has been taught)

3. ACCEPTABILITY:

• considers to what extent learners accept the test as valid (appears to be fair and reasonable)

4. COMPARABILITY:

• takes into account how groups of learners perform on a test (two different kinds of tests that aim to test the same knowledge or ability should yield similar results)


MY TESTS:

1. present one thing at a time2. keep meaning in focus3. move from word to sentence level4. use both oral and written input/output

More precisely:

1. CLASSROOM GRAMMAR TESTS

• assess individual grammar items and skills

2. OBSERVATION

• I observe ss all the time: informal monitoring (helps us make decisions about how our lessons are going)

3. ELICITATION TASKS

• designed to stimulate the production of specific grammar items in context


ACHIEVEMENT INDICATORS:

• With regard to the assessment of students’ development of basic competences, achievement indicators define the specific level of attitudes demonstrated, skills applied, or knowledge acquired by the student in relation to a corresponding prescribed learning outcome.

• They describe what evidence a teacher might look for to determine whether or not the student has fully met the intent of the learning outcome.

• Achievement indicators are not mandatory; they are suggestions only, provided to assist teachers in assessing how well their students achieve the prescribed learning outcomes.

• The following achievement indicators can be used in this syllabus design.


Students will:

• Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

INDICATORS:

o selects and reads texts for enjoyment and personal fulfillment o has an awareness of the connections between oral, written, and visual

language o uses sources of information (meaning, structure and visual) and prior

knowledge to make sense of a range of texts o associates sounds with letter clusters as well as with individual letters o uses processing and some comprehension strategies with some confidence o is developing the ability to think critically about texts o begins to monitor, self-evaluate, and describe progress.

7.6. Assessment procedure rationale

– Wide range of techniques to gather information

– Criteria to formulate assessment criteria:

• Comprehension• Production• phonological awareness• information management• study skills• Culture and attitude towards lg.

Final task

FINAL TASK:

• Design your own unit of work– Context– Unit (as in the syllabus)– Unit of work (type of activities you’d like to present)

• Deadline: 23rd July 2010 [email protected]

Halloween

Education

Transcript of Halloween