Formative assessment

STRATEGIES

1. example of formative assessment.

2. Formative assessment to guide students to create  manual and a video to ramp up a new product.

Watch a video about technological gadgets.

Debate – discussions about pros and cons of usages of Technology. (groups of 4)

Key vocabulary. A photocopiable material is given to students which contains key vocabulary about technological gadgets (phrasal verbs, names of electronic devices) - two sheets with different phrasal verbs -. (groups of four students)

Use phrasal verbs to complete some instructions.

Doing exercises about imperative. Simple and phrasal verbs.

Giving instructions, “sequencing” words, and phrasal verbs activity. A photocopy with exercises about organizing instructions.

“Sequencing words” video where students will know some sequencing words to organize the instructions in the manual they are going to design.

A User Manual to show. In groups of four, students analyze the composition or parts of a manual.

Tips for writing user manuals. (Adaptation) (groups of four)

Find an Idea. Video to motivate students to find new ideas and design new products. (Million Dollar Genius)

Watch two videos in which the inventors explain how a new product works.

3. How to create a story on a platform.

Students match vocabulary detective and images.

Next,  the teacher gives them vocabulary and its definition to listen and repeat the pronunciation of it. They read a document with some definitions, and after that, they share what they learned from it.

The teacher gives them some worksheets to work in pairs and familiarize themselves with the vocabulary included in a detective story.

Next class, the teacher shows again the slides and asks them to remember the vocabulary learned in the last class. Immediately, the teacher shows them a video about the most famous detective around the world, but before, the teacher asks students to say who the most famous detective in the world is. 

The teacher asks them to divide into four groups of ten students each.  The teacher gives them some suggestions to make the groups. The teacher tells them to integrate those students with lower English level than the others. The purpose of this suggestion is that those shy and with lower English level not be rejected, and they feel encouraged to participate in the performance, but also, they learn through their peers

After watching the videos, they divided and chose their partners following the teacher’s suggestions. The teacher shows students a video about "sequencing words". After that, students receive a sheet of paper from the teacher to complete the blanks with sequencing words.

The teacher teaches a grammar topic – prepositions of time– because they must include them when writing the story (Two more periods).

Next class, teacher hands in a worksheet in which they are going to use the preposition of time.

Immediately,  the teacher explains to them the difference between past simple and past continuous. Then, students complete a story with those verbal tenses.

After doing that activity, the teacher teaches a lesson about connectors, and students do an activity using connectors.

The teacher presents a story through a video which includes all the topics taught in the last classes.

Students highlight connectors, prepositions, sequencing words, simple past, and past progressive with different colors in ore¿der to recognize and differentiate each element.

Finally, the teacher hands in students a template to write a story in which they include all the topics explained by the teacher.

The teacher will guide students through the process.