COMPLEMENTARY ACTIVITIES

1. Use the phrases in the box to fill in the blanks of the job interview. Then, check your work with
your group.

excellent worker What skills and abilities a full-time job quite cheerful
VOLUME 1 UNIT 1

What are your personal trainer I graduated from

Interviewer: So Kylie, you are a qualified , arent you?

Kylie: Yes I am. the Fitness Academy last year.
Interview: Why did you decide to become a ?
Kylie: Well, I have loved exercising and sports since I was a small kid.
Interviewer: Really? I understand that you are not interested in , are you?
Kylie: Ideally Id like a part-time job, but a would be great, too.
Interviewer: Tell me Kylie, what is the most important thing you are looking for in a job?
Kylie: Above all, job stability.
Interviewer: can you contribute to this company?
Kylie: Skills and abilities? I think Im responsible, Im and Im a hard
worker willing to help people get healthier.
Interviewer: Thats interesting. salary expectations?
Kylie: I know Im just starting so my salary expectations are not excessive.
Interviewer: And is there anything else you would like to add?
Kylie: Im an honest person and if you hire me youll get an .

46 Unit 1 COMPLEMENTARY ACTIVITIES PHOTOCOPIABLE

2. Work in pairs and choose one of the jobs advertised below. Follow the prompts to role-play the
interview. Take turns to be the interviewer and the candidate.

I II III
Part-time nanny New faces wanted Part-time library
for baby for part-time work assistant
Please reply to this add ONLY We are seeking new fac
es Location: Brooklyn, New

if you comply with all the
requirements. We are looking
for a responsible and reliable
nanny to look after our
9-month-old baby on a PART-
TIME basis.
Must have:
American nationality (English
as a native language);
Excellent references;
Previous experience with
babies.
Must be:
Non-smoker.
Look forward to hearing from
you. (Home: 207-885-4239)
VOLUME 1 UNIT 1
for catalogs, magazine York. Salary: US$ 12 p/h.
shoots, TV adverts, mo
vies, Company: Brampton
billboards and posters.
You Training & Consultancy Ltd.
could earn US$100 to Job type: contract.
US$
600 per day working as
fashion model Urgentl Description: to work closely
seeking extras for films
y with library/information
and managers in the day-to-
commercials.
day running of a library or
For an appointment ple information service. This
ase
call 207-736-9768 or involves assisting service
email us. users to locate information
Age 16+, no height or and resources. There is
race considerable contact with
restriction, all nationaliti
es people in other departments,
welcome, no experienc
e as well as the public.
necessary.
Thanks. Applicants to have library
and customer service
BIG APPLE STUDIOS,
5th Av. experience.

Interviewer: Greet and invite candidate to sit.

You: Respond.
Interviewer: Ask candidate which position he/she is applying for.
You: Reply.
Interviewer: Ask candidates name and age.
You: Reply.
Interviewer: Ask candidate about his/her experience.
You: Mention your past and present jobs and the languages you speak.
Interviewer: Ask candidate about his/her duties.
You: Mention two or three duties in your present job.
Interviewer: Ask candidate about his/her computer skills.
You: Answer.
Interviewer: Ask candidate any other relevant question.
You: Answer.
Interviewer: End the interview.

PHOTOCOPIABLE Unit 1 COMPLEMENTARY ACTIVITIES 47

 3. Read two poems and write as many characteristics of the jobs mentioned as you can find in
5 minutes. Then, comment in your group and list good and bad things about these two jobs.

I am an educator What is a good boss?

(Jo Eaton) (Hollie Davis)
VOLUME 1 UNIT 1

A good boss comes in early and stays late.

A good boss is someone
Who says the nice things to cheer us up
And the bad things to settle us down.
A good boss is a tour guide,
Always pointing things out;
The landmarks to the left and right,
Like this is your workspace and this my workspace.
A good boss is a teacher,
Even when they think we act like little kids
They still treat us like college graduates
Or the professionals we still are not!
A good boss is a circus ring leader,
Even when the lions try to eat us for lunch,
Give me less and expect more, They crack their whip and say,
Increase the number of students Come here, then! The show must go on!
To where they sit out the door, A good boss is a weather forecaster;
But Ill exceed; Im an Educator. When a day looks cloudy
They still can predict sunshine for tomorrow
Give me less and expect more, To give us things to look forward to.
Test them, test them, and increase
the score,
My soul, my heart Ill outpour.
You see, I am an educator.
No time free, lots of material to store,
Lesson plans and classes, dont be a bore,
Demands, deadlines-still they ask for more
But Ill succeed. Im an educator.
Meetings, uncertainties like never before,
Bigger classes, more to do, demands
galore
Test scores, vouchers, merit pay,
issues soar,
But Ill succeed; you see Im an educator.
Adapted from: Eaton, J. (n.d.) Poem From A Teacher, I Am An
Adapted from: Davies, H. (n. d.) What Is A Boss? Retrieved May 13,
Educator. Retrieved May 13, 2016, from http://www.familyfriendpoems.
2016,from http://www.familyfriendpoems.com
com

48 Unit 1 COMPLEMENTARY ACTIVITIES PHOTOCOPIABLE

4. With your partner, describe the pairs of pictures using the expressions in the box below. Then,
discuss the questions, expressing your opinions and explaining your ideas.
a. These pictures show work life in the past and nowadays. Compare them: What similarities and
differences can you identify? How has work life changed in the last fifty years?
b. How is your life different from that of your grandparents? Which positive and negative aspects can
you mention?

VOLUME 1 UNIT 1
In the first picture, you can see... While in the second picture,... I believe... In my opinion,...
I dont think... Things were different then because... They used to... They didnt use to...

PHOTOCOPIABLE Unit 1 COMPLEMENTARY ACTIVITIES 49

 5. WebQuest: first steps into the world of work
VOLUME 1 UNIT 1

Introduction: The working world is a crucial and completely new stage in a persons life. Either after college
graduation or as an after-school part-time job, getting into work life requires some preparation and
learning.
Task: In this project, you will have to prepare a Power Point Presentation on the process of getting into the
working world (around 10 slides). You will have to include information about personality traits, career
and jobs/occupations. To do so, you will work in groups of 3 students and each of you will be in
charge of an aspect of the presentation.
Process: 1. Have a look at these websites and answer the questions below as a group.
http://www.forbes.com/pictures/mkl45eiklj/no-1-happiest-job-principal/#5e334bd7ad1a
http://www.chron.com/jobs/article/These-jobs-will-make-you-happy-says-CareerBliss-6126191.php
http://www.theguardian.com/money/2015/apr/07/going-to-work-with-a-smile-on-your-face
a. Which are the happiest jobs in the world? And the unhappiest?
b. What are the common characteristics among them? Draw conclusions and comment on them
with your partners.
2. Visit the following websites and scan them. Then, draw a contrastive table with pros and cons
and fill it in with brief information from the articles.
http://www.teenzeen.org/jobs-for-teens.html
http://kidshealth.org/en/teens/tips-summer-jobs.html?WT.ac=ctg#catjobs
3. On your own, read the information on these websites carefully. Then, answer the questions as
a group.
http://www.howtolearn.com/2012/10/6-reasons-why-teens-should-take-a-career-aptitude-test/
https://www.123test.com/holland-codes-career-tests/
a. Why should teenagers take a career aptitude test?
b. In which way do these tests help them?
c. According to John Holland, how do people work best?
4. Take the two tests separately and comment on the results with your partners. Why do you agree/
disagree with them?
https://www.123test.com/career-test/index.php
http://www.allthetests.com/quiz13/quiz/1114365326/Teen-Personality-Quiz
5. Go back to this website and read the six personality types on your own. To make it easier, divide
the work so that each of you reads only two types. Then, answer the questions below and share
your findings.
https://www.123test.com/holland-codes-career-tests/
a. What abilities and characteristics do people of each type have?
b. What main occupations fit each type? Mention at least 10.
Assessment: The PPP will be evaluated with common grade for group work creativity and good conclusions and
presentation will be highly valued. Rubric is as follows:
Creativity: 40%
Quality of exposition and presentation: 40%
Level of English: 20%
Conclusion: The task you have just completed has allowed you to acquire some insights on the world of work.
You have also been able to learn more about your own personality and the possible occupations
you may aim at after high school or college.

50 Unit 1 COMPLEMEntARY ACtiVitiES PHOTOCOPIABLE

 EXTRA TEST

1. Scan these two job advertisements and identify which job (I or II): 3 points
a. allows on-line application. d. pays less than US$10 per hour.

b. is a part-time position. e. provides paid training.

VOLUME 1 UNIT 1
c. is based in Seattle. f. requires previous experience.

I
Job Number: 39749981 Reservations Agent
Contact: Jenny Milder Director
Organization: Queen Cruises and Tours 2815 Leman
Avenue, Suite 206, Seattle, WA, 98121
Description: The Reservations Agent must:
Provide excellent customer service.
Answer calls from customers, employees and management.
Respond to booking enquiries and generate bookings.
Speak another language, be friendly and a team worker.
Skills required: High school diploma or equivalent
1 year experience in customer service or sales.
Proficiency in the use of computer specialized software related to
reservations systems.
Ability to communicate clearly (verbally and in written form) to customers,
management and employees.
Paid training begins on January 26, 2018.
Applications online (only) at http://queencruisesjobs.com

II
Job Number: 48919560 Cook Part Time
Contact: Tobey Kern General Manager
Organization: Sunrise Senior Living, San Ramon, California, 94583
Phone Number: 800 9000 764
Category: Food Services
Sunrise Senior Living offers a unique, challenging and rewarding work environment,
competitive salary and excellent benefits as well as the opportunity for both personal and
professional growth.
Sunrise currently operates over 380 senior living communities in 33 states of the USA, in
the District of Columbia, Canada, in the UK and Germany. The position offers the chance to
work and live abroad.
Hourly wage: $35
Description:
The cook must
Prepare all food to meet quantity and schedule requirements.
Handle food in accordance with sanitary procedures and standards.
Follow a menu to prepare meals.
Have at least two years of experience in long-term care or specific gastronomic training.
The candidate should
Have a commitment to serving others.
Be friendly.
Know how to deal with older people.

PHOTOCOPIABLE Unit 1 EXTRA TEST 51

 2. Read the job advertisements and find the following information. Complete the table. 5 points

Information I II
a. Duties
b. Experience
c. Hourly wage
d. Contacts position
e. Job numbers
VOLUME 1 UNIT 1

3. Read the job advertisements more carefully now and identify which of the following 3 points
topics are not mentioned in either of the ads.
a. Special benefits.
b. The countries that the companies operate in.
c. The starting date for the position.
d. The name of the contact.
e. The phone number to call to apply for the job.
f. Holiday entitlement.

4. Read the ads once more. Write T (true) or F (false). 6 points

a. Job number 1 involves receiving and making phone calls.
b. Job number 2 requires knowledge of sanitary procedures.
c. People applying for job number 2 must speak German.
d. Wages for job number 1 depend on experience.
e. You can apply for Job number 1 on the phone.
f. The two jobs require social skills.

5. 18 Listen to three people talking about their jobs and match them with the pictures. 3 points
Write the number (1, 2 or 3).

a. Speaker b. Speaker c. Speaker

52 Unit 1 EXTRA TEST PHOTOCOPIABLE

6. 18 Listen to the recording again. Who said these sentences, Speaker 1, Speaker 2 6 points
or Speaker 3?
a. doesnt have much work in winters time.
b. thinks the salary is poor, but the job will be very satisfying.
c. will sleep very little at night.
d. is happy when people return home.

VOLUME 1 UNIT 1
e. would like to have another job in the future.
f. can wear informal clothes at work.

7. 18 Listen to the recording once more. Are these statements true or false? 6 points
Write T or F.
a. Speaker I will earn a lot of money.
b. Speaker III wants to work indoors in the future.
c. Speaker II will live far from work.
d. Speaker III always enjoys his work.
e. Speaker I thinks salary is a positive aspect of his job.

Total score=
32 pts.

Interpret your test results

Great!
(28 - 32)
Your score is excellent! It
means you are achieving
the learning goals.
Good
(21 - 27)
Keep on working hard!
You are very well prepared.
You can easily achieve the
highest score by analyzing
the few mistakes you made.
OK
(11 - 20)
Your performance is
satisfactory, but you
can improve. Revise the
mistakes you made and
reinforce the weakest areas
in the assessment.
Not good enough
(0 - 10)
You need to revise the
contents and practice more
in order to improve your
performance.

PHOTOCOPIABLE Unit 1 EXTRA TEST 53

 COMPLEMENTARY ACTIVITIES

1. Do the following quiz and find your learning style. Then, share your results in your group and
comment on them.
VOLUME 1 UNIT 2

Circle the best answer for each question.

1. If I have to learn how to do something, I learn best when I:
a. watch someone to show me how.
b. hear someone tell me how.
c. try to do it myself.
2. When I spell, I verify accuracy by:
a. looking at the word to see if it looks correct.
b. sounding the word out in my head.
c. getting a feeling about the correctness of the spelling.
3. When asked to give directions, I:
a. see the actual places in my mind as I say them or prefer to draw them.
b. have no difculty giving them verbally.
c. have to point or move my body as I give them.
4. When I have to remember a list of items, I remember them best if I:
a. write them down.
b. repeat them over and over to myself.
c. move around and use my ngers to name each item.
5. When solving a problem, I:
a. write or draw diagrams to see it.
b. talk myself through it.
c. use and/or move objects to help me think.
6. When I am adding numbers, I verify my answer by:
a. looking at the numbers to see if they are correct.
b. counting the numbers in my head or out loud.
c. using my ngers to get a feeling if it is correct.
7. When trying to recall names, I remember:
a. Faces more easily than names.
b. Names more easily than faces.
c. The situation or the meeting more easily than names or faces.
8. Before going to sleep at night, I appreciate that:
a. The room is dark.
b. The room is quiet.
c. The bed feels comfortable.

98 Unit 2 COMPLEMEntARY ACtiVitiES PHOTOCOPIABLE

 Results:
Write in how many of your answers was each of the following letter choices:

a: b: c:
Interpretation:

VOLUME 1 UNIT 2
If you had mostly as, then you are a visual learner.
Sit in the front of the class or meeting so you can see everything.
Sketch course content. Even the simplest sketch can help you remember ideas.
List your tasks even the ones you have completed just to have the satisfaction of visually crossing
out tasks done.
Write notes on your favorite colored sticky-notes to help you remember and paste them around your
room.
A tidy desk may help in clearing your mind to be able to study better.
Write yourself encouraging notes and post them where you can see them.
Create mind maps, owcharts, or other graphic organizers.

If you had mostly bs, then you are an auditory learner.

Record the class session and listen to it later for reference and repetition. It may also help if you listen
to it casually while walking to class or before falling asleep.
Read your textbook and notes aloud as you study. You could even record them as you do so.
Teach yourself to read aloud in your mind without making sound. During exams, you can hear the test
questions as well as see them.
Study with a partner or in a group. When studying with others, you can hear what they say, and hear
yourself teaching them as well. This will reinforce your understanding of the material.
Proofread your assignments out loud.

If you had mostly cs, then you are a kinesthetic learner.

Sit where you can actively participate in classroom events and discussions.
Take notes creatively. For instance, draw quick pictures in class that relates to the material
being taught.
Ask and answer questions before, during, and after class.
Make models of the concepts whenever possible.
Move around while you are studying. For instance, you can simply walk around in your room.
Study on a whiteboard. Draw owcharts, mind maps, or simply rewrite the notes.
Incorporate pictures of models, if possible.
Make physical comfort a priority as you study.
Make note cards and create sample tests that you can take for review.
Adapted from: http://www.montana.edu/gallatincollege/programs/tools/type.php

2. Underline three learning tips you found useful in the interpretation section of the quiz. Then, write
down two more tips of your own.

PHOTOCOPIABLE Unit 2 COMPLEMEntARY ACtiVitiES 99

 3. Fill in the blanks of the emails with the words in the box below. Then, match the problems at school
(a - c) with their solutions (i - iii).

stressed out a couple of months laugh at cost a lot of money schoolwork cruel messages
shy and nervous where to start cannot afford it panic at to help them bullied

a.
Casey, 14
VOLUME 1 UNIT 2

Well Im constantly being at school. My classmates me a

lot and call me names because Im new at school and because Im a foreigner. Recently it has got
even worse; they have been posting on Facebook Whats worse, Im very
and find it really difficult to talk to people How can I stop this situation?

b.
Zach, 15
Hi there! I need some advice. Our class is planning a field trip to Washington DC and it is going to
. Most of our parents are happy to help but there are four students whose parents
. We, the whole class, want everybody to go but are not really sure what to do
. Theres not much time because the trip is in . What can we
do to solve this problem?

c.
Ashlee, 15
Hello. I hate ! I get so with all the homework and the
assignments that I often cry. I do not know when Im home on my own. I also
deadlines And I even have a hard time sleeping sometimes. Im so frustrated!
Please, help me!

i. to get it out of the way, but youll have the

It is so good to hear from someone who
wants to help a friend. I am glad that you
are not thinking of leaving your classmates
alone. There are a lot of things you can do
to help in two months. You could organize a
school Bingo, you could bake cookies and
cakes and sell them at school. Or you could
also find a sponsor for your friends a local
company willing to pay their fare.
Sarah
ii.
Stressing too much about it doesnt get
you anywhere. Its good to be concerned
about your work, but you have to act on
that. To avoid trouble, do homework as
soon as possible and at least start projects
the day you get them. When you start your
homework, tackle the hardest assignments
first. Its tempting to start with the easy stuff
most energy and focus when you begin,
so its best to use this mental power on the
subjects that are most challenging. Later,
when youre more tired, you can focus on the
simpler things. And always, take small breaks
to help you relax a little and reduce stress in
the end.
Robert
iii.
First thing, you should immediately tell an
adult: a teacher, a principal or your parents
about whats going on. They will help you
somehow. This is not right at all. Also, you
should firmly and clearly tell the bully to
stop and then walk away. By ignoring the
bully, youre showing that you dont care.
Eventually, the bully will probably get bored
with trying to bother you.
Megan

100 Unit 2 COMPLEMENTARY ACTIVITIES PHOTOCOPIABLE

4. Work in pairs and use both study programs on the noticeboard. Follow the prompts to role-play the
conversation taking turns to be A and B.

SUMMER COURSE IN
ENGLAND
If youre between 16 and 18, join
us
COME AND LEARN

VOLUME 1 UNIT 2
and study English and its culture dur
the summer.
ing
ENGLISH IN AMERICA!
Native speaker teachers Students from all over the world
2 months (June-July) Life in college campus
rs)
200 class-hours Crash-courses (3 weeks 120 hou
Free accommodation with hos
t families Field trips

Student A: Ask what he/she will do at the end of school-year.

Student B: Answer you will study English abroad.
Student A: Ask what country he/she will go to.
Student B: Respond.
Student A: Ask what kind of course he/she will take.
Student B: Answer.
Student A: Ask how long it takes.
Student B: Reply and mention the class hours in total.
Student A: Ask if he/she thinks it is a good decision.
Student B: Answer it is a great opportunity to learn English language and culture.

PHOTOCOPIABLE Unit 2 COMPLEMEntARY ACtiVitiES 101

 5. WebQuest: studying English overseas

Introduction: Learning a language is more than simply studying a vocabulary list; its about absorbing the culture
and colloquialisms and exploring an alien society. Therefore, studying abroad is one of the fastest, most
effective and most interesting methods for learning English; its a life changing experience.
VOLUME 1 UNIT 2

Task: Your task is to create a radio program about an experience of studying English abroad (around 20
minutes). You will have to include the radio script based on the topic, the sound effects and a few
commercials. In order to do so, you will work in groups of 5 students and each of you will be in charge
of a different aspect of the project.
Process: 1. On your own, go over these websites and scan the different radio script samples. Comment on the
similarities and differences with your partners.
http://john.curtin.edu.au/sport/activities/radio(answerfootball).html
http://cw.routledge.com/textbooks/9780415561709/audio.asp
https://sdlehto.wordpress.com/radio-interview-script-sample/
https://sdlehto.wordpress.com/radio-commercial-script-sample/
2. In pairs, visit the following websites and pay attention to the characteristics of radio scripts. Then,
write down the main characteristics and five tips to create your own script.
http://es.slideshare.net/helpingmedia/writing-a-radio-script-10476106
http://www.mediahelpingmedia.org/training-resources/journalism-basics/646-tips-for-writing-
radio-news-scripts
3. Continue working in pairs and read the information on this website carefully. Then, answer the
questions below.
http://www.5minuteenglish.com/study_abroad.htm
a. Why do people study the language in an English-speaking country?
b. What are the advantages and disadvantages of studying English abroad?
4. As a team, go through these websites and choose four different countries to study English. Then, fill
in a table with specific information about the points below.
https://www.studytravel.com/learn-english-abroad-juniors
http://www.lalschools.com/en/courses#young-learner
http://www.kaplaninternational.com/young-learners
http://www.studyabroadinternational.com/study_abroad_programs_for_Teen_Students_and_
Kids_English_summer_camps.html
Country Course length
Specific location Accommodation
Course type Leisure activities
5. Now, make up two characters (the radio announcer and an EFL student) and his/ her story studying
English abroad. Use the information you have found on the different websites to create the
interview between them and the radio program itself. Remember to include information about:
His/her reasons for studying English abroad His/her feelings and impressions on the experience
The language course and everyday life The radio sound effects and commercials

Assessment: The radio program will be evaluated with common grade for group work creativity and good
performance will be highly valued, too. Rubric is as follows:
Creativity: 40% Quality of performance: 40% Level of English: 20%
Conclusion: The project you have just prepared has provided you with background information on how a radio
program is produced and has also given you some space to be creative. Together with this, you have
explored a wide range of information on language courses that might be useful for anyone wanting
to study English abroad.

102 Unit 2 COMPLEMEntARY ACtiVitiES PHOTOCOPIABLE

 EXTRA TEST

1. Read the texts carefully and circle the correct alternative in sentences a - e on page 104. 3 points

Dan Baker, 14, grade 9, Alice Deal Junior High, Washington.

VOLUME 1 UNIT 2
My school is totally ordinary and I dont think its very
different from a school in any country. Im in the 9th grade at
Alice Deal Junior High, Washington DC. In the USA, kids
start first grade at age six and finish in twelfth grade. From
seventh to ninth grade, we go to Junior School.
We dont wear a uniform, but there is a dress code. That
means we shouldnt attend school in baggy, skateboarding
pants, very short skirts, or clothes with holes in them, and we cant dye our hair crazy colors!
School starts at 8:45 and ends at 3:15. A lot of students stay until 5:30 to play sports
or take part in the after-school program; that means you can stay at school to do your
assignments or go to the computer lab. We do the same subjects as any school and we also
study Spanish because there are a lot of people in the USA who speak Spanish at home.
Some schools in Washington DC are totally bilingual in Spanish and English because there
are so many Latino students; their families are mainly from Mexico and El Salvador.
We generally have lunch in the school cafeteria; the food is okay.
One of the best things at this school is the field trips. Last week, we went on a biology trip
to Kenilworth Aquatic Gardens, a national park with a river and lakes; we spent the whole
day there and had lunch in the picnic area.

Edna Bailey-Castro, 15, grade 10, The Chapin School, New

York. (http://www.chapin.edu)
My school is private and there are about 650 girls ranging
from kindergarten through grade twelve. It is located on
the Upper East Side of Manhattan in New York City. One
thing I like about my school is that it is relatively small
and all of us form a close-knit community. I participate
in community activities and sports, including softball and
volleyball; in fact, we were the New York State Champions in volleyball this past year. My
school also does an excellent job preparing us academically for college.
I love my school! There are so many cultural and educational opportunities. For example,
the Metropolitan Museum of Art is five blocks away, and we often go there to actually
experience things we have studied in class.
About the only negative thing I can think of about my school is the fact that I have a
long commute back and forth. I live in the Bronx, and I take the subway and a bus to get
to my school

Close-knit: (adj.) having strong relationships with each other and taking a close interest in each others activities and problems.
Commute: (n) the journey that a person makes when traveling to the place of work or study.

PHOTOCOPIABLE Unit 2 EXtRA tESt 103

 a. In Dans school, students are when they start 1st grade.
i. five ii. six iii. seven
b. Junior School begins when students are in grade.
i. seventh ii. ninth iii. twelfth
c. Generally, students have lunch .
i. at home ii. in a restaurant iii. in the school cafeteria
d. Ednas school ranges along grades.
VOLUME 1 UNIT 2

i. K-9 ii. K-12 iii. 7-9

e. Her school offers cultural extra-curricular activities.
i. and recreational ii. and academic iii. academic and recreational

2. Read again and fill in the chart with specific information from the texts and your own. 15 points

Student 1 2 You

Name

Age

School

Positive aspects

Negative aspects

3. 28 Listen to a recording about studying abroad. What kind of text is it? 1 point

a. An advertisement
b. News reports
c. An interview
d. Personal experiences

4. 28 Listen to the recording again and number the sentences in the order you 5 points
hear them.
a. First, I did not speak English very well.
b. I started talking a lot.
c. I can communicate with them through English.
d. Sometimes, I feel sad.
e. The school has a good atmosphere.

104 Unit 2 EXTRA TEST PHOTOCOPIABLE

5. 28 Listen again and match the situations in the pictures to each Speaker (1 - 4). 4 points

VOLUME 1 UNIT 2
a. Speaker b. Speaker

c. Speaker d. Speaker

6. 28 Listen once more and circle the correct alternative. 6 points

a. I have made a few / lot of friends.

b. There are many activities for teaching / practicing English with fun.
c. I have improved my language / English skills.
d. I stayed for sixteen / six months.
e. My host / new family was very nice, too.

Total score=
35 pts.

Interpret your test results

Great!
(30 - 35)
Your score is excellent! It
means you are achieving
the learning goals.
Good
(23 - 29)
Keep on working hard!
You are very well prepared.
You can easily achieve the
highest score by analyzing
the few mistakes you made.
OK
(13 - 22)
Your performance is
satisfactory, but you
can improve. Revise the
mistakes you made and
reinforce the weakest areas
in the assessment.
Not good enough
(0 - 12)
You need to revise the
contents and practice more
in order to improve your
performance.

PHOTOCOPIABLE Unit 2 EXTRA TEST 105

1. Listening comprehension

Assessmaent LISTENING COMPREHENSION

Name: Lesson: Date

VOLUME 1
Skills Criteria Points
1 2 3 4
Understanding key Understands 1 or 2 Understands some Understands many Understands most
events or facts. events or key facts. of the events or events or key facts, events in sequence or
key facts. mainly in sequence. understands most key
facts.
Understanding Gets few or no Gets some important Gets many important Gets most important
details. important details. details. details. details and key
language.
Responding Almost never. Sometimes. Most of the time. Nearly always.
appropriately to
features such as:
laughter, silence,
etc., and / or
accentuation,
intonation, and
rhythm.
Answering Answers questions Answers questions Answers questions Answers questions
questions. with incorrect with some with literal with interpretation
information. misinterpretation. interpretation. showing higher level
thinking.
Doing tasks. Provides limited Provides some Provides adequate Provides insightful
or no response response to teacher response to teacher response to teacher
and requires with four with two or three with one or no
many questions or five questions and questions and questions
or prompts. prompts. prompts. or prompts.
At the end of the Answer factual Answer factual Summarize the Reveal the sequence
session, the questions on general questions on general beginning, middle, of events, providing
listener is able to: information. and specific and end of details on dialog, and
information. the story. motivation
of characters.
Total points

PHOTOCOPIABLE RUBRICS APPENDIX xviii

 2. Reading comprehension

Assessmaent READING COMPREHENSION

Name: Lesson: Date
VOLUME 1

Skills Criteria Points

1 2 3 4
Understands key Understanding one Understanding some Understands many Understands most
events or facts. or two events or key of the events or key events or key facts, events in sequence
facts. facts. mainly in sequence. or understands most
key facts.
Understands details. Gets few or no Gets some important Gets many Gets most important
important details. details. important details. details and key
language.
Identifies characters Identifies one or two Identifies one or two Identifies many Identifies all
or topics. characters or topics characters or topics topics or characters characters or topics
using pronouns (he, by generic name by name in text (Ben, by specific name
she, it, they). (boy, girl, dog). Giant). (Old Ben Bailey).
Answering Answers questions Answers questions Answers questions Answers questions
questions. with incorrect with some with literal with interpretation
information. misinterpretation. interpretation. showing higher level
thinking.
Doing tasks. Provides limited or Provides some Provides adequate Provides insightful
no response and response to teacher response to teacher response to teacher
requires many with four with two or three with one
questions or five questions questions and or no questions
or prompts. and prompts. prompts. or prompts.
Total points

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

xix RUBRICS APPENDIX PHOTOCOPIABLE

3. Use of reading strategies

Name: Unit / Lesson: Date:

Always Sometimes Never

VOLUME 1
1. I make predictions before I read.
2. I understand the message-the text makes sense to me.
3. I know when I am having trouble understanding the text.
4. I know the main idea of the text.
5. I understand the words in the text.
6. I understand the punctuation.
7. I know how to find different parts of the text (chapters, pages,
beginning, middle, end).
8. I can pick out clues from the reading to help me make an interpretation.
9. I give my opinion-make a judgment-about the text.
10. I support my opinion with details from the text.
11. I know the difference between fact and opinion.
12. I can see similarities and differences between the texts I read.
13. I can make connections between the text and my own life.
14. I can make connections between the text and other subjects.
15. I can pick out words from the story that help me work out
the setting.

4. Making connections

Dimension 4 3
Text-to-self Without prompting,
connections student can explain
connections with own
life that are closely
related to the text.
Text-to-text Without prompting,
Connections student can explain
connections with other
texts that are similar.
Text-to-world Without prompting,
connections student can explain
connections with the
world that are closely
related to the text.
Without prompting,
student can explain
connections with own life.
However, they are vaguely
related to the text.
Without prompting,
student can explain
connections with other
texts that are vaguely
similar to the text.
Without prompting,
student can explain
connections with the
world. However, they are
vaguely related to the text.
2 1
With prompting, With prompting, student
student can explain can explain connections
connections with own with own life. However,
life that are closely they are vaguely related
related to the text. to the text.
With prompting, With prompting, student
student can explain can explain connections
connections with with other texts. However,
other texts that are they are vaguely related
very similar to the text. to the text.
With prompting, With prompting, student
student can explain can explain connections
connections with the with the world. However,
world that are closely they are vaguely related
related to the text. to the text.

PHOTOCOPIABLE RUBRICS APPENDIX xx

 5. Writing rubric
WRITING RUBRIC
Name Lesson Date
Needs
Indicators Acceptable Good Excellent
improvement
Punctuation uses accurate punctuation.
Capitalization uses capital letters to begin sentences and for names.
VOLUME 1

Content / uses graphic organizers and writes a draft.

ideas adds details to improve the text.
Language uses subject/verb agreement.
and uses adequate vocabulary and connectors.
vocabulary writes complete sentences that make sense.
Spelling writes most words correctly.

Created by: Publishing team.

6. Writing process rubric

Step 1 2 3 4 Score
Gets no or limited Gets few key words / Gets numerous key Gets numerous and
Planning /
key words / ideas. ideas words / ideas. detailed key words /
Brainstorming
ideas.
Uses no or limited Uses few key words / Uses most of key Uses all of key words/
key words / ideas ideas from planning words / ideas from ideas from planning
from planning stage. stage. planning stage. stage.
Drafting
Shows no Shows weak Most of first draft Uses additional ideas.
organization and organization and is organized. First draft is
structure of first draft. structure of first draft. highly organized.
Revising Does not add, delete Add, deletes or Adds, deletes or Adds, deletes or
or rearrange ideas rearranges a few ideas rearranges adequate rearranges numerous
from the from the ideas from the first adequate ideas from
first draft. first draft. draft. the first draft.
Details are not Few details are specific Most details are All details are specific
specific and clear. and clear. specific and clear. and clear.
Editing Does not correct Corrects some errors Corrects most of Corrects all the errors
errors of: spelling, of: spelling, errors of: spelling, of: spelling,
punctuation, punctuation, punctuation, punctuation,
capitalization, and capitalization, and capitalization, and capitalization, and
sentence structure. sentence structure. sentence structure. sentence structure.
Publishing Does not write the Writes part of the final Writes most of the Writes the final copy
final copy in clear copy in clear final copy in clear in clear handwriting
handwriting nor handwriting nor types handwriting or types or types it correctly on
types correctly on a it correctly on a it correctly on a a computer.
computer. Sentence computer. computer. Sentence fluency
fluency is poor. Sentence fluency is Sentence fluency is is strong.
poor in most parts. strong in most parts.
Total
Conclusions
Needs to work on...
Observations:

Adapted from: http://readingready.wikispaces.com/Writing

xxi RUBRICS APPENDIX PHOTOCOPIABLE

7. Oral exchange
Student is able to Yes Partially Score
talk briefly about a topic. 4 3 2 1
ask and answer questions to keep 4 3 2 1
the conversation going.
answer questions including 4 3 2 1
information and details.
use appropriate language 4 3 2 1

VOLUME 1
expressions and vocabulary.
imitate the model and use 4 3 2 1
correct intonation and
pronunciation.
speak naturally without 4 3 2 1
unnecessary pauses.
Suggestions for improvement:

8. Oral presentation
ORAL PRESENTATION RUBRIC
Name Date
Indicators Excellent Good Satisfactory Unsatisfactory
Topic was covered deeply.
Presentation was well planned and coherent.
Presentation was practiced.
Relevant comments were included.
Opinions / conclusions were supported by reasons.
Visual aids were useful.
Teachers comments
Created by: Publishing team.

10. Webquest rubric

WEBQUEST RUBRIC
Criteria Accomplished (3 pts.) Developing (2 pts.) Beginning (1 pt.)
Quality of Excellent information, qualities Good information, qualities Information is not important,
information addressed for all aspects. addressed for several aspects. qualities are not addressed.
Good support provided. Minimal support provided. No support provided.
Digital All relevant ideas clearly identified Some relevant ideas identified. One relevant idea, few images,
presentation with images. Creative. Few images. Neat and creative. lacks creativity.
Comparison All important aspects considered in Some aspects considered in Irrelevant information, few
comparison. Clear, complete comparison. Incomplete aspects considered in
information. information. comparison.
Conclusion, Good organization, topic sentence Provides main idea and few Minimal or lacks organization,
paragraph and clear supporting details. supporting details. unclear main idea, no support.
and use of Few grammar and spelling mistakes. Some grammar and spelling A lot of grammar and spelling
language mistakes. mistakes.

PHOTOCOPIABLE RUBRICS APPENDIX xxii

 9. Project

project
Name(s): Date:
Needs
Process Satisfactory Excellent Points
Improvement
1. Has clear vision of final product. 1,2,3 4,5 6,7
2. Properly organized to complete project. 1,2,3 4,5 6,7
VOLUME 1

3. Managed time wisely. 1,2,3 4,5 6,7

4. Acquired needed knowledge base. 1,2,3 4,5 6,7
5. Communicated efforts with teacher. 1,2,3 4,5 6,7
Needs
Product (Project) Satisfactory Excellent Points
Improvement
1. Format. 1,2,3 4,5 6,7
2. Mechanics of speaking / writing. 1,2,3 4,5 6,7
3. Organization and structure. 1,2,3 4,5 6,7
4. Creativity. 1,2,3 4,5 6,7
5. Demonstrates knowledge. 1,2,3 4,5 6,7
Others:
1. 1,2,3 4,5 6,7
2. 1,2,3 4,5 6,7
3. 1,2,3 4,5 6,7
4. 1,2,3 4,5 6,7
Total:
Teachers comments:

Source: http://www.sdst.org/shs/library/resrub.html

xxiii RUBRICS APPENDIX PHOTOCOPIABLE

Rubrics to evaluate attitudinal objectives
Rubric to self-evaluate attitude towards learning (oa a)

OBJECTIVE A: To show a positive attitude towards themselves and their own capacity to learn English.
Aspects Excellent Good Satisfactory Unsatisfactory
Completing I always complete work With few exceptions, I I usually complete work I frequently do not
work to the best of my ability, complete work to the best to the best of my complete work to the best
expectations within set guidelines and of my ability, within set ability, within set of my ability, within set

VOLUME 1
on time. guidelines and on time. guidelines and on time. guidelines and on time.
I always work with care I generally work with care I usually work with care I rarely work with care and
and attention to detail. and attention to detail. and attention to detail. attention to detail.
Interest and I am always ready and I am ready and motivated I am usually punctual, I am often late, not ready
enthusiasm motivated to learn by to learn, usually attentive ready and motivated to or motivated to learn and
being punctual, attentive in class, eagerly learn, and sometimes need constant reminders
in class, eagerly participating, curious and curious, but sometimes to be attentive.
participating, curious and contributing positively. distracted.
contributing positively.
Preparing for I always bring required With few exceptions I I usually bring required I frequently do not bring
lessons texts, materials, and bring required texts, texts, materials and required texts, materials
equipment to class. materials and equipment equipment to class. and equipment to class.
to class.

PHOTOCOPIABLE RUBRICS APPENDIX xxiv

 Rubric to evaluate cultural awareness and comprehension (oa b)
OBJECTIVE B: To develop cultural awareness and comprehension showing interest, respect and tolerance for ones and
other cultures.
Rating 1 2 3 4 5 6 7
Highly negative Negative Slightly negative Neutral Slightly positive Positive Highly positive
Criteria: Student demonstrates a attitude regarding Score
Social
his / her interactions with individuals from different countries.
VOLUME 1

the benefits of interacting with people from different countries.

his / her participation in international or intercultural social experiences.
his / her interest in developing intercultural relationships.
his / her desire to participate in intercultural experiences in the future.
Cognitive
the way in which his / her thinking has changed as a result of exposure to different cultures.
his / her understanding how learning about specific topics can be enhanced when done in a different
culture.
Sensitivity
the art of different cultures.
the music of different cultures.
the political systems or structures of different cultures.
the different art expressions of other cultures.
Self-awareness, taking perspective, empathy
the value of similarities and / or differences among cultures.
the need for tolerance toward different cultural practices, values or beliefs.
the need to provide comprehensive and balanced support for his / her conclusions regarding cultural
differences and similarities.
the fact that differences among people and cultures may be neither good nor bad.
manifestations that are culturally unfamiliar.
Teachers comments

Rubric to self - evaluate interest in on-going and independent learning (oa c)

Statements Yes Needs improvement

I set challenging and relevant long-term goals.
I demonstrated autonomy in the learning process.
I identified strengths and weaknesses of the learning process.
I focused on weaknesses of the learning process.
I showed a positive attitude towards language learning.
I recognized the advantages of learning English for future academic or working life.
I shared the new information about a familiar topic.
I deepened knowledge about a topic by consulting bibliography or reference material.
I showed confidence when consulting reference material.

xxv RUBRICS APPENDIX PHOTOCOPIABLE

Rubric to self-evaluate collaborative work (OA D)

Statements Always Usually Often Rarely

I accepted the task with responsibility and carry it out on time.
I set and accepted common goals.
I reached an agreement and come to a decision after a general conversation.
I prioritized and planned group tasks.
I discussed group problems with respect.

VOLUME 1
I offered solutions and alternatives to solve problems.
I participated actively in order to accomplish tasks.
I showed a positive attitude towards group tasks.
I contributed to maintaining a friendly and cooperative environment.
I completed the assigned tasks on time.
I showed respect for others opinions.

Rubrics to evaluate effective use of communication and information technology (OA E)

Area Strong Average Weak

Use of Helps clarify information, Helps clarify part of the information, Does not clarify information, does
visual aids emphasizes important points, adds emphasizes some of the important not emphasize important points,
interest. points. does note add interest.
Visual / Very creative, graphic elements Some graphic elements do not Lacks creativity, graphic elements
graphics effectively enhance understanding contribute to understanding of do not contribute to
of concepts, ideas and concepts, ideas and relationships. understanding of concepts, ideas
relationships. and relationships.
Design All slides include: title, text, Color, background and fonts styles, Background, color and fonts style
background color, appropriate for and sub headings are generally decrease readability of text.
fonts color and size. used consistently.
Sources Sources and links are up to date, There are some relevant sources and Sources are not relevant and
and links relevant and properly cited. links, citation needs some editing. poorly cited, there are not links.
Evidence 3 sources cited, several links add to 2 sources cited, some links add to 1 or no sources cited, no links that
reader comprehension. reader comprehension. add to reader comprehension.

PHOTOCOPIABLE RUBRICS APPENDIX xxvi