Product and Assessing My Learning Process
Self-evaluation
1. Answer. Read both questions aloud and have students review the activities from this unit to recall the aspects they considered to use appropriate expressions when offering and asking for help. 2. Look through the unit to recall what you have learned to learn, to know, and to do. Give students some time to leaf through the pages of the unit so they can recognize the achievements they attained while working on each of the activities. Encourage them to share them with their classmates. 3. In your notebook, write what you think was difficult to achieve and what you can do to improve. Invite students to write in their notebook the tasks in which they still need help. Make sure to record which students need help so that you may design strategies to support them individually. How Can We Help Others? Finally, organize the class into small teams and read the title of the unit aloud: How Can We Help Others? Give them a few minutes to discuss their answers while you walk around and monitor. Ask one person from each team to share their answers with the rest of the class.
Dialogue Do the following activities:
• Rehearse your dialogue: ✔ Check pronunciation, volume, rhythm, and tone. ✔ Be sure to include body language and facial expressions. • Present to your class; don’t worry if you forget your parts, improvise and have fun! Assessing my Learning Process Peer evaluation Use the rubric to assess another pair’s dialogue. Excellent Good
Needs Improvement
All the expressions to o er and ask for help were appropriately used. / Body language contributed to understand what they were saying throughout the dialogue. / They used prosodic resources to convey emotions throughout the dialogue.
Some of the expressions to o er and ask for help were not appropriately used. / Body language contributed to understand what they were saying only in some parts of the dialogue. / They used prosodic resources to convey emotions in some parts of the dialogue.
Expressions to o er and ask for help were not appropriately used. / Body language didn’t contribute to understand what they were saying. / They didn’t use prosodic resources to convey emotions.
Self-evaluation 1 Answer. • Which aspects were important for me to decide how to offer help?
• What should I take into account when asking for help?
2 Look through the unit to recall what you have learned to learn, to know, and to do. 3 In your notebook, write what you think was di cult to achieve and what you can do to improve.
104
Dialogue In this session, students will have a few minutes to rehearse their dialogues following the same procedure they did during the guided practice. Suggest that they use the checklist from Activity 6, on page 103, to assess themselves. Once all pairs are ready, invite them to present. Remember you always have the option to adapt the product to your class’s needs and interests.
Assessing my Learning Process Peer evaluation
Use the rubric to assess another pair’s dialogue. Once all teams have presented their dialogues, draw their attention to the rubric so they can use it to provide peer assessment. Read instructions aloud and make sure everybody understands the aspects they will evaluate before they start. Monitor while they work to offer guidance if required.
Unit 10
T104
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