Product and Assessing my Learning Process
Self-evaluation 1. Work in small groups. Take turns to describe friends and family. Show pictures if you can. Organize students in pairs. Read the instructions out loud. Monitor and provide support as needed. Regroup students into groups of four and ask them to discuss their responses. Give students a minute to reflect on how successfully they completed the activity. Elicit reflections from the different groups. 2. Look back through the lessons and check what you have learned to learn, to know, and to do. After that, you can go to page 117 again and check. Tell students to go to page 117 to check the themes presented in the Appendix so they can recall what they learned. 3. In your notebook, write what you think was difficult to achieve. Check the tips given at the end of each lesson and explain how they may help you to improve. Invite students to reread the tips given at the end of each lesson and reflect on how these tips may help them to improve. Have them write their conclusions in their notebook. Make sure to record which students need help so that you may design strategies to support them. How can you talk about your appearance and abilities? Finally, organize the class into small groups and read the title of the unit aloud: How can you talk about your appearance and abilities? Give them a few minutes to discuss their answers while you walk around and monitor. You can ask them to come up with some useful language in groups, and then compile a list of useful language together as a class on the board.
Line Graph of Development Do the following activities:
• Have all your cards with useful expressions, list, notes, and sentences ready. • Work in small groups. • Compare the expressions, lists, notes, and sentences you wrote. • Work together to draw a line graph of development. Include appearance and ability at di erent ages. • Work with another group. Use your line graph to explain development at di erent ages. Assessing my Learning Process Questionnaire Use the questionnaire to evaluate your classmates’ line chart.
Yes
No
Did they include di erent stages or ages? Did they use words and phrases to describe appearance? Did they describe ability? Did they provide main information and details or reasons? Did they use questions for a better understanding?
Self-evaluation 1 Work in small groups. Take turns to describe friends and family. Show pictures if you can. 2 Look back through the lessons and check what you have learned to learn, to know, and to do. Then look at page 117 and check again. 3 In your notebook, write what you think was di cult to achieve. Check the tips given at the end of each lesson and explain how they may help you improve.
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Line Graph of Development In this session, students will create their own line graph of development. Put students into groups. Encourage them to use all the language in their portfolio to help them with the task. Tell them to pool together all the expressions, stages, notes, and sentences they wrote and decide together which ones to use in a graph. Let students produce their final version of a line graph to present to another group. If they have time, students can also include illustrations. Remind students that they have to focus on both appearance and abilities. Remember you always have the option to adapt the product to your class’s needs and interests. If students are not confident enough to come to the front of the class, first put them into pairs and ask them to practice. You can then regroup and ask them to practice again and again, until they feel more confident. Assessing my Learning Process Questionnaire Use the questionnaire to evaluate your classmates’ line chart. Once all groups have finished, you could ask all students to fill in the questionnaire with their impressions of their classmates’ line graphs.
Unit 7 • Activity Book p. 74
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