UNIVERSIDAD DE GUADALAJARA

CENTRO DE EDUCACION CONTINUA Y ABIERTA

LICENCIATURA MODULAR SEMIESCOLARIZADA EN DOCENCIA DE

INGLES COMO LENGUA EXTRANJERA
LIMSEDILE

MODULE: INTEGRATIVE

Teaching Intervention Outcomes

Tutor : Lucìa Rivas Paz

Student: Verónica Nava Castillo

E-mail: castillomxmx@yahoo.com.mx

DATE: October 30th 2017

 INTRODUCT ION

In this Task one will attempt to:

a) Select a group in one’s teaching context to conduct an Action Research

b) Design and develop an instrument for data collection used for the pre-and post-
stages of the Action Research

c) Apply the instrument and report the results from the pre-stage to verify that the
problem that one has chosen or identified is real.

EXPLAINING THE TEACHING CONTEXT

The group in which this Action Research will take place is made up of twenty high-
school students between 15 or 16 years old at Universidad Del Valle De Mèxico
campus Texcoco. Most of them come from private bilingual schools, although not
all have the same level they have been positively adapted among them.
They are hyperactive teenagers who like to participate but get bored easily if the
lesson is too passive.
Only two or three are apathetic and do not like to work in pairs or small groups.
The classroom is a spacious place where we can move with ease. There is a
television, dvd, and lasser projector among other devices to facilitate the use of
ICT.

INTRODUCING THE PROBLEM

1. The lack of use of visual aids in the classroom makes the teaching-learning
process a tedious challenge for students
2. Teachers must identify what kind of material should be used according to the
language skill to be practiced
3. Students get bored because of the overuse of textbooks, causing lack of interest
as well as discipline troubles.

EXPLAINING AND DEFINING THE PROBLEM

Over 22 years of experience I have noticed that the correct use of didactic material
and teaching aids (visuals, flash verbs, index cards, games etc) encourages
students' interest in learning a second language (ESL). Particularly, this is an area
of education that I consider crucial in every lesson planning.
In the institution where I work there have been many students’ complaints about
boring classes in which they learn nothing new and I have a firm belief that it is due
to the lack of implementation of visual aids and the abuse of the use of the
textbook
Material development implies the combination of both reasoning and artistic
processes. In this respect, Low (cited in Johnson, 1989) states that "designing
appropriate materials is not a science: it is a strange mixture of imagination,
insight, and analytical reasoning" (p. 153). In the same thread of thought, these
authors agree on the fact that materials development entails a rational process and
artistic inspiration that together perform a central role in attaining appealing
teaching-learning resources.
Language learning materials constitute a key factor in creating effective teaching
and learning environments, “these materials could be considered effective if they
facilitate the learning of a language by increasing learners' knowledge, experience
and understanding of it and, simultaneously, helping learners learn what they want
and need to learn” Tomilson (1998)
Having explained all the above, one will teach two different lessons (10 students
per class). In one of them any visual aid or material is going to be used but the
other will be the opposite. In this way,one would be able to conclude through the
use of a data collection instrument (Attitude and Rating Scales) if the use of visual aids
and material is crucial in optimizing learning English as a foreign language.

INSTRUMENT OF DATA COLLECTION

In order to do this Action Research, it is necessary to choose the appropiated Data

Collection instrument. In this case I chose the Attitude and Rating scales since
this is the instrument that “provides respondents with a question or statement for
which they are asked to select one of several answers that determine the strength
of their disagreement. Attitude scales like this can quickly provide you with
information about students’ attitudes and yield quantitative data that can be used to
make comparisons” Johnson (2012).
In this case, the group will be divided in two. Ten students will attend to the lesson
without use of visual aids and the other half will attend to the visual aid lesson.
After answering the data instrument, results will be compared and shown on a
graph to get a result and a conclusion of this research.

RESULTS

L E S S ON WIT H U S E OF V IS U A L A ID S
1 2 3 4 5
10

10
9

9
8

8
7
3
2

2
1

1
0
0
0
0

0
0
0

0
0
0

0
0
0

0
0
0

0
0
0

0
0
0
0
1 2 3 4 5 6 7

L E S S ON WIT H OU T U S E OF V IS U A L A ID S
1 2 3 4 5
9
7

5
4

4
3

3
3

3
3

3
2

2
1

1
0

0
0

0
0

0
0

0
0

0
0

0
0

1 2 3 4 5 6 7

As it can be seen the first graph represents the studets’ opinions about the class
they took with the implementation of teaching materials and visual aids.Their
answers were rated between 4 and 5 which in the rating key mean: 4= agree and
5= totally agree.
Throughout the class, the students were entertained and attentive to the activities
they had to carry out and when the lesson was over some of them expressed in
spanish “¡a poco ya se acabó la clase!”?
According to the data collection, students expressed that they understood
vocabulary and grammar without problem. They were able to hold a conversation
by using the new topic which means the lesson was productive and the most
surprising thing is that they enjoyed and had fun in class.
The second graph represents students’ opinions about the class which was taught
without use of visual aids and teaching materials just the text book.
Results were not very positive since opinions rated between 3,2 and 1: 3= no
opinión 2= disagree 1=strongly disagree
As a teacher it was very frustrating to see how little by little learners began to get
bored and started to lose interest in the lesson.
They began to chat with each other, to use their mobile phones and I had to call
their attention too often
CONCLUSION

The definition of didactic material varies depending on the authors. For instance,
Tomlinson (1998) identifies didactic material as “anything which is used by
teachers or learners to facilitate the learning of a language” (p. 2). Harmer (2005)
refers to didactic material as “a variety of teaching aids to explain language
meaning and construction, engage students in a topic, or as the basis of a whole
activity” (p. 134). Ogalde and Bardavid (2003) define didactic material as “all those
means and resources to facilitate the teaching-learning process within a global and
systematic educational context, and stimulate the senses to facilitate the
acquisition of concepts, abilities and skills, as well as the formation of attitudes and
values” (p. 20). In the first two definitions, the authors make it clear that the
purpose of didactic materials is to facilitate, construct, and give meaning to
explanations in order to lead students to language learning. However, the definition
provided by Ogalde and Bardavid includes the development of students’ skills, and
the formation of attitudes and values. This definition reflects the global purpose of
education, which is the transformation of society through education.

Reflecting on the subject I firmly believe that learning materials are important
because they can significantly increase student achievement by supporting
student learning. For example, a worksheet may provide a student with
important opportunities to practice a new skill gained in class. This process
aids in the learning process by allowing the student to explore the knowledge
independently as well as providing repetition. Learning materials, regardless
of what kind, all have some function in student learning.
Teachers should visualize themselves as didactic material developers for several
reasons. Didactic material facilitates students’ language learning by tapping into
the learning styles of the students and by motivating them. Materials facilitate the
instruction of almost any class topic and opens up the outside word within the
classroom.

APPENDIX
INSTRUMENT FOR DATA COLLECTION
(Lesson 1)
Answer the following statements according to the following rating key:
5= strongly agree 4= agree 3= no opinion 2= disagree 1= strongly disagree-© Andrew
Johnson,

1. I understood vocabulary meaning easily

5 4 3 2 1

2. I had no problems to understand the new grammar topic

5 4 3 2 1

3. I was able to hold a conversation during the lesson

5 4 3 2 1

4. I practiced what I learnt in class

5 4 3 2 1

5. The lesson was productive

5 4 3 2 1

6. Self- correction was easy

5 4 3 2 1

7. I enjoyed the lesson

5 4 3 2

(Lesson 2)
Answer the following statements according to the following rating key:
5= strongly agree 4= agree 3= no opinion 2= disagree 1= strongly disagree-© Andrew
Johnson,

1. I understood vocabulary meaning easily

5 4 3 2 1

2. I had no problems to understand the new grammar topic

5 4 3 2 1

3. I was able to hold a conversation during the lesson

5 4 3 2 1
4. I practiced what I learnt in class
5 4 3 2 1

5. The lesson was productive

5 4 3 2 1

6. Self- correction was easy

5 4 3 2 1

7. I enjoyed the lesson

5 4 3 2 1

REFERENCES

Andrew P. Johnson. (2012). A short guide to action research. Minnesota: Pearson

Educaion.

Harmer, J. (2005). The practice of English language teaching (3rd Ed.). Essex:

Longman.

Johnson, R. K. (1989). The second language curriculum. In Appropriate

design: The internal organisation of courseunits. Chapter 9. Cambridge:
Cambridge University Press. 

Oglade, I., & Bardavid, E. (2003). Los materiales didácticos. Medios y Recursos de

Apoyo a la docencia. Mexico City: Trillas.

Tomlinson, B. (1998). Materials development in language teaching.

Cambridge: Cambridge University Press.        [ Links ]

INTERVENTION PLAN

When teachers have a positive attitude towards their students, they are more
socially responsive and attentive, they more often tailor their instruction to
particular student needs, and they are more successful at drawing on students’
experiences to make lessons meaningful and contextually relevant. Westbrook,,
Durrani, Brown,Pryor, Boddy and Salvy. (2013)

Didactic material helps teachers reach all these objectives above mentioned, it also
transmits meaning through association (critical/analytical thinking), stimulates
student’s creativity and interest so as to encourage their participation. Some type
of visual aids should be used in each activity and the teacher should make the
most out of it. Many questions, answers, situations, and topics for discussion can
come out of just one picture. Pastor Chuck best sums up object lessons by saying:
“You take something that is familiar to them, something that they can understand,
and you tell the story, and then by the story you illustrate the truth that you are
trying to get across to them.”
This is why one dares to demonstrate that the use of visual aids helps teachers
and students to ease the teaching-learning process through the implementation of
a pedagogical intervention plan.

What is a pedagogical intervention plan? the pedagogical intervention is the

intentional action that teachers develop in the educational task in order to perform
with, by and for the student the ends and means which is justified on the basis of
knowledge of education and the functioning of the educational system. Touriñán,
(1987a)
There are many pedagogical intervention plans which have been successful such
is the case of Alister Jones and Judy Moreland, who during three years developed
an intervention plan in which they were able to demonstrate that “enhanced
teacher knowledge about technology including the nature of technology, areas of
technology and specific technological knowledge, changed pedagogical
approaches, enhanced teacher student interaction, refinement of appropriate
learning outcomes, critical decision making, improved teacher confidence, and
enhanced student learning.”  Jones & Moreland (2006)

Another case is the one held by the universities of Buffalo and State of New York
in which the intervention plan was applied to 1,375 pre.schoolers to prove that
building block techniques help kids learn mathematics in an easier and effective
way as well as the improvement of teaching environment.

Teachers take on a role of authority in the eyes of the students, which greatly
influences pupils' learning process (Burns & Richards, 2009). In my view, teaching
is quite a demanding job that requires expertise and thorough knowledge of
different activities to win students over. When starting out as a teacher, it is
common to feel lost and nervous; however, I consider that with the correct use of
didactic material along with creativity to its maximum potential we are able to
engage learners in appropriated activities and carry out helpful strategies to
enhance learning process in an easier way.
In the following intervention plan, several creative activities were carried out with
the use of didactic material along with the purpouse to introduce students to use
specific techniques to support their knowledge and get solid foundation in their
foreign language practice.

I decided to use Elliot's (1991) intervention plan model, in which the teacher plans,
acts, observes, and reflects upon the pedagogical experience. This cycle includes
the planning of exercises and pertinent observation as the teacher helps students
improve their oral and written production skills and increases their motivation to
learn. Observing, acting, and reflecting on these activities create a proper space for
a pedagogical experience to take place and for students to communicate their
feelings and enhance their abilities in the target language.

DESCRIPTION OF ACTIVITIES

During three weeks I developed my lesson plans with many communicative and
meaningful activities through the help of didactic material to foment the motivation
and creativity of the students, In that way they could enhance four skills which are
speaking, writing, listening and reading. Students were asked to set their chairs in
semicircle in order to be able to move freely and teacher could easily monitor and
check them over.

SCHEME FOR INTERVENTION

Session: 1 Date: October 11th 2017

General objective To demonstrate that ESL learners get
a better teaching-learning process
through the use of didactic material
Specific Objective To optimize vocabulary comprehension
Session Objective To explain idioms through the use of
visual aids
Activity Vocabulary presentation
Procedure First teacher introduces idioms through
the use of visual aids, having students
say an example being cued by visual
aids.
Then learners get in pairs and do a fill
in the blanks worksheet

By looking at the pictorial drill on the

board, students make up a story

Dynamics Whole group

Pairs
Drills Transformation
Information/interpretation
Materials Wallcharts
Posters
 Hand-outs
Time 15 minutes
Observations At the beginning of the lesson the
students whose level is not too good,
were having trouble to understand
idioms, however, after looking at the
visuals and the teacher drilling the
examples, they worked without
problems and teacher saved time in
the explanation. It was faster and
easier

SCHEME FOR INTERVENTION

Session: 2 Date: October 16th
General objective To demonstrate that ESL learners get
a better teaching-learning process
through the use of didactic material
Specific Objective To optimize listening comprehension
Session Objective To play a listening to practice listening
skills and to reinforce a grammar point
(comparatives)
Activity Listenig 1st / 2nd play
Procedure T plays the listening and students listen
to it in whole group.
Students get in pairs and answer
comprehension checks.
Ss design their own brand of
cigarettes, content and warning.
Ss get in quartets and have a debate to
defend their product (using
comparatives)
Dynamics Whole group
Pairs
Quartets
Listening Strategies Understanding message
Body language
Grammar use
Intonation
Risk/ speculate
Materials Index cards
Tape recorder
Visuals
Realia (pack of cigarettes lined with colorful
sheets so students could design their products)
Flash adjectives
Time 20 minutes
Observations By mixing strategies and materials,
students were very motivated to create
their own ideas and apply their own
knowledge

SCHEME FOR INTERVENTION

Session: 3 Date: October 23rd 2017
General objective To demonstrate that ESL learners get
a better teaching-learning process
through the use of didactic material
Specific Objective to ease the learning process in a
grammar topic.
Session Objective To teach past progressive +while/when
Through the use of didactic material
and visual aids
Activity To present a grammar topic
Procedure By the use of flash verbs teacher will
introduce past progressive+ when
Students get in pairs to practice
affirmative sentences.
T presents interrogative form
Ss change affirmative to question form
T introduces negative form and
students practice
Dynamics Whole group
Pais
Trios
Teams
Drills Repetition
Transformation
Guided questions /Guided answers
Guided questions / Free answers

Materials Flash verbs

Index cards
Posters
Work-sheets
Games
Time 25 minutes
Observation Students understood the grammar
topic without problems. At the
beginning some of them them were
using past progressive after “when”
but through cues and drilling with visual
 aids, they understood the right way
(when+ simple past)

Note: These are some of the held activities during three weeks. (15 hour-class)

EXPECTED OUTCOMES:

After carrying out this pedagogical intervention, one expects students improve their
grades in the mid-term test and experience new learning techniques which
motivate their learning in a meaningful and cooperative way .

REFLECTION
English teachers can use their creativity to make lessons much more original, and
go outside the formal bonds of teaching. That is why they should be committed to
the planning of meaningful lessons that involve meaningful strategies in the EFL
which also helps students communicate in the real world in real situations.
Intervention plans are a good tool to research and reflect on how to improve and
help learners in their learning process and help ourselves as teachers to grow in
our professional development.
Good teaching is not an accident. While some teachers are naturally more gifted
than others, all effective teaching is a result of study, reflection, practice and hard
work. A teacher can never know enough about how a student learns, what
impedes the student's learning, and how the teacher's instruction can increase the
student's learning. Professional development is the only means for teachers to gain
such knowledge. Whether students are high, low or average achievers, they will
learn more if their teachers regularly engage in high-quality professional
development ... School leaders improve with study, reflection, practice, and hard
work. Their learning supports not only teachers' learning, but students' as well.
When leaders know how to engage teachers, support staff, and students in
effective learning, the school becomes the center of learning for all adults and
students." Mizell (2010)

REFERENCES

Burns, A., & Richards, J. C. (2009). The Cambridge guide to second language

teacher education. Cambridge, UK. Cambridge University Press.         [ Links ]

Douglas H. Clements, Julie Sarama, Mary Elaine Spitler, Alissa A. Lange and
Christopher B. Wolfe
Journal for Research in Mathematics Education
Vol. 42, No. 2 (March 2011), pp. 127-166
Elliott, J. (1991). Action research for educational change. Buckingham, UK: Open
University Press.  
Hayes Mizell. (2010). Why Professional Development Matters. Oxford: Learning
Forward.5.

Jones, A. & Moreland, J. International Journal of Technology and Design

Education (2004) 14: 121. https://doi.org/10.1023/B:ITDE.0000026513.48316.39

Touriñán, J. M. (1987 a) Teoría de la Educación. La Educación como objeto de

conocimiento. Madrid, Anaya. Touriñán, J. M. (1987 b)

Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F.
2013. Pedagogy, curriculum, teaching practices and teacher education in
developing countries. Education rigorous literature review . Department for
International Development.
BIBLIOGRAPHY

Alyssa Friend Wise. (2016). Designing Pedagogical Interventions to Support

Student Use of Learning Analytics . 2016, de Simon Fraser University Sitio web:
https://onlinelearningconsortium.org/wp-
content/uploads/2016/02/Wise_LAK14_PedagogicalLearningAnalyticsInterventions
.pdf

R. Hoffman. N. Mercer. (2015). Teachers interventions in small groups. 2015, de

university of Cambridge Sitio web:
http://www.tandfonline.com/doi/full/10.1080/09500782.2015.1125363

TEACHING INTERVENTION OUTCOMES

INTRODUCTION
Having selected a group in one’s teaching context, an action research was
conducted in order to prove that the correct use of didactic material and teaching
aids (visuals, flash verbs, index cards, games etc) encourages students' interest in
learning a second language (ESL).

After developing a data collection instrument a pedagogical intervention was

carried out, these outcomes will be presented, compared and explained in this
assignment

COLLECTING RESULTS AND OBSERVING EFFECTS

By using Elliot’s (1991) intervention plan model, which consists in teacher planning,
acting, observing and reflecting pedagogical experiences, one developed lesson
plans with many communicative and meaningful activities through the help of
didactic material to foment the motivation and creativity of the students.

The outcomes were the following:

L E S S ON WIT H OU T U S E OF V IS U A L A ID S
1 2 3 4 5
9
7

5
4

4
3

3
3

3
3

3
2

2
1

1
0

0
0

0
0

0
0

0
0

0
0

0
0

1 2 3 4 5 6 7

This graph represents students’ opinions about the class which was taught without
use of visual aids and teaching materials just the text book.
Results were not very positive since opinions rated between 3,2 and 1
3= no opinión 2= disagree 1=strongly disagree
As a teacher it was very frustrating to see how little by little learners began to get
bored and started to lose interest in the lesson.
They began to chat with each other, to use their mobile phones and I had to call
their attention too often

LESSON AFTER INTERVENTION PLAN

12

10

0
1 2 3 4 5 6 7

1 2 3 4 5

The second graphic shows students’ opinions about lessons after the intervention
plan which was carried out for three weeks.

It was very positive since opinions rated between 4 and 5 (4=agree 5= strongly
agree).

Students’ attitude towards the English class were amazing in different aspects.

a) They became punctual

b) They obeyed the instruction not to use the cell phone in class, as this was
one of the biggest problems with high school students.
c) Participation in class became more active
d) Some students did not use to like each other and they refused to work with
some peers. After all this process, class dynamics improved substantially since
they began to work and get along with each other.

e) Their grades improved considerably.

1st test

COMPARING GRADES
10
9
8
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

TEST 1 TEST 2

2nd test
 GRAFICA

Task Instructions
1. Apply the instrument used in the pre-stage to collect data
2. Collect the results and observe the effects or outcomes resulted from your teaching
intervention.
3. Report your results and compare them with the ones obtained on the pre-stage. You
may want to describe results using tables or graphs to report results.

Última modificación: lunes, 28 de agosto de 2017, 20:52

 APPENDIX
INSTRUMENT FOR DATA COLLECTION
(Lesson 1)
Answer the following statements according to the following rating key:
5= strongly agree 4= agree 3= no opinion 2= disagree 1= strongly disagree-© Andrew
Johnson,

1. I understood vocabulary meaning easily

5 4 3 2 1

2. I had no problems to understand the new grammar topic

5 4 3 2 1

3. I was able to hold a conversation during the lesson

5 4 3 2 1

4. I practiced what I learnt in class

5 4 3 2 1

5. The lesson was productive

5 4 3 2 1

6. Self- correction was easy

5 4 3 2 1

7. I enjoyed the lesson

5 4 3 2

(Lesson 2)
Answer the following statements according to the following rating key:
5= strongly agree 4= agree 3= no opinion 2= disagree 1= strongly disagree-© Andrew
Johnson,
1. I understood vocabulary meaning easily
5 4 3 2 1

2. I had no problems to understand the new grammar topic

5 4 3 2 1

3. I was able to hold a conversation during the lesson

5 4 3 2 1

4. I practiced what I learnt in class

5 4 3 2 1

5. The lesson was productive

5 4 3 2 1

6. Self- correction was easy

5 4 3 2 1

7. I enjoyed the lesson

5 4 3 2 1

TEST 1: (before intervention plan)

Evaluación: Primer Parcial Programa: CUATRIMESTRAL

Nivel: Preparatoria

Name: _____________________________________________________ No. de cta:

______________________________________

Date: ______________________________________________________ No, de aciertos:

___________________________________

Calif. Examen: _________________________ Calif.part. y tareas: _________________ Calif.

Final____________________________

I. Complete the zero conditional sentences with the verb in brackets. Use contractions where possible. (2
points each)

[ they don't have] / [ he's] / [ it comes] / [ you aren't] / [ we don't do] /

1. If you press that button, the light __________________________________________________ on

2. It's easier to sleep if ____________________________________________________________stressed

3. The teacher gets angry if_________________________________________________________ our tasks

4. They play football if_____________________________________________________________any

homework

5. If you freeze water______________________________________________________________to ice

II. Complete the conditional sentences. Remember to use the auxiliary verbs. (2 points each)

1. If it doesn't rain, we (can/go) ______________________________________________ swimming

tomorrow

2. If you train hard, you (might / win) __________________________________________________first

prize.

3. If we go to Canada next year, we (can / improve) _____________________________________our

English.

4. I (may / go) __________________________________ to the disco in the evening if I do the washing-up

now

5. If we go on holiday next week, I (not / can / play) ___________________________________tennis with

you.

6. If you see Gareth tomorrow, you (should / tell) ____________________________________ him that you
love him.

7. If my parents go shopping in the afternoon, I (must / look) ____________________________ after my

little sister.

8. He (must / be) _______________________________________________________________a good

drummer if he plays in a band.

9. If you are listening to the radio after 10 pm, you (should / turn) __________________________ the
volume down

10. If you like that shirt, you (can / have) ______________________________________________ it

III. MIX AND MATCH (1 point each)

1. What may the police officer do If he does not pass
the test?

2 .Who should they call If the product is

discontinued ?

3..What will he do If a driver overspeeds

the limit?

4. Where might she travel If there is an

emergency?

5. What should the company do If she wants to surf ?

IV. Write the verbs in the correct tense (simple past) (1 point each)

1. One night we even (learn)______________________________________ some Irish dances

2. We (be) ____________________________________________________ very lucky with the weather

3. It (not / rain) ________________________________________________  a lot.

4, But we (see) _________________________________________________some beautiful rainbows.

5. Where (spend / you) ___________________________________________your last holiday?

V.- Make an affirmative sentence, negative or question using used (1 point each)

1) I / live in a flat when I was a

child. ___________________________________________________________________________________
__

2) We / go to the beach every summer?

___________________________________________________________________________________

3) She / love eating chocolate, but now she hates it

_________________________________________________________________________

4) He / not /
smoke___________________________________________________________________________________
________________

5) I / play tennis when I was at

school___________________________________________________________________________________
_
6) She / be able to speak French, but she has forgotten it
all _________________________________________________________________

7) He / play golf every weekend?

_______________________________________________________________________________________
8) They both / have short
hair_____________________________________________________________________________________
___

9) Julie / study
Portuguese_______________________________________________________________________________
____________

10) I / not / hate

school __________________________________________________________________________________
___________

TEST 2: (After the intervention plan)

Evaluación: Segundo Parcial Programa: Cuatrimestral

Name: ___________________________ Cuatrimestre: ________

ID:.____________________________ Date: _______________

Right answers: _______

Test grade: ________

Homework & Part: _____

Final Grade___________

A) Choose and write the correct word in parenthesis 10 pts

1. It is (bored/boring) _________________________for me to listen to that (real/really)____________ ugly music.

2. His story is (extremely/extreme) __________________________________

(interesting/interested)________________since he used to be a famous soccer player.

3. That soup is (a little/ littly) ____________________________salty but I feel (embarrassing/embarrased) to say

something about it.

4, She felt (frustrating/frustrated) ________________’cause her grades were (pretty/first) bad.

5. Ann was (exciting/excited) ____________________ to learn how to weave (very/little)

_____________________beautiful textiles.

B) Compare the following people: 10 pts

Bob/ 28 years old Homer 58 years old Alice 9 years old

55 kilos 110 kilos 33 kilos

1.60 mt 1.65 mt 1.20 mt.

1. Bob is not________________________ (fat) ___________ Homer

2. Homer can play the guitar____________ (good) ________Alice

3. Homer is _________________________ (old) ___________Alice

4. Homer is______________ (slow) ______________________Bob

5. Alice is________________ (short) ____________________Homer

6. Alice is ______________________ (beautiful) _____________Bob

7. Alice has _________________ (long) hair______________Bob

8. Bob is _______________________ (intelligent) _____________Homer

9. Homer is a ______________________ (interesting) person _______Bob

10. Alice draws ______________ (bad) ___________________Bob

C) Complete the story with the words below: 5 pts

Finally First Next Then Eventually Finally

This is what happened last Saturday; ____________Martha woke up because she Heard a loud howl. ___________She
looked out her bedroom window and she saw a shadow in the Street. __________She saw somebody running away.
Everything was in calm again.___________a while, she went downstairs but she did not notice anything strange.
___________she decided to go back to sleep: Finally she fell asleep again.

D) Circle the correct words to complete the sentences 5 points

1. Mary makes friends easily/easy

2. The buglar walked slow/slowly downstairs

3. in a hospital one should speak quiet/quietly

4. He plays the guitar good/ well

5. Dad took the baby careful/carefully

E) Complete the following tenses with verbs in parenthesis 10 points

1. While I was ______________, (text) the school bus _____________ (arrive)

2. Cindy____________ (break) her leg while she _________________ (snowboard)

3. He ______________________ (listen) to the radio while he _________________ ___________________breakfast

(prepare)
4. My father _____________________________ (drive) too fast when a póliceman ____________ (stop) him.

5. The girl _________ (notice) that the boy ______________________ (watch) her

6. My father _________________________________ (fall off) the ladder while he

_______________________________________________ (paint) tThe carport.

7. While we, _________________________ (wait), we _______________ (do) crossword puzles

8. Nick_________________________ (become) sick while he__________________

____________________________________________________ (travel) in Texas

9. What ________________ (do) when you _______________ (hear) the fire alarm?

10. She said that she _______________________________ (be) not very happy, so
_____________________________________________________ (not/ talk) to her

F) Complete the conversation with the past continous fornm of the verbs

5 points

Diane: What__________________________ (you/do) when I saw you in the bus?

Mark: I _______________________________ (text) my best friend

Diane: Where _______________________________________ (you/ go)?

Mark : I ____________________________________________ (go) to the mall

Diane: What music_____________________________________ (you/listen) ?

Mark: It was the cd you gave me on my birthday, it is great!

G) Complete the sentences with the correctform of used to 5 points

1. I ________________________________________________ (play) with dolls

2. __________ you ___________________________________ (eat) junk food?

3. We _________________________________________ (not/ watch) too much TV

4. My sister _____________________________________ (wear) corduroy pants

5. My mom _________________________________ (not/ give) me chance to play on the street with my friends

Teacher: Verónica Nava Castillo.