Intermediate Course: 16 Unit: 10 Day: 10 Lesson: DVD & Unit Quizzes FFI

Assessment
Lesson Learning Objective:
By the end of the class, students will be able to:
• Assess their knowledge of the contents of this unit
• Consolidate their usage of spoken and written language related to the topics in
this unit

Context:
Students are expected to demonstrate the following:
Use conditional sentences with if clauses (with verbs in the past perfect) and past modals in
the main clause to talk hypothetically about the past. Use the pattern if + subject + past perfect
form, subject + past modal form. Use conditional sentences to describe how things might have
been different in different circumstances. Use the if clause to describe the hypothetical
conditions or circumstances (e.g., If he had stayed in school.). Use the past modal structures
to describe the possible consequences of the imagined conditions (e.g., …his life would have
been different.).
Use a number of idiomatic expressions suitable when talking about celebrities’ careers.
Identify that the meaning of tag questions depends on the intonation the speaker uses. Use
rising intonation on the tag question when they are not sure about something and want to
check information. Use falling intonation on the tag when they are sure about something
and want the other person to agree or confirm that information. Use the two most common
patterns in tag questions: (1) affirmative statement + negative tag; and (2) negative
statement + affirmative tag. Use be or an auxiliary verb + (not) + pronoun in tag questions.
Use affirmative statement + negative tag (e.g., It’s amazing, isn’t it?). Use negative
statement + affirmative tag (e.g., I’m not really in touch, am I?). Use an affirmative tag after
a statement with a negative word (e.g., It’s never easy, is it?). Identify that when some
pronouns are the subject of the main clause, the pronoun in the tag question may change
(e.g., That’s good, isn’t it?). Use negative answers to agree to or confirm a negative
statement with an affirmative tag. (e.g., A: She didn’t go, did she? B: No, she didn’t.). Use tag
questions as an interactive way of involving the other speaker in a conversation.
Add a tag question to soften the advice because the speaker appears to be asking the
listener to agree rather than simply “telling”. As a result, it makes the advice sound less
direct and more encouraging. Use tag questions with the modals would, could, and should
(e.g., It would be good to talk with her, wouldn’t it?). Use rising intonation in the tag
questions for advice. Use expressions such as It’s hard to say. or That’s a good question.
when they are asked questions they cannot immediately think of answers to and to give
the speaker some time to think of an answer and to show the listener that the question
does not have an easy answer.
Identify that writers often use pronouns like some, others, and many to refer back to nouns
that appear earlier and to avoid repeating the same noun. This helps Ss follow the text
more easily. Structure paragraphs around topic and supporting sentences. Topic sentences
typically state a main idea or theme and are followed by supporting sentences that add
more information to, or give examples of, the idea in the topic sentence.

D.R. ® 2020 Organización Harmon Hall, A.C. 1

Important considerations:
• Have the quiz guidelines.
• Use only English to give instructions.
• Monitor students’ work while taking their tests.
• Read the instructions and clarify possible doubts. Tell students to feel free to ask for
clarification in case of doubt.
• Remember that the purpose of this session is to consolidate students’ knowledge and
to identify what pieces of information and structures we have to reinforce.
• Insist on getting long/complete answers.
• Keep to a 50/50 teacher/student participation.

How to solve problems arising in class:

• Refer to your Teacher Guide to get valuable tips on classroom management.

Previous preparation/Materials needed

Markers & eraser, DVD Level 4, Video Resource Book (VRB) Level 4, Unit 10 Oral Quizzes
(Cards), enough copies of Written Quiz.
Prepare:
Oral quiz evaluation rubric

Activity Procedure Grouping Material Time

pattern
1 Homework 1. Check homework. Total class 10’/10’
review HW: Ask Ss to write a paragraph about a
famous person. Tell them to write a strong
topic sentence and add more information
and details in supporting sentences.

Watch out! If Ss arrive early, leave this activity

to the end of the class to promote punctuality.
2 Warmer 1. Ask Ss several questions about things they Total class 10’/20’
have learned in this unit. Do it in a casual
way as if having a conversation with
friends.
3 DVD Watch out! Activities must be targeted to your 20’/40’
Work on teaching goals and students’ needs. If your goal is
listening to teach vocabulary or practice grammar you
comprehension might want to adjust or change the following
activities.

Episode 4 Follow your dream Act 1

HAPPY
Individual
Pre-viewing activities work

D.R. ® 2020 Organización Harmon Hall, A.C. 2

 1. Have Ss open the following study set. Tell
them to study the words and phrases and the
definitions.
Total class
Course 8. Unit 10: Follow your dream.
Vocabulary

2. Check the answers with the class. Elicit the Notebook

words and definitions from Ss. Individual
work
Viewing activities DVD Ep. 4
3. Tell Ss the friends are in the park. They’re Act 1 s.47
talking about how much they miss Liz. Ask,
“What do they say about Liz and Luke?” Tell
Ss to watch the video and make notes.
Total class
4. Play the entire act. Ss watch and write.
VRB p.38
5. Have Ss share their answers. Do not make DVD Ep. 4
Individual Act 1 s.49
any corrections so far. work

6. VRB p.38, Ex. C. Have Ss read the questions

in the chart. Point out that the questions in
the exercise are not in the order that Ss will
hear them on the video. Ask Ss to check the
correct person for each question.
Total class
7. Play the section marked DVD 49. Have Ss do
the task.

8. Go over the answers with the class.

9. Then have Ss brainstorm some celebrities in VRB p.39

DVD Ep. 4
the news that can be described using some Act 1 s.52
of the phrases and expressions used in the Individual
work
exercise.

10. VRB p.39, Ex. E. Tell Ss that they will need to

match sentences with the ones that follow
them. Have Ss read the sentences and
responses silently. Ask Ss to predict the
answers and match the sentences.

11. Play the entire act. Have Ss check their

predictions and match the sentences as they
Pair work
watch. Total class

12. Ss compare their answers in pairs.

Total class

D.R. ® 2020 Organización Harmon Hall, A.C. 3

 13. Check answers with the class.

Post-viewing activities
14. Ask Ss to recall information from the story
about Liz. You can guide Ss by asking specific
questions, such as:
Pair work
What has Liz been doing in Los Angeles?
What is she worried about?
Total class
15. Then have Ss work in pairs to say what they
think will happen.

16. Elicit answers from the class.

4 Written Quiz 1. Tell Ss you are going to start the written Total class Unit 10 30’/70’
quiz. Written
quiz copies,
Board,
2. Arrange the desks into rows and seat
eraser
students with as much space around them Marker,
as possible. assessment
CD, CD
3. Have Ss take out a pencil and an eraser. Tell player
Ss they are not allowed to use their S’s
books or dictionaries during the quiz.

4. Hand out one copy of the quiz to each

student. Students write their answers
directly on it.
Individual
5. Encourage Ss to take a few minutes to look work
through the quiz without answering any of
the items. Go through the instructions to
make sure Ss understand them.

6. Tell Ss they will have 30 minutes to

complete the quiz. Write this time on the
board: 30 minutes.

7. Tell Ss that about five minutes of the quiz

time will be used for the listening.

8. The listening should be done at the

beginning of the testing time.

9. Tell Ss you will play each recording twice.

When giving the listening section of the
quiz, you may choose to pause the audio
program if you feel that Ss require more
time to complete their answers. However,
do not play the recording more than twice.

D.R. ® 2020 Organización Harmon Hall, A.C. 4

 10. After the quiz begins, change the time
shown on the board every 5 minutes so
that Ss know how much time is left.

11. Tell Ss to stop writing.

Collect the quizzes.

5 Oral Quiz 1. Determine the format with which you will 15’ to
test: pairs or individuals. If you have an 20’/90’
odd number of students, you will interact
in the assessment with the student who
doesn’t have a partner or have a final
group of three working together.

2. Arrange an appropriate space for oral

assessment. Assessment should be
conducted outside the classroom,
according to the way you normally provide
one-on-one feedback to students (e.g. an
empty classroom, a quiet part of the
hallway, etc.).

3. Explain and model to new students what

they are supposed to do in the oral quiz.
While you are outside the classroom, have
students work on their projects with their Pairs / Unit 10
Individuals Oral Quiz
teams.
Cards

i. Each oral/speaking quiz consists of a

bank of items divided into four sets:
Student A, Student B, Student C and Student
D. Each set assesses similar language
points. We advise assessing students in
pairs (student with student, with teacher
or examiner observing) or individually
(teacher with students). You can use either
the Student A - Student B set or the Student
C - Student D set.
ii. Individuals: Lead a one-on-one
conversation with a single student. Take the
role of Student A (or C) and assign the
student the role of Student B (or D). Give the
student a copy of only his or her part. Take
turns asking and answering the questions.
Individual testing may take 2½ to 3 minutes
per student.
iii. Pairs: Oral/Speaking quizzes can be
taken by pairs of students. Assign the
students in each pair the roles of Student A

D.R. ® 2020 Organización Harmon Hall, A.C. 5

 and B or of Students C and D. Do not mix the
roles (you cannot mix A and C, or A and D,
because the conversation will not make
sense). Give the student a copy of only
his/her part. Students must take turns
asking and answering questions. Pair
assessment may take 3 minutes per pair. If
students take longer than 3 minutes for the
speaking test, you should politely interrupt
them and tell them you have gathered
enough information and the test has
finished.

No matter how you administer the

oral/speaking quiz, you must attend each
session to listen to all students to ascertain
their grades and to be able to give relevant
feedback.
6 Can do! 1. Go over the information in the section Individual Student’s 5’/95’
Now I can in the Student’s Book p. 106. Ss work Book p.106
look at the lessons and identify the areas
they are good at and which ones they
need to review. Ss do the task, they put a
check if they know and a question mark in
the items they are not confident about.
7 Reflection 1. Have Ss reflect on the progress they have Individual 5’/105’
made so far. Clarify any doubts Ss may work
have.
**Each activity has a suggested time. You may adjust the time as needed.

D.R. ® 2020 Organización Harmon Hall, A.C. 6

 Oral/Speaking Quiz Evaluation Rubric
Poor Fair Good Very good Excellent
1 2 3 4 5
Communication Student hesitated too Student spoke with Student spoke Student spoke Student spoke
often which seriously some hesitation but with some smoothly, with little smoothly with no
interfered with made few relevant hesitation, but it hesitation that did hesitation at all. He or
communication contributions. did not usually not interfere with she always responded
Purpose was not clear He or she tried to interfere with communication appropriately and
due to irrelevant communicate, but communication. Student clearly.
contributions. Student sometimes did not He or she usually communicated
needed a lot of help to respond responded effectively; almost
communicate; usually appropriately or appropriately and always responded
did not respond clearly. clearly. appropriately.
appropriately or clearly.
Grammar Student’s grammatical Student made a Student made Student Student consistently
mistakes, even when number of basic some occasional demonstrated and accurately used
using basic or errors but still errors which did understanding of grammatical structures
frequently-used managed to not interfere with grammatical covered in the unit,
structures, severely communicate. communication. structures covered and previous units, to
prevented in the unit, and communicate
communication of previous units, and effectively.
ideas. used them to
communicate, with
only few occasional
errors.
Vocabulary Student struggled to Student used Student used Student used a Student used a variety
use very basic limited vocabulary sufficient good repertoire of of vocabulary and
vocabulary and and expressions but vocabulary to vocabulary and expressions from the
expressions which somehow managed tackle speaking expressions to unit, and previous
made it very hard to to communicate. task. convey meaning units, to express
communicate. and carry out the his/her ideas.
task at hand.
Conversation Student usually Student made an Student used Student used the Student consistently
strategy contributed to attempt to keep the limited but appropriate contributed to
communication by only exchange going by effective strategies conversation conversation
answering “yes” or not limiting his/her to keep the strategies to tackle /exchange by
“no”. answers to “yes” or exchange going. the task at hand. employing the
“no”, although may appropriate
not always have conversation strategy
conveyed a clear /strategies.
idea.
Fluency Student made many Student made a few Student had some Student had almost Student helped the
long pauses which long pauses which minor difficulties no difficulty to conversation to flow
interrupted sometimes to maintain the maintain the and develop.
communication flow. interrupted flow of conversation. conversation and
Consistently needed communication Sustained get his or her point
support from his or her Some effort was interaction usually across.
interlocutor to maintain needed to keep the without
interaction. conversation going. interlocutor
Did not contribute to Produced very short support.
dialogue. contributions. Pronunciation may
Pronunciation severely Pronunciation have caused strain
hampered causes serious at times but did
communication strain. not impede
communication.

D.R. ® 2020 Organización Harmon Hall, A.C. 7