Departamento de Segundas Lenguas y Lenguas Extranjeras, CEIPInspección de Inglés, CES

Programa de Políticas LingüísticasANEP - CODICENNoviembre 2010

Prueba de Inglés 6to año

INSTRUCTIONS FOR THE EXAMINER

Estimado docente,Le presentamos adjunto el instructivo para tomar la prueba de inglés de 6to. año de Primaria. Le agradecemos que lea atentamente los instructivos de cada sección antes de tomar la prueba. Este instructivo busca asegurar las condiciones de aplicación más uniformes y válidas posibles en todas las escuelas del país. Recuerde que esta prueba busca evaluar el nivel de salida de Primaria para ofrecer un nivel adecuado en Enseñanza Media. Por lo tanto, es importante que los docentes no provean a los niños de más ayuda de la que se establece en los instructivos, de modo de no alterar los resultados. Le agradecemos mucho su colaboración y compromiso en esta tarea.Cordiales saludos,

Equipo de Articulación InglésPrimaria – SecundariaPrograma de Políticas LingüísticasNoviembre 2010

1) Orden de la prueba:1ª sección: LISTENING I y II

Hoja de examen (1 página)

2ª sección: READING I y IILibrillo de examen (páginas 2 - 5)

3ª sección: WRITING I y IILibrillo de examen (páginas 6 - 7)

4ª sección: SPEAKINGPlanilla página 8 de este instructivo.

2) Todas las instrucciones dirigidas a los niños deben hacerse en inglés.

3) Es fundamental el cumplimiento de los tiempos establecidos para cada sección de la prueba, tal como figuran en cada sección del instructivo.4) Las pruebas de todo el país serán corregidas centralmente en Montevideo. Una vez terminadas todas las secciones de la prueba, el docente debe poner todos los materiales en un sobre y entregárselos al Director de la Escuela (hoja del Listening, librillo del Reading y Writing, planilla del Speaking). Este o el Profesor Articulador de Secundaria enviarán el sobre a:Programa de Políticas Lingüísticas, ANEP - CODICENColonia 1013, Piso 8, Oficina 5 C.P. 11100, Montevideo

INSTRUCCIONES GENERALES

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LISTENING COMPREHENSION

Listening II (CD, Tracks 3 and 4, 5 minutes)Tell the students that they will hear another conversation between the same two people, Carlos and Amanda. This time they have to decide if the statements are True or False. Read all the statements aloud once. Then, give some time to students to read the statements on their own. Explain to the students that they have to write a T or an F before each statement, as shown in the example. No statement can be left without a letter. Tell students that they will hear the conversation twice, and only twice, and they will have to write the T or F while listening to the conversation.It is very likely that the students have not done a task like this before. So, make sure that they understand what they have to do. If necessary, go over the instructions again. Clearly tell the students that the examiner is not allowed to answer confirmation questions (e.g. “Is it correct to write a T here?”).After you read the statements and gave a minute to students to read them on their own, play tracks 3 and 4 in the CD. Both tracks contain the same dialog, required for task 2. Make sure that all students are able to listen well from their sit. Play tracks 3 and 4, and then stop.

In this section students will be assessed in listening comprehension. The listening material consists in two different dialogs and two tasks, one corresponding to each dialog. The whole section has to be completed in 10 minutes (5 minutes for each task).

Example: Student: “No entendí qué tengo que hacer en este ejercicio”Examiner: “Oh, so you didn’t understand what you have to do in this exercise (Pointing to the exercise).Examiner’s explanations and answers have to be in English.Give a few seconds to students to look at the pictures before playing the CD. Tracks 1 and 2 in the CD contain the same dialog, required for this task. Make sure that all students are able to listen well from their sit. Play tracks 1 and 2, and then stop. After students have finished Listening I task, start explaining Listening II task.

Listening I (CD, Tracks 1 and 2, 5 minutes) Tell the students that they will hear a conversation between two people, Carlos and Amanda, about what they did last weekend, and that they have to tick below the pictures corresponding to the activities they did, as shown in the example. Point to the pictures and clearly explain that Carlos and Amanda did some of these activities and not others. They have to tick only those that any of them did, and leave blank the others. Tell students that they will hear the conversation twice, and only twice, and they will complete the task while listening to the conversation. It is very likely that the students have not done a task like this before. So, make sure that they understand what they have to do. If necessary, go over the instructions again before playing the CD.Clearly tell the students that the examiner is not allowed to answer confirmation questions (e.g. “Is it correct to tick the hamburguer?”). If a student asks a question in Spanish, the examiner must rephrase the question in English before answering.

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READING I: DINOSAURS

Time: 20 minutes

In this section students will be assessed in reading comprehension. Students have to read the text and complete a chart using the information provided in the text. Students will have a total of 20 minutes to complete this task. Once the 20 minutes period is completed, students will start all together the Reading II task. If a student finishes before the 20 minute period, he/she will wait in silence.

Read aloud the title of the text (“Dinosaurs”), and explain to the students that the text is about dinosaurs and that they will have a task consisting in completing boxes in a chart. Do not read the text out-loud, each student has to read it for himself/herself. Read aloud the title of the exercise (“Complete the empty boxes of the following chart with the corresponding information”) and explain how to do the exercise properly, using the examples provided.

Show the students the chart, pointing to the empty boxes. Read first all the categories (Dinosaurs, Diet, Size, Weight, Physical description, and the names of the Dinosaurs provided) pointing to what is being read and showing it to the students. Then, read the example provided in the first row, pointing to the text (“Long neck, long tail, small head and very tiny brain”). Explain to the students that that is the physical description of the Apatosaurus.

Make sure that students understand what they have to do, which is to complete the empty boxes. If necessary, go over the instructions again, reading one more example provided.

Clearly tell the students that the examiner is not allowed to answer questions related to how to fill a specific box or the meaning of certain words. It is also not allowed to answer confirmation questions (e.g. “Is it correct if I write big head here?”)

If a student asks a question in Spanish, the examiner must rephrase the question in English before answering.Example: - Student: “No entendí qué tengo que hacer en este ejercicio” - Examiner: “Oh, so you didn’t understand what you have to do in this exercise (Pointing to the exercise).

Examiner’s explanations and answers have to be in English. The examiner is encouraged to use body language any time during the explanations.

5 minutes before time is over, tell students that they have 5 minutes left .

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READING II: THE SOLAR SYSTEM

Time: 20 minutes

In this section students will be assessed in reading comprehension. Students have to read the text and complete a multiple choice task with 10 questions using the information provided in the text. Students will have a total of 20 minutes to complete this task. Once the 20 minutes period is completed, students will start all together the Writing section. If a student finishes before the 20 minute period, he/she will wait in silence.

Read aloud the title of the text (“The Solar System”), and explain to the students that the text is about the solar system and that they will have a task with questions. Do not read the text out-loud, each student has to read it for himself/herself. Read aloud the title of the exercise (“Circle the correct answer”) and explain how to do the exercise properly.

Show the students the set of 10 questions located after the text, and make sure that they understand what they need to do, as shown in the example. Explain to the students that only one answer is correct, do not circle more than one option. Show students that the questions are organized in two sets with different layouts: the first 6 questions have the options displayed horizontally; the last 4 questions have the options displayed vertically. Make sure that the students do not get confused.

At the end of the explanation, ask for any doubts about the exercise. If necessary, go over the instructions again.

Clearly tell the students that the examiner is not allowed to answer questions related to how to answer a specific sentence or the meaning of certain words. It is also not allowed to answer confirmation questions (e.g. “Is option (b) correct?”)

If a student asks a question in Spanish, the examiner must rephrase the question in English before answering.Example: - Student: “No entendí qué tengo que hacer en este ejercicio” - Examiner: “Oh, so you didn´t understand what you have to do in this exercise (Pointing to the exercise).

Examiner’s explanations and answers have to be in English. The examiner is encouraged to use body language any time during the explanations.

5 minutes before time is over, tell students that they have 5 minutes left .

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WRITING I and II

Time: 40 minutes In this section students will be assessed in writing. The students will have to do two writing tasks:

Writing I: “Describe yourself and your daily routine.”Writing II: “Write an email inviting a friend to the cinema.”

Read the instructions aloud and explain to students clearly that they have to do both tasks. Tell them that you will explain both tasks before they start writing. Explain that they will have 40 minutes total.

Writing I: Read the title of the task and the three bullet points (“Describe yourself and your daily routine, Your physical description, your family, everyday activities at home and at school”.)Point to the word bank provided in the first task and tell students that they can use those words to write the text. Also point to the lines where they are asked to write. Do not read the words included in the word bank. Make sure the students know what they have to do, and then turn to the explanation of the following task.

Writing II: Read all the instructions including the bullet points (“Write an email inviting a friend to the cinema. Tell your friend …, Don’t forget the subject line”). Explain to the students that they have to use the information provided in the picture, but do not read the information in the Theater sign. Point to the email format and explain to students that they are asked to write the From-line, the Subject-line and the message in the box. Make sure that students understood the instructions. If necessary, go over the instructions again.

All instructions have to be given in English. Feel free to use body languageas much as needed to convey meaning. If a student asks a question in Spanish the facilitator must rephrase the question in English before answering. Example: Student: “No entendí qué tengo que hacer con las palabras de la burbuja”Facilitator: “Oh, so you didn’t understand how to use these words?” (the teacher points to the words inside the bubble)

The facilitator’s answer has to be in English. The facilitator is encouraged to use body language any time during the explanations.

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SPEAKING

Time: 8 minutes total (2 students)The speaking test is divided in three parts. It is important to bear in mind that at this stage,

students are very young and they may be rather nervous during the test. Hence, creating a good atmosphere and a safe environment will help both the teacher and the students.

Students will take the oral exam in pairs. The Oral Examination may be slightly shorter or longer, but in order to be fair to all students, it should last no less than 8 minutes and no longer than 10 minutes total (2 students).

The Oral Examination will be run by 2 or 3 examiners, who will examine a pair of students at a time. If at the end of the session there is an uneven number of candidates, the very last examination will involve 3 students at the same time. The test will then last 2 minutes longer, total 10 minutes.

The two examiners are the Facilitator (Primary School English teacher) and the Assessor (Secondary School English teacher). The Facilitator is in charge of conducting the examination. The Assessor is in charge of evaluating students’ performance and awarding marks for the areas listed in the assessment form on page 8. The Assessor does not participate in the conduction of the exam.

Students will be assessed in the following areas: vocabulary, pronunciation, fluency, accuracy, and overall impression; which will be marked as indicated in Chart 1. Each student will be assigned a grade according to Chart 2.

Parts of the Test

Stage 1: Interview – 2 minutes total

At the beginning of the test greet the students and make sure they feel at ease.

Ask the students 4 of the following questions, one at a time:What’s your name?How old are you?Tell me about your family.

CHART 2: Grades 0 - 11 Needs improvement 12 – 14 Acceptable 15 – 16 Good 17 – 18 Very Good 19 – 20 Excellent

CHART 1: Marks Vocabulary 5 marksPronunciation 2 marksFluency 3 marksAccuracy 4 marksOverall Impression 6 marks TOTAL 20 MARKS

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Do you like your school? Why/ Why not?What’s the weather like?Have you got any pets? Would you like to have one? Which kind of pet?What time is it now?How often do you visit your grandparents?What do you do every day?Do you like studying English? Why/Why not?What do you do on your weekends?Tell me about your best friend.What do you do in the summer?

If the student does not answer the questions, the examiner will skip this stage and move on to the following stage

Stage 2: Project – 4 minutes total (2 minutes each)

In this part of the test, students will talk about a project they had prepared in advance in the English class (portfolio, poster, model, semantic map or other). They will come into the room with their project, which will help them organize their presentation. They will be asked to make a short presentation about it. Each presentation will last 2 minutes. Students will present their projects one at a time. Encourage students to use the project as an aid during the presentation, to explain the different parts of it. Students can’t bring full sentences or paragraphs printed, they can have key words, key phrases but they must construct the sentences themselves. The aim is to encourage them to present the project using their own words.

Stage 3: Pair group - 2 minutes total (1 minute each)After both students have presented the project, each of them will be encouraged to ask the other three questions about the project. The goal of this stage is to evaluate the student’s ability to ask questions. If the student can’t come up with any question spontaneously, read all the questions below as examples and encourage him/her again to ask these or other questions:Why did you choose this topic?What do you like about it?Where did you get the information?Who did you prepare the project with?What did you learn preparing this project?

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Nr. Name of student V Total

Assessment form

P F A OI

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SPEAKING