Assignment N 3

Students: Mario Gomz

Mariano Gonzlez
Orietta Gutierrz
Subject: Evaluacin de la Competencia Comunicativa En Ingls
Professor: Andrs Hunter
Date: 27th July, 2016

Introduction
This assignment is a speaking test which contains: one warm-up, 3 speaking
activities and one wind-down. The purpose of this assignment is assessing
speaking skills of 4 medio students. This speaking test is related to the Unit 2 the
arts and their influence. Each speaking activity provides instructions and what it is
assessing.

 Class: High-school/4 medio

Unit: Unit 2, the arts and their influence.
Objectives: -Recall previous information regarding music and literature
-Use of persuasive phrases/devices
Warm-up:
In this part of the speaking test, each student has to answer personal information
questions in order to get prepared for the following parts of the test.
1. Whats your name?
2. Whats your surname?
3. How do you spell it?
4. What are your favorite subjects at school?
5. What do you like to do in your free-time?
6. Tell me about your family.

1- Task I: Discussion about music and literature

Instructions: Get together in pairs and discuss the following statements
related to music and literature. Defend your position with valid arguments
and information.
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Books are more entertaining that Films

Twilight movie is the worst vampire movie ever made
DVDs are more expensive than Books
The longest book Ive ever read is Don Quijote de La Mancha
The best movie Ive ever seen is The Hunger Games
Romantic novels and films are more interesting than adventure novels and
films

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What did we want to assess through this task?

This activity was chosen because is clearly interesting for students (as well
as the Unit of course). Through this task, students will be able to interact
socially with a classmate, use previous knowledge/information, and use the
vocabulary in a clear context. Also, the use of persuasion would be
necessary, since each of them needs to defend their position/opinion and
give arguments to convince his/her partner.
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2- Task II: Interview a famous musical group.

Objective: Valuing and discussing the diversity of cultural expressions and the
value of local artists.
Instructions:
In groups of 3 or 4, take turns playing the role of interviewers and then members of
a musical group. The members of a musical group can answer with real or
invented information.

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What did we want to assess through this task?

Through this activity, students will be discussing and sharing information about
different musical groups. This activity was chosen because students will feel more
relax using a musical group they are familiar with. Also, they will be talking about
different preferences and getting information related to the objective of the unit
which is diversity of cultural expressions and the value of local artist.
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Chelsea Handler interviews Blake Shelton.

Extrated from: http://assets.rollingstone.com/assets/2014/list/11-funniest-chelsealately-country-music-interviews-20140821/165404/medium_rect/720x405-BlakeShelton-Chelsea-2.jpg
3- Task III: Music and entertainment in daily life.
Objective: Answering questions related to students likes about music and
entertainment.

Instructions:, Students have to answer questions individually.

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Whats more important in your life: music, tv, or literature? Why?

How much time do you spend listening music every day?
What kind of music you do like?
What are your favorite bands or singers?
Do you watch tv at night?
What is your favorite tv show?
What is your favorite book? Why?

What did we want to assess through this task?

In this activity, each student is required to give information related to
its likes about music and entertainment. With this activity, each

student feels more comfortable to about what it likes. Moreover, one

of the objectives of the unit, which is recalling previous information
regarding music and literature, is fulfilled with another previous
knowledge like the use of verb to be and vocabulary also related to
daily activities.

Wind-down: Jump like a monkey

-Teacher asks the students to stand up, in their place.
-Teacher asks them to look at a blind spot somewhere, and focus on it.
-Teacher asks them to wrap their hands in front of them and then to start
breathing, in and out, calmly, moving them up and back their necks;
repeating the process a few times (5-6 times).
-Once they finish, they relax their hands and move them.
-Students end up the exercise jumping like monkeys and moving their limbs
to relax their whole body.