Foundation Course: 3 Unit: 8 Quiz Day: 10 FFI

Lesson Learning Objective

Students will be able to:
 assess their knowledge of the contents of this unit;
 understand spoken and written language related to the topics in this unit.

Important considerations:
Have the quiz guidelines printed
Use only English to give instructions.
Read the instructions along with students and clarify possible doubts.

Things to keep in mind

Don’t forget to let students know how long the quiz takes.
Set the classroom.
Write the time on the board.
Keep close track of the timing as the class lasts only 105’

Previous preparation/Materials needed

Markers & eraser
Assessment CD & CD player
TV and DVD & Remote control
Unit 8 Written quizzes
Unit 8 Oral quizzes (cards)
The Link
Touchstone Video booklet 1 & DVD level 1
Guidelines to Administering Written or General Quizzes
Prepare : Enough copies of the Written/general quiz,
Oral quiz evaluation rubric,
Enough copies of the Adult Speaking quiz rubric & scoring sheet.

Activity Procedure Grouping Material Time

pattern
1 Homework Review Homework: Total The link 10’/10’
review The Link: Unit 8 Lesson D Ex. 2 & 3 class
2 Warmer Make teams. Ss write on the board the list Teams Markers 3’/13’
of topics they checked in this unit. Eraser
Help Ss recall the topics.
Have Ss mingle telling each other
something about themselves using all the Ss
information they remember from this unit. (mingle) 5’/18’
3 DVD Make sure Ss have the video booklet. Pairs 5’/23’
Before watching
Answer the exercises with a partner.

D.R. ® 2014 Organización Harmon Hall, A.C. 1

 Compare with other partners. Total
Review the answers together. class
*Play the Video without subtitles, at least Touchstone
the first time. Video 10’-15’/
While watching booklet 1 33’-38’
Play the video and ask Ss to answer the
exercises you selected for this session. Individual
Always answer exercise “A”. DVD
Always answer the exercises while they TV
watch the video; remember that the
objective is to practice their listening skills.
Ask Ss to stand up and compare their Pairs 5’/
answers with other classmates and /Trios 38’-43’
negotiate their answers if necessary.
Play the DVD more than once.
**You may play the Video with subtitles
the last time.
After watching Pairs
Answer the exercises and invite students to
share their ideas.
4 Written / Tell Ss the quiz is about to begin and that Total Guidelines 5’/
General certification test conditions will be applied. class to 43’-48’
Quiz a) Arrange the desks into rows and seat Administer
students with as much space Written or
between them as possible. General
b) Have students take out a pencil and Quizzes
eraser. Tell students they are not (See
allowed to use their Student’s books Appendix)
or dictionaries during the quiz.
c) Hand out one copy of the quiz to each individual
student. Students write their answers
directly on it.
d) Encourage students to take a few
minutes to look through the quiz
without answering any of the items.
Go through the instructions to make
sure students understand them.
e) Tell students they will have 30
minutes to complete the quiz. Write
this time on the board: 30 minutes.
f) Tell students that about five minutes
of the quiz time will be used for the
listening in Exercise A. Remember
that the audios for the listening tasks
for unit quizzes are in Media Library.
The listening should be done at the
beginning of the testing time.

D.R. ® 2014 Organización Harmon Hall, A.C. 2

 g) Tell students you will play each
recording twice. When giving the
listening section of the quiz, you may
choose to pause the audio program if Unit 8
you feel that students require more Written /
time to complete their answers. General
However, do not play the recording Quiz
more than twice. Board
h) After the quiz begins, change the time Markers 30’ / 73’-
shown on the board every 5 minutes Eraser 78’
Assessment
so that students know how much
CD
time is left.
CD player
i) Tell Ss to stop writing.
j) Collect the quizzes.
5 Oral quiz Determine the format with which you will
test: pairs or individuals. If you have an
odd number of students, you will interact
in the assessment with the student who
doesn’t have a partner.
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.).
For new students, explain and model what
students are supposed to do in the oral
quiz. While you are out of the class, have
students work on their projects with their
teams.
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. In the Academic
Operation area we advise assessing
students in pairs (student with student,
with teacher or examiner observing) or
individually (teacher with students). Unit 8
Pairs/ Oral Quiz 3’
You can use either the Student A -
Individual Cards (per S or
Student B set or the Student C -
pair of
Student D set.
students)
ii. Individuals: Lead a one-on-one
conversation with a single student. Take
the role of Student A (or C), and assign

D.R. ® 2014 Organización Harmon Hall, A.C. 3

 the student the role of Student B (or D).
Give each student the copy of his or her
part only. 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 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
each student the copy of his or her part
only. 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.
iv. 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 Project Ss get together with their partners to work Pairs Notebooks 10’/101’
on their project.
7 Can do! Go over the information in the section Now Individual Students’ 2’/103’
I can. book
Ss look at the lessons and identify the (page 84)
areas they are good at and those they need
to review.
Put a check if they know and a question
mark for the items they are not confident
about.
8 Portfolio Ss complete their portfolio, video Log, Individual The Link 2’/105’
Speaking log, written, oral and
participation score. Lead the unit
reflection.
**Each activity has a suggested time. You may adjust the time as needed.

D.R. ® 2014 Organización Harmon Hall, A.C. 4