Reflection of unit 1

I’m glad we have been taught the following definitions in this unit because most of teachers nowadays lack or do not know what the meaning of the word assessment is, and it is crucial for a well prepared teacher to know the meaning of that word. Something that caught my attention was that how most of the definitions are similar and go with each other, but are not the same and that they need each other to make an enjoyable learning process for our students. I don't have much else to add, but to say that I'm optimistically looking forward to the next unit.

Assessment Audit

Assessment Audit

Assessment Audit For: Cimarroncitos AD III
Who am I doing this learning assesment for?	What do they need the information for?	What kind of information do they need?
My students	So they can feel capable of learning and this and other languages easily. So they know this isn’t just another normal Extra-English class, but something that is going to help them succed in their life. So they can be confident about themselves in what is being teached, and realize some further goals they have. So they are encouraged to learn on their and hence gaining more interest in the language being taught.	They need oral or written information about the progress that they’re having. They need always positive and constructive feedback when they have done something wrong in academic work. They need an example of hard works and how they must be done, so they can do it according to the rules.
The Students’ parents	So they can see the progress that their students are having So they can take part in their sons learning and maybe even learn a little too. So they can motivate them .	They need a copy of the semester long lesson plan, to see where their sons are headed too. They need to see finished and corrected works of their sons or daughters work to see the progress they made. They need monthly written and oral reports of their sons conduct an academic work in class. They need a conference or an open class to see the students in an all-English “Terrain” to see who the would do out there.
Program’s Coordinator (Boss, principal, director etc.)	So that she can see that I bring a quality class every week and fulfill the learning goals So that she can prevent ahead and buy the material I need. So that she can see the program might be a success.	Surveys of parents and students opinions about the class and their porgress.
Me(Teacher)	So I can be sure that the curriculum that I brought for the start of the semester is being followed. So I can see if my work as an educator is being successful. So I can see if my students are learning, and also to see what they know and can do. So I can see the balance of every member of my class and to spend equal time with everyone of them. So that they can be sure I’m doing a good job. So that the can provide me with the material I need.	I need a description of where my students are and how much they know. I need work or activities they have done so I can confirm the previous infirmation. I need surveys of students or parents to see what their goals are, to see if they can be reached. They neeed reports of students development and gowth Surveys and opinions of parents or students to see how We’re doing.
The Community	So they can be sure that we’re doing a good job for the community and they take pride in it. So they will understand what we’re doing and they keep supporting us.	They need models of work. They need to see an open class. They need surveys and opinions of former students and parents

Learning Objectives

Learning Objectives
From: “Say Yes!” H.Q. Mitchell- J. Scott Book
From Unit 9 “Animal mania”

Reading:
Objective:to read for gist
Listening:
Objective: to listen for specific details
Grammar:
Objective: to present adverbs of frequency and manner, to differentiate between adverbs and adjectives.
Writing:
Objective: to consolidate structures and vocabulary introduced in lessons one and two and use them in writing.
Vocabulary:
Objective: to present new vocabulary related to animals
Speaking:
Objectives: to provide further practice of the present simple (interrogative form and short answers), to revise vocabulary, to practise turn-taking in a communicative context.

Unit 8

• Animals-topic, vocabulary
• Frequency Adverbs-structures
• Adverbs of manner-structures
• How often?-structures
• Asking and talking-functions
• Referring to frequency-functions

Unit 1 Activity 4

Definitions of unit 1:

Assessment: Is the gathering of evidence and documentation of the learning., It is also where a teacher realizes if the a class object was reached by meassuring the students’ knowledge, understanding and progress

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Evaluation: Is the process whereby we seek to interpret the assessment data and make appropriate professional judgments based on that data. Assessment is part of an evaluation process.

Testing: Is a way to measure the results of a students performance. According to Baxter “Every time we ask students to answer a question to which we already know the answer, we are giving them a kind of test.”

Teaching: Is the way a teacher delivers a class and is chained with learning process, which measures a students performance. It also goes hand in hand with testing.