MATRIZ DE EVALUACIÓN BIMESTRAL DE INGLÉS

BIMESTRE: 1 ASIGNATURA: INGLÉS GRADO: 3° DOCENTES: ISRAEL DIAZ – FRANCO GARCÍA

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Comprensión oral  El alumno entiende las preguntas en cada 20 10 A partir del audio:
y escrita ítem propuesto de manera clara. 1. What have they forgotten? 1 B
 El alumno selecciona la alternativa correcta A camera
en relación a la pregunta dada.
 El alumno lee e infiere las respuestas de 2. What time does the train go?
1 A
manera apropiada según el texto dado. 6:15
3. . Where is room 22? In B 1 B

4. Which man wants to see him??

1 A
Man A
5. How did the woman get to
1 C
work? By car

A partir del audio about Sarah:

1. Sarah usually starts work 1 C
at 9:00

2. In the new job, Jane can

1 C
earn: £210 a week

3. Sarah has lunch: in a café

1 A

4. In the new job, Jane can

have: 3 weeks’ 1 A

5. The manager’s name is

Mr: Fawcett 1 B

A partir del texto, decida si las 1 B

oraciones son Right (A), Wrong (B) or
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doesn’t say (C)

1. The Edinburgh Festival is a

month long.
2. The Edinburgh Festival is in
1 B
October.
3. Actors come to the Edinburgh
festival from lots of different 1 A
countries..
4. You can hear music all day. 1 A
5. More than ten thousand
students come to the
1 B
Edinburgh festival every year.

6. It is expensive to go to the
theatre in Edinburgh. 1 B

7. It is usually more difficult to

see famous actors in London
than in Edinburgh. 1 A

The complete words are

1. You have got two of these
1/2 Feet
with five toes on each one.

2. You use these for hearing

conversations, music and 1/2 Ears
lots of other things.
3. If you break one of these, 1/2 Legs
you can’t walk.
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4. You open and close this
when you talk. 1/2 Mouth

5. If you break one of these,

you can’t walk. 1/2 Legs

6. You have got two of these

and use them to hug
1/2 Arms
people.

Possible answer.
In this picture I can see a family
 El alumno describe de manera objetiva la that is going to have breakfast.
imagen propuesta. They are in their house. There are
 El alumno describe de manera subjetiva la Look at the photo and make a four adults and three children. They
Destrezas
imagen propuesta usando su creatividad e description.
visuales y de 6 20 are talking and smiling. They might
imaginación. Spending time with our families is 20
interpretación
 El alumno interpreta la imagen y hace buen be talking about the baby. The
important to have a better quality
uso de las estructuras gramaticales y of life. mother is holding the baby on her
vocabulario apropiado. arms and she is standing.
I think, this picture represents a
happy and therefore healthy family.
.
 El alumno escribe la correcta definición en 11 20 1. mornings / I / listen /
Producción
escrita cada descripción dada. always / to / the / in / In the mornings I always listen to
2
 El alumno escribe un email respetando el music music.
formato y responde a las interrogantes
planteadas usando correcto vocabulario y 2. she / happy / always / is
2 She is always happy.
gramática.
3. How / you / brush
/teeth / do / your / often / ? 2 How often do you brush your teeth?

4. What / do / time / usually / 2 What time do you usually go to

you / to / bed / go / ?
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bed?
5. is / usually / surfing /
web / the / He 2 He is usually surfing the web

Say if the sentences are

Right (R) or Wrong (W)
1. Jenny and Peter play 1 Right
tennis every weekend.

2. My mother never is
1 Wrong
happy with my sister.
3. She wake up at
1 Wrong
9:00am on Sundays.
4. Mary’s brother play
soccer in a different 1 Wrong
country.
5. I am always interested
in computer classes. 1 Right

Hi Ana,
I am going to describe my best
Write an email to your friend. She is tall and has got long
friend describing your curly hair. Her eyes are brown and
best friend and his/her 10 she is a bit chubby. She can play a
skills. Write 25-35 words. pmusica instrument and she can
cook
Bye for now,
Susan.
10 Rúbrica de escritura
Rúbrica de descripción e
20
interpretación

WRITING RUBRICS
CRITERIA MARKS AND LEVEL DESCRIPTOR
1 2 3 4 5
LANGUAGE Command of Command of Command of Command of Command of
the language the language the language the language the language
is limited and is generally is effective, is good and is very
generally adequate, despite some effective. effective,
ineffective. despite many inaccuracies.
inaccuracies.
MESSAGE The message The message The message The message The message
has not been has been has been has been has been
communicate partially communicate communicate communicate
d. communicate d fairly well. d well. d very well.
d.
FORMAT The text type The text type The text type The text type The text type
is not is hardly is sometimes is generally is clearly
recognisable recognizable. recognisable recognisable recognisable
and and and
appropriate. appropriate. appropriate.
ORGANISATIO VERY POOR: FAIR TO GOOD TO VERY EXCELLENT.
N does not POOR: non- AVERAGE: GOOD.– Fluent
communicate- fluent- ideas some what succinct- expressions-
no confused or choppy- well- ideas clearly
organization – disconnected- loosely organized- stated/
OR not lacks logical organized but logical supported.
enough to sequencing main ideas sequencing-
evaluate. and stand out – cohesive..
development. limited
support –
logical but
incomplete
sequencing.
 VIEWING AND INTERPRETING RUBRICS

Criterion A: Language

• How effectively and accurately does the student use language?

MARKS LEVEL DESCRIPTOR MARKS

ACHIEVED
O The work does not reach a standard described by the descriptors below.
1–2 Command of the language is limited and generally ineffective.
A limited range of vocabulary is used, with many basic errors. Simple sentence structures are
sometimes clear.
3–4 Command of the language is generally adequate, despite many inaccuracies.
A fairly limited range of vocabulary is used, with many errors. Simple sentence structures are
usually clear.
5–6 Command of the language is effective, despite some inaccuracies.
A range of vocabulary is used accurately, with some errors. Simple sentence structures are
clear.
7–8 Command of the language is effective.
A wide range of vocabulary is used accurately, with few significant errors. Some complex
sentence structures are clear and effective
9 - 10 Command of the language is very effective.
A wide range of vocabulary is used accurately and effectively, with very few errors. Complex
sentence structures are clear and effective

MARKS LEVEL DESCRIPTOR MARKS

ACHIEVED Criterion B: Argument
O The work does not reach a standard described by the descriptors below.

1–2 The development of ideas is very poor, and the argument is unclear and unconvincing. • How skillfully does the student develop ideas?
The structure of the argument is vague and confusing. The ideas are irrelevant.
• How clear and convincing is the argument?
3–4 The development of ideas is poor, and the argument is rarely clear and • To what extent does the student react to the
convincing. stimulus?
The structure of the argument is sometimes apparent. The ideas are sometimes
relevant.
5–6 The development of ideas is sometimes good, and the argument has some
clarity and is sometimes convincing.
The structure of the argument is evident. The ideas are generally relevant.
7–8 The development of ideas is good and methodical; the argument is clear and
fairly convincing.
The structure of the argument is coherent and organized. The ideas are well
expressed and relevant.
9 - 10 The development of ideas is very good and methodical; the argument is
convincing.
The structure of the argument is consistently coherent and organized. The ideas are
very well expressed, relevant and engaging.