4

Learning experiences: learning outcomes

evaluation, resources management, strategies
and environment
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Informe de Resultados de aplicación de la Guía de Prácticas Reporte

Datos Generales

NOMBRE DE LA Experimental 2
PRÁCTICA

Pedagogy Learning
of experiences:
FACULTA Education CARRER ASIGNATURA
National learning
D A
and outcomes
Foreign evaluation,
Languages resources
management,
strategies and
environment

PROFESOR AMBIENTE O
LABORATORIO
DE
PRÁCTICA : MSc. Lisseth Cabanilla García Ambiente

TIEMPO ASIGNADO 8hrs Tipo APE No asistido

UNIDAD: 3-4 TEMAS: Evaluation of English teaching resources

FECHA DE INICIO 03/01/2024 FECHA FIN 04/01/202

Individu
al CANTIDAD DE
ESTUDIANTES
TIPO DE PRÁCTICA 5
Grupal x

NOMBRE DEL O LOS ESTUDIANTES:

1. Saskya Dayana Macas Quito

2. Jenifer Ximena Barzola Pinargote

3. Lesly Viviana Rodriguez Lara

4. Angely Daniela Borja Llanos

5. Galo Santiago Rojas Paladines

2
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REPORT.

The evaluation activity is a fundamental tool in the teaching-learning process, since it allows
measuring and analyzing the level of knowledge acquired by the students. In this case, the
evaluation activity will focus on the verb to be affirmative and its correct use in the English
language.

The verb to be affirmative is one of the most important verbs in the English language, and its
correct use is fundamental to master the language. Therefore, the assessment activity will focus
on assessing students' understanding and proper use of this verb.

To carry out this assessment activity, the Genially platform can be used, which offers various
interactive tools that facilitate the creation of learning activities. In this case, the drag-and-drop
tool can be used to create a dynamic activity in which students will have to complete sentences
using the verb to be affirmative in the appropriate tense and form.

The activity would begin with a brief explanation of the use of the verb to be

and some important grammatical rules to keep in mind. Then, several incomplete sentences would
be presented in which students would have to drag the correct words to complete them. For
example:

"I __ happy." (be, am, is)

"I am happy."

This activity not only tests knowledge of the verb to be affirmative, but also understanding of
English sentence structure. In addition, it allows students to practice in an interactive and visual
way, which is more interesting and effective for their learning.
© Universidad Estatal de Milagro – UNEMI

At the end of the activity, immediate feedback can be provided to students, showing correct and
incorrect answers so that they can review and improve their learning. A self-assessment section
can also be included, where students can rate their own performance and reflect on their
weaknesses to further improve in the future.

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Implementing this assessment activity during class not only serves to measure the students' level
of knowledge, but it also

allows them to put into practice what they have learned and reinforce their understanding of the
verb to be affirmative. In addition, being an interactive and fun activity, more meaningful and
motivating learning is achieved.

In summary, the activity of assessing the verb to be affirmative through the Genially platform is
a useful and effective tool to assess students' knowledge and improve their English language
skills. It is important to remember that, beyond its use for assessment, Genially offers several
tools to create interactive and dynamic activities that can be implemented at any time during class
to facilitate and enrich students' learning.
© Universidad Estatal de Milagro – UNEMI

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VIDEO LINK:

https://drive.google.com/file/d/1YSWbqnFoD49Khcn9t8cYppvjdiqR9JfT/view?usp

=sharing

LINK THE GENIALLY:

https://view.genial.ly/6488c41d8192a2001824aeba/interactive-content-verb-to-be-

affirmative

LINKTHECANVA:

https://www.canva.com/design/DAFwbnkvAyo/q38oW8yxXwV5to_Z6XMcDg/edit

?utm_content=DAFwbnkvAyo&utm_campaign=designshare&utm_medium=link2

&utm_source=sharebutton
© Universidad Estatal de Milagro – UNEMI

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ANEXES:
© Universidad Estatal de Milagro – UNEMI

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