NATIONAL PEDAGOGICAL UNIVERSITY FRANCISCO MORAZÁN

REGIONAL CAMPUS, SAN PEDRO SULA

Language, Literature & Arts Department

Program: The Teaching of English

Diagnostic Test

Professional Practice I II Period 2024

Facilitator: M.Sc. Mery Peña

Student’s Name Group #2:

Alejandra Pleitéz
Angie Chávez

May 23rd, 2024

Terminology

18. Four Basic Skills for teaching English (Explain each)

Listening: Listening is about understanding spoken English. This skill is important for communication
in real-life situations, and also allows learners to comprehend what is people talking around.
Speaking: Speaking is when people produce spoken English. This skill is essential for learners to
express themselves in the oral form.
Reading: Reading is understanding written English than means that learner is able to read in English.
This skill is vital for acquiring new vocabulary or understanding grammar structures.
Writing: Writing involves producing written English. This skill allows students to express their ideas,
opinions, and information in written form.

19. Methods and techniques for teaching each of the four basics skills.
Listening
Audiobooks and Podcasts, is good for students being exposed to authentic material.
Listening Comprehension as in, identifying main ideas, details or opinions.
Interactive Listening as in, pair or group work participation and collaboration.

Speaking
Role-play, this technique provides opportunities for students to practice real-life communication
scenarios.
Discussion Groups, make small group discussions assign topics.
Pronunciation Drills, like tongue twisters or pronunciation exercises.

Reading
Pre-reading Activities, such as predicting the content, discussing the topic, or brainstorming relevant
vocabulary.
Reading Comprehension Strategies, as skimming, scanning, inferring meaning from context, and
summarizing.

Vocabulary Expansion, like highlighting key words and phrases in texts, looking for definitions and
synonyms.

Writing
Process Writing, by doing prewriting, drafting, revising, editing, and publishing.
Peer Feedback, students review and provide constructive feedback on each other's writing.
Writing Workshops, where students share their writing with peers, receive feedback, based on content
and language accuracy.

20. Subskills for teaching English.

Listening: Listening for gist, specific information, attitude, individual sounds, and in detail
Reading: Scanning, skimming, identifying text organization
Writing: Organizational and editing skills
Speaking: Pronunciation and intonation

21. Methods and techniques for teaching each of the subskill.

Listening
 Listening for Gist:
Short audio clips or passages and ask students to identify the main idea or topic..
 Listening for Specific Information:
Make listening activities with questions that make students to find specific details in the audio.
 Listening for Attitude:
Use authentic materials as dialogues, speeches, or interviews to help students identify the speaker's
attitude or feelings.
 Listening for Individual Sounds:
Implement minimal pairs exercises to help students distinguish between similar sounds in the target
language.
 Listening in Detail:
Use longer audio passages or lectures and ask students to listen for specific details or follow a track of
events.
Reading
 Scanning:
Present texts with specific questions or keywords and ask students to read as fast as they can to
locate relevant information.
 Skimming:
Have students read quickly to get a general view of the text
 Identifying Text Organization:
Recognize common text structures as cause and effect, compare and contrast, chronological order,
and problem-solution.

Writing
 Organizational Skills:
Teach students various organizational frameworks such as the five-paragraph essay structure
introduction, body paragraphs, conclusion.
 Editing Skills:
Focus on strategies as proofreading for grammar, punctuation, and spelling errors, and also revising
coherence.

Speaking
 Pronunciation:
Focus on specific phonemes or sounds that are difficult in the target language and provide
pronunciation practice drills.
 Intonation:
Practice rising intonation for questions or falling intonation for statements.

22. Curriculum
Curriculum is what is taught in a given course or subject. Curriculum refers to an interactive system of
instruction and learning with specific goals, contents, strategies, measurement, and resources.

23. Curricular model

Curriculum model is a broad term referring to the guide used to write curriculum guides, or the
documents used in education to determine specific aspects of teaching, such as subject, time frame,
and manner of instruction. There are two long-standing models of curriculum: the process model and
the product model.
 The process model focuses on the learning that takes place during the lesson and how it
impacts future learning.
 The product model focuses on an ending product that is graded to assess the student's
learning.
24. Curricular model of the UPNFM.
The UPNFM defines the educational model as a conceptual pattern through which the academic and
administrative work is guided of the University to facilitate your viewing of the perspective
philosophical, psychological and pedagogical, as well as the achievement of the goals institutions and
the fulfillment of their mission. The educational model at UPNFM is based on a development plan of
competencies whose general objective is to contribute to the training integral part of the student,
complementing their technical training through the acquisition of personal and professional skills in
response to the current demands of different sectors professionals.

25. Diagnostic test.

A diagnostic assessment is a form of pre-assessment or a pre-test where teachers can evaluate
students' strengths, weaknesses, knowledge and skills before their instruction. These assessments
are typically low-stakes and usually don't count for grades.
26. Didactic Planning; annual, unit and daily. Provide an example of each
Didactic planning is a complex process that involves considering many factors when planning a
lesson, including:
 The curriculum's goals
 Student needs and characteristics
 Available resources
 Teaching and learning strategies
 Evidence gathering
 Evaluation instrument
The annual planning includes goals, objectives, and themes for the entire academic year. It provides a
view of what students will learn and the sequence of topics to be taught.
The daily plan is the detailed preparation of individual lessons, including instructional strategies,
learning activities, and assessments.
Unit planning is breaking down the annual curriculum into smaller, manageable segments or units.
Examples are here:
https://drive.google.com/drive/folders/1kgKFE3We0chnFXB_pstqQO5ImSWWFcSk?usp=sharing
27. Evaluation: Evaluation refers to the systematic and ongoing assessment of student learning,
progress, and performance in relation to set learning objectives and standards.
28. Evaluation types: diagnostic, formative and summative.
- Diagnostic: Diagnostic type of evaluation helps in finding out the weaknesses of the
students and helps them work on them to improve and grow. Finding out the weaker
section or areas of improvement helps to improve their performance and score better
marks in the summative assessment.
- Formative: Formative evaluation refers to the assessment being conducted multiple
times. In the formative assessment process, teachers conduct tests after an interval of
some time that makes them understand what the students have understood and what
they can still learn. It is one of the great methods to understand the ability of students to
grasp the knowledge and how you can plan further for their better learning.
- Summative: Summative evaluation is the type of evaluation that occurs at the end of
every academic year. This evaluation decides whether the students will go further into the
next grade or will they have to repeat the same year again. This assessment clubs the
entire syllabus of the one exam and the evaluation of this results in deciding the future of
the students.
29. Assessment: the term assessment refers to the wide variety of methods or tools that educators use
to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or
educational needs of students.
30. Feedback: Feedback is a fundamental learning and teaching activity that has a significant impact on
student learning and achievement, and as such is an important function of assessment. It has been
found that whether or not lecturers provide students with helpful feedback has a bigger impact on
student learning and satisfaction than anything else.
31. Evaluation rubrics for language teaching: Rubrics can be used for various types of language
teaching evaluation, such as oral presentations, writing assignments, listening comprehension, or
grammar tests. Rubrics are structured guides used to evaluate a student's performance based on
defined criteria and standards.
32. Evaluation rubrics for the four basic skills and subskills. Provide examples of
each:
Speaking Fluency Assessment Rubric
0-Not able to 1-Inadequate 2-Needs 3-Meets 4-Exceeds
Categories perform improvement expectation expectations

Vocabulary Uses only few Uses only Uses limited Uses varied Uses
words and basic, simple vocabulary vocabulary appropriate
expressions or vocabulary and and expressions and
a
inadequate and expressions. expressions and expressions learned wide range of
vocabulary. Sometimes uses makes frequent in class, and makes vocabulary learned
in
inadequate errors in word only a few errors in and out class.
choice.
vocabulary, which Does not try to use word choice.
hinders the student new words learned
in
from responding class or expand
properly. vocabulary and
expressions.

Grammar Can't use Uses only basic Uses a variety Uses a variety of Uses many
appropriate structures and of structures sentence different
sentence makes with structures structures
structures. depending
Can't put words in frequent errors. frequent errors, or but makes some on contexts with
only
proper word order. uses basic errors. a few grammatical
structures
with only a few errors.
errors.

Pronunciation Can't Frequent Pronunciation, Pronunciation, Pronunciation,

understand problems with rhythm and rhythm and rhythm and
what the pronunciation intonation intonation intonation
student
says. and intonation. errors sometimes are almost clear are almost always
and
Voice is too quiet to make it difficult to accurate, but only clear and accurate.
hear. understand the occasionally difficult
Hard to understand. student. to understand.

Overall Fluency Speaks very little Speaks with Speaks with Speaks with Speaks
or doesn't speak much some some smoothly with
at all. hesitation, hesitation, hesitation, but little hesitation
which which it
often interferes sometimes doesn't usually and doesn't
with interferes interrupt
communication. with interrupt the flow of the flow of
communication.
conversation. conversation.
Speaks with
confidence.

Interaction Can hardly Ideas and purpose Tries to Focus on the Gives clear
communicate; is not clear; communicate, conversation most ideas.
always usually but of Communicates
misses questions does not respond sometimes doesn't the time and effectively; almost
from the teacher appropriately or respond communicate always responds
and
can't respond. clearly and as the appropriately. effectively; appropriately.
generally
result, needs a lot Sometimes ideas responds Keeps the
of are
help not clear and hard appropriately and conversation going
communicating. to
understand. tries to develop the by asking follow-up
interaction. questions.
Listening Assessment Rubric
Criteria 0-Not able to 2-Needs 3-Meets 4-Exceeds
N/A 1-Inadequate
Skills perform improvement expectations expectations
Made Made some Made only a
significant mistakes in few mistakes Could
Could not
Understands No verbal mistakes in understanding in understand
teacher's verbal instructio understand and understanding instructions understanding instructions
instructions follow instructions but could instructions
ns correctly and
instructions at and could follow with and could
provided follow without
all barely follow clarification by follow with no trouble.
with help from others help from
others others
Made only a
Made some
Made significant few mistakes
Could not mistakes in Could
mistakes in in
Understands No understand understanding understand the
teacher's verbal verbal understanding understanding
questions, questions, but questions
questions questions and questions and
question and provided could provide correctly and
could only could provide
s no somewhat provide
provide unclear somewhat
provided responses. unclear sufficient
responses appropriate
responses responses.
responses
Made Made some Made only a
significant mistakes in few mistakes in Could
Could not
Understands No verbal mistakes in understanding understanding understand the
recorded understand and
instructio understanding the instructions the instructions instructions
instructions follow
ns instructions but could follow and could follow correctly and
instructions at
provided and could with with no help follow them
all
barely follow clarification by from with no
with help others others problem
from others
Made only a
Made some
Made significant few mistakes in
Could not mistakes in Could
mistakes in understanding
Understands No verbal understand understanding understand the
recorded understanding the questions
instructio the the questions questions
questions the questions and could
ns questions, but could correctly and
and could only provide
provided provided no provide provide
provide unclear somewhat
responses at somewhat sufficient
responses appropriate
all unclear responses.
responses
responses
Made some Made only a
Could not Made
mistakes in few mistakes Could
understand significant
understanding in understand
Understands No the talks at mistakes in
partner(s) in communicati , but could understanding correctly and
all and understanding
pair/group work ve activities pursue the and could actively pursue
couldn't others and
communicativ pursue the the
done pursue the could barely
e activity to communicative communicative
communicati pursue the
the activity with no activity.
ve activity at communicative certain extent problem
all activity
Essay Writing Assessment Rubric
0-Not able to 2-Needs 3-Meets 4- Exceeds
Category perform 1-Inadequate Improvemen Expectation Expectations
t s
Introduction/ Does not contain Does not Contains a simple Clearly shows Clearly shows
Opening an introduction. adequately state introduction but what the essay is what the essay
paragraph what the essay is does not grab about and is about and
about. attention. attempts to grab grabs the
For example, the reader's reader's
"My essay is attention. attention.
about
".
Main Idea/Body The essay has no The support for The essay The essay The essay
support for the the topic is very contains weak contains support contains strong
topic. weak or support but for the topic. support for the
irrelevant. contains topic and uses
evidence or evidence and/or
examples. examples.
Conclusion Does not The conclusion The essay Concludes the Effectively
contain a is irrelevant to concludes essay restates the
conclusion. the unsatisfactorily. satisfactorily. introduction and
introduction. It may leave the Effectively gives the
reader confused restates the author's position
or go against the introduction. on the topic.
introduction.
Sentence Structure Does not contain Contains very Contains short Uses complex Uses complex
structure. Words simple sentence sentences along sentence sentence
are put together structure. with simple structures and structures and
randomly. Sentences are connecting uses connecting correctly uses
very short and words. words with a few connecting
choppy. mistakes. words.
Grammar/Spelling Egregious Contains many Contains a few Grammar and/or Virtually no
errors in errors in grammar grammatical spelling is correct grammar and/or
grammar and/or spelling. and/or spelling for the most spelling errors.
and/or spelling. errors. part.
Punctuation/ Egregious Contains many Contains a few Punctuation Virtually no
Capitalizatio errors in errors in punctuation and/or punctuation
n punctuation punctuation and/or capitalization is and/or
and/or and/or capitalization correct for the capitalization
capitalization. capitalization errors. most part. errors.
Audience Does not The intended Vaguely Understands who Has a keen
Understandin understand the audience is not understands the the essay is understanding of
g intended thought about audience but uses intended for and the audience and
audience. or ignored in grammar and uses grammar tailors the essay
most of the vocabulary that and vocabulary to the needs of
essay. the reader might based on the the reader.
not be audience.
aware of.
 Read Aloud Fluency Assessment Rubric
0-Not able to 2-Needs 3-Meets 4-
perform 1-Inadequate Improvement Expectations Exceeds
Expectat
ions
Expression and Reading is almost Reads in a quiet Reads in a quiet Reads with volume Reads with
varied
Volume inaudible, not clear voice as if has no voice. The reading and expression. volume and
enough to follow confidence in sounds natural in However, expression.
reading part sometimes
what is being read. of text. The reading of the text, but slips into Sounds like
reader s/he is
does NOT sound does not always expressionless, talking
comfortably
natural—not like sound comfortable unnatural-sounding with
acquaintance,
talking to an and expressive. reading. with voice
matching
acquaintance. the
interpretation
of
the passage.

Phrasing Monotone voice Reads word-by- Reads in two or Reads with a Reads with
and unnatural word in a three word mixture of run- good
grouping of monotone voice. phrases, not ons, mid phrasing;
adhering to
words makes adhering to sentence pauses for punctuation,
stress
comprehension punctuation, stress breath, and some and intonation.
difficult to and intonation. choppiness.
impossible.
Reasonable stress
and intonation.

Smoothness Long pauses Frequently Reads with Reads with Reads

cause listener to hesitates while extended pauses occasional breaks smoothly
“lose the reading, or in with some
breaks, but
thread.” sounds out words, hesitations. Many rhythm. Has self-corrects
difficulty with
and repeats words “rough spots.” with specific words difficult words
or and/ or
phrases. Makes and/or sentence sentence
structures.
multiple attempts structures.
to
read the same
passage.

Pace Slow or failed Reads slowly Reads Reads fast and Reads at a
attempts to and moderately slow throughout conversation
utter laboriously. slowly. reading. al pace
many words causes throughout the
even sentence-level reading.
comprehension
difficulties.

33. Observation: Observation provides the opportunity to monitor or assess a process or situation and
document evidence of what is seen and heard. Seeing actions and behaviours within a natural context,
or as they usually occur provides insights and understanding of the event, activity or situation being
evaluated in the classroom.
34. Observing a teacher´s class: Teacher observation describes the practice of sitting in on another
teacher's class to observe, learn and reflect. Teacher observation is a formal or informal observation of
teaching while it's taking place in a classroom or other learning environment.
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