NOMBRE DEL MÓDULO

NOMBRE DE LA UF

Unidad de aprendizaje nº: 4 Duración: fecha:

Denominación de la práctica: English Test

Estrategias Metodológicas:
En esta UA se trabajará a través de diferentes metodologías entrelazadas, con el objetivo de conseguir clases que
respondan a diferentes estilos de aprendizaje y distintas inteligencias, conjugando el aprendizaje de todas las
destrezas de la lengua inglesa. Se trabajará con una metodología comunicativa, con enfoque por tareas, en trabajo
por proyectos, mediante aprendizaje cooperativo y el método Flipped Classroom.

Actividades de Aprendizaje de la UA

Evaluación de las 4 destrezas:

-Comprensión auditiva
-Comprensión lectora
-Expresión oral
-Expresión escrita

Recursos didácticos de la UA

- Ordenador con internet

- Lápiz y papel
 Rúbricas:
Expresión oral – Interacción - Speaking

Interpreta el rol asignado, tratando todos los puntos e interviniendo activamente en la

9-10
conversación (50% del tiempo o más, tomando la iniciativa)
Interpreta el rol asignado tratando la mayoría de los puntos e interviniendo activamente
7-8
en la conversación
CONSIGNA Interpreta el rol asignado y trata la mitad de los puntos con intervenciones breves 5-6
Interpreta parcialmente el rol asignado y trata alguno de los puntos de la tarea y con
3-4
intervenciones breves o a veces incomprensibles
No interpreta el rol asignado, no trata los puntos, interviene brevemente y/o no se
0-2
entienden sus intervenciones.
Orden lógico. Coherencia en la respuesta y en el discurso, adaptación al interlocutor
(reformula). Uso correcto de numerosos conectores y recursos típicos de la 9-10
comunicación oral (muletillas, interjecciones, partículas, etc…)
Orden lógico y coherencia en la respuesta. Uso correcto de conectores y recursos
8
típicos de la comunicación oral.
COHERENCIA Orden lógico y coherencia en el discurso. Uso limitado de elementos de cohesión o
Y COHESIÓN 5-6
recursos de la comunicación oral
Errores en el orden lógico y/o en coherencia. Uso muy limitado de los recursos de la
3-4
comunicación oral.
Falta de orden lógico, numerosos errores de coherencia y ausencia de recursos de la
0-2
comunicación oral.
Discurso fluido 7-10

FLUIDEZ Pequeñas pausas que no entorpecen la comunicación 4-6

Pausas largas y/o frecuentes 0-3

Pronunciación correcta o con algún error muy leve 7-10

PRONUNCIACI
Errores leves y ocasionales que no impiden la comprensión 4-6
ÓN
Presencia de numerosos errores que impiden parcial o totalmente la comprensión 0-3

Vocabulario muy preciso y muy variado 21-30

Uso correcto del vocabulario del nivel y de la tarea 16-20

VOCABULARI Vocabulario de niveles anteriores correcto y presencia de vocabulario del nivel con
11-15
O algún error leve

Vocabulario escaso para el nivel y para la tarea 6-10

Vocabulario insuficiente e incorrecto 0-5

Numerosas estructuras correctas del nivel 21-30

Estructuras propias del nivel correctas 16-20

Estructuras de niveles anteriores correctas y presencia de estructuras del nivel con

GRAMÁTICA 11-15
algún error leve
Estructuras de niveles anteriores con errores leves y presencia de estructuras del nivel
6-10
pero con un uso erróneo de las mismas
Estructuras de niveles anteriores con errores graves y ausencia de estructuras del
0-5
nivel
 Expresión Escrita - Writing

Trata todos los puntos en detalle y por igual y respeta el nº de

4-5
palabras
CONSIGNA
Trata todos los puntos y se ajusta al nº de palabras exigido 3
No trata todos los puntos o no se ajusta al nº de palabras exigido 2
No se ajusta al tema propuesto
0-1
Trata menos del 25% de los puntos/palabras
Respeta el formato y separa las ideas en párrafos 4-5
FORMATO
Algún error leve en el formato propio de la tarea:
2-3
Introducción/saludo, desarrollo, conclusion/despedida
No respeta el formato propio de la tarea 0-1
Orden lógico y uso correcto de gran número de conectores del nivel y
9-10
elementos de cohesion.
Orden lógico y uso correcto de algunos conectores del nivel. 7-8
ORGANIZACIÓ
NY Presentación lógica de ideas
Uso correcto de conectores de niveles anteriores y algún error leve en los 5-6
CONECTORES
conectores del nivel
Algún error leve en el orden de la presentación de ideas 3-4
Algún error ocasional en conectores de niveles anteriores
Falta de orden lógico en la presentación de ideas Uso
incorrecto de conectores de niveles anteriores 0-2
Ausencia de elementos de cohesión

Vocabulario muy preciso y muy variado 21-30

Uso correcto del vocabulario del nivel y de la tarea 16-20

VOCABULARIO
Vocabulario de niveles anteriores correcto y presencia de vocabulario
11-15
del nivel con algún error leve
Vocabulario escaso para el nivel y para la tarea 6-10

Vocabulario insuficiente e incorrecto 0-5

Corrección ortográfica y signos de puntuación 7-10
ORTOGRAFÍA
Algún error leve y muy ocasional en la ortografía y puntuación 5-6
Presencia de errores ortográficos y de puntuación 0-4
Numerosas estructuras correctas del nivel 31-40

Estructuras propias del nivel correctas 21 -30

GRAMÁTICA Estructuras de niveles anteriores correctas y presencia de

11-20
estructuras del nivel con algún error leve
Estructuras de niveles anteriores con errores leves y presencia de
6- 10
estructuras del nivel con muchos errores
Estructuras de niveles anteriores con errores graves y ausencia de
0-5
estructuras del nivel
 Reading Exam 4
1. Read the article about school start times and tick () A, B, or C.

Dr Breus, sleep scientist

All humans have a ‘body clock’ that says when we should wake up, work and sleep. In
ancient times, people woke up at sunrise and went to bed when it was dark. But modern
life, with its indoor living and artificial lighting, has broken our biological body clock.
For teenagers, the problem is even worse. Their biological clock and their modern living
clock are telling them to stay up late and sleep all morning. Their brains are at a key
stage of development. This is why sleep scientists often use them in research.
Teenagers actually need to go to bed late. Because the teenage brain prefers to be
awake at midnight, teenagers find activities that they can do at midnight, like texting and
playing video games. And this then makes them stay up even later.
I believe there are four different ‘chronotypes’ or sleep personalities. I call them bear,
wolf, lion and dolphin. Lions enjoy mornings but can’t work very well from the late
afternoon onwards. Because of their brain biology, many teenagers have the ‘wolf’
personality. They tend to get up very late and work best in the afternoon or early
evening. Our chronotype changes as we get older but we shouldn’t ignore it. Our
chronotype affects our relationships, our chances of academic success and even our
health. We should take teenage clocks very seriously.

Veronica, student (16)

I’m studying biology, chemistry and literature. My ideal job would be in science. I’d really
like to develop new vegetarian foods or create plants that don’t get diseases, something
like that. But I’d like to travel abroad for a year before I go to university. I enjoy my school
subjects but I don’t like mornings at all. I think it’s great that we’ll start school at 11.30
a.m. when Mr Lincoln’s experiment begins. We’ll have one class before lunch and
school won’t end until 6.30 p.m. So for the last three hours we’ll have the school to
ourselves, without the younger children. Personally, if lessons were later — say, 1.30
to 7.30 — I’d be able to concentrate even more.

Mr Lincoln, headteacher
My school, Hamilton Secondary School, is not the first in this region of the UK to change
its start time. In fact, Ashwell Grange, where the fees are around £10,000 per year,
introduced a later start time for its sixth form three or four years ago. Although this isn’t
a new idea, there has been some resistance from parents. A later start time will mean
that teenagers often have to be left at home on their own for a few hours each day. Of
course, I understand their concerns. However, this is an experiment for 6 months for 16
and 17 year olds only. If pupils’ school results don’t improve, we won’t continue with the
new timetable.
 Example: ___________ has broken our body clocks.
A Modern furniture  B Spending time indoors 
 C Social media

1 Sleep researchers ___________ teenagers.
A often study  B don’t usually study  C have recently studied 
2 People with a ‘wolf’ chronotype like to ___________.
A go to bed early  B work in the evening  C wake up early 
3 Dr Breus thinks our chronotype ___________ .
A is created by our activities  B affects our personality 
C changes over time 
4 Veronica is studying ___________ at school.
A science subjects  B science and art subjects  C art subjects 
5 She wants to work ___________ after school.
A abroad  B with young children  C with plants 
6 Veronica’s ideal start time would be ___________.
A in the afternoon  B 11.30  C before lunch 
7 Children aged ___________ go to Hamilton School.
A 5–10  B 11–18  C 5–18 
8 The experiment at Hamilton School is only for ___________.
A the oldest pupils  B teenagers  C a term 
9 Mr Lincoln will change the times permanently if ___________ .
A the parents agree  B the pupils’ grades improve 
C the pupils are on time 

Question 0 1 2 3 4 5 6 7 8 9
Option B A B C B C B B A B

Part 2

2 Read the article again. Mark the sentences T (true) or F (false).

Example: Some people don’t have a body clock. F
1 Teenager brains are the same as adult brains. ____
2 If teenagers stopped texting they’d be able to go to sleep. ____
3 Veronica wants to take a year off after leaving school. ____
4 Veronica has a ‘lion’ chronotype. ____
5 Ashwell Grange is a private school. ____
6 Some parents at Hamilton Secondary don’t support the experiment. ____

Question 0 1 2 3 4 5 6
Option F F T T F T T
 Listening Exam 4

1 Listen to a conversation. Tick () A, B, or C.

1 In his previous job, Aidan was responsible for __________.

A choosing clothes  B selling clothes  C designing clothes 
2 Aidan said he didn’t get __________ when he worked at Kelly’s.
A a good salary  B to be creative  C the promotion he wanted 
3 Aidan resigned before he __________.
A was fired  B told his wife  C found an investor 
4 __________ makes Aidan feel proud.
A Designing new products  B Developing his business  C Selling
online 
5 The person who inspires Aidan __________.
A also changed careers  B is older than he is  C is a fashion journalist


Question 1 2 3 4 5
Option A B B B C

2 Listen to five conversations. Match the conversations (1–5) with what

the speakers were talking about (A–E).
Conversation 1 
Conversation 2 
Conversation 3 
Conversation 4 
Conversation 5 
A Complaining that his / her job is too busy.
B Telling someone that he / she won’t invest.
C Describing an experience of solving problems at work.
D Finding a temporary job.
E Asking for overtime work.

Statement 1 2 3 4 5
Option E C B A D
 Writing Test 4

Write a description of the school you go / went to (140–180 words).

Include the following information:
• a brief introduction: the kind of school, size, location, your age when you went
there, number of pupils in each class
• homework, uniform, discipline, teachers
• subjects – favourite / least favourite
• your general opinion of the school – good / bad? Why?

The name of my old Institute was Enrique Bernardo Nuñez, it was a mixed Secondary
School. It was situated at 9 Street of Valencia city in my country Venezuela, it was a
very big and famous Public School, we used to wear a uniform, the uniform was a
white t-shirt, blue skirt, white socks and black shoes.

I went to Secondary School when I was 11 years old and I finished when I was 16
years old.

In my school there were 250 or 270 pupils, about 25 pupils in each class, There was a
gorgeous library and a very spacious patio. I had homework every day even on
Holidays, because it was a very disciplined School, the teachers were really good. My
favourite subjects were History, English and Literature. I’ve always been a letters girl
and I have never liked maths o chemistry.

I really liked and enjoyed my school time so much, I have many beautiful memories
about it. It was a very good school.