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    8 Egb Diagnostic Test

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    Pachis Taday
    The document is a diagnostic evaluation from an Ecuadorian educational institution for an 8th grade English class. It contains learning activities to assess a student's English skills, including comprehending short texts, filling in blanks, and answering questions. It also evaluates socioemotional skills like empathy, openness to diversity, and self-regulation.

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    8 Egb Diagnostic Test

    Uploaded by

    Pachis Taday
    4 views4 pages
    The document is a diagnostic evaluation from an Ecuadorian educational institution for an 8th grade English class. It contains learning activities to assess a student's English skills, including comprehending short texts, filling in blanks, and answering questions. It also evaluates socioemotional skills like empathy, openness to diversity, and self-regulation.

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    8 EGB DIAGNOSTIC TEST

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    The document is a diagnostic evaluation from an Ecuadorian educational institution for an 8th grade English class. It contains learning activities to assess a student's English skills, including comprehending short texts, filling in blanks, and answering questions. It also evaluates socioemotional skills like empathy, openness to diversity, and self-regulation.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    4 views4 pages

    8 Egb Diagnostic Test

    Uploaded by

    Pachis Taday
    The document is a diagnostic evaluation from an Ecuadorian educational institution for an 8th grade English class. It contains learning activities to assess a student's English skills, including comprehending short texts, filling in blanks, and answering questions. It also evaluates socioemotional skills like empathy, openness to diversity, and self-regulation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    UNIDAD EDUCATIVA

    “MANUEL ÁLVAREZ MÉNDEZ


    PARROQUIA BAYUSHIG- CANTÓN PENIPE- PROVINCIA CHIMBORAZO
    TEF:2339-087 2339-026/CORREO: uemanuelalvarezmendez@gmail.com

    DIAGNOSTIC EVALUATION
    Grade/ Course: 8° Area: Foreign Language
    Level: EGB Subject: English
    Sublevel: Superior Teacher´s name: Lic. Margarita Herrera
    Parallel: A Date: August 30th, 2023
    Student´s name:

    INSTRUCTIONS CALIFICACIÓN CALIFICACIÓN


    CUANTITATIVA CUALITATIVA
    9,00 - 10,00 DD = Domina los Aprendizajes
    7,00 - 8,99 AD = Alcanza los Aprendizajes
    • Practice the value of academic honesty.
    4,01 – 6,99 PA = Está Próximo a alcanzar
    • Be clear and neat. Please
    <=4 NA = No alcanza los aprendizajes

    /10
    SKILL: EFL 4.4.1. Convey information and ideas through simple transactional or expository texts on familiar subjects
    using ICT tools and conventions and features of English appropriate to audience and purpose
    INDICATOR: I.EFL.4.15.1. Learners can convey information and ideas and describe feelings and opinions in simple
    transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different
    texts have different features and showing the ability to use these features appropriately in one’s own writing. (I.3, I.4,
    S.3, J.2)
    Learning achievement activities: SCORE:
    1. Color the correct option. 2 Marks.
    a- Beard is:
    A.- hair on a man's face
    B.- The act of travelling from one place to another
    C.- live in peace

    b- Parrot is:
    A.- a flash of bright light in the sky that is produced by electricity.
    B.- little
    C.- bird who can talk

    c- Patch is:
    A.- cloth on a pirate's eye
    B.- peace
    C.- storm

    d-Flag is:
    A.- cloth with symbols
    B.- a vehicle used for travel in space.
    UNIDAD EDUCATIVA
    “MANUEL ÁLVAREZ MÉNDEZ
    PARROQUIA BAYUSHIG- CANTÓN PENIPE- PROVINCIA CHIMBORAZO
    TEF:2339-087 2339-026/CORREO: uemanuelalvarezmendez@gmail.com

    C.- give
    SKILL: EFL 4.5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
    understand short simple everyday stories, especially if there is visual support. C
    INDICATOR: Learners can understand literal meanings in short, simple, everyday literary texts (online, oral or in
    print), especially when visual support is provided. REF. (I.EFL.4.18.1.) (I.2, I.3, I.4) C
    Learning achievement activities: SCORE:
    2.Complete the sentences with the words from the box. 2 marks
    native – languages – fish - culture

    For many native people, their biggest treasures are their ________________________and
    traditions.
    Many native communities lost their traditions and _____________________ during the
    colonization period.
    Communities are aware of the beauty of diversity, and they make great efforts to protect
    their culture, traditions and ______________languages.
    They liked to ___________and hunt, but when the Europeans arrived, their lives changed.

    SKILL: EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
    famous people, descriptions, etc.) CC
    INDICATOR: I.EFL.4.11.1. Learners can understand main ideas and some details in short simple online or print texts
    on familiar subjects, using contextual clues to help identify the most relevant information. (Example: title, illustrations,
    organization, etc.) (I.2, I.4)
    Learning achievement activities: SCORE:
    3.Read the story and write T for True or F for False.
    Dream catchers are a great tradition of Native Americans. Dream catchers protect dreams. 2 marks
    They are hung on beds. Dreams fly during the night. If the dream is beautiful, it passes
    through the hole but if the dream is negative or bad, it doesn’t pass through. The web
    catches the dream. In the morning those bad dreams disappear. For many generations,
    native American Indians have valued dream catchers. They are part of their lives and
    homes. Dream catchers also represent strength and unity. Now, we can also find dream
    catchers in markets, but they are made of modern materials. Tourists love to buy dream
    catchers
    .
    a. Dream catchers are an important tradition of Native
    American Indians.

    b. Dream catchers are hung over doors

    c. Bad dreams pass through the web of dream catchers.

    d. Tourists buy dream catchers made of old materials.

    e. Dream catchers also represent the unity of Native American


    people.
    UNIDAD EDUCATIVA
    “MANUEL ÁLVAREZ MÉNDEZ
    PARROQUIA BAYUSHIG- CANTÓN PENIPE- PROVINCIA CHIMBORAZO
    TEF:2339-087 2339-026/CORREO: uemanuelalvarezmendez@gmail.com

    SKILL: EFL 4.1.5. Apply self-correcting and self-monitoring strategies in social and classroom interactions.
    (Example: asking questions, starting over, rephrasing, exploring alternative pronunciations or wording, etc.
    INDICATOR: Learners can employ a range of self-monitoring and self-correcting strategies. Ref ( I.EFL.4.3.1.) (I.3,
    S.4, J.4)
    Learning achievement activities: SCORE:
    4. Answer these questions. 1 mark
    What is your name? _____________________________________________
    How old are you? _____________________________________________
    How are you doing? _____________________________________________
    What is your favorite subject? _____________________________________________
    What is your favorite food? _____________________________________________

    Habilidades socioemocionales intrapersonales e interpersonales, relacionadas con la formación integral del


    estudiantado:
    RÚBRICA
    1,00 P 0,75 P 0,50 P 0,00 P
    La respuesta es efectiva y clara. La respuesta es efectiva y clara. La respuesta es un poco clara. No Muestra falta de comprensión de
    Evidencia la relación entre ideas Evidencia la relación entre ideas evidencia la relación entre ideas la pregunta, no contesta o
    principales y secundarias. Conecta las principales y secundarias. No conecta principales y secundarias. No conecta proporciona una respuesta
    ideas y genera aportes significativos las ideas por lo que no genera aportes las ideas por lo que no genera aportes
    relacionados con la vida cotidiana. significativos relacionados con la vida significativos relacionados con la vida
    incorrecta o incoherente.
    cotidiana. cotidiana.
    EMPATÍA VALORACIÓN

    5.¿Si uno de sus compañeros le pide un consejo, se lo daría? ¿Por qué? 1 punto
    ____________________________________________________________________________
    ____________________________________________________________________________
    ____________________________________________________________________________

    APERTURA A LA DIVERSIDAD VALORACIÓN

    6.¿Cómo aportaría para el avance y desarrollo de la unidad educativa? Escriba su respuesta 1 punto
    ____________________________________________________________________________
    ____________________________________________________________________________
    ____________________________________________________________________________

    AUTORREGULACIÓN ESCOLAR VALORACIÓN

    7.¿Tiene dificultades en algunos temas vistos en Inglés en el año anterior? Escriba cuáles 1 punto
    . son esos temas al menos cinco 5.
    ____________________________________________________________________________
    ____________________________________________________________________________
    ____________________________________________________________________________

    REVISADO POR COMISIÓN


    ELABORADO POR DOCENTE APROBADO POR RECTOR/A
    PEDAGÓGICA
    Nombre: Lic. Margarita Herrera Nombre: Lic. Pedro Gaibor Nombre: Mgs. Rosa Inca
    Firma: Firma:
    UNIDAD EDUCATIVA
    “MANUEL ÁLVAREZ MÉNDEZ
    PARROQUIA BAYUSHIG- CANTÓN PENIPE- PROVINCIA CHIMBORAZO
    TEF:2339-087 2339-026/CORREO: uemanuelalvarezmendez@gmail.com

    Firma:

    Fecha: 08/26/2023 Fecha: 08/28/2023 Fecha:

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