2011-1012 ACADEMIC YEAR

ELT 504 ALTERNATIVE ASSESSMENT

MID-TERM EXAMINATION PROJECT

BETL TURHAN 20118026

WRITING A BIOGRAPHY OF AN IMAGINARY CHARACTER Course book: My English 7 Age: 13-14. ( Elementary Level) Unit 6: Tv Programs Topic: Series Functions : Expressing opinions Inguiring about and expressing agreement and disagreement Inguiring and stating whether one knows or does not know something or someone Inguiring about and expressing pleasure, liking, displeasure, dislike Inguiring and expressing interest or lack of interest Inguiring and expressing preference Expressing indifference Making comparisons and expressing degrees of difference Structures: While Many / Much Revision of Comparatives and Superlatives Suggestion: Why dont you? Prefer Skills : Listening o Catching the main point in short, clear and simple message

o Finding specific information in simple recorded texts o Identifying the main point of a TV series Reading o Understanding short, simple texts on familiar texts o Finding specific, predictable information in simple everyday material o Locating specific information in lists and isolating the information required o Using an idea of the overall meaning of short texts and utterances on everyday topics of concrete type to derive the probable meaning of unknown words from the context Writing o Writing a series of simple phrases and sentences linked with simple connectors like and , but and because o Writing short, simple imaginary biographies and simple poems about people Speaking o Exchanging relevant information and give his/her opinion o Agreeing and disagreeing with others o Answering simple questions and responding to simple statements in an interview o Using simple techniques to start; maintain, or and a short conversation o Initiating, maintaining and closing simple, face to face conversation o Asking for attention Vocabulary: Nouns: advertisement, award, biography, conference hall, diet, documentary, drama, horror,kind, opinion, remote control, salami, sitcom, western

Verbs: agree, disagree, mind, prefer,zap Adjectives : educative, ordinary, lively Prepositions: without Student Learning Objectives: Students will be able to; 1. Write a biography by using comparatives and superlativesor write a poem by using comparisons 2. Create his/ her own imaginary character and describe him/her appropriately 3. Express his/her pleasure, liking, displeasure, dislike 4. Express preference 5. Use present simple correctly 6. Use simple connectors like and, but and because Task : Students will choose their favourite character from a TV series and write an imaginary biography of him/her or a poem for him/her. You should choose your favourite TV character from one the TV series you like most and write an imaginary biography of him/her or a poem for him/her. You should express his interests, likes, dislikes and compare him/her. You can make use of 29th and 30th exercises weve practised as samples. Purpose of the task : This task aims to help students think creatively and use their imagination as much as possible and express it in a written form by writing a biography or a poem. Procedure : You should follow these steps: 1. Go through the biography and the poem given in the book to assist you 2. Choose a TV character from a TV series you like

3. Imagine and descibe him/her in every respect of him/her; date of birth, place, hobbies, prefences, occupations, life styles,achievements,ambitions,etc. 4. Compare him/her with other celebrities personally 5. Compare his/her works, achievements and popularity 6. Explain how popular he/she is and the reason behind his/her popularity 7. Use simple techniques to start, maintain and end a biography 8. Use basic connectors to link up the phrases 9. Fill in the checklist after finishing your task

Assessment Tools 1. Checklist I went through the examples given I chose my character and designed my imaginary character I described my character at all points I compared him with other celebrities personally I made some comparisons on his works and achievements I explained the popularity of him/her and the reason behind his/her popularity I used simple writing techniques I used some basic connectors to link up I paid enough attention on design I checked my grammar I checked my spelling

Rubric for the student Excellent Reflection Its completely connected to the topic. The ideas are completely developed. It gives complete information about the character clearly. It includes fresh, insightful and original ideas completely. Good Fair Its often connected to the topic. The ideas are adequate. It gives some information about the character clearly. The ideas are satisfactory. Needs Improvement Its not connected to the topic. The ideas are not clear. It does not give adequate information about the character. The ideas are unsatisfactory.

Content

Organization

Its mostly connected to the topic. The ideas are convincing. It gives mostly clear and appropriate information about the character . It includes a large number of fresh, insightful and original ideas. It progresses logically The progression from beginning to end. from beginning to It possesses an end is widely identifable introduction, logical. It body and conclusion possesses mostly completely.Descriptions an identifable are supported with introduction, body details. and conclusion. Descripitions are mostly supported with details. Excellent use of imagination. It is competely clear and has a distinct sense of individuality. Precise, colourful words that paint vivid pictures in the mind of the reader are used. It includes correct, suitable,effective and rich use of vocabulary items completely. Punctuation,grammar, usage, spelling and paragraphing are used correctly. Good use of imagination. It is mostly clear and has a sense of individuality. Some precise words that paint vivid pictures in the mind of the reader are used. It includes mostly correct, appropriate and quite rich use of vocabulary. There are only a few mistakes in the use of punctuation, grammar, usage, spelling and paragraphing.

The progression from beginning to end is satisfactory. Descriptions and explanations are clear.

The progression from beginning to end is unsatisfactory. It does not include an introduction, body and conclusion. Descriptions and explanations are not clear and organized. No usage of imagination. It does not have a sense of individuality.

Originality

Use of imagination is satisfactory. It is often clear and has slightly individuality.

Vocabulary

Mechanics

It often includes correct, appropriate and adequate use of vocabulary. There are some mistakes in the use of punctuation, grammar, usage, spelling and paragraphing.

Vocabulary items are inappropriate and poor.

There are many mistakes in the use of punctuation, grammar, usage, spelling and paragraphing. That makes it difficult to understand.

Rubric for the teacher Excellent Organization It is completely prepared according to the template. The objectives are completely clear and proper to the task. The task is completely related to the objectives. Criteria and language learning objectives are clearly and properly stated. It includes all the necessary items in order. They are all so clear, applicable and measurable. Good It is mostly prepared according to the template. The objectives are mostly clear and proper to the task. The task is mostly related to the objectives. Criteria and language learning objectives are almost clearly and properly stated. It includes nearly all the necessary items in order. They are mostly clear, applicable and measurable. There are only a few mistakes in the use of punctuation, grammar, spelling and vocabulary. Satisfactory Unsatisfactory

It is slightly It is not prepared according prepared to the template. according to the template. The objectives are nearly clear and adequate for the task. The task is almost related to the objectives. Criteria and language learning objectives are adequately stated. It includes some of the necessary items in order. They are somehow applicable, measurable and clear. There are some mistakes in the use of punctuation, grammar, spelling and vocabulary. The objectives are not clear and adequate for the task. The task is not related to the objectives.

Objectives

Procedure

Criteria and language learning objectives are not clearly and adequately stated.

Rubric

It does not include all the necessary items in order. They are poorly applicable, measurable and clear.

Mechanics

Correct use of punctuation, grammar, spelling and vocabulary.

There are many mistakes in the use of punctuation, grammar, spelling and vocabulary.