PRUEBA DE EVALUACIÓN 5-7 FEBRERO 2021

NOMBRE Y APELLIDOS: Aroa Rodríguez Bellido

DNI: 76922063N
ESTUDIO: Mención en Lengua Inglesa (Primaria)
ASIGNATURA: ICT tools applied to the learning of the english language.
MODELO: A
FECHA: 5/02/2021
CIUDAD: Zaragoza

INSTRUCCIONES GENERALES

 En primer lugar, si todavía no lo has hecho, utiliza el link de descarga para obtener el enunciado de la
prueba y, si fuera necesario, cualquier otro archivo necesario para la misma (Apartado 1 del panel de
control de tu Prueba de Evaluación).

 Revisa que el PDF descargado con los enunciados de la prueba corresponde con la asignatura y estudio
que te corresponde.

 Antes de contestar, rellena todos los campos del encabezado de esta hoja con tus datos.

 Este documento WORD con tus respuestas deberá ser entregado obligatoriamente en el espacio
habilitado para ello (Apartado 3 del panel de control de tu Prueba de Evaluación). Puedes nombrarlo de
la manera que desees, no hay restricciones en este sentido.

 Asegúrate de guardar todos los cambios antes de entregarlo. Una vez lo entregues, podrás descargarlo,
revisarlo, hacer una nueva entrega, etc. durante el tiempo habilitado. Una vez finalizado el tiempo de la
prueba no podrás acceder a él.

 Si tienes cualquier incidencia técnica durante el transcurso de la prueba de evaluación, puedes ponerte en
contacto con las siguientes líneas telefónicas que Soporte Técnico pone a tu disposición:

 ESPAÑA: +34 941 890136

 COLOMBIA: +57 1 5084489
 ECUADOR: +59 3 23931499
 MÉXICO: +52 55 1328 8131
 PERÚ: +51 1 7073435

IMPORTANTE > Si en caso excepcional, una vez finalizada tu prueba de evaluación, no pudieses entregarla a
través del Campus Virtual, envía un correo electrónico con tu nombre, DNI/Cédula, nombre de la asignatura y
estudio, adjuntando tu documento de prueba de evaluación a [email protected]. De esta forma
registraremos la entrega de tu prueba. Únicamente se admitirá esta entrega en caso de no poder hacerlo a
través del Campus Virtual.

OBSERVACIONES · Si necesitas hacer alguna observación de cualquier tipo, escríbela aquí:

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1. PLANTILLA RESPUESTAS TEST (CONTINUA HASTA EL PUNTO 2 SI TU PRUEBA NO TIENE PREGUNTAS TEST)
· Sólo si la prueba de evaluación contiene este tipo de preguntas. Escribe una X en la casilla correspondiente:
Respuesta opción A / 1 B/2 C/3 D/4 E/5 F / 6 / FALSO G / 7 / VERDADERO
Nº Pregunta
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Respuesta opción A/1 B/2 C/3 D/4 E/5 F / 6 / FALSO G / 7 / VERDADERO

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Respuesta opción A/1 B/2 C/3 D/4 E/5 F / 6 / FALSO G / 7 / VERDADERO

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2. PREGUNTAS DE DESARROLLO y/o PREGUNTAS CORTAS

· Contesta sólo si la prueba de evaluación contiene este tipo de preguntas ·

· El espacio concreto para responder a las preguntas, viene determinado en el PDF de los enunciados ·

· Escribe el enunciado de la pregunta/s y seguidamente la/s respuesta/s. No hace falta insertar páginas,
según avances las contestaciones, se irán generando las páginas necesarias ·

NOTA INFORMATIVA > Si alguna pregunta necesitara de un desarrollo matemático, musical o dibujo a
mano alzada, fotografíalo e INSERTA LA IMAGEN en este mismo Word.

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Si tuvieras dificultades técnicas para hacerlo, puedes adjuntar dicho fichero en el Apartado 4 del panel de
control de tu Prueba de Evaluación.

(EMPIEZA A CONTESTAR EN ESTA PÁGINA, GRACIAS.)

1. Discuss the following issues in the space provided (5 points; 1 point per question) (5- 6 lines). Remember that
answers taken exactly from the units of the subject will receive 0 points.

1. Explain how you would put the wow effect into practice in a class with 20 students, who are 13 years
old and are learning the present perfect simple.
The wow effect occurs when we discover a new tool and we use it, forgetting about other simple tools
that can be useful and motivating too. It is great using new technologies but we can not forget about
other simple resources. To avoid this, I would divide the group in two (each group with 10 students). They
would have to think and write a story using the present perfect simple. One group will use StoryBird and
the other Power Point. At the end, they will have to show their story and we would discuss the
advantages and disadvantages of each program (which is faster, easier, which allows them to be more
focus on spelling, which is more practical, which have more disturbing elements ...).

2. Explain two uses of the PowerPoint to practice spelling (the students are 6 years

old).
First, I will create a slideshow, in each slide, there would be one letter and different images. The name of
the objects, animals ... from the images, would start with this letter or maybe it would be in final position.
They would have to say the name of the images and we would write their names in text-boxs. On the
other hand, I would create other slideshow, in each slide there will be different words which content
different mistakes and other well-written. They would have to point the mistakes or the words that are
well-written. In the next slide, it would be an explanation of the mistakes.

3. How would you use Google Doc for collaborative work in an English class with 15 students (they are
10 years old).

To use Google Doc, I would create a class diary, every day a student would have to complete it. For
instance, they would have to write: what weekday is, how many students have attended to the class,
what vocabulary we have learnt, expressions (with examples), grammar, activities which we have done
and how he or she have felt during the lesson (if they have enjoyed or not, opinion about the used tools).
At the end, at home, they can revise the document and add some new information, do their own
valuations and add interesting resources to review the contents working at class.

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4. Which input devices are scarcely used in today’s English class? Why?

In my opinión, there are some devices that are scarcely used in today’s English class such as the
traditional keyboard, the mouse, or the video cameras. .. Currently, the major part of the class have a
Interactive Whiteboard (IWB). So their students use it in a tactile way instead of using the well-known
traditional keyboard or the mouse. They can use a stylus pen too. Other devices, for instance, traditional
video-cameras have been replaced by our mobile phones where we can record or make a video- call
watching it in the IWB .

5. What would you recommend a parent to install on his/her computer to avoid that his/her child has
access to inappropriate content?

I would recommend them to install some software such as CyberPatrol, SurfNanny… to filter Internet
pages because they examine different pages . In this way, they can avoid that their children will visit unfit
pages for them because these programs search for inappropriate images or words. Thus, we use the
software approach. However, I would highlight them the importance of the practical approach. I would
recommend them that they install their computer, for example, in the living room of their house where
they can pay attention to the use that makes his children of the computer.

1. Choose one of the two options. If you answer both, this part of the exam will be graded 0. Answers
must be 2 pages long (4 points).

Option 1:

To start, I recommend Ann to use the interesting app “Voki”. I recommend her that she can surprise their
students creating a class blog. This blog can be used during the next months and each student could add different
resources, links, or comment about different doubts they have.

To start with this lesson, she will show the blog to their pupils. There, it will appear a link and a picture of advice.
The link will be from a Voki record (previously she will have created her customized character) talking about an
explanation about the modal verbs. Answering the following questions:

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 What are the modal verbs?

 -Which they are?.

So, they will listen it.

After listening it, and maybe adding a brief explanation more , or watching a longer video that she will be able to
find in youtube, their students will have to answer the question: which are the modal verbs?. To answer this
question, in pairs, they should create their own wordcloud, using the program: Wordart. In this wordcloud, it will
appear the modal verbs (should, must, can, might, could…).

At the same time, they will be able to create another different wordclouds where appear different topics of pieces
of advices related to the school. For example, related to their friends, they will write different words: kind,
generous, .. . On the other hand, related to their learning: work, punctual, ask (related to ask the doubt you can
have..), listen attention… and different words they will be able to think.

They wwill add thei wordcloud to their blog and they will be able to print them too.

After that, they should think some pieces advices or rules of the school and the classroom. For example:

- We should say hello or goodbye every day.

- We can’t chew gum at school.
- We should help our classmates.
- We must be careful with our things…
- We should be patient
- We can’t break our school supplies.
- We must be in silence..

Once they will have finished it. Ann will divide the group class in some groups of 4 or 5 students. They will use the
program: Storybird .

Each group will select a modal verb and they will write different sentences they will have thought before. They
will have to select different images, which represent the aim idea of each advice. For instance, a person saying
“hello” or “goodbye”... or maybe a boy reading a book. Once they will have select their drawings or images they
will create their own book with the rules and advice of the school (thought before).

For example, in the image of the boy, they might use this image and write: you should study or you should ask
doubts… Without any doubt, they will be able to ask any doubt to Ann. The most important thing will be that they
will finish these lessons understanding the different modal verbs and their use.

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They will title their books depending on their modal verb. For instance: pieces of advices, for the modal verb
should, or prohibitions for the modal verb: can’t. They will add their links to the blog and each student will read
the different books at home.

In the next session, it can be great, that they will record a text using podcast. Each group will read some sentences
aloud at the same that they will be being recorded. (In this way, they will practice the reading of modal verbs).

Later, we will listen them and we have to write if they will think that they are true or false. Answering a question
in Menti. For instance:

-Should we say bad thing about our classmates?

- Can we chew gum at school?

-Should we wear a uniform?

-Must we do our homeworks?

At the end of these sessions all the resources they will use would appear in the blog of the class. It will be a great
idea that at the end of these lessons, each student will answer a question about these resources that they will use
during the lesson and about their opinión of this methodology. Maybe writing on the blog or answering a survey
on their blog.

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