24 I Wonder 1 Evaluation

Instruments for Evaluation
Evaluation plays an integral part in the learning process, and it is more efficient when based on the
systematic observation of the pupils throughout the course. It provides valuable information that reflects
their progress in the acquisition of receptive and productive skills, as well as their attitude towards their
own learning experience. It also allows teachers to reflect on the validity of their teaching practices and
the types of material being used.
The process is basically divided into three parts: initial evaluation, at the beginning of the course,
formative evaluation, which is done on a daily basis, and cumulative evaluation, upon finishing a module.
In i Wonder 1 the evaluation activities are included in both the Teacher’s Book and the Pupil’s Book.
Initial evaluation
This type of evaluation centres mainly on the pupils’ reports from the previous school year. This
information will help the teacher assess the pupils’ level and areas that need further practice.
Formative evaluation
Any exercise a pupil does can be used for this type of evaluation. The results are then recorded
on the Pupil’s formative evaluation chart.
Make as many photocopies as you need and complete the chart as indicated. Write the name and
aim of the activity you are going to evaluate, for example: the dialogue, language game, craftwork
activity, etc. Put a () under the drawing of ROLO that best represents each pupil’s progress.
– the pupil recognises and produces the language
– the pupil recognises but does not produce the language correctly
– the pupil does not recognise the language
If you wish, you can also use the formative evaluation worksheets.
Cumulative evaluation
The results of cumulative evaluation are recorded on the pupils’ cumulative evaluation chart.
In order to obtain reliable information, cumulative evaluation takes into account the work the
pupils have done throughout the module as well as their participation and attitude.
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Instruments for Evaluation
In order to complete the chart, write down the pupils’ names and record the results using the code
provided, or your own, in the corresponding columns.
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Evaluation chart for games and activities (formative evaluation)
Name of game/activity: ...............................................................................................................

Aim of game/activity: ..................................................................................................................
Module: ............................................. Lesson: .................................... Course: ........................
Pupils’ names: Comments
10
11
12
0
13
14
15
16
17
0
18
19
20
21
22
0
23
24
25
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Formative Evaluation Worksheets
Module 1
1 Listen to your teacher and colour.
1 2 3
4 5
2 Listen to your teacher and circle.
A B A B
1 3
A B A B
2 4
4
Module 2
1 What shapes can you see in the picture? Circle.
2 Listen to your teacher and circle the numbers.
A 13 15 C 20 16
B 11 12 D 18 14
5
Module 3
1 What can they do? Listen to your teacher and match.
1 a
2 b
3 c
4 d
5 e
6 f
6
Module 4
1 Match.
There’s a train in the living room.  There’s a teddy bear in the hall.
There’s a robot in the bedroom.  There’s a scooter in the garden.
 There’s a doll in the kitchen.
7
Module 5
1 Tick ().
 I like apples.  I don’t like broccoli.

 I don’t like cheese.  I don’t like tomatoes.
 I like eggs.  I like juice.
8
Module 6
1 Match.
a b c
g d
-1 Sunday
-2 Monday
-3 Tuesday
-4 Wednesday
f e
-5 Thursday
-6 Friday
-7 Saturday
 It’s Sunday. I go to the funfair.  It’s Thursday. I ride my bike.

 It’s Monday. I go to the park.  It’s Friday. I play the guitar.
 It’s Tuesday. I watch TV.  It’s Saturday. I play computer games.
 It’s Wednesday. I go swimming.
9
Module 7
1 Choose.
A I’ve got a B I’ve got a A I’ve got a B I’ve got a

long tail. short tail. small body. big body.
1 2
A I’ve got B I’ve got

big ears. small ears.
A I’ve got B I’ve got A I’ve got B I’ve got

two legs. whiskers. two legs. four legs.
4 5
Module 8
1 Draw.
1 It’s sunny. 3 It’s rainy.
2 It’s snowy. 4 It’s windy.
2 Match.
1 2 3 4 5
a jeans b dress c boots d skirt e hat

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Instruments for Evaluation

– the pupil recognises and produces the language

– the pupil does not recognise the language

Name of game/activity: ...............................................................................................................

Pupils’ names: Comments

© Express Publishing PHOTOCOPIABLE

2 Listen to your teacher and circle.

© Express Publishing PHOTOCOPIABLE

2 Listen to your teacher and circle the numbers.

© Express Publishing PHOTOCOPIABLE

© Express Publishing PHOTOCOPIABLE

© Express Publishing PHOTOCOPIABLE

 I like apples.  I don’t like broccoli.

© Express Publishing PHOTOCOPIABLE

 It’s Sunday. I go to the funfair.  It’s Thursday. I ride my bike.

© Express Publishing PHOTOCOPIABLE

A I’ve got a B I’ve got a A I’ve got a B I’ve got a

A I’ve got B I’ve got

A I’ve got B I’ve got A I’ve got B I’ve got

1 It’s sunny. 3 It’s rainy.

2 It’s snowy. 4 It’s windy.

a jeans b dress c boots d skirt e hat

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