Fourth Grade-Test 4

Retroalimentación:Es importante diferenciar entre los clubes de deportes (sports clubs), que requieren esfuerzo físico y agilidad, y los clubes de manualidades (craft clubs), que se enfocan en crear cosas con las manos, como armar maquetas (making models).. Imagine you visit a new school and see a student holding a long, wooden musical instrument with holes for the fingers. What is she playing?. She is playing the recorder. She is making movies. She is playing volleyball. She is doing karate.

Retroalimentación: Es importante diferenciar entre los clubes de deportes (sports clubs), que requieren esfuerzo físico y agilidad, y los clubes de manualidades (craft clubs), que se enfocan en crear cosas con las manos, como armar maquetas (making models). Your friend Carlos doesn't like sports like badminton or ping-pong. He prefers to sit down, use glue, and build small airplanes and cars. Which activity does Carlos do?. He does gymnastics. He plays the guitar. He makes models. He plays volleyball.

Retroalimentación: Para interactuar con otras personas en un club y averiguar qué actividad están realizando en ese momento, debemos formular preguntas sencillas utilizando la inversión del verbo To Be (Is) al inicio de la oración, seguido de la persona y el verbo con la terminación -ing. You see a new girl in the sports club court. She has a racket and a small shuttlecock (pluma). You want to ask a teacher what she is doing. Choose the correct question: Does she play badminton?. Is she playing badminton?. She is playing badminton. Is playing she badminton?.

Retroalimentación: Cuando alguien nos pregunta sobre las actividades de las personas en nuestro entorno, respondemos usando respuestas cortas. Si la respuesta es negativa, debemos negar tanto el "No" como el verbo auxiliar (isn't), y luego podemos aclarar la actividad real que la persona está haciendo. Read the conversation between two neighbors looking at a park: Neighbor 1: "Look at Tom! Is he doing karate?" Neighbor 2: "No, ____________. He is playing ping-pong.". he is. she isn't. he isn't. I am not.

Retroalimentación: Se evalúa la habilidad del estudiante para reconocer y producir frases afirmativas muy cortas en presente simple (tercera persona) para describir una rutina diaria o semanal a partir de un texto visual o leído. “Lizzie has a very active week. On Sundays, she does karate at the club. After school, she doesn’t play on the computer because she prefers outdoor activities. In the morning, she loves music and plays the guitar.” Based on the text. What does Lizzie do on Sundays?. She plays badminton. She does karate. She plays the guitar. She makes movies.

Retroalimentación: Se evalúa el uso de oraciones negativas cortas en presente simple (doesn’t + verbo) para expresar de manera simple actividades que una persona no realiza en su tiempo libre. Lizzie has a very active week. On Sundays, she does karate at the club. After school, she doesn’t play on the computer because she prefers outdoor activities. In the morning, she loves music and plays the guitar.” Based on the text, Which sentence is TRUE about Lizzie?. She plays on the computer. She watches TV after school. She doesn't play on the computer. She doesn't like her friend.

Retroalimentación:Se evalúa el reconocimiento del vocabulario temático de pasatiempos e instrumentos musicales vinculados a momentos específicos del día (mañana/tarde), utilizando estructuras verbales simples. Lizzie has a very active week. On Sundays, she does karate at the club. After school, she does not play on the computer because she prefers outdoor activities. In the morning, she loves music and plays the guitar Complete the sentence using the correct word from the box: "She plays the _________ in the morning. piano. movies. badminton. guitar.

Retroalimentación: Se evalúa la capacidad del estudiante para identificar la estructura correcta al responder una pregunta directa sobre preferencias o actividades personales en un diálogo corto de iniciación. If a friend asks you direct questions about your own sports practices: "Do you do karate?", what is the correct short answer?. Yes, I do. Yes, she does. No, I do. Yes, I don't.

Retroalimentación: Se evalúa la habilidad del estudiante para reconocer la ortografía correcta de palabras sencillas relacionadas con deportes de club basándose en la relación sonido-letra, específicamente el patrón de vocales dobles o repetidas de uso común. Which of the following words is spelled CORRECTLY?. socer. soccer. soker. soker.

Retroalimentación: Se evalúa la aplicación de las convenciones de escritura fundamentales, específicamente la regla de uso obligatorio de letras mayúsculas iniciales (capitalization) para los días de la semana en la lengua inglesa. Choose the sentence that uses CAPITALIZATION correctly for days of the week. Jimmy goes to tennis club on tuesday. Jimmy goes to tennis club on Tuesday. Jimmy goes to tennis club on TUESDAY. jimmy goes to tennis club on tuesday.

Retroalimentación: Se evalúa la conciencia de las relaciones fonema-grafía (sound-letter relationships), específicamente el reconocimiento del dígrafo vocálico "ey" o "ay" y la combinación de consonantes en palabras que designan actividades del texto. Josh likes to go to the pool. How do you spell the sport that Josh does in the water?. swiming. swimmeng. swimming. suiming.

Retroalimentación: Se evalúa la identificación del patrón ortográfico correcto en palabras que contienen el grupo consonántico inicial "v" y el dígrafo "ll" a partir del vocabulario visualizado en la página 72 (Leah's club). Leah plays a sport after school. Choose the correct spelling for this sport: volleyball. volleybal. boleyball. voleibol.

Retroalimentación explicativa: Se evalúa la habilidad del estudiante para identificar el conflicto principal o la necesidad inicial de los personajes al leer las viñetas de una historieta (comic strip). Please read the short summary of the story to answer Questions At the beginning of the story, the children want to practice but they face a problem: they don't have a guitar. Then, Tom's cousin named Kim arrives. She plays in a music band and brings her instruments. Lucas is nervous and says: "No, I'm sorry. I can't play!" Finally, Kim encourages him to try. Lucas plays the instrument, smiles, and says: "This is fun¡ Value of the story: Try new things. What problem do the children have at the beginning of the story?. They don´t have a guitar. They don't like music. They are lost in the school. They don't want to see Kim.

Retroalimentación Se evalúa la comprensión de las interacciones entre los personajes y la capacidad de identificar quién realiza una acción o posee una característica específica en la lectura. Please read the short summary of the story to answer Questions At the beginning of the story, the children want to practice but they face a problem: they don't have a guitar. Then, Tom's cousin named Kim arrives. She plays in a music band and brings her instruments. Lucas is nervous and says: "No, I'm sorry. I can't play! “Finally, Kim encourages him to try. Lucas plays the instrument, smiles, and says: "This is fun¡ Value of the story: Try new things. Who plays in a music band?. Lucas. Lily. Tom's cousin, Kim. Lily's dad.

Retroalimentación: Se evalúa la capacidad de comprender el cambio de actitud de un personaje a través del desarrollo de la secuencia de eventos, pasando de la inseguridad a la acción. Please read the short summary of the story to answer Questions At the beginning of the story, the children want to practice but they face a problem: they don't have a guitar. Then, Tom's cousin named Kim arrives. She plays in a music band and brings her instruments. Lucas is nervous and says: "No, I'm sorry. I can't play! “Finally, Kim encourages him to try. Lucas plays the instrument, smiles, and says: "This is fun¡ Value of the story: Try new things. At first Lucas says: "No, I'm sorry. I can't play!" But at the end of story, what does he say?. "I want to go home.". "This is fun!". "I don't like the guitar.". "Goodbye, Lily.".

Retroalimentació: Se evalúa la comprensión del mensaje moral o valor formativo implícito y explícito de la lectura (Value: Try new things), conectándolo con la resolución de la historia. Please read the short summary of the story to answer Questions “Finally, Kim encourages him to try. Lucas plays the instrument, smiles, and says: "This is fun¡ Value of the story: Try new things. What is the value or moral lesson of this story?. Always clean your room. Do homework on time. Try new things. Eat healthy food.

Retroalimentaciómn: El ritmo en inglés se marca fuertemente en las sílabas acentuadas. Al cantar o decir rimas sobre pasatiempos, es fundamental identificar el número de sílabas o "golpes de ritmo" (beats) para aproximarse a la entonación natural del idioma. "Play the gui-tar, play the gui-tar!" How many rhythm beats (claps) do you make in the word "guitar"?. 1 beat. 2 beats. 3 beats. 4 beats.

Retroalimentación: Las preguntas que buscan una respuesta de "sí" o "no" (Yes/No questions) en inglés suelen tener una entonación que sube al final de la frase (rising intonation). Esto ayuda a que el mensaje sea claro al producir oraciones cortas. Read the following question aloud: "Do you want to play Ping-Pong with me?" When you ask a Yes/No question like this, your voice should: Go down at the end. Stay completely flat and quiet. Go up at the end on the word "me". Stop before the word "play".

Retroalimentación: La precisión fonética es clave para que el vocabulario sea comprensible. El grupo de instrumentos de cuerda (string instruments) empieza con el sonido consonántico /st/, el cual debe pronunciarse de manera fluida y sin añadir una "e" imaginaria al principio. Which instrument family starts with the same consonant cluster sound as the word "Star"?. String. Brass. Percussion. Woodwind.

Retroalimentación: Las canciones de acción (action songs) requieren coordinar el significado del verbo con un movimiento corporal exacto en el momento en que se pronuncia la palabra dentro del compás de la música. If you are singing a song about activities and the lyrics say: "Do gym-nas-tics, bend and stretch!", what is the correct action to do in time with the rhythm?. Pretend to play a piano. Jump back and forth like playing Ping-Pong. Move your body, bend and stretch your arms. Sit completely still and close your eyes.

Retroalimentación: Los diccionarios visuales y las listas numeradas ayudan a los estudiantes a asociar palabras nuevas con imágenes reales sin necesidad de traducción directa. Al identificar el número asignado a un elemento en la imagen y buscarlo en la lista adjunta, el estudiante demuestra la habilidad de decodificar información organizada de manera lógica en un recurso de aprendizaje simple. Fruit & Vegetable Guide Number 4: Coconuts (Big, green, and brown tropical fruits) Number 8: Pineapples (Sweet yellow fruits with a crown) Number 10: Onions (Vegetables commonly used in salads, located in the basket) Lemons: Small and yellow sour fruits. Look at the reference guide. Find the fruit with the number 8. What is the correct name for this fruit?. watermelons. pears. pineapples. lemons.

Retroalimentación: La destreza de usar un recurso didáctico no solo implica emparejar números, sino también discriminar elementos a partir de pistas o características dadas (como el color o la forma) para luego verificar su existencia o nombre correcto en el vocabulario provisto. Esto fomenta el pensamiento crítico elemental dentro del aprendizaje del segundo idioma. Fruit & Vegetable Guide Number 4: Coconuts (Big, green, and brown tropical fruits) Number 8: Pineapples (Sweet yellow fruits with a crown) Number 10: Onions (Vegetables commonly used in salads, located in the basket) Lemons: Small and yellow sour fruits. Read the description: "These fruits are small and yellow." According to our guide, what is the correct answer?. grapes. tomatoes. lemons. onions.

Retroalimentación: El uso autónomo de un recurso de aprendizaje implica comprender cómo está organizada la información. En este caso, el recurso presenta una lista de palabras clave (vocabulario sobre alimentos de la sección "Vocabulary" de la página 82) que permite a los estudiantes diferenciar y agrupar palabras bajo conceptos globales, como en este caso, identificar un vegetal entre varias opciones de frutas. Fruit & Vegetable Guide Number 4: Coconuts (Big, green, and brown tropical fruits) Number 8: Pineapples (Sweet yellow fruits with a crown) Number 10: Onions (Vegetables commonly used in salads, located in the basket) Lemons: Small and yellow sour fruits. According to the guide, which item is a vegetable commonly used in salads under Number 10?. onions. mangoes. coconuts. grapes.

Retroalimentació: Aprender a usar una lista de vocabulario numerada junto a una ilustración permite a los estudiantes de nivel elemental desarrollar estrategias de escaneo visual (scanning). Esta habilidad es fundamental para la autonomía en el aprendizaje de una segunda lengua, ya que les permite confirmar el significado o la escritura de una palabra sin depender de la traducción automática. Fruit & Vegetable Guide Number 4: Coconuts (Big, green, and brown tropical fruits) Number 8: Pineapples (Sweet yellow fruits with a crown) Number 10: Onions (Vegetables commonly used in salads, located in the basket) Lemons: Small and yellow sour fruits. Look at the guide and find the big, green, and brown fruits labeled with Number 4. What is the correct name for this fruit?. mangoes. watermelons. coconuts. pineapples.

Retroalimentación: Para describir y reconocer las características de nuestro entorno inmediato (como un mercado o nuestra ciudad), utilizamos la estructura afirmativa There are some cuando nos referimos a una cantidad moderada de elementos contables en plural. Market Stock Report Fruit Stand A: There are some pears. Fruit Stand B: There are lots of grapes. Green Stand: There are some tomatoes. Storage: Zero limes available (0). Look at the Market Stock Report. Complete the description about the stand: "At the market today... _______________ pears.". There aren't any. There are some. There is a. There are lots of.

Retroalimentación: El indicador de evaluación requiere que el estudiante aprenda a escribir sobre su propio entorno (write about their own surroundings). Cuando queremos expresar la ausencia total de un objeto o alimento en plural en un lugar, empleamos la estructura negativa There aren't any. Market Stock Report Fruit Stand A: There are some pears. Fruit Stand B: There are lots of grapes. Green Stand: There are some tomatoes. Storage: Zero limes available (0). Look at the report. If you go to your town market and you see zero limes (0), how do you write correctly about your surroundings?. There are lots of limes in my town market. There are some limes in my town market. There aren't any limes in my town market. There is a lime in my town market.

Retroalimentación: La destreza EFL 2.1.4 enfatiza la expresión de curiosidad mediante la formulación de preguntas sencillas con palabras interrogativas (WH-questions), tales como What (Qué) o Where (Dónde), para obtener información sobre el mundo o las actividades cotidianas de las personas. Market Stock Report Fruit Stand A: There are some pears. Fruit Stand B: There are lots of grapes. Green Stand: There are some tomatoes. Storage: Zero limes available (0). Imagine you are at the market with the seller from the picture. Choose the correct WH-question to ask him about the fruits he has available: What fruit do you have today?. Yes, I like apples. Where is the market?. Are there any mangoes?.

Retroalimentación: Para lograr un aprendizaje significativo, los estudiantes deben ser capaces de contrastar imágenes y notar variaciones en los entornos habitados u observados. En la actividad 6 de la imagen, se pide explícitamente "encontrar las diferencias" (find the differences in this picture). Market Stock Report Fruit Stand A: There are some pears. Fruit Stand B: There are lots of grapes. Green Stand: There are some tomatoes. Storage: Zero limes available (0). Look at the Green Stand data in the report. What statement accurately describes the tomatoes?. There are some tomatoes. There aren't any tomatoes. There are lots of pineapples. There aren't any grapes.

Retroalimentación: En esta unidad aprendimos a identificar objetos combinando su color y su nombre. Escuchar la entonación correcta nos ayuda a reconocer cuál objeto se está describiendo en una oración corta. Read the sentence: "I see a watch on the table." If the watch has the same color as chocolate, which object and color are being described?. A blue guitar. A brown watch. A red purse. A white radio.

Retroalimentación: Para mantener un buen ritmo al hablar en inglés, usamos frases cortas para ofrecer cosas y responder amablemente eligiendo lo que nos gusta, tal como lo hacen los niños en el diálogo del libro. Complete the following rhythmic dialogue: Student 1: "Which watch do you want?" Student 2: "The ___________ one, please." (Note: Student 2 prefers the chocolate-colored option). red. blue. brown. white.

Retroalimentación: El ritmo en inglés también se marca a través de sonidos repetidos. ¡En la sección “Say it!" practicamos un trabalenguas ("chant") para mejorar la pronunciación de un sonido especial en palabras familiares. When reciting the rhyme: "Chipmunks have big cheek pouches", which consonant sound is repeated at the beginning of the words Chipmunks and cheek?. The "sh" sound (as in shoes). The "ch" sound (as in chocolate). The "p" sound (as in purse). The "r" sound (as in radio).

Retroalimentación explicativa previa: En la historia en cómic del libro, los personajes buscan objetos específicos y usan frases con entonaciones exclamativas o interrogativas según la situación de la escena. In a dialogue, a girl asks: "Which purse do you want?" and answers by pointing to her favorite bright crimson color. Which short phrase does she produce correctly to reply?. Let's look for a purse!. The red one. We don't have money. Be careful, Anna.

Retroalimentación: Para comprender acciones en un texto o recurso visual, es fundamental aprender a localizar palabras clave en una lista de vocabulario (word list) y relacionarlas con las acciones que observamos en las ilustraciones. Esto nos ayuda a conectar el texto escrito con la realidad de la imagen. Action Reference List Boy Labeled Number 5: Enjoys listening to music with headphones. Girl Labeled Number 9: Is sitting in her bedroom writing in a notebook. Official Action List words: read a book, do homework, wash the car. (Note: play football is not on this list). Look at the Action Reference List. Identify the action connected to the boy with number 5. What is his favorite activity?. He loves making cakes. He enjoys listening to music. He is washing the car. He doesn't like reading books.

Retroalimentación: Las listas de palabras (word lists) en los libros de inglés son herramientas de autoaprendizaje que organizan las acciones principales de la unidad. Saber ubicar una frase exacta en la lista permite verificar cómo se escribe una actividad antes de describirla. Action Reference List Boy Labeled Number 5: Enjoys listening to music with headphones. Girl Labeled Number 9: Is sitting in her bedroom writing in a notebook. Official Action List words: read a book, do homework, wash the car. (Note: play football is not on this list). Look at the Official Action List words in our resource. Which of the following activities is NOT included in that list?. read a book. do homework. play football. wash the car.

Retroalimentación: Los cuadros de gramática y resúmenes visuales (como el cuadro "Remember!" de la página 61) son recursos diseñados para recordar reglas de manera rápida. Aprender a consultar estos cuadros ayuda a resolver dudas sobre cómo hablar de los gustos de otras personas usando el pronombre correcto. Action Reference List Boy Labeled Number 5: Enjoys listening to music with headphones. Girl Labeled Number 9: Is sitting in her bedroom writing in a notebook. Official Action List words: read a book, do homework, wash the car. (Note: play football is not on this list). According to the rules of a standard grammar reference box, which sentences are written completely correct when talking about a boy (He) and a girl (She)?. He likes listening to music. / She loves playing on the computer. He like listening to music. / She love playing on the computer. He don't like reading books. / She don't like reading books. He enjoying watching TV. / She loving making cakes.

Retroalimentación: Relacionar números con imágenes (viñetas) es una estrategia de organización visual muy común en los diccionarios ilustrados y libros de texto. Nos permite asociar una palabra con una escena específica sin necesidad de una traducción directa, pronombre correcto. Action Reference List Boy Labeled Number 5: Enjoys listening to music with headphones. Girl Labeled Number 9: Is sitting in her bedroom writing in a notebook. Official Action List words: read a book, do homework, wash the car. (Note: play football is not on this list). Look at the Action Reference List description for the girl in her bedroom writing in a notebook. What identification number is explicitly placed next to her picture to guide your learning?. Number 1. Number 3. Number 4. Number 9.

Retroalimentación: Para preguntar por los gustos o preferencias de un niño (tercera persona del singular masculino: He), utilizamos el auxiliar Does al inicio, seguido del pronombre, el verbo en su forma base (like o enjoy) y la acción terminada en -ing. Choose the correct question and short response about a boy's. Do he likes playing on the computer? / Yes, he do. Does he enjoy playing on the computer? / Yes, he does. Does he likes play on the computer? / No, he doesn't. Do he enjoy playing on the computer? / Yes, he does.

Retroalimentación: Cuando respondemos de forma negativa sobre los gustos de una niña (tercera persona del singular femenino: She), la estructura corta correcta debe terminar con la contracción de negación doesn't (does not). If a girl completely hates washing the car, what is the correct answer to the question: "Does she enjoy washing the car?". No, she don't. Yes, she does. No, she doesn't. No, she lives.

Retroalimentación: En las conversaciones de la página 62 (sección 10), para realizar preguntas directas a un compañero de clase utilizando la segunda persona (You), se debe emplear el auxiliar Do al principio de la oración. Imagine you want to ask your classmate about their cleaning habits at home. Choose the correct functional question: Do you like cleaning your bedroom?. Does you like cleaning your bedroom?. Do you likes clean your bedroom?. Is you like cleaning your bedroom?.

Retroalimentación: El indicador de evaluación destaca que el alumno debe reaccionar de manera apropiada a las respuestas que recibe. Si alguien te hace una pregunta que inicia con "Do you...", tu respuesta personal debe usar el auxiliar en primera persona (I). Read the dialogue and choose the best personal response to complete it: Friend: "Do you like doing the dishes?" You: "_________________". Yes, she does. No, I don't. Yes, I am. No, he doesn't.