Sixth Grade- Test 2

Feedback: Para seguir instrucciones correctamente, es vital reconocer los materiales. En un proyecto de arte o ciencia, los sustantivos (objetos) nos dicen qué herramientas necesitamos antes de empezar. Read the instructions for a "Sea Animal Poster": "Step 1: Get a blue piece of paper, glue, and cut-outs of a dolphin and a starfish." Which materials do you need for Step 1?. A blue paper, glue, and two sea animals. Water, a bottle, and a fish. A pen, a notebook, and a turtle. Only a starfish.

Feedback: : Las palabras de secuencia (como First, Then, Next) son las "señales de tránsito" de una instrucción. Nos indican el orden lógico para que el experimento o proyecto sea exitoso. Look at the sequence: "First, paint the paper. Then, glue the crab in the center." When do you glue the crab?. Before painting the paper. After painting the paper. At the very beginning. You don't need to paint.

Feedback: Los verbos de acción (como cut, glue, put) son órdenes directas. Entender el verbo es entender qué hacer con las manos durante el proyecto. Read the instruction: "Glue the jellyfish at the top of the poster." What is the action you must perform?. Draw a jellyfish. Color the jellyfish. Stick the jellyfish with adhesive. Cut the jellyfish with scissors.

Feedback: La comprensión global implica entender cómo debe lucir el proyecto al final. Los detalles como la ubicación (top, bottom, middle) son esenciales para la precisión. Read the final step: "Finally, place the octopus at the bottom of your poster to finish your ocean scene." Where does the octopus go?. At the top. In the middle. Under the table. At the lower part of the poster.

Feedback: El scanning consiste en buscar datos específicos, como nombres de animales o adjetivos, dentro de un texto. En esta pregunta, evaluamos si puedes identificar qué tipo de animal se describe en el cuadro de enfoque. According to the reading text, which sea animal is considered the largest on the planet?. The dolphin. The blue whale. The great white shark. The jellyfish.

Feedback:Esta técnica requiere que el estudiante relacione información de diferentes partes de una página. Evaluamos tu capacidad de "unir" un dato del diálogo con el contenido del "Animal Quiz". According to the dialogue, which sea animal can swim very fast compared to others?. A shark. A dolphin. A crab. A starfish.

Feedback: El etiquetado (labeling) implica clasificar objetos o seres según sus características. Aquí evaluamos si puedes distinguir entre categorías de animales terrestres (land animals) mencionadas en el quiz According to the “Are you an animal whiz?” quiz, which of these animals is known for having a very long neck. An elephant. A zebra. A giraffe. A lion.

Feedback: Responder preguntas simples sobre hechos científicos en inglés ayuda a integrar el lenguaje con otras áreas (Ciencias Naturales). Esta pregunta evalúa la comprensión de adjetivos comparativos y superlativos aplicados a la fauna. According to the information about sea animals, which statement best describes dolphins?. They are the largest animals in the ocean. They are known for being intelligent and friendly. They are the slowest swimmers. They are the most dangerous sea animals.

Feedback: Para organizar una historia o descripción, usamos palabras de enlace como First (Primero), Then (Luego) y Finally (Finalmente). Estas palabras ayudan al lector a entender el orden de las actividades Alex is writing a story about his animal quiz. Choose the correct linking words to complete the sequence: "__________ I read a question about the fastest sea animal. __________ I thought about the dolphin. __________ I checked the answer and I was right!". Finally / First / Then. First / Then / Finally. But / Because / First. Then / Finally / Because.

Feedback: Al describir actividades diarias o escolares, usamos el presente continuo o simple para conectar acciones. Las palabras de enlace como and (y) sirven para añadir información similar en una descripción. Which sentence best describes their everyday activity at school using a linking word?. Carla is talking and Alex is taking an animal quiz. Carla is a turtle but Alex is a dolphin. They are fast because the whale shark is heavy. The quiz is about birds or land animals.

Feedback: El conector because (porque) se utiliza para explicar la razón o causa de algo. Es fundamental para dar sentido a las descripciones de los animales en una narrativa. Choose the best way to complete this animal fact: "The giraffe is the tallest land animal __________ it has a very long neck.". but. first. because. then.

Feedback: Crear historias basadas en datos requiere organizar la información de lo general a lo específico. Podemos usar conectores de contraste como but (pero) para mostrar diferencias entre animales. If you want to create a small "Animal Fact Book", which sentence shows a clear comparison between two animals from your quiz?. The whale shark is a fish then it is very big. The cheetah is fast but the snail is very slow. The gorilla is strong and the penguin is strong too. First the elephant finally the bear.

Feedback: Identificar la idea principal de un texto o mensaje corto nos ayuda a entender por qué se comparte la información. En este caso, buscamos la función del "Rescue Center". According to the text, what is the main goal of the Sea Turtle Rescue Center?. To sell sea turtles to tourists. To help sick turtles and protect their nests. To hunt turtles for food. To keep turtles in a zoo forever.

Feedback: Es fundamental comprender frases que describen dónde viven los animales y dónde se sienten mejor para entender su bienestar where are turtles the happiest?. In a small box. At the supermarket. In the ocean. On the busy streets.

Feedback: Entender instrucciones simples sobre lo que "debemos" (should) hacer es vital para seguir reglas y consejos de conservación. The text says we should help. What is one way to keep sea turtles safe?. Keep our oceans clean. Throw plastic in the water. Take the eggs from the beach. Feed them pizza and soda.

Feedback: Reconocer detalles específicos (como qué comen los animales) es parte esencial de la comprensión de descripciones sencillas. What do sea turtles usually eat according to the article?. Sand and rocks. Jellyfish, crabs, and plants. Only other big turtles. Fruit from the trees.

Feedback: Esta pregunta evalúa la capacidad de identificar quién habla y qué está sucediendo (EFL.3.2.1). Los estudiantes deben usar el contexto del aula y el vocabulario técnico (productores, consumidores) para determinar la situación Plants use sunlight to make their own food. In which class do students learn about this topic. Math. Science. Music. Physical Education.

Feedback: El objetivo es que el estudiante identifique información específica y real de un mensaje de interés (EFL.3.2.7). Se enfoca en el rol de las plantas en el ecosistema marino según el texto. According to the text: "Sunlight shines on the ocean... Plants use the sunlight to make, or produce, food inside their leaves. We call these plants 'producers'." What is a producer in the underwater food chain?. An animal that eats fish. A plant that uses sunlight to make food. A person who works under the water. A shark that lives in the ocean.

Feedback: Esta pregunta evalúa la capacidad de seguir instrucciones verbales sencillas para una tarea escolar, lo cual es una situación de relevancia inmediata en el aula (EFL.3.2.7). The teacher says: "For your project, please choose one endangered sea animal, research it, and then prepare a presentation for the class." What is the first thing the students need to do for the project?. Go to the beach and swim with sharks. Buy a new Science book. Choose one endangered sea animal. Draw a picture of the sun.

Feedback:Se busca que el estudiante comprenda la función de los animales dentro de la cadena alimenticia a partir de una descripción clara y sencilla (I.EFL.3.6.1). "Fish and other sea animals can’t make their own food. They need to eat, or consume, plants and other fish. We call these 'consumers'." What is the main idea about consumers?. They use sunlight to make food. They are plants that live in the ocean. They are animals that must eat plants or other fish. They are people who protect the ocean.

Feedback: Al trabajar en grupos para hablar sobre tecnología, es fundamental practicar la cortesía. Esto incluye escuchar las opiniones de los demás sin interrumpir y cuidar los materiales (gadgets) del aula o de los compañeros como si fueran propios. Your group is discussing which gadget is more useful: a laptop or a tablet. What is a "socially responsible" behavior during this discussion?. Taking your partner's tablet without asking to see it. Speaking loudly so nobody else can share their opinion. Listening respectfully while your classmate explains their idea. Playing games on your smartphone while the group is talking.

Feedback: Comprender mensajes cortos implica identificar palabras clave. Por ejemplo, si escuchas una instrucción sobre un "digital camera" o un "smartphone", debes ser capaz de entender qué acción se requiere o qué información se está compartiendo. You hear the following announcement: "Attention students! Please turn off your smartphones and put them in your bags before the exam starts." What is the main idea of the message?. You need to buy a new smartphone. You should use your phone to find answers. You must deactivate and store your mobile device. The teacher wants to see your photos.

Feedback: La responsabilidad social en el aula implica ser honesto y cuidadoso con los objetos que no nos pertenecen. Si encontramos un dispositivo extraviado, lo correcto es reportarlo para que regrese a su dueño original, mostrando respeto por la propiedad ajena. You are leaving the classroom and you find a video camera on a desk, but the room is empty. What is the most responsible action?. Take it home and practice recording videos. Leave it there and don't tell anyone. Take it to the teacher or the school office immediately. Give it to a friend from another grade as a gift.

Feedback: Para comprender anuncios sobre tecnología, debemos prestar atención a los detalles específicos, como el nombre del dispositivo y su función. Esto nos permite seguir instrucciones complejas o entender para qué sirve cada herramienta en un contexto determinado. Your teacher says: "For the next project, you need to use the laptop (letter e) to write your story and the digital camera (letter a) to take three photos." What are the two gadgets you must use?. A smartphone and a television. A laptop and a digital camera. An e-reader and a video camera. A tablet and headphones.

Feedback: La comunicación digital tiene propósitos específicos. En el contexto escolar, usar la tecnología para estudiar en lugar de solo para jugar demuestra un comportamiento socialmente responsable Tia says in the book: "I didn't play games or watch a movie. I studied English on an e-reader." What is the purpose of Tía’s communication. To invite friends to play. To explain how she used technology for learning. To complain about her e-reader. To ask for a new movie.

Feedback: Identificar comportamientos responsables en el hogar implica reconocer acciones que contribuyen al bienestar común y al aprendizaje personal. Look at the "Focus!" box. If a student says: "I listened to music on my MP4 player with headphones so I don't disturb my family," what behavior is being shown?. A socially responsible behavior at home. An environmental problem. A lack of interest in music. A classroom instruction.

Feedback: Para captar la idea principal, el estudiante debe identificar el núcleo de la información en un mensaje corto, filtrando detalles secundarios. We didn't listen to music. We played great games on the consoles." What is the main idea of their message?. They don't like music. They used a laptop for homework. Their main activity was using game consoles. They went to a movie theater.

Feedback: Registrar información clave de un mensaje de necesidad inmediata permite al estudiante comprender situaciones cotidianas, como el uso de dispositivos electrónicos específicos. Lottie and Simon said: "We watched a movie on a tablet. We used some cool headphones." What specific devices did they identify in their message?. An e-reader and a book. A tablet and headphones. A console and a TV. An MP4 player and a radio.

Feedback: Identificar el sujeto y la acción principal en un diálogo permite comprender quién realizó una actividad y qué hizo exactamente. Carla: Hi, Emma. What did you do last weekend? Emma: I visited my grandparents. Carla: Was it fun? Emma: Yes, it was great. According to the dialogue between Carla and Emma, who did Emma visit last weekend?. Her cousins. Her friends. Her grandparents. Her teacher.

Feedback: Reconocer actividades específicas mencionadas en una conversación ayuda a entender la idea principal de un mensaje sobre el tiempo libre. Emma: We watched television, and we played on their new games console. Carla: Do your grandparents have a games console? Emma: Yes, they do. They love playing game What activity did Emma and her grandparents do together?. They painted a picture. They played on a new games console. They studied English. They walked in the park.

Feedback: Las expresiones de tiempo y los verbos en pasado son fundamentales para describir eventos que ya ocurrieron y entender instrucciones sobre experiencias personales. Which of these is an activity Emma's grandparents love to do?. Cleaning the room. Helping parents. Playing games. Using a laptop.

Feedback: Diferenciar entre diversas actividades cotidianas permite al estudiante seguir instrucciones para describir su propia realidad y la de los demás. In the "Say it!" section, which word is used as an example of an activity ending in the /t/ sound?. Played. Visited. Watched. Listened.

Feedback: El mundo ha cambiado gracias a inventores de diferentes países. Comprender de dónde vienen los objetos que usamos hoy nos ayuda a valorar la historia global y las diferencias tecnológicas entre el pasado y el presente Looking at the book, we see inventors like Martin Cooper and Ralph Baer. These inventions changed the world. Which question helps you understand a different culture's history better?. Do you like my new cellphone?. What was the first cellphone like in the United States and how did it change people's lives?. Can I play with your game console. Is the laptop heavy?.

Feedback: Identificar similitudes y diferencias entre los objetos antiguos y modernos es una forma de mostrar conciencia sobre cómo la cultura tecnológica evoluciona en el mundo Observe the "first gadgets" What is a major difference between the first cell phone (1973) and the cell phones we use in our culture today?. Old cell phones were smaller and had touch screens. Modern cell phones are only used for games. The first cell phone was much larger and didn't have apps, unlike modern ones. There is no difference; they are exactly the same.

Feedback: Para entender un mensaje en inglés, debemos enfocarnos en las palabras clave y en la idea general, especialmente cuando se trata de datos específicos como nombres o fechas. In the activity about inventions, what main information should you learn?. The inventors' hair color. The names of the first inventions and who created them. The price of a computer today. The students' names.

Feedback: Las expresiones de "relevancia inmediata" incluyen ser capaz de responder preguntas sobre la utilidad de las cosas en nuestra vida diaria. "Which invention is the most useful?" What is the best way to record and respond to this key information?. "I think it's the laptop because I use it to do my homework.". "My favorite color is blue.". "I have a brother.". "The book is on page 52.".

Feedback: Esta pregunta evalúa la capacidad de identificar el sujeto de una acción específica (quién actúa) mencionada en un texto narrativo simple. Who acts out the story in Max’s movies?. Max’s parents. Max’s cousins. Max’s friends. Max’s teachers.

Feedback: Se evalúa la identificación de procesos tecnológicos (qué significa editar) y el lugar donde se realizan. According to the text, what does "editing" mean?. Buying a new smartphone. Choosing the best parts of the movie. Acting in the park with costumes. Charging the battery of the laptop.

Feedback: Evalúa la comprensión de la opinión o percepción general (idea principal) de un grupo de personas sobre una actividad What do Max’s parents think about his movies?. They think they are boring. They think they are difficult. They think they are funny. They think they are long.

Feedback:Se enfoca en identificar la facilidad o dificultad de una tarea tecnológica, un tema de relevancia inmediata para los estudiantes de esta edad. What is Max's opinion about making movies with a smartphone?. It is very expensive. It is difficult and slow. It is easy with a smartphone. It is impossible to do.