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English Evaluation for 4th Grade Students

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0% found this document useful (0 votes)
14 views4 pages

English Evaluation for 4th Grade Students

Uploaded by

kevinnkoukeu13
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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REPUBLIC OF CAMEROON RÉPUBLIQUE DU CAMEROUN

Peace – Work – Fatherland Paix – travail – Patrie


………………… ………………
MINISTRY OF SECONDARY MINISTÈRE DES ENSEIGNEMENTS
EDUCATION SECONDAIRES
………………… …………………
FAR-NORTH REGIONAL DELEGATION DÉLÉGATION RÉGIONALE DE L’EXTRÊME-
………………. NORD
DIAMARE DIVISIONAL DELEGATION ……………….
…………….. DELEGATION DEPARTEMENTALE DU
GOVERNMENT HIGH SCHOOL DIAMARÉ
KATOUAL ………………
…………….. LYCÉE DE KATOUAL
DEPARTMENT OF ENGLISH ……………..

2022/2023 SCHOOL YEAR


ENGLISH LANGUAGE FIRST EVALUATION
STUDENT’S NAME: ______________________________________________CLASS: 4e
__________
ASSESSMENT N°_________ DATE:
____________________________________________________

MODULE 1: Using language to assert oneself as a responsible member of a


nuclear, extended family and school

Target Competence: Students use the appropriate items to talk about family and
school

MARKS
EVALUATION OF EVALUATION OF TOTAL FINAL SCORE
RESSOURCES COMPETENCE
(Grammar and (Reading and Writing)
Vocabulary) ______20 ________20
___________ / 10
__________ / 10

STUDENT’S COMPETENCE
NOT ON THE PROCESS OF ACQUIRED EXPERT
ACQUIRED ACQUISITION (15-17.99) (18-20)
(0-10.99) (11-14.99)

PARENT / GUARDIAN
NAME SIGN DATE COMMENTS

PART I- EVALUATION OF RESSOURCES

A. GRAMMAR KNOWLEDGE

1
EXERCISE 1: Using the present simple tense, the past simple tense and reciprocal pronouns and to
socialize with friends (0.5X10= 5 marks)
TASK: Complete the conversation between Miranda, Qweena and Aidan with the appropriate form
of the word in brackets to fill the gap
Miranda: Good morning Qweena how are you? Where ……………………..(was, were, be) you during the
holidays? I did not……………………. (see, saw, seen) you
Qweena: Sorry! I ……………………………(to forget) to tell you that I was going on holiday? Who is the
girl near you?
Miranda: This ……………….. (to be) my nephew Aidan she is coming from the North . I like him very
much because we perfectly understand…………………………………(one another, each other)
Qweena: oh! I hope the three of us will understand…………………………… (each other, one another)very
well too! As you are coming from the North, I hope you will invite me to eat Folere and Fufu one day. I like
it so much!
Aidan: Sure! I will even make you taste other delicious meals. Where do you live?
Qweena: I …………………. (to live) in one of these houses far from here. You can come and visit me
anytime you want. Miranda will show you the house. I hope he did not………………………………….
(forgot, forget) where my house is?
Miranda: No, I did not. That is even a good idea last week we …………………………….(buy, bought) a
CD with Cameroonian movies. We will come and watch movies with you.
Aidan: good! That is a good idea.
Qweena: ok. See you!
Miranda: Goodbye Qweena we will see…………………….. (me and you, each other) .
B. VOCABULARY
EXERCISE 1: using words and expressions related to celebrations (0.5X5=2.5 marks)
TASK: complete the passage with the words from the following list: candles, dance, guests, drinks,
invitations, colourful lights, presents, and menu.
Yesterday was the birthday on my friend Sandra. Her parents organised a party for her. Before the
party, she sent us ……………………………………Her mother made a ………………………………….
with many foods and drinks. The day of the party, all the ………………………………..arrived on time.
They brought many …………………………………for Sandra. Before the end of the party she blew out the
…………………………….on her birthday cake. The party was amazing, we ate and drank as we wanted
and the cake was delicious.
EXERCISE 2: using and expressions related to the resolution of conflicts (0.5X5=2.5 marks)
TASK: use the following words to complete the small passage below: solve, cause, problem, impolite,
apologise.

2
When you have a ________________________ with your friend, you should look for the
______________ of the problem or the reason why there was a misunderstanding. Then you may
___________________ to _____________________ the problem. You should reconcile so that you do not
lose your friends you love. Avoid being ________________________ by insulting your friends it may
create problems.
PART II- EVALUATION OF COMPETENCE
C. READING COMPREHENSION
Competence: accepting others (1x5=5 marks)
TASK: Reading a text and providing answers to the questions related to culture

In Africa, there are many ways to greet parents and elders. In most parts of Africa, children kneel to
their parents or elders. Greetings Yoruba parents is different from the ''normal'' African greeting. In the past,
Yoruba male children would greet their elders by lying down on the ground in front of them, while females
would kneel with their hands behind and greet ''Good morning ma/sir''. The elder would place his hand on
the child's head while speaking and the child would wait to be told to stand before standing up. Something
you must not do is to walk up to an elder and shake his hand or hug him. Kneeling is a sign of respect and
culture, so shaking someone's hand is as if you are meeting a stranger. As far as the person you greet is older
than you are, you should show him respect. Therefore, youths of these days should practice their greetings
more and should not become lazy in greeting elders appropriately.
QUESTIONS:
A/ Tick (√) the letter corresponding to the correct answer. (2 marks)
1- Which culture is the text about?
a) The Bamileke culture
b) The Ewondo culture
c) The Yoruba culture
d) The Mofou culture
2- How will Yoruba male children greet their elders?
a) Yoruba male children would greet their elders by lying down on the ground in front of them.
b) Yoruba male children would greet their elders by shaking their hands.
c) Yoruba male children would greet their elders by waving their hands.
d) A and B are correct.

B/ Answer TRUE or FALSE (2 marks)

3- Kneeling is a sign of respect. _____________________


4- In the Yoruba culture, females would kneel with their hands behind and greet ''Good morning
ma/sir''. _____________________
C/ Answer the question below (1 mark)

3
5- How do you greet elders in your own culture?
____________________________________________________________________________________
____________________________________________________________________________________

D. WRITING
COMPETENCE: Writing a paragraph about household chores (10 marks)
TASK: Write a well organised paragraph on the following topic. One hundred (100) words maximum.
1- In one paragraph, say how household chores are organised in your family. Give the composition of
your family, list the tasks that exist in your house and say how they are organised.

PRESENTATION + 1
END!!!
“Success tomorrow starts today!!!”

FACILITATOR:
Mr MBOUHOM Aubert
Good luck!!!

Common questions

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The document integrates cultural learning through tasks that assess understanding of traditional practices like Yoruba greetings and conflict resolution expressions . This approach ensures students learn language within the context of cultural norms, thereby fostering cultural awareness and respect. For students, this implies an education that values multilingual competencies alongside cross-cultural understanding, preparing them for global interactions.

In Yoruba culture, male children traditionally greet their elders by lying down on the ground, while female children kneel with their hands behind them and greet with 'Good morning ma/sir' . This form of greeting is significant as it shows respect, which is a core value in Yoruba customs. Kneeling indicates deference and acknowledges the elder's authority, and failure to perform such greetings can be perceived as disrespectful .

Conflicts among friends can be resolved by identifying the cause of the problem and attempting to apologize to reconcile the issue . Avoiding impolite behavior such as insults, which can worsen the problem, is also crucial . These steps ensure a positive and constructive resolution of misunderstandings, maintaining good friendships.

Using reciprocal pronouns in conversations is important for indicating mutual actions or feelings among subjects . For example, in social interactions, pronouns like 'each other' or 'one another' clarify that the action or sentiment is shared. Teaching this aspect of grammar helps students develop nuanced communication skills that respect and reflect the collective nature of social interactions.

Cultural traditions are presented through tasks that require knowledge of specific cultural practices, such as the etiquette for greeting elders in the Yoruba culture . This portrayal facilitates students' understanding by connecting language use to cultural contexts, thereby deepening their appreciation for cultural diversity and enhancing their ability to communicate effectively within their cultural framework.

The evaluation integrates respect through its focus on students using language to assert themselves responsibly within family and school settings . This emphasis is important as it encourages students to understand and embrace cultural values, such as respect for elders and peers. By assessing both linguistic competence and cultural appreciation, the evaluation promotes holistic learning.

The pedagogical goals include teaching students to identify conflict causes, apologize, and communicate effectively without resorting to impolite behavior . These are relevant to their interpersonal development as they promote emotional intelligence, understanding, and constructive problem-solving skills, which are crucial for forming and maintaining healthy relationships.

Students' writing skills can be evaluated by assessing their ability to organize a paragraph that clearly describes the organization of household chores, including family composition and task distribution . Criteria include coherence, clarity, grammar, and adherence to the word limit. Evaluating these skills helps determine students' competency in structuring their ideas logically and effectively communicating them.

The grammar exercise tasks students with using the present simple tense, past simple tense, and reciprocal pronouns in conversation . The educational objective is to enhance students' grammatical competence and enable them to use language appropriately in social contexts. This is significant as grammar is foundational for effective communication, enabling students to express themselves accurately and understand others in daily interactions.

Vocabulary is central to the assessment with exercises focusing on thematic words related to celebrations and conflict resolution . This contributes to students' linguistic development by expanding their lexicon and enabling them to articulate thoughts across various contexts. A rich vocabulary aids in precise communication and understanding, thus playing a key role in overall language competence.

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