Elaborado por Irma Sarricolea

Diseño de ReactivosDiseño para b-learning

Nivel cognitivo Reactivo Justificación

Conocimiento

1. ¿Cúal es el significado de set up?

The british athlete set up a new world record

• Obtain• Put in a position• Get up• Received in

Se solicita el conocimiento de la

terminología de una palabra

1. ¿Cúal es el significado de let in?

My mother opened the door and let in the old

cat

• Concede• Put • Prohibited• Take care

Se requiere una simple definición y/o sinónimo

de let in

Nivel cognitivo Reactivo Justificación

Comprensión

In 1877, to celebrate the centennial anniversary of America’s independence from England, the French government presented the United States with a colossal statue that has come to be one of the most beloved symbols of America. The gift was presented in honor of the alliance between France and America during the Revolutionary War. The formal name of the figure is Liberty Enlightening the World, but it is almost universally known as the Statue of Liberty.

Después de leer el párrafo

1. Which two countries formed an alliance during the

Revolutionary War?

• France and Britain• Britain and the United States• France and the United States• Britain and New York

Requiere la interpretación del

texto, de tal manera que el alumno considere una

respuesta resumida.

Nivel cognitivo Reactivo Justificación

Comprensión

Since the French government donated the money for the project, French sculptor Frederic-Auguste Bartholdi and engineer Gustav Eiffel were put in charge of the design. The massive structure was assembled in Paris, where it was put on exhibition before being dismantled, then shipped to New York and finally reassembled on Bedloe Island, which was later renamed Liberty Island.

Después de leer el párrafo

2. Why were French artists responsible for designing the

monument?

a) because the French are the best artistsb) because the French were funding the projectc) because America did not want the monumentd) because France owed money to the American government

El alumno explica las razones mostrando su

capacidad para explicar de manera

resumida una respuesta objetiva.

Nivel cognitivo Reactivo Justificación

Aplicación

1. Completa la respuesta correcta

She _______ to the school everyday

• does she• don’t go• goes• going to

En orden a responder esta pregunta, el

alumno deberá conocer las reglas gramaticales del presente simple, en afirmativo, negativo y pregunta, así como las reglas gramaticales de

un tiempo futuro

2. Completa la respuesta correcta

She _______ her new shoes in the supermarket

yesterday

• bought• buy• buys• doesn’t buy

En orden a responder esta pregunta, el

alumno deberá conocer las reglas gramaticales del presente simple, en

afirmativo, negativo, así como las reglas gramaticales del pasado simple

Nivel cognitivo Reactivo Justificación

Análisis

1. Analiza la oración y determina el motivo por el

cual la oracion es incorrecta

My dad was an professional in his job

a)because you use was is used for plural pronouns

b)because the article an is used when next word has a consonant sound

c)because professional is wrong spelling

d)because his is not the correct object pronoun to use

El alumno reconoce las falacias logicas de un razonamiento

Nivel cognitivo Reactivo Justificación

Análisis

2. Analiza el párrafo y determina en que tiempo se

encuentra escrito

I WAS EATING my breakfast when my mom told me I was late. She WAS TALKING about visiting my granny. We WERE DRIVING to her house on my

mom's car. She WAS LISTENING to the radio music.

• Simple present• Past continuous• future• Simple past

El alumno analiza la estructura

gramatical y determina el tiempo de conjugacion del

parrafo

Nivel cognitivo Reactivo Justificación

Evaluación

1. Se le cuestiono a un estudiante lo siguiente: “Enumere y explique

brevemente, la elaboracion de un sandwich con mantequilla de mani y

mermelada”

First, you’ll need some peanut butter, some jelly and some slices of bread.

Next, spread the peanut butter on one slice of bread using a knife. Then, wipe the knife clean of peanut butter using a napkin. After that, spread some jelly on the other slice of bread. Then, put the two pieces together with the peanut

butter and jelly sides facing each other. Finally, cut the sandwich in two

with the knife. • Excellent (he describes all process in a correct order and he explains really good the process)• Good (he describes all process in a correct order but he doesn’t explain the process good)• Regular (the process is in an incorrect order or the explanation are not clear)• Badly (two or more steps are not mentioned and the rest are in an incorrect order and the explanations are not correct)

En esta pregunta se pretende que el alumno

realice un juicio de valor sobre el

contenido del texto (CONOCIMIENTO), el

significado de la terminologia usada

(COMPRENSION), y su estructura (ANALISIS de la respuesta por el orden de los eventos )

Nivel cognitivo Reactivo Justificación

Evaluación

2. Un estudiante plantea la siguiente problematica

Alice works very long hours. She is studying and working at the time, she looks tired

and she felt asleep last night while we were talking about her day. She has an english

test tomorrow and she is really worry about it.

Tu sugieres:• She shouldn’t take some time for resting• She should keep working as hard as she has done it• She shouldn’t rest at all• She should study for her exam and then she should rest on weekend

En esta pregunta se pretende que el alumno

juzgue los datos y elabore conclusiones derivadas de ellos,

mediante el uso de su criterio personal.

Have a good day!