Saber 11 English Test

Saber 11 English Test

- What do we know about the test?

​

​- Let's grow on it.

Multiple Choice

The Saber 11 Test's approach is...

• communicative.

• grammatical.

• based on evidences.

• language acquisition.

Multiple Choice

The language components NOT being evaluated in the test are...

• grammar, writing and speaking.

• listening, reading and vocabulary knowledge.

• speaking, listening and writing.

Multiple Choice

The English test has ___ parts.

• six

• seven

• eight

• four

Multiple Choice

The lowest and highest levels that students can get in the test are...

• A1 and B2

• A and B

• Pre A1 and Above B1

• A- and B+

Multiple Choice

All the parts in the test have the same percentage.

• True

• False

Multiple Choice

The questions in the test...

• go from a basic level to an advanced level.

• go from an intermediate level to an advanced level.

• all have the same level.

• go from basic level to an intermediate level.

Multiple Choice

Some of the questions are based on the Cambridge's A2 Key for Schools International exam.

• True

• False

Multiple Choice

Some of the questions are based on the Cambridge's B1 Preliminary for Schools International exam.

• True

• False

Multiple Choice

Some of the questions are based on the Cambridge's B2 First for Schools International exam.

• True

• False

​Let's get the easy out of the way

Parts of the Test

​1

​​2

​3

​​4

​5

​6

​7

Percentages

​11%

​​11%

​11%

​​18%

​16%

​11%

​22%

Questions

​5

​​5

​5

​​8

​7

​5

​10

​45

CEFR

​English Test - Action-oriented

The Approach

​Mathematics

​Critical Reading

​Biology and Chemistry

​Social Studies

​Evidence Based Assessment

The Approach

Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished. The monitoring of these actions by the participants leads to the reinforcement or modification of their competences.

​

Open Ended

Write it in your own words.

Workshop

You will have 30 minutes to:

​

• Read the articles given, take notes and define the most relevant information to convey in 5 minutes.

• Prepare a presentation. Use any tool you prefer.

​

​

The other teachers will listen actively and discuss or reflect on possible strategies to develop or strengthening that specific component.

general Competences

​

• ​Declarative Knowledge - 5.1.1 - (José López)​

• ​Know-How and Skills - 5.1.2 - (San José)​

• Existential competence - 5.1.3 - (Bicentenario de la Independencia IED)​

• ​Ability to learn - 5.1.4 - (Champagnat Bogotá)

Communicative Language Competences

​Linguistic

​

• ​Lexical - 5.2.1.1 - (La Esperanza IED)

• ​Grammatical - 5.2.1.2 - (Los Naranjos IED)

• Semantic​ - 5.2.1.3 - (Soledad Acosta de Samper)

• ​Phonological - 5.2.1.4 - (San Luis Gonzaga)

• Orthographic - 5.2.1.5 - (Champagnat Ibagué)

• ​Orthoepic - 5.2.1.6 - (Champagnat Ibagué)

Communicative Language Competences

​Sociolinguistic

​

• ​Linguistic markers - 5.2.2.1 - (Champagnat Ipiales)

• ​Politeness conventions - 5.2.2.2 - (Colegio de Cristo)

• Expressions of folk and wisdom​ - 5.2.2.3 - (Champagnat Pasto)

• ​Register Differences - 5.2.2.4 - (IE Bicentenario)

• Dialect and accent - 5.2.2.5 - (Champagnat Popayán)

Communicative Language Competences

​Pragmatic

​

• Discourse competence - 5.2.3.1 - (IE Champagnat Pinares de Oriente)

• ​Functional competence - 5.2.3.2 - (IE Champagnat Pinares de Oriente)

​In the next session...

​Type of questions

Levels

Complexity

Strategies

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​Don't Miss it!!