Guía inglés bbp iv enero 2015

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Unidad de Aprendizaje Tipo de Bachillerato Horas a la semana

Datos de Identificación Inglés Progresivo IV Bilingüe Progresivo 7

La Universidad Autónoma de Nuevo León en su búsqueda por la excelencia en el trabajo de maestros y estudiantes, propone la guía de aprendizaje para el estudio continuo de los participantes. Esta guía ayuda a desarrollar las competencias establecidas por la Unidad de Aprendizaje Inglés Progresivo IV, que a través de sus cuatro fases propone actividades que van desarrollando la adquisición de la segunda lengua de acuerdo a la taxonomía de Marzano. Éstas comienzan desde un diagnóstico para ayudar a la identificación de fortalezas y áreas de oportunidad.Posteriormente maneja actividades de conocimiento, organización y jerarquización, aplicación, metacognición y termina con el producto integrador de la fase correspondiente. Algunos de estos rubros se unieron para diseñar actividades donde se trabaja de manera alterna dos de estos niveles.

A continuación se muestra el cuadro de competencias de la RIEMS y del Modelo Educativo de la UANL, mostrando los rasgos que las unen.

Rasgos que vinculan las competencias de la RIEMS con las de la UANL COMPETENCIAS GENÉRICAS RIEMS Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.

ATRIBUTOS • Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades.

• Identifica sus emociones, las maneja de manera constructiva y reconoce la necesidad de solicitar apoyo ante una situación que lo rebase.

• Elige alternativas y cursos de acción con base en criterios sustentados y en el marco de un proyecto de vida.

• Analiza críticamente los factores que influyen en su toma de decisiones.

• Asume las consecuencias de sus comportamientos y decisiones.

• Administra los recursos disponibles teniendo en cuenta las restricciones para el logro de sus metas.

2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.

ATRIBUTOS • Valora el arte como manifestación de la belleza y expresión de ideas, sensaciones y emociones.

• Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y culturas en el tiempo y el espacio, a la vez que desarrolla un sentido de identidad.

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RASGOS  Identidad Se reconoce a sí mismo como un ser con características inherentes a su personalidad, consciente de sus valores, fortalezas y debilidades; con capacidad de enfrentar los retos que se le presentan para responsabilizarse de las consecuencias de su toma de decisiones.

COMPETENCIAS GENERALES DEL ME Aplica estrategias de aprendizaje autónomo en los diferentes niveles y campos del conocimiento que le permitan la toma de decisiones oportunas y pertinentes en los ámbitos personal, académico y profesional.

ATRIBUTOS • Valora con responsabilidad los problemas y aciertos en los diferentes ámbitos de su entorno.

• Analiza diferentes alternativas que tengan que ver con las características propias de su personalidad.

• Reconoce y solicita apoyo ante una situación que impida o restringa el logro de sus metas.

• Elige posibles soluciones basadas en su proyecto de vida y profesión.

• Asume las consecuencias de su toma de decisiones para reordenar sus acciones.

 Sensibilidad Percibe emocional o intelectualmente las sensaciones, impresiones o afectos, que le permiten acercarse, entender o contar con una visión especial para manifestarse mediante diversas expresiones artísticas, con un compromiso ético-social.

Utiliza los lenguajes lógico, formal, matemático, icónico, verbal y no verbal de acuerdo a su etapa de vida, para comprender, interpretar y expresar ideas, sentimientos, teorías y corrientes de pensamiento con un enfoque ecuménico ATRIBUTOS • Reconoce al arte con una visión manifestada en múltiples expresiones.

• Expresa ideas y sentimientos con un compromiso ético-social utilizando diversos lenguajes.

• Utiliza diferentes expresiones artísticas para comunicarse entre las

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personas y las culturas.

Participa en prácticas relacionadas con el arte.

3. Elige y practica estilos de vida saludables ATRIBUTOS • Reconoce la actividad física como un medio para su desarrollo físico, mental y social.

• Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas de riesgo.

• Cultiva relaciones interpersonales que contribuyen a su desarrollo humano y el de quienes lo rodean.

 Vida saludable Adquiere una actitud positiva y reflexiva en el logro de buenos hábitos en su buen desarrollo físico y mental que le permitan una mejor calidad de vida.

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados ATRIBUTOS • Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

• Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.

• Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.

• Se comunica en una segunda lengua en situaciones cotidianas.

• Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.

 Comunicación Maneja y comprende las Tecnologías de la Información y Comunicación para aplicarlas de manera crítica y objetiva, en las diferentes áreas del conocimiento. Usa códigos lingüísticos en distintos contextos lógicos y matemáticos que le permiten expresar ideas con sentido ético.

5. Desarrolla innovaciones y propone soluciones a partir de métodos establecidos.

ATRIBUTOS • Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada uno de sus pasos contribuye al alcance de un objetivo.

• Ordena información de acuerdo a categorías, jerarquías y relaciones.

• Identifica los sistemas y reglas o principios medulares que subyacen a una serie de fenómenos.

• Construye hipótesis y diseña y aplica modelos para probar su validez.

 Creatividad Diseña, analiza y explica proyectos aplicando creatividad e innovación en la resolución de problemas tomando como base los principios, leyes y conceptos

Logra la adaptabilidad que requieren los ambientes sociales y profesionales de incertidumbre de nuestra época para crear mejores condiciones de vida.

ATRIBUTOS • Valora los buenos hábitos como parte importante de su desarrollo.

• Analiza posibles consecuencias de conductas de riesgo.

• Reconoce que un buen ambiente permiten una mejor calidad de vida.

• Adquiere un compromiso para un buen desarrollo físico y mental.

Maneja las tecnologías de la información y la comunicación como herramienta para el acceso a la información y su transformación en conocimiento, así como para el aprendizaje y trabajo colaborativo con técnicas de vanguardia que le permitan su participación constructiva en la sociedad. .

Domina su lengua materna en forma oral y escrita con corrección, relevancia, oportunidad y ética adaptando su mensaje a la situación o contexto, para la transmisión de ideas y hallazgos científicos. En contextos cotidianos, académicos.

Utiliza un segundo idioma, preferentemente el inglés, con claridad y corrección para comunicarse en contextos cotidianos, académicos, profesionales y científicos.

ATRIBUTOS • Expresa conceptos e ideas, de manera correcta de forma oral y escrita en su lengua materna.

• Maneja las tecnologías de la información y comunicación de manera crítica en las diferentes áreas del conocimiento.

• Utiliza representaciones lingüísticas, matemáticas o gráficas como estrategias de comunicación.

• Se comunica en diferentes contextos de manera clara en un segundo idioma.

Utiliza los métodos y técnicas de investigación tradicionales y de vanguardia para el desarrollo de su trabajo académico, el ejercicio de su profesión y la generación de conocimientos.

ATRIBUTOS • Elige los procedimientos adecuados en la resolución de un problema.

• Comprende de manera reflexiva las fases que lo conducirán en el logro de su objetivo.

• Elabora y diseña hipótesis tomando en cuenta los principios, leyes y conceptos.

• Procesa información utilizando las

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Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones y formular nuevas preguntas.

Utiliza las tecnologías de la información y comunicación para procesar e interpretar información.

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tecnologías de la información y comunicación.

Formula y concluye resultados a partir de las evidencias obtenidas.

6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva ATRIBUTOS • Elige las fuentes de información más relevantes para un propósito específico y discrimina entre ellas de acuerdo a su relevancia y confiabilidad.

• Evalúa argumentos y opiniones e identifica prejuicios y falacias.

• Reconoce los propios prejuicios, modifica sus puntos de vista al conocer nuevas evidencias, e integra nuevos conocimientos y perspectivas al acervo con el que cuenta.

• Estructura ideas y argumentos de manera clara, coherente y sintética.

7. Aprende por iniciativa e interés propio a lo largo de la vida ATRIBUTOS • Define metas y da seguimiento a sus procesos de construcción de conocimiento.

• Identifica las actividades que le resultan de menor y mayor interés y dificultad, reconociendo y controlando sus reacciones frente a retos y obstáculos.

• Articula saberes de diversos campos y establece relaciones entre ellos y su vida cotidiana.

 Razonamiento Procesa ideas, conceptos y argumentos hasta llegar a una conclusión manteniendo una postura personal y responsable, para asumir las consecuencias de la misma.

Emplea pensamiento lógico, crítico, creativo y propositivo para analizar fenómenos naturales y sociales que le permitan tomar decisiones pertinentes en su ámbito de influencia con responsabilidad social.

ATRIBUTOS • Selecciona las fuentes de información de acuerdo a criterios responsables.

• Construye su punto de vista de acuerdo a su importancia y relevancia.

• Integra y estructura conocimientos nuevos que le permitan una toma de decisiones con responsabilidad social.

 Autonomía Desarrolla y ejerce su libertad, independencia y organización, en su proceso de aprendizaje que le permita la construcción del conocimiento a lo largo de la vida.

Resuelve conflictos personales y sociales conforme a técnicas específicas en el ámbito académico y de su profesión para la adecuada toma de decisiones.

ATRIBUTOS: • Elige metas de acuerdo a su proyecto de vida y profesión.

• Construye su proceso de aprendizaje tomando en cuenta su propia organización y libertad.

• Desarrolla técnicas de aprendizaje que le permitan tanto en el ámbito académico como profesional enfrentar los retos que se le presenten.

• Asume las relaciones entre los conocimientos adquiridos y su entorno.

8.Participa y colabora de manera efectiva en equipos diversos ATRIBUTOS • Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de acción con pasos específicos.

• Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.

• Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo.

 Cooperación Participa en tareas asignadas, tanto de manera individual como grupal con respeto a la diversidad de ideas.

Elabora propuestas académicas y profesionales inter, multi y transdisciplinarias de acuerdo a las mejores prácticas mundiales para fomentar y consolidar el trabajo colaborativo ATRIBUTOS: • Identifica los rumbos a seguir en el desarrollo de cualquier problema a través del trabajo colaborativo.

• Propone sus puntos de vista a la vez que respeta los de sus compañeros.

• Trabaja y participa con una actitud positiva en los diferentes roles de las tareas asignadas.

 Responsabilidad Social Participa de manera responsable ante la problemática social, asumiendo una perspectiva ética en la resolución de problemas.

Construye propuestas innovadoras basadas en la comprensión holística de la realidad para contribuir a superar los retos del ambiente global interdependiente.

9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo.

ATRIBUTOS • Privilegia el diálogo como mecanismo para la solución de conflictos.

 Calidad Desarrolla su proceso de aprendizaje con un alto nivel de calidad, que le permita enfrentar los retos que la sociedad demanda.

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Compromiso Social

Asume el liderazgo comprometido con las

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Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo democrático de la sociedad.

Conoce sus derechos y obligaciones como mexicano y miembro de distintas comunidades e instituciones, y reconoce el valor de la participación como herramienta para ejercerlos.

Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y el interés general de la sociedad.

Actúa de manera propositiva frente a fenómenos de la sociedad y se mantiene informado.

Advierte que los fenómenos que se desarrollan en los ámbitos local, nacional e internacional ocurren dentro de un contexto global interdependiente.

Es sensible a las necesidades de su entorno y establece un compromiso en la construcción de una sociedad mejor.

necesidades sociales y profesionales para promover el cambio social pertinente ATRIBUTOS: • Se informa de problemas de interés y bienestar de la sociedad en general.

• Propone el diálogo como mediación en la solución de conflictos.

• Aporta decisiones en la solución de problemas de interés general.

• Actúa de manera responsable en la construcción de una sociedad mejor.

10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.

ATRIBUTOS • Reconoce que la diversidad tiene lugar en un espacio democrático de igualdad de dignidad y derechos de todas las personas, y rechaza toda forma de discriminación.

• Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicación de sus propias circunstancias en un contexto más amplio.

• Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local, nacional e internacional.

 Integridad Sigue principios éticos acerca de lo que piensa, y los traduce en acciones a través de modelos y ejemplos, para vivir en armonía consigo mismo, con la sociedad y la naturaleza.

Mantiene una actitud de compromiso y respeto hacia la diversidad de prácticas sociales y culturales que reafirman el principio de integración en el contexto local, nacional e internacional con la finalidad de promover ambientes de convivencia pacífica.

11 Contribuye al desarrollo sustentable de manera crítica, con acciones responsables

 Respeto a la naturaleza Demuestra interés hacia la naturaleza asumiendo una actitud positiva ante los problemas que se le presenten priorizando los más significativos y de importancia global.

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ATRIBUTOS •

Asume una actitud que favorece la solución de problemas ambientales en los ámbitos local, nacional e internacional.

• Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales del daño ambiental en un contexto global interdependiente.

• Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con relación al ambiente.

Practica los valores promovidos por la UANL: verdad, equidad, honestidad, libertad, solidaridad, respeto a la vida y a los demás, respeto a la naturaleza, integridad, ética profesional, justicia y responsabilidad, en su ámbito personal y profesional para contribuir a construir una sociedad sostenible.

ATRIBUTOS: • Identifica la diversidad de creencias, valores e ideas sociales.

• Aprende y respeta los diferentes puntos de vista.

• Vive y practica valores para vivir en paz consigo mismo, la sociedad y la naturaleza.

Interviene frente a los retos de la sociedad contemporánea en lo local y global con actitud crítica y compromiso humano, académico y profesional para contribuir a consolidar el bienestar general y el desarrollo sustentable ATRIBUTOS: • Reconoce las consecuencias del daño ambiental en un contexto global.

• Asume con una actitud positiva lo que como adolescente le corresponde en relación al ambiente.

• Diseña y promueve soluciones a problemas ambientales en los diferentes ámbitos.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

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Phase 1: THINGS DONE AND GOING ON Diagram

Introduction Practicing a language is very important to improve any of its skills and sub skills. Grammar has always been the core of any language, making people to communicate with accuracy. In this first phase, the participants will practice basic grammar structures that will be improved through exercises making them aware of certain particularities that can be presented.

Grammatical topics such as gerunds, infinitives, present perfect continuous present perfect, simple past, and the third conditional will be shown through different activities where students have to produce written exercises as well as oral performances. Also during this phase, students will be encouraged to practice vocabulary so they will be able to effectively communicate in daily life situations like when talking about important events that changed their lives.

Competencias Genéricas 4. Escucha, interpreta y emite mensajes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.

• Se comunica en una segunda lengua en situaciones cotidianas.

• Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.

8. Participa y colabora de manera efectiva en equipos diversos.

• Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.

10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.

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Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local, nacional e internacional.

Competencias Generales Utiliza un segundo idioma, preferentemente el inglés, con claridad y corrección para comunicarse en contextos cotidianos, académicos, profesionales y científicos.

ATRIBUTOS • Se comunica en diferentes contextos de manera clara en un segundo idioma Practica los valores promovidos por la UANL: verdad, equidad, honestidad, libertad, solidaridad, respeto a la vida y a los demás, respeto a la naturaleza, integridad, ética profesional, justicia y responsabilidad, en su ámbito personal y profesional para contribuir a construir una sociedad sostenible.

ATRIBUTOS: • Aprende y respeta los diferentes puntos de vista

Competencias Disciplinares 4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.

10. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural.

11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa 12. Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información.

Competence elements The participant: 1.1. Recognizes and uses gerund and infinitive forms to suggest ways to enjoy life, compare perspectives of life and describe people's personalities.

1.2. Uses the vocabulary to describe "personality types", "elements of music", "participial adjectives"; buyer’ expressions: "buyer's remorse" and vocabulary of charity and investment.

1.3. Uses the structure of the present perfect and present perfect continuous to describe and discuss finished and unfinished actions.

1.4. Describes habits of financial expenses using future continuous and future perfect continuous and the past unreal conditional (third conditional).

Didactic sequence DIAGNOSTIC Solve a

KNOWLEDGE Answer the

ORGANIZATION & HIERARCHIZATION Write down sentences

APPLICATION/ METACOGNITION Write down a text about your

INTEGRATIVE In teams, brainstorm

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crossword puzzle to review verbs in present, past participle and gerund.

This activity is worth 0%.

grammar exercises to verify the structures seen in class.

This exercise is worth 3%.

using the present perfect and future perfect continuous explaining things you have done and how they have influenced your future. The sentences can be about your life or others’.

This exercise is worth 4%.

personal life using gerunds, infinitives, present perfect continuous present perfect, simple past, and the third conditional, telling a situation that happened to you giving your life a 180 degrees change.

In the same text write how would your life be without living this situation, emphasizing how different things in your life would be, using third conditional.

This exercise is worth 8%.

ideas to create a TV Show composed by 4 different segments, such as Technology, Lifestyle, Leisure Time, Sports, Music, Movies, Interviews, Art, etc. in which you show defined categories and ideas for each of them.

This exercise is worth 10%.

Activities Name of the Evidence (Phase 1)

Diagnostic Activity: Who’s better in a puzzle?

Crossword Puzzle (present, past participle and gerunds)

Instructions

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In pairs, identify the verbs in the crossword puzzle.

Performance Criteria

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Evidence

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The activity must be answered in pairs.

Use verbs in gerund and infinitive forms, present perfect and present perfect continuous tenses, and third conditional.

The printed activity following the performance criteria (P1 A1).

This activity is worth 0%

Name of the Evidence (Phase 1) Instructions

Performance Criteria Evidence

Knowledge Activity I got it!

Grammar exercises • • • • • •

Complete the exercises using verbs in gerund and infinitive forms, present perfect and present perfect continuous tenses, and third conditional.

Write down a text using present perfect tense.

The activity must be answered individually.

Use verbs in gerund and infinitive forms, present perfect and present perfect continuous tenses, and third conditional.

The printed activity with the two texts following the performance criteria (P1 A2).

This activity is worth 3%

Name of the Evidence (Phase 1)

Organization and Hierarchization Activity

Instructions

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Remarkable things done Sentences (future perfect and future perfect continuous) Individually, write down sentences using the present perfect and future perfect continuous explaining things you have done and how they have influenced your future. The sentences can be about your life

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

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Performance Criteria Evidence

• • • • •

or someone else’s.

The activity must be answered individually.

Write down at least 5 sentences.

Use present perfect or present perfect continuous and future perfect as seen in class.

The printed activity following the performance criteria (P1 A3).

This activity is worth 4%.

Name of the Evidence (Phase 1)

Application / Metacognition activity

Instructions

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Personal narrative Text (gerunds, infinitives, present perfect continuous present perfect, simple past, and the third conditional)

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Performance Criteria Evidence

Name of the Evidence (Phase 1) Instructions Performance Criteria

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Write down a text about your personal life using gerunds, infinitives, present perfect continuous present perfect, simple past, and the third conditional, telling a situation that happened to you giving your life a 180 degrees change.

In the same text write how would your life be without living this situation, emphasizing how different things in your life would be, using third conditional.

The length of the text should be at least 200 words The activity must be answered individually.

Use verbs in gerund and infinitive forms, present perfect and present perfect continuous tenses, and third conditional.

Use the vocabulary studied in class.

The printed activity following the performance criteria (P1 A4).

This activity is worth 8%.

Integrative Activity BRAINSTORM RUBRIC (Brainstorm for a TV Show) • • •

Make a Word document with the contents of the brainstorm for a TV Show.

The brainstorm will be delivered printed to the teacher.

The Brainstorm of ideas for TV show should include a brief introduction about the segments of the TV Show and ideas for each of them.

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Students should include the grammatical structures and proper vocabulary, as well as fulfilling all the specified communicative functions.

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Ideas must be authentic. It must be an original creation from the student without any sign of plagiarism.

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The presented information should have a proper use of grammar and spelling.

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Students should analyze and choose the information that they will include and skip to have a good TV Show.

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The information should be presented in a Word document and delivered to the teacher in the established deadline.

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The TV show video will be done in teams assigned by the teacher. Its length will be determined by the

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teacher as well.

Evidence

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The TV Show video should be delivered in phase 4 in good quality video.

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The brainstorm for the TV Show will be delivered to the teacher in a Word document.

The Rubric will be found in the annexes This activity is worth 10%.

Phase 2: Lifestyle!

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV Diagram

Introduction To learn a second language it is important to practice with real life situations, relevant to the student’s context where they can extensively get involved with the accurate application of grammatical structures. During this stage, students will identify and apply new words that will enable them to produce a conversation for daily life situations such as appearance and self-esteem, fashion and style, as well as community, urban problems and social responsibility.

Competencias Genéricas 4. Escucha, interpreta y emite mensajes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.

• Se comunica en una segunda lengua en situaciones cotidianas.

• Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.

8. Participa y colabora de manera efectiva en equipos diversos.

• Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.

10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.

• Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local, nacional e internacional.

Competencias Generales

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Utiliza un segundo idioma, preferentemente el inglés, con claridad y corrección para comunicarse en contextos cotidianos, académicos, profesionales y científicos.

ATRIBUTOS • Se comunica en diferentes contextos de manera clara en un segundo idioma Practica los valores promovidos por la UANL: verdad, equidad, honestidad, libertad, solidaridad, respeto a la vida y a los demás, respeto a la naturaleza, integridad, ética profesional, justicia y responsabilidad, en su ámbito personal y profesional para contribuir a construir una sociedad sostenible.

ATRIBUTOS: • Aprende y respeta los diferentes puntos de vista

Competencias Disciplinares 4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.

10. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural.

11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa 12. Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información.

Competence elements The participant: 2.1. Recognizes and uses quantifiers to talk about everyday situations.

2.2 Recognizes and uses gerund and infinitive forms of verbs to talk about everyday situations.

2.3. Uses paired conjunctions to communicate ideas in a clear and concise way about lifestyle and urban problems.

Didactic sequence DIAGNOSTIC

KNOWLEDGE

ORGANIZATION & HIERARCHIZATION

APPLICATION/ METACOGNITION

Answer a worksheet about the use of quantifiers.

After that write down a report on what you consider to be an appropriate dress code for a prom.

This activity is worth 0%.

Individually, choose the correct quantifier to complete the sentences. This exercise is worth 3%.

Individually, classify quantifiers depending on its use.

Identify the mistakes found in the sentences and make corrections using gerunds as appropriate. This exercise is worth 4%.

Write down questions using the correct quantifiers.

Identify if the sentences about the use of quantifiers are true or false.

Use paired conjunctions to merge two sentences into one.

Write down two texts: the first one about “How appearance impact self-esteem in today's teenagers”, and the second one about “A urban problem and the ways to make improvements”.

INTEGRATIVE Write the script for two TV segments chosen by the team.

These TV segments will be part of the TV show, which is the integrative product.

This activity is worth 10%.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

This activity is worth 8%.

Activities Name of the Evidence (Phase 1) Instructions

Diagnostic Activity: Worksheet (use quantifiers and appearance) • •

Individually, choose the correct quantifier to complete the sentences.

After that, write down a report in which you mention the appropriate dress code for a prom.

Performance Criteria

• • • • •

The activity must be answered individually.

The correct quantifier must be used to complete each sentence.

Use appropriate grammar, spelling and punctuation rules in the written report.

The printed activity following the performance criteria (P2 A1).

This activity is worth 0%

Evidence

Name of the Evidence (Phase 1) Instructions

Knowledge Activity Worksheet •

Individually, choose the correct quantifier to complete the sentences.

Performance Criteria

• •

The activity must be answered individually.

The correct quantifier must be used to complete each sentence.

Evidence

• •

The printed activity following the performance criteria (P2 A2).

This activity is worth 3%

Name of the Evidence (Phase 1) Instructions Performance Criteria Evidence

Name of the Evidence (Phase 1) Instructions

Organization and Hierarchization Activity Worksheet • • • •

Individually, classify quantifiers depending on its use.

Identify the mistakes found in the sentences and make corrections using gerunds as appropriate.

The activity must be answered individually.

Complete all the exercises correctly.

• •

The printed activity following the performance criteria (P2 A3).

This activity is worth 4%.

Application / Metacognition activity Worksheet • • • •

Write down questions using the correct quantifiers.

Identify if the sentences about the use of quantifiers are true or false.

Use paired conjunctions to merge two sentences into one.

Write down two texts: the first one about “How appearance impact self-esteem in today's teenagers”,

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

and the second one about “A urban problem and the ways to make improvements”.

Performance Criteria

• •

The activity must be answered individually.

Proper use of grammatical topics and vocabulary seen in class.

Evidence

• •

The printed activity following the performance criteria (P2 A4).

This activity is worth 8%.

Name of the evidence (Phase 3) Instructions

Performance Criteria

Evidence

IntegrativeActivity Scripts for two TV segments • • • • • • • • • • • • •

In teams of 5 members, write the script for two TV segments that will be part of the TV show, which is the integrative product.

Write the type of TV segment: news story, documentary, interview, trailer, review, etc.

Write the title of the segment.

Each script should be written in a separate sheet (P3 A3) Read the rubric for evaluation criteria.

The scripts should be done in teams.

They should show organization.

They should show creativity.

They should include the grammar structures studied in the course.

They should be written with proper spelling and punctuation.

They should include the vocabulary studied in the course.

The scripts written on the P2 A5 format.

The script rubric

Phase 3: ENVIRONMENT AND ANIMAL CARE

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV Diagram

Integrative activity SCRIPT for two TV segments (for the Integrative Product)

Introduction In this stage the students will give opinion about treatment of animals. They will also discuss reactions about advertisements and kinds of consumers. They will describe family trends, and relationships between family members using passive voice with modals, passive forms of gerunds and infinitives, repetitive and double comparative adjectives. They will describe situation and identify vocabulary words related to described pets, shopping expressions, bad behavior and patterns of bad behavior; and transforming verbs and adjectives into nouns.

Competencias Genéricas 4. Escucha, interpreta y emite mensajes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.

• Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

• Aplica distintas estrategias comunicativas según quienes sean sus inte3rlocutores, el contexto en el que se encuentra y los objetivos que persigue.

• Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.

• Se comunica en una segunda lengua en situaciones cotidianas.

• Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.

8. Participa y colabora de manera efectiva en equipos diversos.

• Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.

• Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo.

10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

•

Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local, nacional e internacional.

Competencias Generales Utiliza un segundo idioma, preferentemente el inglés, con claridad y corrección para comunicarse en contextos cotidianos, académicos, profesionales y científicos.

ATRIBUTOS • Se comunica en diferentes contextos de manera clara en un segundo idioma Practica los valores promovidos por la UANL: verdad, equidad, honestidad, libertad, solidaridad, respeto a la vida y a los demás, respeto a la naturaleza, integridad, ética profesional, justicia y responsabilidad, en su ámbito personal y profesional para contribuir a construir una sociedad sostenible.

ATRIBUTOS: • Aprende y respeta los diferentes puntos de vista

Competencias Disciplinares 4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.

10. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural.

11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa 12. Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información.

Competence elements 3.1 Discusses the benefits of certain pets using appropriate vocabulary.

3.2 Debate the value of animal conservation using passive voice with modals.

3.3 Discusses the reactions to ads using passive forms of gerunds and infinitives.

3.4Describe family trends making comparisons with adjectives.

Didactic Sequence

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

DIAGNOSTIC

KNOWLEDGE

Make a list of advantages and disadvantages of having a pet.

Read and analyze the text about environment care.

This activity is worth 5%.

ORGANIZATION & HIERARCHIZATION Describe your favorite pet using appropriate vocabulary learned of previous units.

This activity is worth 2%.

APPLICATION

METACOGNITION

INTEGRATIVE

Write at least 10 questions using passive voice with modals.

This activity is worth 3%

Interview at least 4 people of different ages with questions you develop in previous activity.

This activity is worth 5%.

Write the script for two TV segments chosen by the team. These TV segments will be part of the TV show, which is the integrative product.

This activity is worth 10%.

Activities Name of the evidence (Phase 3)

Diagnostic Activity Advantages and disadvantage of having a pet

Instructions

•

Write all the advantages and disadvantages of having a pet at home.

Find this activity as P3 A1.

Performance Criteria

• •

Write all the advantages and disadvantages of having a pet at home.

All the sentences should be written correctly.

Evidence

•

Worksheet.

Name of the evidence (Phase 3) Instructions

Performance Criteria Evidence

Knowledge Activity Environmental Care • • • •

Read the text.

Underline the main idea.

Circle all the important elements.

Answer the questions.

Find this worksheet as P3 A2.

• Read the article.

• Identify the main idea and important elements in the text.

• Answer the questions.

• Worksheet with questions and ideas.

• The value of this activity is 5 %.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Name of the evidence (Phase 3) Instructions

Performance Criteria

Organization and Hierarchization Activity Description of a pet • •

Add a photo, image or illustration of your favorite pet.

Describe your pet with vocabulary of the units.

• • • •

Write at least 5 sentences.

Add a photo, image or illustration.

Use adjectives and vocabulary of the units.

At the final, read the description in the classroom.

Evidence

Find this worksheet as P3 A3.

• Worksheet.

• The value of this activity is 2%.

Name of the evidence (Phase 3)

Application Activity Questions for the interview

Instructions

Performance Criteria Evidence

Name of the evidence (Phase 3) Instructions

• • • • •

Write at least 10 questions for an interview.

Use passive voice with modals in questions about how people treat animals and how family, TV, radio, Internet, and other Media or social groups influence in them to improve treatment of animals.

Write question in Annexes as P3 A4.

Work in teams.

At least 10 questions.

• •

Answered worksheet in Annexes as P3 A4.

This activity is worth 3%.

Metacognition Activity Video and Report • • • • • •

Performance Criteria Evidence

Interview at least 4 people of different ages with questions you develop in previous activity.

Make a video and take notes of every interview you do.

The video recording will be delivered along with the report.

Interview must be done in English completely (interviewer and interviewee).

Write a report about interviews done. The report will include your experience as an interviewee, the most important information you get, and the conclusion about the information of the interview.

Check the rubric of this activity.

Find the report format as P3 A5.

• Work in teams.

• At least 4 interviewers.

• All members of the team must participate in the interviews.

• Video and report that fulfill the rubric.

• This activity is worth 5%.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Name of the evidence (Phase 3) Instructions

Performance Criteria

Evidence

IntegrativeActivity Scripts for two TV segments • • • • • • • • • • • • • •

In teams of 5 members, write the script for two TV segments that will be part of the TV show, which is the integrative product.

Write the type of TV segment: news story, documentary, interview, trailer, review, etc.

Write the title of the segment.

Each script should be written in a separate sheet (P3 A6) Read the rubric for evaluation criteria.

The scripts should be done in teams.

They should show organization.

They should show creativity.

They should include the grammar structures studied in the course.

They should be written with proper spelling and punctuation.

They should include the vocabulary studied in the course.

The scripts written on the P3 A6 format.

The script rubric.

This activity is worth 10%.

Phase 4: WHAT DO THEY SAY ABOUT IT?

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV Diagram

Integrative Activity Application Activity Organization and Hierarchization Activity Knowledge Activity YOU HAVE TO BELIEVE IT

Diagnostic Activity

Practice modals in e-mails

AN UNEXPECTED MEETING Use indirect speech in a text

EVERYDAY TECHNOLOGY Describe 3 technological objects and make a collage

Metacognition Activity

TV SHOW VIDEO PRESENTATION

MEXICAN MYTH PRESENTATION

Present the TV show in teams

Maka a presentation about a Mexican myth using the grammar structures and the vocabulary studied in class

MODALS Practice modals

Introduction In this phase, the students will learn how to report what other people say by using modals and will also speculate about mysterious topics using passive voice.

Competencias Genéricas 4. Escucha, interpreta y emite mensajes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.

• Se comunica en una segunda lengua en situaciones cotidianas.

• Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.

10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.

• Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local, nacional e internacional.

Competencias Generales

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

 Utiliza un segundo idioma, preferentemente el inglés, con claridad y corrección para comunicarse en contextos cotidianos, académicos, profesionales y científicos.

ATRIBUTOS • Se comunica en diferentes contextos de manera clara en un segundo idioma  Practica los valores promovidos por la UANL: verdad, equidad, honestidad, libertad, solidaridad, respeto a la vida y a los demás, respeto a la naturaleza, integridad, ética profesional, justicia y responsabilidad, en su ámbito personal y profesional para contribuir a construir una sociedad sostenible.

ATRIBUTOS: • Aprende y respeta los diferentes puntos de vista

Competencias Disciplinares •

Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en el que se generó y en el que se recibe.

Competence elements: The students: 4.1 Use the indirect speech with modals to talk about what others say.

4.2 Use perfect modals with passive voice to speculate about past facts.

4.3 Make descriptions about technological devices using modifiers in the correct order.

Didactic Sequence DIAGNOSTIC

KNOWLEDGE

ORGANIZATION & HIERARCHIZATION

Recognize the correct form of the modals when writing indirect speech sentences.

Use the correct form of the modals to complete an email with indirect speech sentences.

The student will use the grammar in unit 9 to make indirect speech sentences.

This activity worth 3 %.

is

This activity worth 3 %.

APPLICATION

The student will choose three technologic devices and will describe them properly with is modifiers.

This activity worth 4 %.

is

METACOGNITION

INTEGRATIVE

In this activity, the student will make a presentation about a Mexican myth they know. All the grammar and vocabulary topics reviewed in this phase must be included.

The student must write a conclusion about the investigation.

The students will show the TV show video in class. This is the integrative product of the course.

This activity is worth 10 %.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

This activity is worth 5 %.

Activities Name of the Evidence

(Phase 1) Instructions

Diagnostic Activity: WORKSHEET (Indirect speech with modals) • • • •

Recognize the correct form of the modals when writing indirect speech sentences.

Remember that when reporting verbs, they usually change or “backshift”. With modals, some of them change and some don’t. Identify them in the charts.

Complete the charts.

Find the worksheet in the annexes as P4 A1.

Name of the Evidence (Phase 4) Instructions

Knowledge Activity WORKSHEET • •

Complete the e-mail using the correct modals from the charts in P1A1.

Find the worksheet in the annexes as P1 A2.

Performance Criteria

• •

Worksheet must be answered individually.

Use all the correct forms from the modals to complete the e-mail.

Evidence

• •

The worksheet printed following the performance criteria (P4 A2).

This activity is worth 3%

Name of the evidence

(Phase 4)

Organization and Hierarchization activity AN UNEXPECTED MEETING

Instructions

• •

The student will use the grammar in unit 9 to make indirect speech sentences.

Find the worksheet as P4 A3

Performance Criteria

• • • • •

Correct usage of indirect speech.

Worksheet must be answered individually.

Correct usage of modals.

Indirect speech sentences.

This activity is worth 3%.

Evidence

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Name of the evidence

(Phase 4) Instructions Performance criteria Evidence

Name of the evidence

(Phase 4) Instructions

Performance Criteria Evidence

Name of the evidence

(Phase 4) Instructions

Application Activity EVERYDAY TECHNOLOGY • • • • • • •

Metacognition Activity MEXICAN MYTH PRESENTATION • • • • • • • •

The student will make a presentation about a Mexican myth they know.

All the grammar and vocabulary topics reviewed in this phase must be included.

The student must write a conclusion about the investigation.

Complete the worksheet P4 A5.

Creativity Vocabulary Visual material Poster or visual material about the presentation and the Presentation Rubric

•

This activity is worth 5%.

Integrative Activity

TV SHOW VIDEO PRESENTATION • • • • • • • • • •

Performance Criteria

Evidence

The student will choose three technologic devices and will describe them properly with modifiers.

Find the worksheet as P4 A4 Worksheet must be answered individually.

Order the modifiers correctly.

Collage must be about the topic they chose.

Collage and description.

This activity is worth 4%.

Each team will show the video of the TV show as if it were transmitted on TV. Read the rubric for evaluation criteria.

The TV show must be done in teams of five members. The following criteria will be evaluated.

Organization Number of segments Use of transitions Topics Creativity Grammar Vocabulary

See the TV show Video Presentation Rubric for evaluation details.

• The video and the TV Show Video Rubric •

This activity is worth 10%.

ANNEXES

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV PHASE 1 ACTIVITY 1

FIRST PHASE/ DIAGNOSTIC

P1 A1

NAME:_____________________________________________________________________GROUP:____________

Instructions: Identify 30 actions in gerund, simple present, past or participle form and complete the charts below.

K I S S E D S T U D I E D C S

G H C A E T S Q T N I D G U S

N I E B G I G H G Q C Y K N Y U N I G N I T A V U U W K B W T G S O O O R C N D H O U I G I O S C G T A K N D M H T J N E N I E E M I W S B D R J H Z E A T E N T C R E A T I N E D I C E D R I E V O M W O R K T M B O G Q A L E T S Y P R C N 16. ______________

1.

______________

2.

______________

17. ______________

3.

______________

18. ______________

4.

______________

19. ______________

5.

______________

20. ______________

6.

______________

21. ______________

7.

______________

22. ______________

8.

______________

23. ______________

9.

______________

24. ______________

10. ______________

25. ______________

11. ______________

26. ______________

12. ______________

27. ______________

13. ______________

28. ______________

14. ______________

29. ______________

15. ______________

30. _____________

Y L I T D A E P N E G Z E U M

M N T V N E N E O R H Z D A J

V D O N E E V C N S A T D K H

L F M X I U W O E J E E O S B

G N I N N A L P L D I D L B J

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV PHASE 1 ACTIVITY 2

FIRST PHASE/ KNOWLEDGE

P1 A2

NAME:_____________________________________________________________________GROUP:____________

Instructions: Complete the following exercises in pairs in order to identify your previous knowledge.

I. Complete with gerund o infinitive as corresponds.

1. We decided ______________________ a new car (BUY) 2. They've got some work ________________________. (DO) 3. Peter gave up ____________________________. (SMOKE) 4. He'd like _________________________ an airplane (FLY) 5. I enjoy _______________________________ picture postcards. (WRITE)

II. Complete the sentence in present perfect, then write it in present perfect continuous.

1 .I _________________________________________________ 4 o’clock. (WAIT) _______________________________________________________________________________ 2. Sue ____________ only ______________________________ 20 minutes.(WAIT) _______________________________________________________________________________ 3. Fred and Frida ____________________________________________ 1998. (LEARN) _______________________________________________________________________________ III. Write the sentences in future perfect.

1. Anne __________________________________ her bike next week. (REPAIR) 2. We ___________________________________ the washing by 8 o'clock. (DO) 3. She __________________________________ Paris by the end of next year. (VISIT)

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV PHASE 1 ACTIVITY 3

FIRST PHASE / ORGANIZATION AND HIERARCHIZATION

P1 A3

NAME:_____________________________________________________________________GROUP:____________

Instructions: Write five things you have done and explain how they are going to influence your future. Use the grammar you have learnt in the stage (Present Perfect or Continuous and Future Perfect).

1.

________________________________________________________________________________ ________________________________________________________________________________

2.

________________________________________________________________________________ ________________________________________________________________________________

3.

________________________________________________________________________________ ________________________________________________________________________________

4.

________________________________________________________________________________ ________________________________________________________________________________

5.

________________________________________________________________________________ ________________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV PHASE 1 ACTIVITY 4

FIRST PHASE/ APPLICATION AND METACOGNITION

P1 A4

NAME:_____________________________________________________________________GROUP:____________

Instructions: In this activity you have to use the grammar seen (verbs in gerunds and infinitive forms, present perfect, simple past and the third conditional) so that you can create a writing about your own story, where you can explain a personal situation that has made your life different, or that has changed your life completely. Think about something that has happened to you. If it had not happened, maybe your life would have been so different from your life now.

The writing must be 200 words minimum.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV PHASE 2 ACTIVITY 1

SECOND PHASE / DIAGNOSTIC / WORKSHEET

P2 A1

NAME:_____________________________________________________________________GROUP:____________

Instructions: Choose the correct word(s): 1. They gave the homeless man _________________ dollars. (a few / a little) 2. Americans give __________________ money to charity. (much / many) 3. __________________ women like shopping. (most / most of) 4. His _________________ enthusiasm surprised me. (lack / lack of) 5. He drank _________________ juice in his glass. (all / all the) 6. Did you buy _________________ apples to cook a pie? (enough / much) 7. I wish I could spend _________________ time in Egypt. (a few / a little) 8. It took very _________________ time to cross Belgium! (few / little) 9. We know _______________ people who face the same problem. (several / several of) 10. I stayed in that hotel _________________ years ago. (much / many).

Instructions: Elaborate a written report about the appropriate dress code for a Prom (Graduation event). _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV PHASE 2 ACTIVITY 2

SECOND PHASE / KNOWLEDGE / WORKSHEET

P2 A2

NAME:_____________________________________________________________________GROUP:____________

Instructions: Complete the sentences with: few / a few / little / a little.

1. Could we have _______________ Champagne, please?

2. They live in a very small flat because they have _______________ money.

3. Very _______________ people can speak 5 languages.

4. This plant needs _______________ water and it is very handy.

5. They have already been to Africa _______________ times.

6. We have _______________ time before our flight.

7. He speaks German very well but sometimes he makes _______________ mistakes.

8. I am happy she has _______________ problems in her life.

9. Would you like _______________ candies?

10. I know _______________ about this subject.

Instructions: Complete the sentences with ‘much’ or ‘many’.

1. I have _______________ friends in Europe.

2. I don't drink _______________ coffee.

3. How _______________ children do you have?

4. How _______________ does this bag cost?

5. How _______________ rice do you need?

6. How _______________ is this shirt?

7. We don't have _______________ time.

8. I went to Minnesota _______________ times last year.

9. There is not _______________ sand in the car.

10. Jim works on _______________ different projects.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV PHASE 2 ACTIVITY 3

SECOND PHASE / ORGANIZATION & HIERARCHIZATION / WORKSHEET

P2 A3

NAME:_____________________________________________________________________GROUP:____________

Instructions: Match the quantifiers on the left to the appropriate definitions on the right.

1. little energy

a. a bit of energy

2. a little energy

b. a lot of energy

3. a lack of energy

c. not a lot of energy

4. much energy

d. not enough energy

1. ______2. ______3. ______4. ______ Instructions: Highlight the problems with gerunds in the following sentences and write them correctly.

1. The tax incentive program has resulted in South Carolina currently having seventy new businesses in the northern coastal area. _______________________________________________________________________________________________ _______________________________________________________________________________________________ 2. The principal will notify the parents that any disruptive conduct will result in a student losing his or her hall privileges for the remainder of the school year. _______________________________________________________________________________________________ _______________________________________________________________________________________________ 3. An emergency technician had recorded vital signs prior to the patient receiving medical care. _______________________________________________________________________________________________ _______________________________________________________________________________________________ 4. The "employee of the month" award is based on an employee having demonstrated a strong work ethic, collegiality, and dedication to the company. _______________________________________________________________________________________________ _______________________________________________________________________________________________

PHASE 2 ACTIVITY 4

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

SECOND PHASE / APPLICATION / METACOGNITION/ WORKSHEET

P2 A4

NAME:_____________________________________________________________________GROUP:____________

Instructions: Ask your a friend 4 questions using quantifiers.

1. How many ________________________________________?

2. How ________________________________________?

3. Do you have ________________________________________?

4. ____________________________________________________________?

Instructions: Read the following sentences and choose True or False?

1. There is no difference between "little‟ and "a little‟.

true

false

2. "few‟ is used with uncountable nouns.

true

false

3. Some quantifiers work with countable and uncountable nouns.

true

false

true

false

4. In formal English, it is better to use "many‟ and "much‟ rather than phrases such as "a lot of‟, "lots of‟ and "plenty of‟.

Instructions: Combine the following sentences into one sentence using paired conjunctions: not only ... but also; either ... or; neither ... nor.

1. We could fly. We could go by train. _____________________________________________________________________________________________ 2. She will have to study hard. She will have to concentrate to do well on the exam. _____________________________________________________________________________________________ _____________________________________________________________________________________________ 3. Jack is not here. Tom is in another city. _____________________________________________________________________________________________ 4. The speaker will not confirm the story. The speaker will not deny the story. _____________________________________________________________________________________________ _____________________________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

SECOND PHASE / APPLICATION / METACOGNITION/ WORKSHEET

P2 A4

NAME:_____________________________________________________________________GROUP:____________

Instructions: Elaborate a written report about how appearance impact self-esteem in today's teenagers. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Instructions: Write a report about an urban problem and the ways to make improvements. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

PHASE 2 ACTIVITY 5 (INTEGRATIVE ACTIVITY)

THIRD PHASE / INTEGRATIVE ACTIVITY / ISCRIPT FOR TV SEGMANTS

P2 A5

NAME:_____________________________________________________________________GROUP:____________

Instructions: Write the script for two TV segments that you will include in your TV show (news story, documentary, interview, trailer, etc.). Use one sheet for each script.

This evidence will be evaluated with the rubric provided.

Type of TV segment: ____________________ Title:______________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV PHASE 3 ACTIVITY 1

A PETTHIRD PHASE / DIAGNOSTIC ACTIVITY / ADVANTAGES AND DISADVANTAGES OF HAVING

P3 A1

NAME:___________________________________________________________________GROUP:____________

I.

In this activity you have to write all the advantages and disadvantages that you know about having a pet in home.

Advantages

Disadvantages

PHASE 3 ACTIVITY 2 P3 A2

NAME:___________________________________________________________________GROUP:____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Instructions: Read the article. Then underline the main ideas. Circle all the elements that you consider important in the text.

THIRD PHASE / KNOWLEDGE ACTIVITY / ENVIRONMENTAL CARE

12 Reasons Everyone Should Care About The Environment

I get a lot of questions these days about going green. Some of them have merit, others are pretty silly. One of the most common, though, is a simple question that’s actually really tough to answer: Why should I care about the environment?

Believe it or not, there are still really good reasons to care about the environment — even if you don’t consider yourself an environmentalist. Here are 12 simple reasons everyone should care about the environment, no matter who you are: 1. Show the world your good side The impact we have on the environment today is making a big difference on the world of future generations. Heck, it’s making an impact right now in a lot of places. It’s our responsibility to care for our planet and ensure our future well-being.

Even if you don’t agree with a lot of this — enough people do that you should pay attention. Your attitude towards the environment says something about your personality to other people. Not caring about our environmental impact makes you look like an irresponsible kid who doesn’t clean up after himself. You don’t want that, do you?

2. Think of your wallet A lot of people think that going green is time consuming and expensive — and in some cases they are right — but not most of the time.

3. Smog is gross Nobody wants to live in a world filled with smog. It’s hard to breathe, it smells bad, and it causes untold numbers of health problems. It’s just plain gross.

4. Landfills are disgusting Have you ever been on a highway or town that is near a big landfill? Have you smelled that smell? I don’t know about you, but I would do a lot to avoid ever having to experience that again. Most things that are thrown into the trash are headed directly to a landfill. Given the amount of trash that most people generate, it’s a miracle that we aren’t swimming in it already. If you don’t like this landfill-everywhere vision of the future, being environmentally conscious is the only way to go.

5. Think of the beautiful beaches Everyone loves a good beach. The warm white sand, clear blue waters and pristine palm trees swaying in the light breeze. Unfortunately, those gorgeous beaches are slowly becoming less of a reality and more of a past memory. Trash is infiltrating even the most remote corners of the world, and if we don’t stop it many of our current beautiful vacation getaways will disappear.

6. Polar Bears are cute It’s not just our beaches and resorts that are deteriorating; it’s also the beaches and habitats of many of the world’s animals. Do you really want your children, grandchildren, and nieces and nephews growing up in a world so different from ours?

7. Unnatural stuff causes cancer Not only are natural products better for the environment, but they are also better for your health. If you’ve listened to the news lately, I’m sure you’ve heard of that new study showing how __________ has been found to cause cancer. Yes, that’s a blank, and these days it seems like you can fill it in with just about any synthetic product or food.

8. Necessity is the mother of invention If you’re the type of person who appreciates (or, is obsessed with) new technology, then supporting the green industry is an easy choice.

The amount of money, resources, and intelligence being poured into challenging ecological problems is driving forward a wave of technological advances that we haven’t seen in quite some time.

9. Riding bikes is fun Some of the easiest things to do in support of the environment also happen to be a lot of fun. Things like riding a bike, taking a walk, and otherwise using your body instead of a smog-producing device can do a lot to reduce greenhouse gas emissions.

10. I don’t want to go extinct Okay, so the human race probably isn’t going to die out any time soon — but we are using up our resources faster than we can replenish them, and that’s bad.If we continue at the same pace we’re going at now we’ll eventually run out of fossil fuels, then trees, then clean water, then just about everything else that isn’t sustainable. In order to keep up our current way of living, we’re all going to have to start caring more about the environment.

11. Save the world, improve your lifestyle A major concern of many people is that going green will require a huge change in lifestyle. Again, this is true in some cases, but it’s not nearly the whole story. You can do a lot for the environment while improving your lifestyle at the same time.

12. World Peace World peace seems like a tall order, but considering the fact that most of the world’s wars have been fought for control of natural resources, it’s not too much of a stretch. If we can get to the point where we are living sustainably and technology is providing all of our resource needs, things will be a lot different.

To me that’s a big prize for making a few environmentally-friendly changes in my life.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

P3 A2

NAME:___________________________________________________________________GROUP:____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Instructions: Answer the following questions.

1. What do you do from your posture to protect the environment? __________________________________________________________________________ __________________________________________________________________________ 2.

Are you agreeing with the author’s perception? __________________________________________________________________________

THIRD PHASE / KNOWLEDGE ACTIVITY / ENVIRONMENTAL CARE

__________________________________________________________________________ 3.

Which of the reasons are the best for you? And why? __________________________________________________________________________ __________________________________________________________________________

4. What improvementscanyoumakefromyour schoolto carethe environment? ____________________________________________________________ ___________________________________________________________________________

5. What are the actionsthatcan be carriedout asayouthto maintaina better world? ____________________________________________________________ ____________________________________________________________________________

PHASE 3 ACTIVITY3 P3

NAME:___________________________________________________________________GROUP:____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

A3 Instructions: Make a description of your pet. Use the vocabulary in the box:

THIRD PHASE / ORGANIZATION AND HIERARCHIZATION ACTIVITY / DESCRIPTION OF A PET

Adjectives: unusual, fun, friendly, loving, irritating, attractive, hardworking, quiet, disgusting, calm, unfriendly, independent, frightening.

Traits: adorable, affectionate, gentle, loyal, low maintenance, aggressive, costly, destructive, filthy, high maintenance.

Physical appearance: big, small, pretty, ugly, tall, short.

Photo

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

PHASE 3 ACTIVITY 4

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

THIRD PHASE / APPLICATION ACTIVITY / QUESTIONS WITH MODAL AUXILIARIES IN PASSIVE

P3 A4

NAME:_____________________________________________________________________GROUP:____________

Instructions: Write at least 10 questions using passive voice with modals which you can know how people treat animals and how family, TV, radio, Internet, and other medias or social groups influence in them to improve treatment of animals. The activity will be developed between all members of your team. You could add more questions if you needed.

1. ________________________________________________________________________________________ _____________________________________________________________________________________?

2. ________________________________________________________________________________________ _____________________________________________________________________________________?

3. ________________________________________________________________________________________ _____________________________________________________________________________________?

4. ________________________________________________________________________________________ _____________________________________________________________________________________?

5. ________________________________________________________________________________________ _____________________________________________________________________________________?

6. ________________________________________________________________________________________ _____________________________________________________________________________________?

7. ________________________________________________________________________________________ _____________________________________________________________________________________?

8. ________________________________________________________________________________________ _____________________________________________________________________________________?

9. ________________________________________________________________________________________ _____________________________________________________________________________________?

10. ________________________________________________________________________________________ _____________________________________________________________________________________?

11. ________________________________________________________________________________________ _____________________________________________________________________________________?

12. ________________________________________________________________________________________ _____________________________________________________________________________________?

13. ________________________________________________________________________________________ _____________________________________________________________________________________?

14. ________________________________________________________________________________________ _____________________________________________________________________________________?

PHASE 3 ACTIVITY 5

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

THIRD PHASE / METACOGNITION ACTIVITY / INTERVIEW

P3 A5

NAME:_____________________________________________________________________GROUP:____________

Instructions: Interview at least 4 people of different ages with questions you develop in previous activity. Read the following important information.

Make a video and take notes of every interview you do. The video recording will be delivered along with the report.

Interview must be done in English completely (interviewer and interviewee).

Write a report about interviews done. The report will include your experience as an interviewee, the most important information you get, and the conclusion about the information of the interview.

Check the rubric of this activity.

Report: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

PHASE 3 ACTIVITY 6 (INTEGRATIVE ACTIVITY) P3 A6

NAME:_____________________________________________________________________GROUP:____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

THIRD PHASE / INTEGRATIVE ACTIVITY / ISCRIPT FOR TV SEGMANTS

INGLÉS PROGRESIVO IV

Instructions: Write the script for two TV segments that you will include in your TV show (news story, documentary, interview, trailer, etc.). Use one sheet for each script.

This evidence will be evaluated with the rubric provided.

Type of TV segment: ____________________ Title:______________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

PHASE 4 ACTIVITY 1 P4 A1

NAME:_____________________________________________________________________GROUP:____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

FOURTH PHASE / DIAGNOSTIC ACTIVITY / MODALS

INGLÉS PROGRESIVO IV

Instructions: In this activity you will write the correct form of the modals when writing indirect speech sentences. Remember that when reporting verbs, they usually change or “backshift”.

With modals, some of them change and some don’t.

Complete the following charts:

Modals that

backshift

will can may must have to

Modals that

don’t backshift

would could might should ought to

PHASE 4 ACTIVITY 2 P4 A2

NAME:_____________________________________________________________________GROUP:____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

FOURTH PHASE / KNOWLEDGE ACTIVITY / YOU HAVE TO BELIEVE IT

INGLÉS PROGRESIVO IV

Instructions: Read the e-mail from Sally to Monica. Then complete the e-mail from Monica to Kathleen, using the correct modals.

To: Monica Robinson <mrobinson@mail.com> From: Sally Smith <sally.smith@mail.com> Subject: Hello Hi Monica, I’m so sorry that I wasn’t able to meet you and Kathleen at the party last night. I have to tell you though, when you hear what happened to me yesterday, you will never believe it! I ran into Steve in the morning and he said he might be able to get Coldplay tickets for that night! You know they’re my favorite band!

Anyway, he got the tickets and we went to the show! When he said he got the tickets I expected they would be terrible seats but - you may not believe this – they were front row-center! I’m sorry about missing the party. I know I should have called you, but in all the excitement I just forgot.

Talk to you soon, -Sally ________________________________________________________________________ To: Kathleen Burrows <katbur@nets.com> From: Monica Robinson <mrobinson@mail.com> Subject: Sally Hi Kathleen, Sally just sent me an e-mail explaining why she didn’t meet us at the party last night. She said that she had to tell me this story about what happened to her yesterday and that I __________ never believe it.

Get this – she ran into Steve in the morning and she said he __________ be able to get tickets to the soldout Coldplay show. Turns out, he was able to get them. She sounded really excited. That’s not all – she said she thought their seats __________ be terrible and that I __________ not be able to believe it, but they were actually front-row center. She said she knows she __________ have called but with all the excitement she just forgot. Can you believe her luck?

-Monica

PHASE 4 ACTIVITY 3 P4 A3

NAME:_____________________________________________________________________GROUP:____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

FOURTH PHASE / ORGANIZATION & HIERARCHIZATION ACTIVITY / AN UNEXPECTED MEETING

INGLÉS PROGRESIVO IV

Read the text and make sentences using the grammar on page number 100 in your Summit book. It’s about Indirect speech with modals.

Mary Diana An unexpected meeting Last night, when I was looking through the window and I was trying to sleep, I saw a little light in the sky. 1.- At first, I thought: “It must be a star”, but then it started to come closer. I came back to my bed and I told to myself that it's just an aero plane. After a while, 2.I could hear a big noise like something it has crashed. I went outside to see what happened. 3.- When I opened the door, I couldn’t believe what I saw! It was a big spaceship in our garden! From the spaceship two green creatures appeared having only three fingers at their hands and two big and black eyes. They were wearing red cloaks and big helmets on their heads. I was very amazed when I saw that the aliens were speaking English and 4.- I said: “We can understand each other!”. They told me that they live on Mars and they came on Earth because they wanted to visit Europe and all the beautiful countries that compose it.

5.-“You should come with us,” they told me.

At once, I heard the alarm clock and I realized that everything was just a dream. A nice one!

1.- ___________________________________________________________________ 2.- ___________________________________________________________________ 3.- ___________________________________________________________________ 4.- ___________________________________________________________________ 5.- ___________________________________________________________________

PHASE 4 ACTIVITY 4 P4 A4

NAME:_____________________________________________________________________GROUP:____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

FOURTH PHASE / APPLICATION ACTIVITY / EVERYDAY TECHNOLOGY

INGLÉS PROGRESIVO IV

Choose three of your favorite tech devices and describe them using the grammar saw in the unit. Then make a collage about them. Make your description like the grammar on page number 114. Remember to stick your images, don’t draw them.

1. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. _______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________ 3. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

PHASE 4 ACTIVITY 5

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

FOURTH PHASE / METACOGNITION ACTIVITY / MEXICAN MYTH PRESENTATION

P4 A5

NAME:_____________________________________________________________________GROUP:____________

Investigate about a Mexican story or a myth that you already heard about and make your own conclusions using the grammar on page number 102, use as example the exercise A on page number 103.

Then present it to your classmates.

Conclusions: 1. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

RUBRICS

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

PHASE 1/ ACTIVITY 5/ INTEGRATIVE ACTIVITY

Brainstorming Rubric Student’sname: Teacher’sname:

_____________________________________________________________ Group:______________ ____________________________________________________________ Date:_______________ 4. Distinguished

3. Proficient

2. Apprentice

1. Novice

PlanningBrainstorming: Generate ideas about a topic

Brainstorm had more than ten ideas. Every idea related to the topic. Links were drawn between related ideas.

Brainstorm had more than ten ideas. Almost every idea was related to the topic.

Brainstorm had less than ten ideas. More than half of the ideas were related to the topic.

Brainstorm had fewer than four ideas. Some ideas were not related to the topic.

Content-Amount of Information: On topic and length

Work showed understanding of the topic. Content clearly answered all project questions.

Work had content that answered questions about the topic.

Work was about the topic and had content that answered the questions.

Work was not about the topic. Sentences were short and did not answer the questions.

Planning-Overview: Plan for completing the final project

Plan was very organized and clearly outlined the goals for the project.

Plan was organized and outlined the final project.

Plan was not organized and was hard to follow.

Did not create a plan for the final project.

Behavior-Follows Instructions: Listens to instructions and follows directions

Paid close attention to instructions, and asked questions when needed. Followed all directions in the order they were given.

Listened closely to instructions, and followed directions without a lot of teacher help.

Listened to instructions, but did not complete all directions.

Did not listen to instructions, and only followed directions when prompted by teacher.

______x 25=_______

_______x 22.5=______

______x 18.75 = ______ _____x 13.75 = _______

Evaluation TOTAL= ____________

PHASE 2 / ACTIVITY 5 / INTEGRATIVE ACTIVITY SCRIPT RUBRIC

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Excellent (4 points)

Proficient (3 points

The script is very well organized.

Every idea, scene or question follows another in a logical sequence with clear transitions.

The script is moderately well organized. One idea, scene or question may seem out of place. Clear transitions are used.

The script is difficult to follow because ideas, scenes or questions are not well organized.

The transitions are sometimes clear.

Ideas, scenes or questions seem to be randomly arranged, making the script difficult to be understood.

The script contains many creative details and/or descriptions that contribute to the reader's enjoyment.

The script contains a few creative details and/or descriptions that contribute to the reader's enjoyment.

The story contains a few creative details and/or descriptions, but they distract from the purpose of the segment.

There is little evidence of creativity or effort in the script.

The script shows an excellent use of all the grammar structures studied in class.

There are no spelling or punctuation errors in the script.

The script shows a proficient use of most of the grammar structures studied in class.

There is one spelling or punctuation error in the script.

The script shows a basic use of some of the grammar structures studied in class.

There are a few spelling and punctuation errors in the script.

The script shows a lack of grammar structures studied in class.

The script has many spelling and punctuation errors.

_____

Uses appropriate vocabulary for the context and incorporates a broad range and wide variety of vocabulary studied in class.

Uses appropriate variety and range of vocabulary studied in class.

Uses a limited range of vocabulary studied in class and lacks variety in order to complete the task.

Uses a very limited amount of vocabulary studied in class, lacking any range or variety.

_____

Category

Organization

Creativity

Grammar

Spelling and Punctuation

Vocabulary

Adequate (2 points)

Limited (1 point)

Value

_____

_____

_____

Teacher Comments: Total: _____ x 20 = Grade: _____

PHASE 3 / METACOGNITION ACTIVITY VIDEO REPORT RUBRIC

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Student’sname: Teacher’sname:

_____________________________________________________________ Group:______________ ____________________________________________________________ Date:_______________

CRITERIA

OUTSTANDING

SATISFYING

NO SATISFYING

Relevant information about his/her experience in the activity

Information provided is relevant.

Information provided is partially relevant.

Information provided is not relevant.

Logical and coherent organization in the interview and information

Ideas redaction is completely coherent.

Ideas are in logical order.

Ideas redaction is partially coherent. There are parts in redaction which are confused and ideas are partially logical.

There is no order in redaction not even in logical order. It is unclear.

Vocabulary and grammar structures

The grammar structures and The grammar structures and The grammar structures and vocabulary are correctly used with vocabulary are adequately used vocabulary are incorrectly used no more of 2 mistakes. but it presents of 3 to 5 mistakes. with more of 6 mistakes.

Quality of video and report

Quality of the video and the report are excellent.

Punctuality in the delivery

It was delivered in the indicated day.

Evaluation

___ x 2 = ___

Quality of the video and the report is regular.

Quality of the video and the report is bad.

It was delivered 1 day after the It was delivered 2 days after the indicated day. indicated day.

___ x 1 = ___

PHASE 3 / INTEGRATIVE ACTIVITY SCRIPT RUBRIC

___ x 0 = ___

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Excellent (4 points)

Proficient (3 points

The script is very well organized.

Every idea, scene or question follows another in a logical sequence with clear transitions.

The script is moderately well organized. One idea, scene or question may seem out of place. Clear transitions are used.

The script is difficult to follow because ideas, scenes or questions are not well organized.

The transitions are sometimes clear.

Ideas, scenes or questions seem to be randomly arranged, making the script difficult to be understood.

The script contains many creative details and/or descriptions that contribute to the reader's enjoyment.

The script contains a few creative details and/or descriptions that contribute to the reader's enjoyment.

The story contains a few creative details and/or descriptions, but they distract from the purpose of the segment.

There is little evidence of creativity or effort in the script.

The script shows an excellent use of all the grammar structures studied in class.

There are no spelling or punctuation errors in the script.

The script shows a proficient use of most of the grammar structures studied in class.

There is one spelling or punctuation error in the script.

The script shows a basic use of some of the grammar structures studied in class.

There are a few spelling and punctuation errors in the script.

The script shows a lack of grammar structures studied in class.

The script has many spelling and punctuation errors.

_____

Uses appropriate vocabulary for the context and incorporates a broad range and wide variety of vocabulary studied in class.

Uses appropriate variety and range of vocabulary studied in class.

Uses a limited range of vocabulary studied in class and lacks variety in order to complete the task.

Uses a very limited amount of vocabulary studied in class, lacking any range or variety.

_____

Category

Organization

Creativity

Grammar

Spelling and Punctuation

Vocabulary

Adequate (2 points)

Limited (1 point)

Value

_____

_____

_____

Teacher Comments: Total: _____ x 20 = Grade: _____

PHASE 4 / METACOGNITION ACTIVITY

Presentation Rubric: MEXICAN MYTH Student’s name: _____________________________________________________________ Group:______________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

Teacher’sname: CATEGORY

____________________________________________________________ 4 3 2

Date:_______________ 1

Grammar

Grammatical usage and word order approximate that of a native speaker.

Makes frequent errors of grammar and word-order which occasionally obscure meaning.

Grammar and word-order errors make comprehension difficult.

Must often rephrase and/or restrict him/herself to basic patterns.

Complete sentenceusage

Always (99-100% of time) speaks Mostly (80-98%) speaks in in complete sentences. complete sentences.

Sometimes (70-80%) speaks in complete sentences.

Rarely speaks in complete sentences.

Pronunciation

Pronunciation approximate that of a native speaker.

Always intelligible, though one Pronunciation problems that is conscious of a definite accent. lead to misunderstanding.

Very hard to understand because of pronunciation problems.

Fluency

Speech in everyday conversation and classroom discussions fluent and effortless, approximating that of a native speaker.

Speech in everyday conversation and classroom discussions generally fluent, with occasionally lapses while the student searches for the correct manner of expression.

Speech in everyday conversation and classroom discussion frequently disrupted by the student search for the correct manner of expression.

Usually hesitant: Often forced into silence by language limitations.

Vocabulary

Uses many words from the vocabulary seen in class.

Uses several words from the vocabulary seen in class.

Uses a few words from the vocabulary seen in class.

Does not make use of words seen in class.

Volume

Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared The student is somewhat but might have needed a couple prepared, but it is clear that more rehearsals. rehearsal was lacking.

Student does not seem at all prepared to present.

Time-Limit

Presentationis5 minutes long.

Presentationis4 minutes long.

Presentationis3 minuteslong.

Presentation is less than 2minutes long.

Material (Menus)

The material is attractive, colorful and there are three of them for the presentation.

The material is colorful and there are three of them for the presentation.

The material is colorful but there is only one for the presentation.

There is no material.

Participation of theteam

All the members participated in the oral presentation.

Most of the students participated in the oral presentation.

A few students participated in the oral presentation.

Only two students participated in the oral presentation..

______x 10=______

_______x 8.5=______

_____x 7 = ______

_____x 5 = ________

Evaluation

Occasionally makes grammatical and/or word-order errors which do not obscure meaning.

PHASE 4 / INTEGRATIVE ACTIVITY TV SHOW VIDEO PRESENTATION RUBRIC Category

Excellent (14.3 points)

Proficient (12.9 points)

Adequate (11.4 points)

Limited (9.7 points)

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Enero-Junio 2014 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO IV

The TV show is very well organized. The segments and follow a logical sequence.

The TV show is moderately well organized. One segment may seem out of place.

The TV show is difficult to follow because the segments are not well organized.

The segments seem to be randomly arranged, making the TV show difficult to be understood.

Number of segments

The team included at least four different segments (interview, documentary, news story, trailer, etc.)

The team included only 3 segments.

The team included only 2 segments

The team included only one segment.

Use of transitions

The transitions between the different TV segments are very clear and give the idea of a logical sequence.

The transitions between the different TV segments are clear and give the idea of a good sequence.

The transitions between the different TV segments are sometimes clear.

The transitions between the different TV segments are unclear.

Topics

All the topics discussed in the different segments are related to the topics discussed in class.

Most of the topics discussed in the different segments are related to the topics discussed in class.

Some of the topics discussed in the different segments are related to the topics discussed in class.

Only a few topics discussed in the different segments are related to the topics discussed in class.

The TV show contains many creative details and/or descriptions that contribute to the audience's enjoyment.

The TV show contains a few creative details and/or descriptions that contribute to the audience's enjoyment.

The TV show contains a few creative details and/or descriptions, but they distract from the purpose of the segments.

There is little evidence of creativity or effort in the TV show.

The team members make an excellent use of all the grammar structures studied in class.

The team members show a proficient use of most of the grammar structures studied in class.

The team members show a basic use of some of the grammar structures studied in class.

The team members show a lack of grammar structures studied in class.

The team members use appropriate vocabulary for the context and incorporates a broad range and wide variety of vocabulary studied in class.

The team members use appropriate variety and range of vocabulary studied in class.

The team members use a limited range of vocabulary studied in class and lack variety in order to complete the ideas.

The team members use a very limited amount of vocabulary studied in class, lacking any range or variety.

Organization

Creativity

Grammar

Vocabulary

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