Guia de aprendizaje ingles progresivo iii julio 2014 by preparatoria19

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

Unidad de Aprendizaje Tipo de Bachillerato Horas a la semana

Datos de Identificación Inglés Progresivo III 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 III, 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. 1.

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

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III 

artísticas para comunicarse entre las 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

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III 

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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

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III 

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.

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11 Contribuye al desarrollo sustentable de manera  Respeto a la naturaleza crítica, con acciones responsables Demuestra interés hacia la naturaleza asumiendo una actitud positiva ante los problemas que se le ATRIBUTOS presenten priorizando los más significativos y de  Asume una actitud que favorece la importancia global. 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 Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III Phase 1: UNUSUAL SITUATIONS Diagram

INTEGRATIVE ACTIVITY Application and Metacognition activity Organization and Hierarchization WORKSHEET Knowledge activity WORKSHEET (Delivering a packge vocabulary)

(Past perfect, tag questions, must modal, and passive causative )

POWER POINT PRESENTATION

BRAINSTOMING FOR A ROLE PLAY VIDEO (Brainstroming of ideas for a short film)

(Oral presentation using all the structures of the unit in a power point presentation).

Diagnostic activity WORKSHEET (Past perfect and tag questions)

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 which will be improvedthrough exercises making them aware of certain particularities that can be presented. Structures like past perfect,tag questions, passive causative, and the use of the modal “must”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 going on a trip, going to different entertainment shows and staying in a hotel.

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.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III 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 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 Identifies and uses vocabulary related to etiquette guidelines in orderto establish an appropriate conversation in an international business meeting. 1.2 Uses Tag questions and thepast perfect to talk about schedules and activities, and to check information appropriately. 1.3 Identifies and uses vocabulary related tohealth issues, symptoms, medical servicesand treatments, to request an appointment in an effective way. 1.4. Uses modal verbsto make a medical appointment, draw conclusions, and talk about future abilities or possibilities. 1.5. Identifies and uses vocabulary related to services, request express services for an event, and planning a meeting or social event in a successful way. 1.6. Uses the causativesand the passive causativeto ask for a service or to get someone else do something in a clear and in an appropriate way.

Didactic sequence

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III DIAGNOSTIC

KNOWLEDGE

ORGANIZATION & HIERARCHIZATION

APPLICATION/ METACOGNITION

Answer the worksheet. Change the sentences from present perfect to past perfect and complete the sentences using tag questions.

Complete a dialogue about a delivering service, using the vocabulary reviewed in the previous learning units. This exercise is worth 5%.

Answer the worksheet. Order the sentences and write them according to their correspondent structure.Then report in a written form an unusual or funny event of life guided by the previous activity. This exercise is worth 5%.

Make a Power Point presentation showing how people have changed through different generational stages. The presentation must include sentences in English using the past perfect structure, tag questions, passive causative with get, have and make. This exercise is worth 5%.

INTEGRATIVE In teams, brainstorm ideas to build a homemade video in which youshow a made-up story with characters that will solve a situation using different structures of this phase. This exercise is worth 5%.

Activities Name of the Evidence

(Phase 1) Instructions

Diagnostic Activity: WORKSHEET (past perfect and tag questions)    

Read the sentences written in present perfect and rewrite themusing the past perfect structure. Read the sentences and complete them using an appropriate tag question for each one. Review the sentences and its answers in plenary session. Find the worksheet in the annexes as P1 A1.

Name of the Evidence (Phase 1) Instructions

Knowledge Activity WORKSHEET  

Complete the dialogue using the words from the word bank. Find the worksheet in the annexes as P1 A2.

Performance Criteria

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Worksheet must be answered individually. Use all the correct forms from the verbs and the vocabulary to complete the dialogue.

Evidence

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The worksheet printed following the performance criteria (P1 A2). This activity is worth 5%

Name of the Evidence (Phase 1) Instructions

Organization and Hierarchization Activity WORKSHEET (Report a weird, funny or an unusual event)   

Complete the activities from the worksheet making use of the past perfect structure, tag questions and the passive causative with “get, have, and make”. Bring images, pictures, or use handmade drawings that help to describe a weird, funny or an unusual event. Individually, write sentences, based from the chosen prompts, using the past perfect structure, the tag

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

Performance Criteria

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Evidence

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questions, the modal “must” for drawing conclusions, and the passive causative “get, have, and make”. Write a paragraphdescribing the whole eventusing the previous written sentences. Individual work Complete all the activities from the worksheet Write at least 8 sentences Write the sentences using all different structures reviewed in class, past perfect, tag questions, modal “must” for drawing conclusions and the passive causative with “get, have and make”. The printed worksheet followed by the performance criteria (P1 A3), the images, pictures or drawings used to narrate the weird, funny or an unusual event, the paragraph with the description of the event. This activity is worth 5%

Name of the Evidence (Phase 1) Instructions

Application / Metacognition activity ORAL PRESENTATION (Using a PPT and the structures of the unit) 

In teams, make a Power Point presentation where you show how people have changed through generations (dressing style, fun activities, living, etc.) containing sentences in English using the past perfect, tag questions,the passive and passive causative with get, make and have. You have to do the oral presentation in 2 minutes minimum per student.

Performance Criteria

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Teamwork Appropriate use ofgrammatical structures (past perfect, tag questions, the passive and the passive causative) Use of appropriate images according to the topic. Final conclusion about the chosen topic per team. No spelling and grammar mistakes. Correct pronunciation and pitch level. Appropriate body language. Each student must speak for at least 2 minutes.

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Power point presentation. The rubric of this activity. (P1 A4) This activity is worth 10%

Evidence

Name of the Evidence (Phase 1) Instructions

Integrative Activity BRAINSTORM RUBRIC (Brainstorm for a Role Play Video) 

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The Evidence of the integrative activity for this phase will be a brainstorm of ideas for a role play video where the students will show a story with a conflict to be solved (the role play video will be fully shown in phase 4 and it must be related to the topics of the unitsreviewed on the book Top Notch 3 of the actual semester). The Brainstorm of ideas for a Role Play video will be evaluated according to the correspondent rubric. Find the rubric in the annexes as P1 A5.

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The Brainstorm of ideas for a role play video should include a brief introduction about the

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Performance

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

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characters, setting, raising action, climax, falling actions, and resolution. Students should include the grammatical structures and proper vocabulary, as well as fulfilling all the specified communicative functions. Ideas must be authentic. It must be an original creation from the student without any sign of plagiarism. The presented information should have a proper use of grammar and spelling. Students should analyze and choose the information that they will include and skip to have a good role play video. The information should be presented in a Word document and delivered to the teacher in the established deadline. The role play video will be done in teams assigned by the teacher. Its length will be determined by the teacher as well. The role play video should be delivered in phase 4 in good quality video.

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The brainstorm for the role play video will be delivered to the teacher in a Word document. This activity is worth 5%

Criteria      

Evidence

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III Phase 2: READING FOR PLEASURE AND NATURAL DISASTERS Diagram

Metacognition activity Application activity WORKSHEET Organization and Hierarchization activity

(A summary about a text of your choice)

WORKSHEET (List of activities to do)

INTEGRATIVE ACTIVITY OUTLINE FORMAT (Outline of organization for the role play video)

WORKSHEET Knowledge activity WORKSHEET (Speaker's purpose) (Worksheet about noun clauses) Diagnostic Activity QUIZ (Quiz about natural disasters)

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 world’s actual events and natural disasters.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

Competence elements 2.1 Identifies and uses in context “Indirect Speech” using imperative forms, “say” and “tell”, as well as tense inflections. 2.2 Uses the vocabulary in context to suggest a book, reading in general, report the news and prepare for a natural disaster. 2.3 Uses the structure “noun clauses:usage, form, and common errors”.

Didactic Sequence

DIAGNOSTIC Quiz. Read an article and answer a quiz about it.

KNOWLEDGE Worksheet. Read the given sentences and underline the noun clauses.This

ORGANIZATION & HIERARCHIZATION Worksheet. Identify and write down the speaker’s purpose on each of the given sentences, according

APPLICATION

METACOGNITION

INTEGRATIVE

Worksheet. Choose a text, read it and write a brief summary using the

Worksheet. Imagine you are the main character of a book or story. Write a list of

Outline Format. Develop an outline of organization for the role play video that will be

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III exercise is worth 2%.

to the grammar used in the unit. This exercise is worth 3%.

grammar structures used in theunit.This exercise is worth 5%.

things that you would do in a natural disaster.This exercise is worth 10%.

delivered in phase 4.This exercise is worth 5%.

Activites Name of the Evidence

(Phase 2) Instructions

Name of the Evidence

(Phase 2) Instructions Performance Criteria Evidence

Name of the Evidence

(Phase 2) Instructions Performance Criteria Evidence

Name of the Evidence

(Phase 2) Instructions

Performance Criteria Evidence

Name of the Evidence

(Phase 2)

Diagnostic Activity QUIZ (Natural Disasters) 

Read the text and answer the questions.

Knowledge Activity WORKSHEET (Noun Clauses)  

Underline the noun clause found in the text. Identify the correct structures studied in the unit.

 

Answered worksheet (P2 A2) This activity is worth 2%

Organization and Hierarchization Activity WORKSHEET (Speaker’s purpose)  

Identify the author’s purpose in each sentence given the grammatical structure. Organize and hierarchisize the grammar structures.

 

Answered worksheet (P2 A3) This activity is worth 3%

Application Activity Worksheet (Summary about a text of your choice) 

Choose a book of your interest that is related to natural disasters or emergencies. Read the first chapter, and write a brief summary using the grammar structures studied in this unit.



Correct use of grammar structures and spelling.

 

Answered worksheet (P2 A4) This activity is worth 5%

Metacognition Activity WORKSHEET (List of activities to do)

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III Instructions



Based on the previous activity, now pretend that you are a character in a story of natural disasters. Write a brief text including a list of things to do in a case of emergency.

Performance Criteria Evidence



Use the grammatical structures from this unit.

 

Answered worksheet (P2 A5) This activity is worth 10%

Name of the Evidence

(Phase 2) Instructions

Performance Criteria Evidence

Integrative Activity Outline Format (for the Role Play Video)       

Write an outline of organization that will help you to develop the role play video that will be delivered in phase 4. Use the format shown as (P2 A6) The news report will be done in teams of maximum 5 people, and every member needs to participate. It needs to include different types of natural disasters. It needs to include the grammar seen in class. News report recorded This activity is worth 5%

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

Phase 3: LIFE PLANS AND JOBS Diagram

Application and Metacognition activity Organization and Hierachization activity Knowledge activity

WORKSHEET

(Express regrets about past actions)

Diagnostic Activity

(Making Predictions)

INTEGRATIVE ACTIVITY STORYBOARD

WORKSHEET (Abilities and Qualifications)

BOOK AND WRITTEN REPORT FORMAT

Introduction In this stage the students will explain life and professional changes. They will also express regret about past situations and discuss abilities, skills, qualifications and other factors for personal and professional success. They will express the future during a past time using “was/were going to” and the future time using “will” and “going to”. They will learn to express a wish using the structure “should have” and make inferences with given information. They will describe situations and identify vocabulary words related to life and professional changes.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

Competence elements 3.1 Explains a life change and work plans using future and past tenses. 3.2 Expresses regret related to past actions using perfect modals. 3.3 Discusses abilities, skills and qualifications. 3.4Discusses factors that promote success.

Didactic Sequence DIAGNOSTIC

KNOWLEDGE

ORGANIZATION & HIERARCHIZATION

APPLICATION / METACOGNITION

INTEGRATIVE

Elaborate a written report about the plans that have change through your life.

Read the following stories and write in your answer sheet at least 5 predictions per

Express regrets about past actions. Write at least 5 complete sentences about the regrets you have about past

Develop an Oral Speech aboutan advice or interview to enter to a professional school. Classify abilities

Develop a story board about the role play video you are going to deliver on Phase 4. It must include the

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III Answer the activity inside the book on pg. 62. Also use the format to write the report.

passage. Use the worksheet provided in annexes as P3 A2.This activity is worth 5%.

actions. Use the worksheet provided in annexes P3 A3. This activity is worth 5%.

and qualifications in exercises A and B on page 68.This activity is worth 10%.

graphic scenes (drawings) with its dialog in a “bubble” that shows the scene sequence of the role play video that will be delivered in phase 4. This activity is worth 5%.

Activities Name of the evidence (Phase 3)

Diagnostic Activity Life Plans (Written Report)  Mark the activities you like to do on page 62.  Discuss about the plans you have changed.  Write a report expressing the plans you have changed through your life. Use worksheet P3 A1 found in annexes.

Instructions

Name of the evidence (Phase3) Instructions

Knowledge Activity Worksheet (Make Predictions) 

Read the following stories and predict the actions that follow.

Performance Criteria

     

Work in pairs. Predict the actions and the consequences on the sequence. Use the grammar structures using “was going to”, “would” and perfect modals. Write at least 5 predictions for every situation. Answered Worksheet in annexes as P3 A2. This activity is worth 5%

Evidence

Name of the evidence (Phase 3)

Organization and Hierarchization Activity Worksheet (Express Regrets About Past Actions)

Instructions



Performance Criteria Evidence

    

Write about some regrets you have about past actions. Write about how things might have been different in your life today. Make at least 5 sentences. Use correctly the structure in perfect models. Express yourregrets in past actions. Answered worksheet in Annexes as P3 A3. This activity is worth 5%.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III Name of the evidence

Application and Metacognition Activity ORAL PERFORMANCE RUBRIC (Abilities and Qualifications)

(Phase 3) Instructions

Performance Criteria Evidence

Name of the evidence (Phase 3) Instructions

     

Read and listen vocabulary on skills and abilities. Classify qualifications in exercises A and B on page 68. In teams, discuss about the qualifications and then prepare an oral performance about a career advice or an interview to enter to a professional school. Present a 3 to 5 minute oral performance about it. Work in teams. Fulfill criteria shown in oral performance rubric shown in annexes as P3A4.

  

Oral performance about a career advice or an interview to enter a professional school. Oral performance rubric shown in annexes as P3 A4. This activity is worth 10%

Integrative Activity Storyboard for the Role Play Video.  

 Performance Criteria

  

Evidence

   

In teams, make a storyboard with its dialog for the role play video that will be delivered in phase 4. Use a Poster to show your story board or a magazine booklet to expose your storyboard to the classroom (or in a power point file). A class should be given to expose your project. There are 5 to 8 minutes per team to explain their project. You can paste photos in a poster or make a comic drawing for each main event. You can take pictures of yourselves acting as the characters of the story of your role play video. Work in teams. Use appropriate dressing and background setting according to the chosen situation of your role play video. Each photo or drawing should include a caption in a bubble that expresses a feeling, shows a moment or reveals an outcome of the story or chosen topic. At least five vocabulary words and grammatical structures learned in the previous units. Include five to ten plot events form the story, before giving the concluding event. Storyboard that fulfill the criteria shown in the storyboard rubric shown in annexes as P3 A5. This activity is worth 5%

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III Phase 4: Around the world Diagram

Integrative Activity ROLE PLAY VIDEO Application activity Organization and Heriachization

WORKSHEET (Where are we?)

Metacognition Activity WORKSHEET (Making Descriptions)

WORKSHEET Knowledge Activity (Word Problems) WORKSHEET (Fiding the abstract ideas) Diagnostic Activity WORKSHEET (How much do you know about politics?)

Introduction Applying vocabulary words and using them in context with a correct and complete grammatical structure is important to develop a meaningful learning on second language learners. In this fourth stage, the student will use orally and written countable and uncountable nouns to refer to abstract concepts in a political context. The student will learn as well to describe specific locations of geographic areas with the use of place prepositions and will identify vocabulary related to environment, dangerous animals, risks,geography, etc.

Competencias generales 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.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

Competence elements 4.1 Uses and gets familiar with vocabulary about politics and geographic places, as well as environment concepts. 4.2 Uses and gets familiar with non-countable nouns to refer to abstract concepts as well as verbs followed by infinitives. 4.3 Uses prepositions of place to apply them geographically along with vocabulary related to nature and the environment. Didactic Sequence DIAGNOSTIC KNOWLEDGE Check the vocabulary related to politics terminology by making a brief class discussion.

Underline all noncountable nouns that represent an abstract idea within the text. After this, students need to make a sentence

ORGANIZATION AND HIERARCHIZATION Write a text about any topic about worldwide issues, using verbs along with infinitives and other objects.This activity is worth 3%.

APPLICATION

METACOGNITION

INTEGRATIVE

Write five sentences using prepositions of place (geographic areas) based on the map shown in this activity worksheet.This

Write five sentences that describe the images shown on the map and use “too” + adj. + for + infinitive + prepositional phrase.This activity

Make a role play video where characters solve a problem using the elements delivered on previous phrases. This product must be

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III that enhances the main idea of each word about the politics terminology. This activity is worth 2%.

activity is worth 5%.

is worth 5%.

shown in a video with good audio and image quality.This activity is worth 10%.

Activities Name of the evidence

(Phase 4) Instructions

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 Performance Criteria Evidence

Diagnostic activity WORKSHEET (How much do you know about politics? )  

Discuss about the politics terminology included in this activity list shown in annexes as P4 A1. Explain each word about politics terminology working in pairs.

Knowledge activity.

WORKSHEET (Finding the abstract ideas)      

Use the worksheet provided in annexes as P4 A2 , then find the non-countable nouns in each sentence and underline it. Look up in the dictionary the definition in English of each non-countable noun. Identify non-countable nouns in a sentence. Define each abstract idea. Answered worksheet shown in annexes as P4 A2. This activity is worth 2%.

Organization and Hierarchization Activity

WORKSHEET (World problems)     

Choose one of the following problems that affect worldwide and develop a topic. Make up a brief essay (100 words max) using the structure of the verbs followed by infinitives. Use the structures of the verbs followed by infinitives and objects. Write a text of 100 words max. Answered worksheet shown in annexes as P4 A3. This activity is worth 3%.

Application activity

WORKSHEET (Where are we?) 

Identify five places shown in the map given in the worksheet shown in annexes P4 A4 and use prepositions of place (geographic areas).

    

Use prepositions of place (geographic areas). Write five sentences. Write five sentences using the grammar concepts from page 112. Answered worksheet shown in annexes as P4 A4. This activity is worth 5%.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

Name of the evidence

(Phase 4) Instructions

Performance Criteria Evidence

Name of the evidence

Metacognition activity

WORKSHEET (Making descriptions)      

Write sentences that describe the images that are in the learning guide. Use “too”+ adj. + infinitive + a prepositional phrase. Write five sentences. Write five sentences in worksheet shown in annexes as P4 A5 taking in consideration the grammar concepts from page 115. Sentences written in the worksheet shown in annexes as P4 A5. This activity is worth 5%.

Integrative Activity ROLE PLAY VIDEO

(Phase 4) Instructions  In the team assigned by your teacher, review your brainstorming, outline and storyboard for your role playvideo; then perform and record it in 5 minutes.  Show the appropriate setting, dressing and backgrounds to make your video coherent for the context and clear enough for your audience.  Deliver your role play video in a memory stick or a CD, according to your teacher’s instructions. Be sure the audio and image quality is good enough to be shown to your classmates and teacher.  Be prepared for the questions your teacher or classmates may ask you about your project. Performance  The Role play video must be related to the topics of the units reviewed on the book Top Notch 3 of the Criteria actual semester.  The Role play video must be coherent with phase 1, 2 and 3 integrative products.  The video should last no more than 5 minutes.  The Role Play video must fulfill the criteria shown in the Role Play Video Rubric given in annexes as P4 A6. Evidence  A 5 minute role play video.  Evaluation Rubric shown in annexes as P4 A6.  This activity is worth 10%.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III ANNEXES PHASE 1 ACTIVITY 1 P1 A1

NAME:_____________________________________________________________________GROUP:____________

FIRST PHASE / DIAGNOSTIC / WORKSHEET

You already know the PRESENT PERFECT so what do you need to change the following sentences into PAST PERFECT? I. WRITE THE SENTENCES IN PAST PERFECT 1. John has sent me an e-mail ____________________________________________________________________________________ 2. Roni and Patty have visited the museum ____________________________________________________________________________________ 3. I have been at the cafeteria ____________________________________________________________________________________ 4. They have already prepared their suitcase ____________________________________________________________________________________ 5. Rosemary has had many pets ____________________________________________________________________________________ 6. We have done the weekly shopping ____________________________________________________________________________________ 7. I have just fixed my truck ____________________________________________________________________________________ 8. Susan has picked up her room ____________________________________________________________________________________ A TAG QUESTION is a way of asking the other person to make a comment and so keep the conversation… II. FILL IN THE BLANKS WITH TAG QUESTIONS. 9. You didn't go to school yesterday, ____________? 10. I am not a nurse, ____________? 11. She doesn't cook well, ____________? 12. You can speak English, ____________? 13. I am your best friend, ____________? 14. The sun is shining, ____________? 15. They haven't seen him for ages, ____________? 16. She visited her grandmother, ____________?

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 1 ACTIVITY 2 P1 A2

NAME:_____________________________________________________________________GROUP:____________

Instructions:Complete the conversation using the right structure and the appropriate vocabulary.

FIRST PHASE/ KNOWLEDGE ACTIVITY/ WORKSJEET

will have- shipped haven’tunbelievably really get-shippedexpress deliver A: Good morning! B: Good morning! Welcome to Mexpost! How can I help you Mr.? A: I need to _____________this package ________________ to France. And you have the best______________ service in town, ______________you? B: Yes, indeed, we can _______________ a package anywhere in the world in one business day. A: That’s__________________fast! B: Yes, but unfortunatelythe postman has just left. We _________________ your package ________________tomorrow. A: Ok, and can I have my package delivered to my office? B: Of course sir, anything else? A: No, thanks! I___________________ appreciate your help. B: Your welcome Mr.!

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 1 ACTIVITY 3 P1 A3

NAME:_____________________________________________________________________GROUP:____________

I. Instructions:Read the situations and write sentences from the words in brackets using the past perfect. Example: You went to Sue’s house, but she wasn’t there. (She / go / out) _____She had gone out__ 1.

You went back to your home town after many years. It wasn’t the same as before.

FIRST PHASE / ORGANIZATION AND HIERARCHIZATION/ WORKSHEET

(it / change / a lot) 2.

____________________________________________________________

I invited Rachel to the party, but she couldn’t come. (She / arrange / to do something else)

You went to the cinema last night. You got to the cinema late. (The film / already / begin)

_______________________________________________

_____________________________________________________

It was nice to see Dan again after such a long time. ( I / not / see / him for five years) ______________________________________________

I offered Sue something to eat, but she wasn’t hungry. (She / just / have / breakfast)

II.

____________________________________________________

Look at the pictures and the prompts. Write questions and answers using the past perfect.

Mike / have lunch / by 2:00 p.m. __________________________________________________________________ ____________________________________________________

The police / catch / thief / by Sunday. __________________________________________________________________ ____________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III 3.

The prisoner / escape / before 4:00 a.m. __________________________________________________________________ ________________________________________

Ted / finish / homework / by midnight. __________________________________________________________________

FIRST PHASE / ORGANIZATION AND HIERARCHIZATION/ WORKSHEET

________________________________________

5. Sidney / cook / dinner / by 8:00 p.m._________________________________________________________

__________________________________________________

III.

Instructions:Give your opinion about the following issues using sentences with must or mustn’t

Your hair doesn’t look very well. It _must be damaged____________________

The cat hasn’t eaten anything. _______________________________________

His toe is black. ___________________________________________________

My voice sounds great! My throat____________________________________

You got red eyes. _________________________________________________

The kid has been wheezing. _________________________________________

The boy has a pain in his leg. He can’t move either. _______________________

My grandma has been coughing. ______________________________________

IV. 1.

Instructions:Write causative sentences using get, make or have. My car doesn't run so well anymore. ___________________________________________________________ .

I have a big job interview and my suit is wrinkled. ___________________________________________________________ .

We want to sell our house next year but the front yard looks like a jungle.

___________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III 4.

My wisdom teeth have been killing me. ___________________________________________________________ .

I've been having trouble seeing clearly at night. ___________________________________________________________ .

The toilet is clogged again! ___________________________________________________________ .

Someone stole my credit card! ____________________________________________________________.

I spilled red wine on my shirt. ____________________________________________________________.

Instructions: In this activity you have to stick pictures or images, or drawing that can help you to create a story about a weird, funny or unusual event that happened to you. Use tag questions and the past perfect

FIRST PHASE / ORGANIZATION AND HIERARCHIZATION / WORKSHEET

tense.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ___

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 1 ACTIVITY 4

Oral Presentation Rubric Student’sname: Teacher’sname:

_____________________________________________________________ Group:______________ ____________________________________________________________ Date:_______________ 4. Distinguished

3. Proficient

2. Apprentice

1. Novice Grammar and word-order errors make comprehension difficult. Must often rephrase and/or restrict him/herself to basic patterns. Rarely speaks in complete sentences.

CATEGORY Grammar

Grammatical usage and Occasionally makes word order approximate that grammatical and/or wordof a native speaker. order errors which do not obscure meaning.

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

Complete sentenceusage

Always (99-100% of time) speaks in complete sentences. Pronunciation approximate that of a native speaker.

Mostly (80-98%) speaks in complete sentences.

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

Always intelligible, though one is conscious of a definite accent.

Pronunciation problems that lead to misunderstanding.

Very hard to understand because of pronunciation problems.

Clear speech

Speaks clearly and distinctly all (100-95%) the time.

Speaks clearly and distinctly most of the time

Speaks sometimes clearly and distinctly.

Often mumbles or cannot be understood.

Fluency

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

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.

Volume

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

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

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Preparedness

Student is completely prepared and has obviously rehearsed.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Student seems pretty prepared but might have needed a couple more rehearsals.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Student does not seem at all prepared to present.

Time-Limit

Presentationis 3 minutes long.

Presentationis 2 minutes long.

Presentationis 1 minute long. Presentation is less than 1 minute OR more than 4 minutes.

Material (pictures)

The ppt had pictures for each explanation of the activities. The ppt had sentences for each explanation of the activities and had no grammatical mistakes.

The ppt had some pictures for most of the explanations of the different activities. The ppt had sentences for most of the explanations of the different activities and a few grammatical mistakes.

The ppt had few pictures for the explanation of the activities. The ppt had few sentences for the explanation of the activities and some grammatical mistakes.

The ppt had no pictures.

______x 9.09=_______

_______x 7.73=______

_______x 6.36 = ______

_____x 4.54 = ________

Pronunciation

Material (Sentences)

The student is somewhat prepared, but it is clear that rehearsal was lacking.

The ppt had 2 or 3 sentences for all the presentation and had many grammatical mistakes.

Evaluation TOTAL= ____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

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= ____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 2 ACTIVITY 1 P2 A1

NAME:_____________________________________________________________________GROUP:____________ Instructions: Read the following article and answer the questions below. Hurricanes Safety Tips

SECOND PHASE / DIAGNOSTIC / QUIZ ABOUT NATURAL DISASTERS

If you are ever living where hurricanes are likely to strike, you must prepare yourself for the worst, for they cause death and widespread property damage to most coastal towns and cities. Hurricane winds can tear down houses, and torrential rains and tidal surges can flood the land. The months when hurricanes occur (hurricane season) are from the early summer to late fall. During these months you should:       

Listen to what the news have to say. Tell your relatives and friends if you hear something. Find a local shelter and plan a safe route to get there if a hurricane warning is issued. If you have a boat, make sure you find a safe place for it. Learn the storm surge history of your area. Discard all dead tree limbs. Secure all rain gutters.

A hurricane watch means that the storm is not an immediate threat to life or property, but may possibly turn into one later. Always be prepared with ways to get information about the storm, such as a radio, television, or a reliable internet site. Also, have a battery power radio in case power is cut off in your area. If a hurricane watch is issued for your town, be sure to do the following:        

Stock up on canned food and fresh water. Put fuel in your car. Get batteries for the radio and some flashlights. Replenish all supplies of necessary medicine. Secure all outdoor objects. Board up all windows and bring in all pets. Put your boat in a safe place or moor it. Let the people you're with be calm and just wait safely.

A hurricane warning will be announce by the National Hurricane Center if a hurricane will strike your area within the vicinity of twenty four hours. If this happens, you must monitor your local broadcasts and if directed to, evacuate. If and when you are allowed back into your home, be sure to watch out for downed power lines, and never touch them or trees that are in contact with them. a) Have you ever been in a natural disaster? b) Do you listen to the news or read the newspaper? c) Are you good at following orders? d) Do you think you can make it?

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 2 ACTIVITY 2 P2 A2

NAME:_____________________________________________________________________GROUP:____________

Instructions: Underline the noun clauses in the following sentences.

SECOND PHASE / KNOWLEDGE / WORKSHEET ABOUT NOUN CLAUSES

Noun clauses. Noun: I know Latin. Noun clause: I know that Latin is no longer spoken as a native language.

Example: He said that he was not feeling well. a) He asked whether the servant had polished his shoes. b) The news that he is alive has been confirmed. c) The belief that the soul is immortal is almost universal. d) It is certain that we will have to admit defeat. e) It was fortunate that he was present. f) The king ordered that the traitor should be put to death. g) He said that he would not go. h) That he is not interested in the offer is known to us. i) I cannot rely on what he says. j) I don’t know where he has gone.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 2 ACTIVITY 3

SECOND PHASE / ORGANIZATION AND HIERACHIZATION / WORKSHEET OF SPEAKER’S PURPOSE

P2 A3

NAME:_____________________________________________________________________GROUP:____________

Instructions: Using the sentences in the last exercise, state what purpose they serve (object, subject

or apposition of the verb, preposition, noun or pronoun). Example: Here the noun clause ‘that he was not feeling well’ is the object of the verb said.

a) b) c) d) e) f) g) h) i) j)

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 2 ACTIVITY 4 P2 A4

NAME:_____________________________________________________________________GROUP:____________

SECOND PHASE / APPLICATION/ SUMMARY OF A TEXT

Instructions: Find a book that you’d like to read about natural disasters, emergency preparations, or news nowadays; read the first chapter, review and write a summary about it using appropriate grammar and the chapter’s vocabulary words.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 2 ACTIVITY 5 P2 A5

NAME:_____________________________________________________________________GROUP:____________

SECOND PHASE / METACOGNITION / MAKE A LIST OF ACTIVITIES

Instructions: Imagine you are in a story of the book you just read. Then, make a list of imperative sentences you would use in case you were in this kind of disaster using the grammar and vocabulary learned before.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 2/ ACTIVITY 6/ INTEGRATIVE ACTIVITY P2 A6

NAME:_____________________________________________________________________GROUP:____________

Instructions: Write an outline of organization that will help you to develop the role play video that will be delivered in phase 4.

SECOND PHASE / INTEGRATIVE ACTIVITY / OUTLINE OF ORGANIZATION FOR THE ROLE PLAY VIDEO

TITILE: _________________________________________________ I.

II.

III.

IV.

EXPOSITION A. Theme _________________________________________________________________________ _________________________________________________________________________ B. Characters _________________________________________________________________________ _________________________________________________________________________ C. Setting _________________________________________________________________________ _________________________________________________________________________ RAISING ACTIONS A. ______________________________________________________________________ ______________________________________________________________________ B. ______________________________________________________________________ ______________________________________________________________________ C. ______________________________________________________________________ ______________________________________________________________________ CLIMAX ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ FALLING ACTIONS A. ______________________________________________________________________ ______________________________________________________________________ B. ______________________________________________________________________ ______________________________________________________________________ C. ______________________________________________________________________ ______________________________________________________________________ RESOLUTION ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

PHASE 2 / ACTIVITY 6/ INTEGRATIVE ACTIVITY OUTLINE RUBRIC Criteria

Advanced: 4

Proficient: 3

Basic: 2

Below Basic: 1

Theme

-States a very clear and direct idea for the theme

-States a mostly clear idea for the theme

-States a general or fair ideas for the theme

-All information of outline directly supports the theme

-Almost all information of outline directly supports the theme

-Information of outline somewhat supports the theme

-Weak ideas for the theme and/or too broad of a purpose or focus

Completeness

All aspects are clear and fully completed.

Most of the aspects are clear and complete.

Some of the aspects somewhat indicate main ideas.

Very few aspects are clear or indicate main ideas.

Details

-Details and specific facts directly address main ideas or topics

Details and specific facts address main ideas or topics

-Details provide clarification and support of topics

-Details mostly provide clarification and support of topics

Details and specific facts somewhat address main ideas or topics

Details and specific facts may or may not address main ideas or topics

-Details provide limited clarification and support of topics

-Details provide little or no clarification and support of topics

Outline is hierarchically organized, with clear main points and an easy to follow format

Outline follows most rules of organization, but may pose some challenges in structure

Outline tends to not be structured or key points are difficult to recognize and interpret

No outline completed

_______x 22.5=______

______x 18.75 = _____

_____x 13.75 = _______

Organization and readability

-Information moves from general (main ideas to specific details) Evaluation = A+B+C TOTAL= ____________

______x 25=_______

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

PHASE 3 ACTIVITY 1 P3 A1

NAME:_____________________________________________________________________GROUP:____________

Instructions:Mark the activities that you like to do in page 62. Discuss about life plans that have changed

THIRD PHASE / DIAGNOSTIC / LIFE PLANS WRITTEN REPORT

through time. Write a report expressing the plans you have changed now.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 3ACTIVITY 2 P3 A2

NAME:_____________________________________________________________________GROUP:____________

THIRD PHASE / KNOWLEDGE ACTIVITY / MAKING PREDICTIONS

Instructions:Read the following stories and predict the actions that follow. Situation 1 Today, Jim has an important exam, he knew that he had to go to bed early and study, but some of his friends invited him to go to the movies, then they convinced him to go to dinner and before he realized he was at a party at midnight. This morning, his exam is at 7am, it´s 7:15 and he has just woken up. 1.____________________________________________________________________________________ 2._____________________________________________________________________________________ 3.____________________________________________________________________________________ 4._____________________________________________________________________________________ 5._____________________________________________________________________________________ Situation 2 Betty has a life time opportunity she is going to study abroad. She was told to check everything about the country she will live in: weather, costumes, food, language, cost of living. Because she was so exciting talking to everybody about her trip, she forgot to check the information. Now, she is about to take the plane to her destination, and she doesn´t know anything about the country she will be: 1.____________________________________________________________________________________ 2._______________________________________________________________________________________ 3.____________________________________________________________________________________ 4._____________________________________________________________________________________ 5.____________________________________________________________________________________ Situation 3 In his graduation Robert had decided to study accounting because he likes numbers and hates reading, but all his family, mainly his dad advised him to study law because most of his relatives are lawyers, and it would be easier for him to find a job in one of their firms. Finally, he decided to study law, but in his first semester he failed in all his subjects: 1.________________________________________________________________________________________ 2.____________________________________________________________________________________ 3.____________________________________________________________________________________ 4._______________________________________________________________________________________ 5.____________________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

PHASE 3 ACTIVITY 3

THIRD PHASE / ORGANIZATION AND HIERARCHICAL ACTIVITY / EXPRESS REGRETS ABOUT PAST ACTIONS

P3 A3

NAME:_____________________________________________________________________GROUP:____________

Instructions:Think about some regrets you might have from doing something in the past, and thenwrite them in the given space. Don’t forget to mention, how things might have been different in your life today. Make at least 5 complete sentences.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 3 ACTIVITY 4 ORAL PERFORMANCE RUBRIC Student’sname: Teacher’sname:

_____________________________________________________________ Group:______________ ____________________________________________________________ Date:_______________

Task completion Self-directedness and thoroughness in fulfilling the requirements of the situation

Interpersonal Communicative Strategies Participation and responsiveness in conversation; ability to clarify misunderstanding

Vocabulary Appropriateness, variety and amount of vocabulary used in context

Grammar Patterns* of errors in grammatical structures (e.g., sentence/question formation, verb tense/conjugation, agreement)

Comprehensibility Degree to which the message is understood by those accustomed to interacting with language learners

Evaluation

TARGET

ACCEPTABLE

UNACCEPTABLE

Completes allrequired tasks without prompting or questioning by the instructor. Provides the details essential to the situation.

Completes allrequired tasks but with some prompting and/or questioning OR completes the majority of required tasks without prompting and/or questioning.

Completes half of required tasks without prompting and/or questioning OR completes a few required tasks with prompting and/or questioning.

Participates actively and responds in conversation. Clarifies meaning by restating and adding details. Asks for clarification as needed and responds appropriately.

Participates actively and responds in conversation. May clarify by restating and adding details. May ask for clarification and respond appropriately, although with some hesitation.

Participates and responds Participation mainly limited but may avoid attempts at to responding. Avoids clarification. Hesitates and attempts at clarification. may not respond appropriately and/or hesitation interrupts flow of conversation.

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

Uses appropriate variety and range of vocabulary for the context or in order to complete the task.

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

Uses a very limited amount of vocabulary lacking any range or varietyand/or vocabulary is not appropriate for completing the task.

There are nopatterns of errors in structures targeted in the course. A few minor errors may be present but they do not affect comprehensibility of the message (at least 90% accuracy overall).

There are one or two patterns of errors in structures targeted in the course. Some errors are present that may affect comprehensibility of the message (at least 75% accuracy overall).

There are severalpatterns of errors in structures studied in the course. At least half of message is still comprehensible (at least 50% accuracy overall).

There are majorpatterns of errors in structures studied in the course. These errors compromise the comprehensibility of the message (less than 50% accuracy overall).

Responses are understood and there are no major pronunciation errors or examples of English interference.

The majority of responses are understood and there are a few pronunciation errors and/or examples of English interference but they do not affect comprehensibility of much of the message.

There are severalpatterns of pronunciation errors and/or English interference. A speaker may need to ask for repetition. A part of the message may be difficult to understand.

There are manypatterns of pronunciation errors and/or English interference. A speaker may experience difficulty in understanding the message, even with repetition.

______x20=________

________x18=________

_________x15=________

________x11=_________

Does not complete any required tasks, even with prompting and/or questioning.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 3/ ACTIVITY 5/ INTEGRATIVE ACTIVITY STORYBOARD RUBRIC Student’sname: Teacher’sname: Criteria Illustrations:

_____________________________________________________________ Group:______________ ____________________________________________________________ Date:_______________ TARGET Several of the illustrations used in the storyboard reflect an exceptional degree of student creativity in their creation and/or display. Dialogue Speech relates to the illustrations and clearly communicates the story line. Dialogue is original and interesting.

ACCEPTABLE One or two of the illustrations used in the storyboard reflect student creativity in their creation and/or display.

ACCEPTABLE The illustrations are made by the student, but are based on the designs or ideas of others.

UNACCEPTABLE No graphics made by the student are included.

Speech relates to the illustrations and clearly communicates the story line. Dialogue could be more unique and interesting.

Speech is not related to the illustrations and/or storyline.

Vocabulary

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

Uses appropriate variety and range of vocabulary for the context or in order to complete the task.

Speech somewhat relates to the illustrations and/or somewhat relates to the story line. Dialogue lacks originality Uses a limited range of vocabulary and lacks variety in order to complete the task.

Grammar

There are no patterns of errors in structures targeted in the course. A few minor errors may be present but they do not affect comprehensibility of the message (at least 90% accuracy overall). Student can accurately answer all questions related to storyboard and the processes used to generate it.

There are one or two patterns of errors in structures targeted in the course. Some errors are present that may affect comprehensibility of the message (at least 75% accuracy overall). Student can accurately answer most questions related to the storyboard and the processes to generate it.

There are several patterns of errors in structures studied in the course. At least half of message is still comprehensible (at least 50% accuracy overall). Student can accurately answer about 75% of questions related to the storyboard and the process to generate it.

Uses a very limited amount of vocabulary lacking any range or variety and/or vocabulary is not appropriate for completing the task. There are major patterns of errors in structures studied in the course. These errors compromise the comprehensibility of the message (less than 50% accuracy overall). Student appears to have insufficient knowledge about the storyboard and the processes used to generate it.

Spelling and Punctuation.

The student show creativeness. It has NO spelling or punctuation mistakes.

The student made a good effort to be creative. It has few spelling or punctuation mistakes.

Evaluation

______x14.28=_____

_____x12.86=_______

The student could be more creative. It has ten to fifteen spelling and punctuation mistakes. ______x10=_____

The student didn’t make an effort to be creative. It has more than fifteen mistakes of spelling and punctuation. ______x7.86=________

Dialogue

Presentation

Creativeness

TOTAL= ____________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III

PHASE 4 ACTIVITY 1 P4 A1

NAME:_____________________________________________________________________GROUP:____________

FOURTH PHASE / DIAGNOSTIC / HOW MUCH DO YOU KNOW ABOUT POLITICS?

Instructions: Check the following words and discuss their meaning with your classmates. Then, work in pairs to write the definition in your own words.

Law: ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Constitution: ______________________________________________________________________________________________ ______________________________________________________________________________________________ ____________________________________________________________________________________________ Government: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Republic: _______________________________________________________________________________________________ _______________________________________________________________________________________________ ___________________________________________________________________________________________ Monarchy: _______________________________________________________________________________________________ _______________________________________________________________________________________________ __________________________________________________________________________________________ Judgement: _______________________________________________________________________________________________ _______________________________________________________________________________________________ __________________________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 4 ACTIVITY 2 P4 A2

NAME:_____________________________________________________________________GROUP:____________

FOURTH PHASE / KNOWLEDGE / FINDING THE ABSTRACT IDEAS.

Instructions: Read the sentences below and underline the non countable noun that corresponds to an abstract idea. Then, write it on the line with its definition. 1. The force needed to open the jar was beyond my capacity. ________________________________________________________________________ 2. My thoughts are with you in your time of sorrow. ________________________________________________________________________ 3. The chill in the air caused some discomfort. ________________________________________________________________________ 4. The fear and the thrill of the ride are in equal proportions. ________________________________________________________________________ 5. I haven't given up hope. ________________________________________________________________________ 6. Love is joy for some and pain for others. ________________________________________________________________________ 7. Some fun was our goal, a mess was the result. ________________________________________________________________________ 8. You have lost my trust. ________________________________________________________________________ 9. Our friendship goes back many years. ________________________________________________________________________ 10. You need a sense of humor to work here. ________________________________________________________________________ 11. It was a pleasure to meet your family. ________________________________________________________________________ 12. With a little effort, kindness can become a habit. ________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 4 ACTIVITY 3 P4 A3

NAME:_____________________________________________________________________GROUP:____________

FOURTH PHASE / ORGANIZATION AND HIERARCHIZATION / WORD PROBLEMS

Instructions: Choose one of the following topics and write a short text about it, using verbs with infinitives.     

Poverty Disease Terrorism Hunger Racism

_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ____________________________________________________________________________________________

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 4 ACTIVITY 4 P4 A4

NAME:_____________________________________________________________________GROUP:____________

FOURTH PHASE / APPLICATION / WHERE ARE WE?

Instructions: Use the prepositions of geographical places to write 5 sentences using the picture below. (Grammar: Page 112).

1. 2. 3. 4. 5.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 4 ACTIVITY 5 P4 A5

NAME:_____________________________________________________________________GROUP:____________

Instructions: Using the following pictures, write a sentence for each of them, using grammar from page 115.

FOURTH PHASE / METACOGNITION/ MAKING DESCRIPTIONS

a long story

an expensive car

an alone and dark night

a luxury house

a scary movie

hot or spicy food

Example: Peppers are too spicy for your food. 1. 2. 3. 4. 5.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III PHASE 4 / ACTIVITY 5 / INTEGRATIVE ACTIVITY ROLE PLAY VIDEORUBRIC Student’sname: Teacher’sname:

_____________________________________________________________ Group:______________ ____________________________________________________________ Date:_______________

CRITERIA GRAMMAR Tag questions Past perfect Modal MUST Will be able to Modals MAY and MIGHT Causatives verbs get, have, and make  The passive causative      

VOCABULARY  Ways to ask about proper address.  Intensifiers.  Manners and etiquette.  Dental emergencies.  Symptoms.  Medical procedures.  Types of medical treatment.  Medications.  Ways to help out another person.  Ways to indicate acceptance.  Services.  Planning an event.

POOR

 Many of the grammar structures are used incorrectly.  There are important mistakes in the use of the grammar required.  The use of the structures is inappropriate for each different context and situation.  The message and ideas are not transmitted clearly.

 Most categories of vocabulary are not included in the dialogs.  Incorrect use of many expressions.  Some vocabulary words and expressions are NOT used in their respective part of speech.  Vocabulary is used appropriately for each different situation and context.  Vocabulary is used awkwardly or unnaturally in some of the dialogs.  The vocabulary is used few times.

SATISFAYING  Most of the grammar structures are used correctly.  There are few mistakes in the use of the grammar required.  The use of the structures is appropriate for each different context and situation.  The message and ideas are transmitted clearly.  Most categories of vocabulary are included in the dialogs.  Correct use of most expressions.  Some vocabulary words and expressions are NOT used in their respective part of speech.  Vocabulary is used appropriately for each different situation and context.  Vocabulary is used awkwardly or unnaturally in some of the dialogs.  The vocabulary is used few times.

OUTSTANDING

 The grammar structures are used correctly.  There aren’t any mistakes in the use of the grammar required.  The use of the structures is appropriate for each different context and situation.  The message and ideas are transmitted efficiently.

 All categories of vocabulary are included in the dialogs.  Correct use of expressions.  Vocabulary words and expressions are used in their respective part of speech.  Vocabulary is used appropriately for each different situation and context.  Vocabulary is used naturally on the dialogs.  The vocabulary is used several times.

COMMUNICATION SKILLS            

Make small talk. Describe a busy schedule. Develop cultural awareness. Discuss how culture changes over time. Call in sick Make a medical appointment Discuss types of treatments Talk about medications Get someone else to do something Request express service Evaluate the quality of a service. Plan a meeting or social event.

 Many communication skills are not shown in the video.  The communication is not established clearly and naturally.  There is no use of humor. The video is boring and flat.  Communication is not effective in several cases.

 Most of the communication skills are shown in the video.  The communication is established appropriately.  There are some uses of humor in the video.  Communication is effective in most of the interactions.  Most communication goals are met by the participants.

 All the communication skills are shown in the video.  The communication is established clearly and naturally.  There are outstanding uses of humor in the video.  Communication is effective in all the interactions.  The communication goals are completely met.

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Agosto - Diciembre 2013 GUÍA DE APRENDIZAJE

INGLÉS PROGRESIVO III SPEAKING ACCURACY

SPEAKING FLUENCY

PLOT OF THE STORY

VIDEO QUALITY

AUDIO QUALITY

PRESENTATION

 Several cases in the dialogs are not grammatically accurate and correct.  Students make important mistakes that darken the idea or message.

 Most of the dialogs are grammatically accurate and correct.  There are some slips in their speaking.

 The dialogs are grammatically accurate and correct.  There are few slips in accuracy.

 Students don’t speak naturally.  There are many hesitations.  Conversations are held at an inappropriate pace.

 Students speak naturally most of the times.  There are very few hesitations.  Conversations are held at an appropriate pace.

 Students speak naturally.  There are no hesitations.  Conversations are held at an appropriate pace.

 The video is missing one of the following parts: beginning, middle, and end.  It presents a story with a conflict to be solved, but it doesn’t show the solution.  The story is boring.  The characters are flat and senseless.

 The video has a beginning, middle, and end.  It presents a story with a conflict to be solved, and a solution given.  The story is interesting.  The characters suit the story.

 The video has a beginning, middle, and end.  It presents a story with a conflict to be solved, and a solution given.  The story is catching and pretty interesting.  The characters show a defined personality.

 The video is recorded with LOW DEFINITION quality.  The image is very unclear.  The light is not used properly.  The video is recorded with LOW DEFINITION quality.  The audio is very unclear.  No audio effects.

 The video is recorded and presented in a MEMORY STICK USB.  The video is not edited.  It doesn’t include a starting screen as a commercial DVD.  Credits don’t appear.

 The video is recorded with MEDIUM DEFINITION quality.  The image is clear.  The light is used properly.  The video is recorded with MEDIUM DEFINITION quality.  The audio is clear.  Few audio effects are included.

 The video is recorded with HIGH DEFINITION quality.  The image is very clear.  The light is used properly.  The video is recorded with HIGH DEFINITION quality.  The audio is very clear.  Many audio effects are included to dramatize the story

 The video is recorded in a LABELED DVD  Presented in an envelope.  The label includes all students’ data.  The video is edited properly.  It includes a starting screen as a commercial DVD.  Credits are given.

 The video is recorded in a LABELED DVD  Presented in a DVD case with a cover.  The label includes all students’ data.  The video is edited creatively.  It includes a starting screen as a commercial DVD.  All the credits appear at the end.

_______ x 7.78= B)_____

______ x 11.11 = C)_____

Evaluation = A+B+C ______ x 5.55 = A)_____ TOTAL= ____________