Programa analitico ingles bbp 3 2015 by preparatoria19

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

Hoja

RC-07-007

04-06/12

Página 1 de 26

Learning Unit

Progressive Bilingual English III

Curricular Area

Core

Mode

On site

Disciplinary field

Language and Communication

Code Semester

Academic Period

August – December 2015

203 Third Classroom Extra class

140 116

Credits per semester

Elaboration date Program designer

July 2015

Updated on

Semester frequencies July 2015

Participant high schools of the UANL CIDEB’s English Academy

BASIS: UANL’s Upper Intermediate Education level (DENMS) is known for establishing an interrelationship between the Upper Intermediate Educational Reform and the Upper Intermediate Educational and Academic Models. These provide a comprehensive education that will contribute to the needs and requirements of the Country’s current situation as well as develop the proper knowledge for international success. Thus, the development of a foreign language is deemed necessary in order to enhance additional skills such as technology. This is how students are expected to easily adapt to different cultures, given that language learning carries with it knowledge of its culture, in which it will be used for academic and professional purposes. This Learning Unit Progressive English III is located within the disciplinary field of Communication and Language, which is part of the Progressive Bilingual Baccalaureate program. Within this disciplinary field communication skills in a second language are developed, an important skill given that it contributes to UANL’s goal regarding internationalization. It also covers one of the disciplinary competencies established by its field: communication in a foreign language; it also provides knowledge on a foreign culture that will help the student cope linguistically and culturally. The purpose of this Learning Unit is to provide linguistic knowledge so students can communicate effectively in written and spoken English in basic situations and everyday environments presented by international cultural contexts. The latter is directly related to the intention of having students be capable of coping outside the Country in academic and professional terms. It is also stated in the program for Progressive Bilingual Baccalaureate that graduates should be able to face current challenges and adapt to the necessities of globalization by communicating effectively in a foreign language - in English- therefore having better opportunities. The Academic Model is focused towards guiding academic planning, operation and evaluation of the educational model. It is a schematic setup and a simplified representation of reality. The Learning Unit Progressive English III actively contributes to the Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso Av. Alfonso Reyes No. 4000 Nte., Col. del Norte C.P. 6440, Monterrey, Nuevo León, México Tels: (81) 8329 4121 – 8329 4122 Fax: (81) 8329 4000, ext. 6608 -1 de 26-

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

Hoja

RC-07-007

04-06/12

Página 2 de 26

development of the established competencies for the disciplinary field to which they belong, through the activities that are part of the study program as well as text and support materials. It is worth mentioning that self-learning and leadership are developed by students when applying their acquired knowledge to daily and professional life. They are also expected to continue their learning process throughout their life and education by establishing relationships between different fields of knowledge, thus contributing to a comprehensive education. It also corresponds to UANL’s Educational and Academic Model by contributing to the student’s comprehensive education by: allowing the student to communicate in a foreign language, promoting values and respect towards interculturality, autonomy and responsibility of one’s own educational process by promoting self-learning and the development of generic and disciplinary competencies during their Upper Intermediate education through activities that are on site and at home. GENERIC COMPETENCIES / GENERAL Generic Competencies RIEMS

Traits

4. The student listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools. Attributes: 4.1 Expresses ideas and concepts through the use of linguistic, mathematical, and graphical representations. 4.2 Applies different communicative strategies based on listeners, context, and objectives. 4.3 Identifies key ideas in a text or speech, and draws conclusions from them. 4.4 Can communicate everyday situations in a second language. 4.5 Makes use of communication and information technology in order to obtain information and express ideas.

 Communication Makes use of and understands information and communication technologies in order to apply them in a critical and objective way in the different areas of knowledge. Uses language codes in different logical and mathematical contexts that allow expressing ideas with ethical sense.

8. Participates and collaborates effectively in different teams. Attributes: 8.1 Proposes solutions to problems and project ideas while in a team, defines a

 Cooperation Participates in assigned tasks, both individually and in groups with respect to the diversity of ideas.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso Av. Alfonso Reyes No. 4000 Nte., Col. del Norte C.P. 6440, Monterrey, Nuevo León, México Tels: (81) 8329 4121 – 8329 4122 Fax: (81) 8329 4000, ext. 6608 -2 de 26-

General Competencies UANL Makes use of information and communication technologies as a tool to access information and transform it into knowledge, as well as for learning and working collaboratively with new techniques that allow for constructive participation in society. Communicates in his/her native language in oral and written form correctly, opportunely, ethically and with relevance, adapting his/her message to the situation or context for the transmission of ideas and scientific findings in daily academic contexts. Uses a second language, preferably English, with clarity and correctness to communicate in daily academic, professional and scientific contexts. Attributes  Expresses concepts and ideas correctly in both oral and written form in his/her native language.  Makes use of information and communication technologies critically in different areas of knowledge.  Uses linguistic, mathematical or graphical representations as communication strategies.  Communicates clearly in different contexts in a second language. Makes academic and professional proposals that are inter, multi and trans disciplinary, in accordance with the best global practices for promoting and consolidating collaborative work. Attributes

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Revisión

Hoja

RC-07-007

04-06/12

Página 3 de 26

 Identifies paths in the development of any problem through collaborative work.  Proposes own points of view while respecting those of his/her peers.  Works and participates with a positive attitude in the different roles of assigned tasks.

course of action with specific steps. 8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. 8.3 Takes on a constructive attitude, in line with the knowledge and skills which enable the student to perform effectively in various teams. 10. Takes on a respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. Attributes: 10.1 Acknowledges that diversity has a place in a democratic space of equality, dignity and rights of all people; and rejects all forms of discrimination. 10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own circumstances in a broader context. 10.3 Believes that respecting differences is the key to integration and harmony in local, national and international contexts.

Clave

 Integrity Follows ethical principles and translates them in actions through models and examples, in order to live in harmony with him/herself, society and nature.

Has an attitude of commitment and respect to the diversity of social and cultural practices that reaffirm the principle of integration in the local, national and international context, in order to promote environments of peaceful coexistence. Practices values promoted by the UANL: truth, fairness, honesty, freedom, solidarity, respect for life and for others, respect for nature, integrity, professional ethics, justice and responsibility, in his/her personal and professional context to contribute towards building a sustainable society. Attributes  Identifies the diversity of beliefs, values and social ideas.  Learns and respects different points of view.  Lives and practices values in order to live at peace with him/herself, the society and nature.

DISCIPLINARY COMPETENCIES (COMMUNICATION): 4. Produces texts with normative language use while taking into consideration the intention and communicative situation. 10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language, making use of previous knowledge, nonverbal elements and cultural context. 11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the communicative situation. 12. Makes use of information and communication technologies for investigation, problem solving, content creation and information communication.

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

Hoja

RC-07-007

04-06/12

Página 4 de 26

GRAPHIC REPRESENTATION OF THE LEARNING UNIT PROGRESSIVE BILINGUAL ENGLISH III

The experience of coursing this learning unit will allow the student to listen, interpret and emit oral and written messages in English for different contexts in everyday life situations.

Identifies the appropriate vocabulary to interpret different types of texts and it will use it in a particular situation.

Learns the grammatical structures presented in each stage of this learning unit to express coherent ideas in an oral and written way.

 Personal  Social  Environmental  Working

          

Develops a video about a conflict that can be solved, related with the topics learned throughout the Top Notch 3 book.

Uses the correct vocabulary and grammatical structures to communicate in any everyday life situation (learned in this subject).

Tag questions Modal verbs Causatives / Passive causatives Indirect Speech Imperatives with “say” and “tell”. Nominal clauses Future and past tenses. Perfect modals Uncountable nouns Running verbs followed by an infinitive. Prepositions of place and time.

 Planning social and everyday life activities.  Communicating health problems, symptoms and treatments  Planning meeting or social events.  Suggesting books.  Report news related with natural disasters.  Making working plans.  Expressing regret.  Discussing skills, abilities and qualities.  Talking about politics, geography and environmental issues.

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

Hoja

RC-07-007

04-06/12

Página 5 de 26

FIRST STAGE. Unusual situations Generic competencies and its attributes for stage 1: 4. The student listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools. Attributes: 4.2. Applies different communicative strategies based on listeners, context, and objectives. 4.5 Makes use of communication and information technology in order to obtain information and express ideas. 8. Participates and collaborates effectively in different teams. Attribute: 8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. 10. Takes on a respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. Attribute: 10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own circumstances in a broader context. Disciplinary competencies for stage 1: 10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language, making use of previous knowledge, nonverbal elements and cultural context. 11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the communicative situation.

Competency elements of stage 1: 1.1 Identifies and uses vocabulary related to etiquette guidelines in order to establish an appropriate conversation in an international business meeting. 1.2 Uses Tag questions and the past perfect to talk about schedules and activities, and to check information appropriately. 1.3 Identifies and uses vocabulary related to health issues, symptoms, medical services and treatments, to request an appointment in an effective way. 1.4 Uses modal verbs to 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 causatives and the passive causative to ask for a service or to get someone else do something in a clear an appropriate way. Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso Av. Alfonso Reyes No. 4000 Nte., Col. del Norte C.P. 6440, Monterrey, Nuevo León, México Tels: (81) 8329 4121 – 8329 4122 Fax: (81) 8329 4000, ext. 6608 -5 de 26-

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

Hoja

RC-07-007

04-06/12

Página 6 de 26

Learning evidences

Performance criteria

Activities

Content

ORAL PRESENTATION (Using a PPT and the structures of the unit)

 In teams, make a Power Point presentation showing how people have changed through generations (Dress 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.  Team work  Appropriate use of grammatical 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

ASSESSMENT  Give proper directions about the work.  Specify all the evaluation criteria.  Monitor their work.  Give feedback and make corrections appropriately.

CONCEPTUALS  Past perfect.  Tag questions.  Passive causative with “get”, “have” and “make”.  Modal “must”

Resources Materials

PARTICIPATION  Brainstorm with all the information you want to include in the ppt.  Analyze the information and choose what you want to include and what you want to skip.  Type the information in the ppt and include photos.  Check the grammar, the spelling and the syntax of the writings.  Practice the presentation (pronunciation

PROCEDURAL  Appropriate use of vocabulary.  Correct use of grammar, spelling and syntax.  Oral expression.  Written expression. ATTITUDINAL      

Collaborative work. Responsibility Respect Tolerance Creativity Commitment

Top Notch 3 Textbook Notebook Computer Video projector

Time Class hours

Extra class hours

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

grammar mistakes.  Correct pronunciation and pitch level.  Appropriate body language.  Each student must speak for at least 2 minutes.  A rubric will be used to evaluate the performance of each student.

and voice volume) with your teammates.  Give your presentation following and respecting the established evaluation criteria.

Clave

Revisión

Hoja

RC-07-007

04-06/12

Página 7 de 26

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

Activities

BRAINSTORMING of ideas for a role play video.

 The Evidence of the integrative activity for this stage 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 stage 4 and it must be related to the topics of the semester reviewed on the book Top Notch 3).  The Brainstorm of ideas for a Role Play video will be evaluated according to the correspondent rubric.  The Brainstorm of ideas for a role play video should include a brief introduction about the characters, setting, raising

ASSESSMENT  Give proper directions about the work.  Specify all the evaluation criteria.  Monitor their work.  Give feedback and make corrections appropriately.

Clave

Revisión

Hoja

RC-07-007

04-06/12

Página 8 de 26

Content

Resources Materials

PARTICIPATION  Brainstorm with all the information you want to include in the video. Write down all the ideas you consider important for the topic of your work.  Analyze the information and choose what you want to include and what you want to skip.  Type the information in a word document and deliver it in the dead line established.

CONCEPTUALS  Past perfect.  Tag questions.  Passive causative with “get”, “have” and “make”.  Modal “must” PROCEDURAL  Appropriate use of vocabulary.  Correct use of grammar, spelling and syntax.  Written expression.

ATTITUDINAL      

Collaborative work. Responsibility Respect Tolerance Creativity Commitment

Top Notch 3 Textbook Notebook Computer Printer Sheets of paper.

Time Class hours

Extra class hours

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico



action, climax, falling actions, and resolution. Students should include the grammatical structures and appropriate 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

 Check the grammar, the spelling and the syntax of the writings.

Clave

Revisión

Hoja

RC-07-007

04-06/12

Página 9 de 26

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 10 de 26

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 stage 4 in good quality video.

SECOND STAGE. Reading for pleasure and natural disasters. Generic competencies and its attributes for stage 2: 4. The student listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools. Attributes: 4.2 Applies different communicative strategies based on listeners, context, and objectives. 4.3 Identifies key ideas in a text or speech, and draws conclusions from them. 8. Participates and collaborates effectively in different teams. Attribute: 8.3 Takes on a constructive attitude, in line with the knowledge and skills which enable the student to perform effectively in various teams. 10. Takes on a respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. Attribute: 10.3 Believes that respecting differences is the key to integration and harmony in local, national and international contexts. Disciplinary competencies for stage 2: 4. Produces texts with normative language use while taking into consideration the intention and communicative situation. Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso Av. Alfonso Reyes No. 4000 Nte., Col. del Norte C.P. 6440, Monterrey, Nuevo León, México Tels: (81) 8329 4121 – 8329 4122 Fax: (81) 8329 4000, ext. 6608 -10 de 26-

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 11 de 26

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language, making use of previous knowledge, nonverbal elements and cultural context. Competency elements of stage 2: 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”.

Learning evidences

Performance criteria

Activities

Content

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.  Use the grammatical structures from this unit.

ASSESSMENT  Give directions clearly.

Resources

Materials WORKSHEET (Summary about a text of your choice)



 Monitor the students.  Give feedback and correct appropriately.

CONCEPTUALS  Indirect speech  Vocabulary in context to suggest a book, reading in general, report the news and prepare for a natural disaster.

Top Notch 3 Textbook Portfolio worksheet Stage2 Application Activity. Pencil

PARTICIPATION  Take time to think and reflect on the information you want to include in the document.  Write down a brief summary of the first chapter of the book.

 Noun clauses, usage, form, and common errors.

PROCEDURAL  Appropriate use of vocabulary.  Correct use of grammar, spelling and syntax.  Written expression.

Time Class hours

Extra class hours

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

ATTITUDINAL  Check the grammar and spelling to correct mistakes.

   

Responsibility Respect Creativity Commitment

Hoja Página 12 de 26

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

Activities

OUTLINE FORMAT (for the organization 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 stage 4.

ASSESSMENT  Give directions clearly.

Clave

Revisión

RC-07-007

04-06/12

Content

Hoja Página 13 de 26

Resources

Materials

 Use the format shown in the integrative activity of stage 2.

 Monitor the students.  Give feedback and correct appropriately.

CONCEPTUALS  Indirect speech  Vocabulary in context to suggest a book, reading in general, report the news and prepare for a natural disaster.

Top Notch 3 Textbook Portfolio worksheet of Integrative Activity of stage2. Pencil

PARTICIPATION

 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.

 Take time to think and reflect on the information you want to include in the document.  Discuss with your team mates and get into an agreement on the information of the outline.

 Noun clauses: usage, form, and common errors.

PROCEDURAL  Appropriate use of vocabulary.  Correct use of grammar, spelling and syntax.  Written expression.

ATTITUDINAL  Write it down on the worksheet provided in the guide as P2A6.  Check the grammar and spelling to correct mistakes.

     

Collaborative work. Responsibility Respect Tolerance Creativity Commitment

Time Class hours

Extra class hours

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 14 de 26

THIRD STAGE. Life plans and jobs Generic competencies and its attributes for stage 3: 4. The student listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools. Attribute: 4.2 Applies different communicative strategies based on listeners, context, and objectives. 8. Participates and collaborates effectively in different teams. Attribute: 8.3 Takes on a constructive attitude, in line with the knowledge and skills which enable the student to perform effectively in various teams.

Disciplinary competencies for stage 3: 4. Produces texts with normative language use while taking into consideration the intention and communicative situation. 11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the communicative situation. Competency elements of stage 3: 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. 3.4 Discusses factors that promote success.

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

ORAL PERFORMANCE (Abilities and Qualifications)

Performance criteria

Activities

 Read and listen vocabulary on skills and abilities.

ASSESSMENT  Give directions clearly.

 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.

 Give feedback and correct appropriately. PARTICIPATION

 Work in teams.  Fulfill criteria shown in oral performance rubric shown in Application and Metacognition Activity of stage 3.

Revisión

RC-07-007

04-06/12

Content

 Monitor the students.

 Present a 3 to 5 minute oral performance about it.

Clave

CONCEPTUALS  Future and past tenses  Perfect modals PROCEDURAL  Appropriate use of vocabulary.  Correct use of grammar and pronunciation.  Oral expression.

 Read the vocabulary of the unit on the book.

ATTITUDINAL

 Discuss with your team mates and get into an agreement on the information to include in the presentation.

  

 

 Check the evaluation criteria of the rubric to be sure to include all the necessary aspects and details to your oral performance.

Responsibility Cooperative work Respect Creativity Commitment

Hoja Página 15 de 26

Resources

Materials Top Notch 3 Textbook

Time Class hours

Extra class hours

Notebook Pencil Rubric included for this stage 3 activity.

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

Activities

STORYBOARD (for the Role Play Video).

 In teams, make a storyboard with its dialog for the role play video that will be delivered in stage 4.

ASSESSMENT  Give directions clearly.

Clave

Revisión

RC-07-007

04-06/12

Content

Hoja Página 16 de 26

Resources

Materials

 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.

 Monitor the students.  Give feedback and correct appropriately. PARTICIPATION

 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.

 Join in a team.  Write a dialog for the story you are creating.  Make the proper drawings that truly represent the story or find the photos that correspond to it.  Check the grammar and spelling.  Practice with your classmates the exposition you will present to the whole class about the storyboard.

CONCEPTUALS  Future and past tenses  Perfect modals

PROCEDURAL  Proper use of vocabulary.  Correct use of grammar, spelling and syntax.  Written expression.  Oral expression.

Top Notch 3 Textbook Power point or a wall paper for the storyboard. Pencil, colors and glue or computer Photos Rubric included in this stage 3 activity.

ATTITUDINAL     

 Work in teams. Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso Av. Alfonso Reyes No. 4000 Nte., Col. del Norte C.P. 6440, Monterrey, Nuevo León, México Tels: (81) 8329 4121 – 8329 4122 Fax: (81) 8329 4000, ext. 6608 -16 de 26-

Responsibility Respect Creativity Commitment Cooperative work.

Video projector (optional)

Time Class hours

Extra class hours

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 17 de 26

 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.

FOURTH STAGE. Beautiful World Generic competencies and its attributes for stage 4: 4. The student listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools. Attribute: 4.4 Can communicate everyday situations in a second language. 10. Takes on a respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso Av. Alfonso Reyes No. 4000 Nte., Col. del Norte C.P. 6440, Monterrey, Nuevo León, México Tels: (81) 8329 4121 – 8329 4122 Fax: (81) 8329 4000, ext. 6608 -17 de 26-

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 18 de 26

Attribute: 10.3 Believes that respecting differences is the key to integration and harmony in local, national and international contexts. Disciplinary competencies for stage 4: 4. Produces texts with normative language use while taking into consideration the intention and communicative situation. 10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language, making use of previous knowledge, nonverbal elements and cultural context. 11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the communicative situation. Competency elements of stage 4: 4.1Uses and gets familiar with vocabulary about politics and geographic places, as well as environment concepts. 4.2Uses and gets familiar with non-countable nouns to refer to abstract concepts as well as verbs followed by infinitives. 4.3Uses prepositions of places to apply them geographically along with vocabulary related to nature and the environment.

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

WORKSHEET (Text of 100 words)

Performance criteria  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.

Activities

Clave

Revisión

RC-07-007

04-06/12

Content

Hoja Página 19 de 26

Resources

Materials ASSESSMENT  Give directions clearly.  Monitor the students.  Give feedback and correct appropriately. PARTICIPATION  Analyze the images.  Reflect on what to write about them.  Write sentences considering the correct use of grammar and vocabulary.

CONCEPTUALS  Use the structures of the verbs followed by infinitives and objects. PROCEDURAL  Appropriate use of vocabulary.  Correct use of grammar, spelling and syntax.  Written expression.  100 words max.

ATTITUDINAL    

Responsibility Respect Creativity Commitment

Top Notch 3 Textbook Organization and Hierachization activity worksheet Pencil

Time Class hours

Extra class hours

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

POSTER (Solutions of Global Warming)

 In the team assigned by your teacher, develop a poster that shows a solution to global warming.

Activities

Clave

Revisión

RC-07-007

04-06/12

Content

Hoja Página 20 de 26

Resources

Materials

 Show the appropriate images, and text that addresses the global warming issue and its solution.  Make a poster that is coherent with the topic and clear enough for your audience.  Deliver your poster in a tabloid size cardboard paper according to your teacher’s instructions. Be sure that the text and images are big enough and with a high quality to be shown to your classmates and teacher.

ASSESSMENT  Form teams.

CONCEPTUALS  Environmental Vocabulary

 Give directions clearly.  Monitor the student’s progress.  Give feedback and correct appropriately. PARTICIPATION  Use appropriate pictures that shows the global warming issue and a possible effective solution for this problem.

 Be prepared for the questions your teacher or classmates may

 Grammatical structures of stage 4.

PROCEDURAL  Appropriate use of vocabulary.  Correct use of grammar, spelling and syntax.  Oral expression.

ATTITUDINAL     

 Bring a tabloid cardboard poster size tabloid with attractive, creative and visible message and pictures related to it.  Show it to the

Responsibility Respect Creativity Commitment Cooperative work

Top Notch 3 Textbook

Time Class hours

Extra class hours

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

ask you about your project.  The Poster must fulfill the criteria shown in the Poster Rubric shown in the Integrative Activity of Stage 4.

class.  Answer the questions of teacher and classmates considering the rules of grammar and vocabulary.

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 21 de 26

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

Activities

Clave

Revisión

RC-07-007

04-06/12

Content

Hoja Página 22 de 26

Resources

Materials ROLE PLAY VIDEO (PIA)

 In the team assigned by your teacher, review your brainstorming, outline and storyboard for your role play video; 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.

ASSESSMENT  Form teams.  Give directions clearly.  Monitor the student’s progress.

 Non-countable nouns.  Verbs followed by infinitives.

 Give feedback and correct appropriately. PARTICIPATION  Since you have almost everything done, reconsider all the important elements as backgrounds, dressing and setting to make more authentic your video.

 Be prepared for the questions your teacher or

CONCEPTUALS  Vocabulary about politics and geographic places.

 Record the video.  Show it to the class.

 Prepositions of place.

PROCEDURAL  Appropriate use of vocabulary.  Correct use of grammar, spelling and syntax.  Oral expression.

ATTITUDINAL     

 Answer the questions considering the rules of

Responsibility Respect Creativity Commitment Cooperative work

Top Notch 3 Textbook

Time Class hours

Extra class hours

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

classmates may ask you about your project.

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 23 de 26

grammar and vocabulary.

 The Role play video must be related to the topics of the units reviewed on the book Top Notch 3 of the actual semester.  The Role play video must be coherent with stage 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 the PIA Rubric.

FORMATIVE AND SUMMATIVE EVALUATION OF LEARNING EVIDENCES DIAGNOSTIC It has to be carried out at the beginning of each stage, and has no percentage in the formative evaluation. FORMATIVE EVALUATION It is carried out along the whole semester, and can be gathered through this portfolio and through all the authentic assessments used in the classroom.

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 24 de 26

PORTFOLIO Stage Stage 1

Evidences

Activities

- ORAL PRESENTATION (Using a

Diagnostic activity

PPT and the structures of the unit)

Knowledge activity

WORKSHEET (Past perfect and tag questions) WORKSHEET (Delivering a package vocabulary)

-BRAINSTORMING of ideas for a Organization / Hierachization activity role play video. (First part of the WORKSHEET (Report a weird, funny or an unusual event) PIA) Application / Metacognition activity

ORAL PRESENTATION (Using a PPT and the structures of the unit). Integrative activity

0% 0% 0%

BRAINSTOMING FOR A ROLE PLAY VIDEO (Brainstorm of ideas for a short film) Stage 2

- WORKSHEET (Summary about a text of your choice)

Diagnostic activity

QUIZ (Quiz about natural disasters) Knowledge activity

- OUTLINE FORMAT (for the organization for the role play video) (Second part of the PIA).

WORKSHEET (Noun clauses) Organization / Hierachization activity

WORKSHEET (Summary about a text of your choice) Metacognition activity

WORKSHEET (List of activities to do) Integrative activity

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

- ORAL PERFORMANCE - STORYYBOARD (Third part of

the PIA)

0% 0%

WORKSHEET (Speaker's purpose) Application activity

Stage 3

Diagnostic activity

7% 0% 10 %

WRITTEN REPORT (Life plans) Knowledge activity

WORKSHEET (Making Predictions) Organization /Hierarchization activity

WORKSHEET (Express regrets about past actions) Application / Metacognition activity

ORAL PERFORMANCE (Abilities and qualifications) Integrative activity Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso Av. Alfonso Reyes No. 4000 Nte., Col. del Norte C.P. 6440, Monterrey, Nuevo León, México Tels: (81) 8329 4121 – 8329 4122 Fax: (81) 8329 4000, ext. 6608 -24 de 26-

0% 0% 8% 5%

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 25 de 26

STORYBOARD (For the role play video) Stage 4

- WORKSHEET (Text of 100 words).

Diagnostic activity

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

- ROLE PLAY VIDEO (Fourth stage of the PIA).

0% 0%

WORKSHEET (Finding the abstract ideas) Organization / Hierarchization activity

WORKSHEET (Text of 100 words) Application activity

WORKSHEET (Where are we?) Metacognition activity

WORKSHEET (Making Descriptions) Integrative activity

POSTER (Solutions to Global Warming)

PIA: ROLE PLAY VIDEO

10% TOTAL

60%

SUMMATIVE EVALUATION Evidences

Percentages

Partial exam

20%

Global exam

20%

Portfolio

60% Total

100%

Integrative product of the learning unit: Role play video For the integrative activity, the students have to record a short video where they can express their ideas and show their linguistic competence. They will also be able to show their skills to solve a problem and explain it in the target language. As a new way of working, in this semester we are going to work the integrative activity step by step with our students. In each stage, the integrative activity will be developed at a certain level, and in the next stage it will be completed with more information up to getting to the last stage where the product is completely done. It has to be supervised by the teacher and Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso Av. Alfonso Reyes No. 4000 Nte., Col. del Norte C.P. 6440, Monterrey, Nuevo León, México Tels: (81) 8329 4121 – 8329 4122 Fax: (81) 8329 4000, ext. 6608 -25 de 26-

Págin

UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Clave

Revisión

RC-07-007

04-06/12

Hoja Página 26 de 26

marked with the proper corrections to obtain at the end a well checked and free of mistakes video. In this video, all the members of each team have to participate to show their linguistic competence, as well as their creativity, organization skills and cooperative work. All the aspects that the students have to consider to complete and design their video are studied in the different units of the book, same that support the details and resolutions that students must practice along the course. BIBLIOGRAPHY Basic. Top Notch 3, Teacher’s Edition and Lesson Planner with Active Teach, Second Edition, Joan Saslow and Allen Ascher, Pearson Longman Complementary www.PearsonLongmanSupport.com