Programa analitico ingles bbp 1 2015 by preparatoria19

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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Learning Unit

Progressive Bilingual English I

Curricular Area

Core

Mode

On site

Disciplinary Area

Language and Communication

Code Semester Frequencies per semester

203 First Classroom Extra Class

August – December 2015

Academic Period Elaboration Date:

July 2015

Responsable del Diseño del programa

Updated on:

July 2015

Credits per semester

160 0 5

UANL’s participant high schools 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 I 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 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 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 28-

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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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 course of action with specific steps. 8.2 Contributes ideas openly and considers other people’s ideas in 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 28-

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  Identifies paths in the development of any problem through collaborative work.  Proposes own points of view while respecting those

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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.

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of his/her peers.  Works and participates with a positive attitude in the different roles of assigned tasks.

 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.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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GRAPHIC REPRESENTATION OF THE LEARNING UNIT PROGRESSIVE BILINGUAL ENGLISH I

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.

            

Develops a comic strip about a conflict that can be solved, related with the topics learned throughout the learning unit.

Simple present form Prepositions of place and time. “Wh-“ questions Countable and uncountable nouns Present continuous Abilities and obligations Simple past form Object pronouns Comparative adjectives Modals “should” and “could” Future Superlative adjectives “Too” and “enough”

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

         

Personal information Entertainment Family Order in a restaurant Technology Routines Vacations Shop for clothes Transportation Bargain for a lower price

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

The linguistic structures will be applied through different stage’s activities.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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FIRST STAGE: Getting to know each other Generic competencies 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: 4.4 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. 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: 10.3 Believes that respecting differences is the key to integration and harmony in local, national and international contexts. Disciplinary competencies for Stage 1: 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 1: 1.1 Identifies and uses information questions and the structure of the present simple form of the verb to be to provide and exchange personal information with others. 1.2 Uses adjectives to describe people and exchange information, as well as to use the time and place prepositions to express the location of objects, people and addresses. 1.3 Uses vocabulary related with personal information in order to hold an effective conversation with others (musical genre, nationalities, entertainment, etc.)

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

DIALOGUE: (Asking for directions)

Performance Criteria  Write a dialogue in which a person asks for the location of an address, and the other person explains how to get to that place.  Use the vocabulary words studied in this stage. • Use the grammatical structures covered in this stage.  Make appropriate questions with the correct structure.  Answer appropriately.  Read and act the dialog at class.

Activities

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Contents

ASSESSMENT  Review the grammatical structures covered in the stage.  Review the vocabulary studied in the stage.  Give proper directions about the work.  Specify all the evaluation criteria.  Monitor their work.  Give feedback and make corrections appropriately. PARTICIPATION  Brainstorm the information you want to include in the dialogue.  Analyze de information and choose what to include inside of your dialogue.  Make a draft of your dialogue.  Type the final draft of the dialogue.  Check the grammar, the spelling and the syntax of the writings.  Practice the

CONCEPTUAL  Prepositions of time and place.  “Wh-“ questions (review when, what tiem, and where)

Resources Material:

Learning guide Top Notch 1 Book

PROCEDUAL

White board

 Use prepositions of time and place.  Use the vocabulary studied at class for this stage.  Use appropriate “Wh“questions with the correct grammatical structure.  Use statements that shows appropriate responses for each question.  Read and act the dialogue at class.

Markers

ATTITUDINAL  Responsibility  Respect to others

Time Class hours

Dialogue Assessment Rubric placed at the Application activity of stage 1. Projector.

Extra class hours 0

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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

Learning evidences

Performance criteria

BRAINSTORMING for a comic strip (Integrative)

 The evidence of this integrative activity of stage 1 will be a brainstorm of ideas for a comic strip.  The students will present a situation related to one of the topics reviewed on the Top Notch 1 book.  The Brainstorm of ideas for the comic strip will be evaluated according to the correspondent rubric.  The Brainstorm of ideas for the comic strip should include a brief introduction about the context, as

Activities

Content

Resources

Material ASSESSMENT  Review the grammatical structures covered in the stage.  Review the vocabulary studied in the stage.  Give proper directions about the work.  Specify all the evaluation criteria.  Monitor their work.  Give feedback and make corrections appropriately. PARTICIPATION  Brainstorm with all the

CONCEPTUAL  Grammatical structures.  Key vocabulary words. PROCEDURAL  Appropriate use of the grammatical structures.  Appropriate use of the key vocabulary words.  Written production of ideas. ATTITUDINAL  Collaborative work  Responsibility  Respect  Tolerance  Creativity  Commitment

Top Notch 1 Book Notebook Computer

Time Class hours

Extra class hours

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

well as the grammatical structures, vocabulary and characters involved in the story’s situations or conflict.  The selection of the topic for the comic strip will be done through the book’s index. The grammatical structures and the vocabulary used in this project, can be changed throughout the semester.  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.  The information

information you want to include in the comic strip. 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.  Select the topic, context, grammatical structures, vocabulary words, and characters for the comic strip.  Type the information in a word document and deliver it in the dead line established.  Check the grammar, the spelling and the syntax of the writings.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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should be presented in a Word document and delivered to the teacher in the established deadline.  The comic strip will be done in teams assigned by the teacher. Its length will be determined by the teacher as well.  The comic strip presentation should be delivered at the end of stage 4 as the PIA evidence.

SECOND STAGE: Family and Restaurants Generic competencies for Stage 2: 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. 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: 10.3 Believes that respecting differences is the key to integration and harmony in local, national and international contexts. 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 -9 de 28-

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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Disciplinary competencies for Stage 2: 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 2: 2.1 Reports news about family relationships using the simple present form in affirmative and negative sentences. 2.2 Describes extended families using the vocabulary related with family members, making use of the “Wh“questions to ask about them. 2.3 Compares people according to their appearance, tastes and family relationships. 2.4 Discusses family traditions from different cultures specifying their similarities and differences. 2.5 Uses the structures “there is”/ “there are” and “anything”/ “nothing” to talk about food, using countable and uncountable nouns. 2.6 Asks for a restaurant recommendation according to the people’s food preferences. 2.7 Orders from a menu in a restaurant including the definite article “the” considering its different purposes. 2.8 Communicates with a waiter/waitress and pays the bill using appropriate phrases for different types of payment. 2.9 Discusses food and healthfulness of food making use of nouns and adjectives that are common in that environment.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences ROLE PLAY (At a Restaurant)

Performance criteria  In the team assigned by your teacher (6 member teams), you will divide the following tasks: Three students will work with the restaurant content (One will develop the restaurant menu -he/she must bring two more copies of the menu. The other student will act the role of the waiter/waitress and the third one will act as the restaurant’s manager).  The other three team members will act the role of the restaurant’s diners.  Each team should act a restaurant related situation where everyone will participate in a conversation to order a menu, speak to a server and pay for a meal.  The role play should last 5

Activities

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Content

ASSESSMENT  Review the grammatical structures covered in the stage.  Review the vocabulary studied in the stage.  Give proper directions about the work.  Specify all the evaluation criteria.  Monitor their work.  Give feedback and make corrections appropriately. PARTICIPATION  Develop a brainstorm for the role play’s situation.  Make a draft of the dialog.  Present the role play activity in a performance.

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Resources Material

CONCEPTUAL •Questions for a restaurant recommendation •Order form a menu.  Appropriate phrases to talk with a waiter/waitress and pay for a meal.  Simple present form in affirmative and negative sentences.  Short answer responses (yes and no). • Use of ”There is/ there are” countable and uncountable nouns. •Different uses of the definite article “the” •Family and food vocabulary. PROCEDURAL •Use of appropriate vocabulary for an oral communication. •Correct use of the appropriate grammatical structures presented during this stage. • Collaborative work skills.

Top Notch 1 Book Notebook Computer Acting props

Time Class hours

Extra class hours

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

minutes minimum.  This activity must be presented in English.  Every team member should participate in a conversation.  Each team will have to bring any necessary material (props) for the role play.  Mention the family tie or relationship among the diners when ordering from the menu to demonstrate vocabulary knowledge.  Show respect and seriousness when acting.  Use family and food vocabulary  Appropriate use of grammar, spelling and conversation’s syntaxes.  Appropriate pronunciation.  Fluency in the performance (no prolonged pauses during the play).

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ATTITUDINAL  Student’s disposal to interact in a constructive and collaborative way.  Responsibility.  Respect to others.  Team work.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

Activities

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Content

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Resources Material

OUTLINE for Comic Strip (Integrative)

Write an organizational outline to develop the comic strip series of events, which is going to be presented as the PIA Project.  The outline must have a topic and a title.  Must demonstrate that the events take place in a specific context or situation.  The outline must include the comic strip’s plot (exposition, rising action, climax, falling action and resolution).  The sequence of events should be logical and coherent.  Use the assessment rubric found in the integrative activity of this stage.

ASSESSMENT

CONCEPTUAL

 Grammatical structures  Key vocabulary words.  Organization of ideas.

Top Notch 1 Book Notebook Computer

PROCEDIMENTAL  Use of the grammatical structures studied in this stage.  Use key vocabulary words in a real context.  Organization of ideas.

ACTITUDINAL      

PARTICIPATION

Collaborative work. Responsibility Respect Tolerance Creativity Commitment

 Structure ideas for the comic strip outline.  Design an organizational outline.

Time Class hours

Extra class hours

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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THIRD STAGE. Spending time and money Generic competencies for Stage 3: 4. The student listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools. Attributes: 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. 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: 10.3 Believes that respecting differences is the key to integration and harmony in local, national and international contexts. Disciplinary competencies for Stage 3: 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 Competency elements of stage 3: 3.1 Identifies and uses vocabulary related to describe the characteristics of technology related products, as well as to express different emotions produced form those in the continuous present form. 3.2 Uses the grammatical structures “can” and “have to” to express possibility and obligations, when planning someone else’s activities. 3.3 Identifies and uses the vocabulary related to exercise and eating habits to describe routines and habits. 3.4 Uses the structure of the simple past form to talk about their and someone else’s vacations. 3.5 Identifies and uses vocabulary related with adjectives to describe positive and negative trip experiences. 3.6 Uses appropriate vocabulary to shop clothes in a mall.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

Activities

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Resources Material

BROCHURE

Develop an informational brochure for a store that includes the linguistic structures and the stage’s vocabulary words.  The brochure must have four sections (each section must appear in one page only): 1) Gadgets 2) Everyday activities 3) Vacations 4) Shopping  Use images related to gadgets, everyday activities, vacations and shopping to elaborate the brochure.  The brochure: a) is presented in an organized way and it is printed in the appropriate format. b) includes at least 5 gadgets with its corresponding images,

ASSESSMENT

CONCEPTUAL

PARTICIPATION  Structure ideas.  Make a draft of the brochure.  Elaborate an informative brochure.

 Positive and negative adjectives to describe gadgets.  Present continuous  Frequency adverbs  “Can” and “have to”  Simple present  Verbs without an action.  Expressions of time  Technology related vocabulary  Physical activities related vocabulary  Past verbal tense  Regular and irregular verbs  Qualifying adjectives  Intensifiers  Object pronouns  Comparative adjectives  Vocabulary related to clothing items  Locations and addresses. . PROCEDURAL:  Use of an appropriate vocabulary to communicate.  Collaborative work.

Top Notch 1 book Notebook Computer Sheets of paper. Images Craft materials

Time Class hours

Extra class hours

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

description and prices.. c) includes at least 5 clothing items with its corresponding picture, description and price. d) includes at least 5 locations to visit during vacations with its picture, geographical location, activities to do in such place, and its price per night visit.

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ATTITUDINAL  Student’s disposal to interact in a constructive and collaborative way.  Responsibility.  Respect to others.  Team work.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

Activities

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Content

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Resources Material

STORYBOARD of the Comic Strip.

 In teams (chosen by the teacher), develop a storyboard for the comic strip  The comic strip storyboard must ONLY include dialogs (no images).  Use cardboard paper to show the storyboard.  Include as more details as possible.  The storyboard must be related to any topic studied in this class.  It must include dialogs among the participants.  It must include grammatical structures studied at this class.  It must include key vocabulary and expressions studied in this class.  It must show a complete plot (exposition, rising action, climax, falling action and resolution).  It must consider grammar, spelling,

ASSESSMENT

CONCEPTUAL

 Review the grammatical structures covered in the stage.  Review the vocabulary studied in the stage.  Give proper directions about the work.  Specify all the evaluation criteria.  Monitor their work.  Give feedback and make corrections appropriately PARTICIPATION  Structure ideas  Elaborate a comic strip storyboard

 Correct grammatical structure according to the described situation.  Key vocabulary words.  Key expressions. PROCEDURAL  Correct use of the grammatical structures according to the described situation.  Use of key vocabulary words in a specific context.  Use of key expressions in a specific context.  Structure of ideas  Organization of ideas. ATTITUDINAL  Collaborative work  Tolerance  Respect to others  Commitment  Responsibility

Top Notch 1 Book

Time Class hours

Extra class hours

Notebook Computer Cardboard paper

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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and punctuation English rules.  Consider the assessment rubric included in the integrative activity of this stage to elaborate the storyboard.

FOURTH STAGE. Transportation and shopping. Generic competencies 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. 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: 10.3 Believes that respecting differences is the key to integration and harmony in local, national and international contexts. Disciplinary competencies for Stage 4: 11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the 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 -18 de 28-

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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Revisión

RC-07-007

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Competency elements of stage 4: 4.1 Books travel services using the modals “should” and “could”. 4.2 Identifies and uses vocabulary related with transportation, ticket services, shopping and financial terms. 4.3 Applies superlative adjectives and uses correctly the words “too” and “enough”.

Learning evidences

Performance criteria

SELLING/ BUYING ITEMS (from different countries)

 This activity must be done in teams of 5 students.  Each team will be assigned to take the role of a specific country.  Each country will have at least 5 products to sell with different prices. It can be real food or it can be several copies of internet pictures or images.  Each country should have a monetary bureau of exchange and different money currency of each participating countries. The money can be photocopied.  Each student must buy at least 3 products of the different

Activities

Content

Resources Material

CONCEPTUAL  Auxiliary modals “should” and “could”  Vocabulary related to transportation, buying tickets and other financial terms.  Superlative adjectives.  Use of “too” and “enough”. PROCEDUAL  Book transportation services using the auxiliary modals “should” and “could”  Use the appropriate vocabulary to book tickets and sell/ buy products.  Use appropriate vocabulary to do a vacation schedule. ATTITUDINAL  Student’s disposal to interact in a constructive and

Top Notch 1 book. Note book Traveling pictures or internet images Images of different types of transportation Whiteboard and markers.

Time Class hours

Extra class hours

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

participant countries.  The student should see every Price and make the money Exchange to buy the products.  Use the given rubric for this activity included in the metacognition activity of this stage.

and buy

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collaborative way.  Creativity  Tolerance  Responsibility.  Respect to others.  Team work.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences

Performance criteria

Activities

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Revisión

RC-07-007

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Content

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Resources Material

COMIC STRIP MAGAZINE

 This activity must be done in the same teams of students that worked the comic strip throughout the semester.  Each team will develop the comic strip that they have work through the previous stages in a magazine format.  After doing the comic strip, choose the layout of your comic strip (in the computer).  Refer to your outline to construct the comic strip magazine.  The magazine should contain some basic elements: o Illustrated cover with the name of the magazine and the title of the comic strip. These two elements must be related to the comic strip topic.

ASSESSMENT  Review the grammatical structures covered in the stage.  Review the vocabulary studied in the stage.  Give proper directions about the work.  Specify all the evaluation criteria.  Monitor their work.  Give feedback and make corrections appropriately PARTICIPATION  Structure ideas  Organize events and images in a computer design program to give format to the magazine.  Elaborate a comic strip magazine as accurate as a real comic magazine.

CONCEPTUAL  Correct grammatical structure according to the described situation.  Key vocabulary words.  Key expressions. PROCEDURAL  Correct use of the grammatical structures according to the described situation.  Use of key vocabulary words in a specific context.  Use of key expressions in a specific context.  Structure of ideas  Organization of ideas. ATTITUDINAL  Student’s disposal to interact in a constructive and collaborative way.  Creativity  Tolerance  Responsibility.  Respect to others.  Team work.

Top Notch 1 book. Computer design program Comic strip pictures and images A real comic magazine to imitate the format Whiteboard Colors Markers Printer Magazine-like paper.

Time Class hours

Extra class hours

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

o Creative panels that shows organization and coherence with chronological order of events o Illustrations well designed and colored drawings (or pictures). o Brief captions for each panel of illustration that explains the events with few words.  After completing their comic strip magazine format in the computer, review your work to correct spelling, grammar, and mechanics, as well as the presentation and clarity of ideas and events.  Print out the piece to later share it with classmates.  If students printed black-andwhite copies for the developed comic strip 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 -22 de 28-

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

magazine, add a little color with markers or crayons.  Write the team members’ name (author) on the back cover of the magazine, also include the room number, the teacher’s name and the subject’s name. You can also include other credits (editors, illustrators, writers, distributors, etc.)  You can use a real comic strip book (in a store) to imitate the format of a comic magazine. Make it as real as possible.  Make two copies one to show to your classmates at the PIA’s presentation project, and one for the teacher.  Use the given rubric for this activity included in the integrative activity of this stage.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

Learning evidences PRESENTACIÓN DEL COMIC STRIP (PIA)

Performance criteria

Activities

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Content

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Resources

Material  Students will present the comic strip developed throughout the portfolio stages.  The students will have to use one of the following situations studied in the Progressive English I Course: o Register to a Gym. o Order food in a restaurant o Buy a technological gadget in a store o Buy a piece of clothing in a store. o Book a flying ticket o Make plans to have fun during the weekend.  The following elements will be considered: o Clarity o Plot (related with one of the topics studied in this class)

ASSESSMENT:

CONCEPTUAL

 Review the grammatical structures covered in the stage.  Review the vocabulary studied in the stage.  Give proper directions about the work.  Specify all the evaluation criteria.  Monitor their work.  Give feedback and make corrections appropriately PARTICIPATION:  Check the work done in the first three stages of the portfolio.  Elaborate a comic strip  Present the comic strip according to the format selected by the students

 Correct grammatical structure according to the described situation.  Key vocabulary words.  Key expressions.

Top Notch 1 book. Computer design program Comic strip pictures and images

PROCEDURAL  Correct use of the grammatical structures according to the described situation.  Use of key vocabulary words in a specific context.  Use of key expressions in a specific context.  Structure of ideas  Organization of ideas.

Cardboard

ATTITUDINAL

Scissors

 Student’s disposal to interact in a constructive and collaborative way.  Creativity  Tolerance  Responsibility.  Respect to others.  Team work.

The comic strip magazine developed in the integrative activity of stage 4 Whiteboard Colors Markers

Glue Printer

Time Class hours

Extra class hours

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

o Images (sketches, collages, internet images, pictures, photographs, etc.) o Sentence structure o Appropriate use of vocabulary words and expressions. o Correct grammar o Correct spelling o Correct punctuation o Correct capitalization  The comic strip, besides being presented through the magazine developed in the integrative activity of stage 4), must be presented in a cardboard or in an electronic format (scanned, photographed, word, power point, any other design program, etc.).

(cardboard or electronic). This besides presenting the comic strip magazine developed in the integrative activity of stage 4.

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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Revisión

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FORMATIVE AND SUMMATIVE EVALUATION OF LEARNING EVIDENCES DIAGNOSTIC It has to be carried out at the beginning of each stage E, 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. PORTFOLIO Stage Stage 1

Evidences - DIALOGUE (Asking for Directions) -BRAINSTORMING for the Comic Strip. (First part of the

PIA)

Activities Diagnostic

Interviewing a famous person Knowledge

Making Friends Organization / Hierachization

Describing a person Application and Metacognition

Dialogue: Asking for Directions EVIDENCE (Integrative Brainstorming for Comic Strip Stage 2

-ROLE PLAY (At a Restaurant) -OUTLINE of the Comic Strip

Diagnostic

(Second part of the PIA)

Family tree

4% Activity):

Quiz. Knowledge

Organization / Hierachization

0% 0% 0%

T-Chart Application

Guessing game Metacognition

Role play at a Restaurant

Stage 3

-BROCHURE

EVIDENCE (Integrative Activity): Outline for Comic Strip

Diagnostic:

Quiz 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 -26 de 28-

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

-STORY BOARD of the Comic Strip (Third part of the PIA)

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Knowledge:

Questionnaire Organization /Hierarchization:

Worksheet: Classification of adjectives Application:

Role Play

Stage 4

-Selling / Buying Items -Comic Strip Magazine (Fourth part of the PIA)

Metacognition:

Brochure EVIDENCE (Integrative Activity): Storyboard for Comic Strip

Diagnostic:

Questions Knowledge:

Crossword Puzzle Organization /Hierarchization:

Trip Itinerary Application

Role Play Metacognition

Selling/Buying Items EVIDENCE (Integrative Activity): Comic Strip Magazine

10%

PIA: Comic Strip Presentation TOTAL

SUMMATIVE EVALUATION 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 -27 de 28-

60%

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UANL SECRETARÍA ACADÉMICA DIRECCIÓN DE ESTUDIOS DEL NIVEL MEDIO SUPERIOR

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN

Programa de Estudio Analítico

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Revisión

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Evidences

Percentages

Global Exam

20%

Partial Exam

20%

Portfolio

60% Total

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100%

Integrative product of the learning unit: The learning evidence for the Academic Integrative Product (PIA) is a COMIC STRIP Presentation, in which the students will have to use one of the following situations studied in the Progressive English I Course:      

Register to a Gym. Order food in a restaurant Buy a technological gadget in a store Buy a piece of clothing in a store. Book a flying ticket Make plans to have fun during the weekend.

To develop the comic strip the students will gather in teams of 4 to 5 members, following the directions included in the evaluation rubric attached at the end of the portfolio. The Comic Strip will be presented in plenary during the class. BIBLIOGRAPHY Basic. Top Notch 1, Teacher’s Edition and Lesson Planner with Active Teach, Second Edition, Joan Saslow and Allen Ascher, Pearson Longman Complementary www.PearsonLongmanSupport.com