LAE III Work Booklet

LAE

III W

ork

book

let

M. en C. Mónica Trinidad Jiménez Pérez

Colegio de Bachilleres de BCS

PRESENTACIÓN

Al ser un material educativo curricular, el Cuaderno de Trabajo, que se presenta es creado para constituirse en

una de las herramientas más importantes para la acción pedagógica docente y un elemento indispensable para

el proceso de aprendizaje de los alumnos a quienes va dirigido. Por ello es que más allá de la buena intención

con la que fue elaborado, es menester desarrollar un trabajo de evaluación inicial, que permita hacer los

cambios necesarios para su aplicación, o de ser el caso, tener la satisfacción de haber contribuido en el

mejoramiento del proceso. Además de un estudio evaluativo durante su aplicación, para realizar reajustes y al

final para determinar el grado de consecución de los objetivos planteados y de la utilidad del material.

La creación del material educativo Cuaderno de Trabajo “LAE III Work Booklet” ha sido una tarea que ha exigido

de parte de quien lo presenta, una gran concentración, investigación, cuidado y tiempo de análisis del programa

de la asignatura para la que fue concebido, pero sobre todo de una preparación pedagógica previa que de no

haber sido por la formación recibida al cursar el Programa de Formación Docente de Educación Media Superior

difícilmente hubiera podido tener la calidad lograda, aún con todas las limitaciones que dicha obra pudiera

presentar.

Al mismo tiempo se ha constituido en una experiencia aleccionadora y transformadora, que ha tenido

repercusiones positivas en la actividad docente de quien esto escribe, permitiéndole entre otras cosas, asumir

una actitud más crítica y reflexiva al abordar tareas de planificación de las actividades a realizar en clase para

desarrollar las unidades y temas de los otros cursos que imparte tanto en el nivel medio superior como en los

cursos universitarios y por ende en el proceso de enseñanza-aprendizaje.

Block 1. Cause and effect

A life and death issue

Intro video

What is global warming?

What are greenhouse gas emissions?

Do you worry about climate change?

Link: https://www.youtube.com/watch?v=yXRGwHZxi6A

Problematización

1. READING

A. In groups, discuss these sentences. Do you think they are true or false?

1. An international agreement exists to cut the greenhouse gas emissions?

2. The global productions of greenhouse gases is decreasing?

3. A 5% reduction in greenhouse gas emissions is sufficient to stop global warming?

4. Carbon dioxide and methane are two greenhouse gases?

5. One consequence of global warming is a decreased in sea levels?

6. The changes that comes from global warming will increased hunger in the world?

B. Now read the text and check your answers.

Adquisición y organización de la información

C. Give two examples of a possible consequences of global warming.

D. Are you interested in climate change? What is your opinion of a global

warming? Do you think TV, movies, documentaries, magazines are making people

awareness of the global warming consequences?

2. GRAMMAR

A. Read these sentences and answer the questions.

Scientist paint a frightening picture of what will happen unless we do something

now.

Unless we take serious actions, island nations and low-lying areas will disappear.

The verb in the unless clause is in the?

1. The verb in the main clause is in the?

2. The unless clause?

3. Depending on which clause comes first, the punctuation is?

Procesamiento de la información

B. Complete these sentences with the verbs in the parentheses in the correct form.

1. We _____________ (not solve) the problems unless we ______________ (invest) in

new technology.

2. Unless we ____________ (stop) using fossil fuels, global warming ____________

(continue).

3. It _____________ (be) too late unless governments _______________ (act)

immediately.

4. Unless scientists _______________ (develop) new sources of energy, the problem

_______________ (not disappear).

Aplicación de la información

3. LISTENING

A. Listen to this excerpt from a radio show and circle T (true) or F (false)

1. Jonathan Price teaches at a college.

2. He doesn´t think man is influencing the world´s climate.

3. He believes the economic consequences of cutting emissions will be

terrible.

4. He believes in global warming.

T F

T F

T F

T F

B. What do you think of Price´s point of view? Do you agree or disagree? Give

your reasons.

4. SPEAKING

A. Divide into six or eight groups (depending on the size of the class) and number the

groups. All the odd numbers prepare arguments in favor of the motion. All the even

numbers prepare arguments against the motion.

The motion: Global warming is happening because of human activity and we haveto act now to stop it.

B. When you have prepared your arguments, divide again into two large groups

(all the odd numbers and all the even numbers). Within your group, discuss the

points decided on the last exercise and try to reduce the list to the best six or

seven points. Choose someone to present the points in the debate.

C. The speaker for the motion presents his / her arguments to the class. The speaker

against the motion presents his / her arguments. Everyone in the class takes notes. Then

anyone can stand up and give their points of view.

Autoevaluación

Block 2. Habits and routines in different social environments

No longer

Do you know anyone from another country?

What have they told you about life in their country which sounds very different from life in

your country?

Problematización

1. LISTENING

A. Listen and answer the questions.

1. Where does Babur live now?

2. Where was he born?

3. Is English his native language?

B. Listen and cross out the things that are not part of Babur´s daily life now, but were in the past.

Cricket

Hot dogsCurry

English

A segregated school

Car

Islamabad

Bycicle

UrduAn apartment

The USA

A house with a yard


C. Do you think you are adaptable? Would you find it difficult to live in another

country? What things do you miss? Do you anybody from your country who lives

abroad? Do they have problems? What types?

2. GRAMMAR

A. Look at these sentences from de listening and answer the questions.

I used to go to a school just for boys

My grandmother used to make me curry

We used to speak Urdu at home

1. In these sentences, is Babur talking about things that happened regularly in the

past but don´t happen now?

2. What is the form of the verb after used to?


B. Look back at exercise 1B and write four more true sentences about Babur´s life in the

past.

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________


3. SPEAKING

A. Think of things from your life in the past, when you were younger, which a very different

now. Make notes under the following headings.

Home:

Family:

School:

Sports / Hobbies:

B. Work in pairs. Tell your partner about things you used to do in the past. How is your life

different now.

C. In pairs discuss the following statement:

“Most people only remember the good things that happened in the past. They forget

all the irritating little things that used to happen.” Is this true for you or not?

4. READING

A. Who´s this woman and what do you know about her?

B. Read this web entry. Make two lists: activities and occupations from her previous life and

activities and occupations from her life now.

C. Work in groups. Using the notes you made, talk about Dolores and her life in the past and

now.

She used to…But now…

D. Dou know any other people who lives have change dramatically? Tell the group

about them.

Order the lines to make a paragraph.

____ When I was much younger, I used to

____ wait for me, but that just made him walk faster. But I used

____ neat child. Everything in his room was in its place and he used to

____ walk to school with my older brother. He could walk

____ to leave me behind. I used to ask him to

____ much faster tan I could and he always tried

____ to get my revenge at home. My brother was a very

____ pens or his notebooks or eraser and hide them. He used to spend hours looking for them.

____ get upset if he couldn´t find something. So I used to go into his room and take his

Autoevaluación

Block 3. What happened

A little help from the stars

What natural disasters have you heard about over the few last years?

Where do you get your news?

Do you get it from television, the radio, newspapers, the internet, or somewhere else?

1. READING

A. Look at the headline and the pictures. What do you think the article is about? Read the text

to see if you were right.

Problematización


B. Match the words to the definitions (in the context of the article)

____ 1. Relief efforts (line 5) a. Answering, operating

____ 2. Rubble (line 6) b. Acting as the person who introduces guests, etc.

____ 3. Commercial free (line 9) c. Appearing on a show coming from

____ 4. Manning (line 15) d. A mass of broken stones or bricks

____ 5. Broadcasting from (line 19) e. Collected together

____ 6. hosting (line 20) f. Without advertisement

____ 7. raised (line 23) g. Help for people in trouble

C. What do you know about the situation in Haiti before and after the earthquake?

Have international relief efforts made a difference?

2. GRAMMAR

A. Look at this sentence. Where the two actions happening at the same time, or happening

one after another?

While recue teams were still finding survivors under the rubble, showbiz personalities were

stepping forward to offer their own special brand help.

B. Find and underline two other similar sentences in the article.


C. Expand these sentences expressing parallel actions, using while.

1. Beyonce / perform / Jennifer Aniston / accept / donations on the phone

__________________________________________________________________________

2. We / watch / the telethon on ABC / they / Watch / on CNN

__________________________________________________________________________


3. LISTENING

A. Listen to this news report. Answer the questions.

1. When did the 10 simultaneous Live 8 concerts take place?

2. Was the aim to raise money or to raise awareness of poverty.

3. What continent did the organizers hope to help?

4. Where was the G8 summit held?

5. What did the organizers of the concert ask people to do?

6. How many musicians took part?

7. Hoe many people attended the Philadelphia concert?

8. In total, how many people attended the concerts in person?

9. Hoe many signed the petition?

10. How much extra money did the summit leaders promise to aid?

11. Did things change a lot because of Live 8?

B. Listen again and answer the questions.

1. Which three cities are mentioned as holding concerts, apart from Paris, Moscow, London

and Philadelphia?

__________________________________________________________________________

2. Who was performing in Paris while the Pet Shop Boys were performing in Moscow?

__________________________________________________________________________

3. While 3.5 million people, were attending the concerts, how many were watching on TV?

__________________________________________________________________________

4. The writer suggests that Live 8 wasn´t very successful for two reasons. What are they?

__________________________________________________________________________

C. Have you ever watched charity events of this type? Which ones? Do you think

this kind of events is useful? Why / Why not?

A. Work in pairs. Using the information you have about the Live 8 concerts, plan

a short article for a web page, describing the concerts, explaining their purpose

and indicating how successful they were.

4. WRITING

B. In pairs, write the article.

The Live 8 concerts took place in 2005 and the objective was to…

C. Exchange your article with another pair. Make suggestions for improvements to your

article.

Complete with the simple past or past progressive.

I remember it well. I _____________ (buy) tickets to the concert in Philadelphia and I

______________ (go) with my friends. When we ______________ (arrive) at the stadium,

Joan Baez _____________ (talk) to the crowd. The atmosphere was wonderful. We

____________ (find) our seats when Mick Jagger ___________ (come) onto the stage. Mick

Jagger was my hero and the reason I became a professional musician, so it was a great

moment. While Jagger _____________ (sing), the 90,000 people in the stadium

____________ (dance) and singing, too.

Autoevaluación

Block 4. Instructions and requests

How to do it

Problematización

What do you think about self-help books?

Do you read them? If so

Which ones do you read?

Do you recommend them? Why / Why not?

1. VOCABULARYA. Read the text and find phrasal verbs that mean:

1. Recover from _________________

2. Get out of bed ___________________

3. Socialize ________________

4. Have a good relationship with _______________

5. End a romantic relationship ________________

6. Have a meal in a restaurant _________________

7. Tolerate / accept in a patient way _________________


B. Complete the sentences with a suitable phrasal verb from exercise 1A.

1. I don´t want to make dinner. Let´s ______________ .

2. It took me two weeks to _______________ that bad flu, but I´m better now.

3. He ____________ late on Sundays and then he reads the newspaper.

4. We don´t ______________ our neighbors. They are very unfriendly.

5. Did you hear? Camilla ______________ Jay last night. He´s devastating!

6. In my job I sometimes have to ______________ difficult customers who want to

complain.

C. What do you think of the advice? Which is best? Is there anything you don´t

agree with?

D. In pairs, practice making requests using phrasal verbs.

B. Answer the questions.

1. What form of the verb is used?

2. How is the negative form?

2. GRAMMAR

A. Look at the instructions 1-5 in the blog and underline all the examples of where

the writer is giving instructions, advice or suggestions.


3. LISTENING

A. You are going to listen to Juanita White reading her instructions on How to avoid

internet addiction. What advice do you think she will give? Discuss in small groups.

B. Now listen and answer the questions.

1. What´s the average time for a person to be on the internet every day?

2. What percentage of people are addicted?

3. Firstly, what should you check?

4. What should you look for to get you away from your computer?

5. What should you do if your internet use is affecting your normal day life?

6. How can a friend help?

7. What software does she recommend?

C. Did you guess Juanita´s advice correctly? Do you have any better advice? Do

you or your friends have a problem with internet addiction? Do you think internet

addiction is a national problem? If so, what consequences there be in the future?

4. WRITING

A. In small groups, plan a How-to blog on a subject of your choice. See the box

below for ideas.

Ideas box: How to be successful in life How to lose weight How to make friends How to manage your time effectively How to be a better person

B. With your group, write the blog and check it carefully.

C. Put your blogs on the classroom wall and read the other blogs. Did you find anything

interesting?

Autoevaluación

Anexo 1

Guía de observación para evaluar ejercicios orales y escritos

Lengua Adicional al Español III

Nombre del maestro:

Grupo:

Turno:

Bloque:

Producto:

Conocimientos

Habilidades

Actitudes

Indicadores

Nombre del alumno

Comprensión de las ideas principales

en una descripción oral o escrita de

causa y efecto.

Redacta un escrito sencillo

que incluya al menos el

tiempo de la conjugación del

verbo.

Participa en conversaciones con

una actitud positiva y empática.

retr

oal

imen

taci

ón

Pro

med

io

Calidad en la redacción Utilización de los temas

centrales del bloque

Presentación oral

en inglés

Req

uie

re

Pu

ntu

ació

n (

0.25

)

Cla

rid

ad (

0.25

)

Lim

pie

za (

0.25

)

No

rmas

red

acci

ón

(0

.25)

Co

nd

icio

nal

cer

o (

0.70

)

Pri

mer

co

nd

icio

nal

(0.

70)

Mo

dal

ver

bs

(0.7

0)

Exp

osi

ció

n (

0.70

)

Pro

nu

nci

ació

n (

0.80

)

Flu

idez

(0.

70)

Cla

rid

ad

Ento

nac

ión

(0.

70)

Si No

Anexo 2

Bloque 1

Describe situaciones de causa y efecto Asignatura

Lengua Adicional al Español III

Competencia disciplinar Rubrica para redacción de artículos o blogs

Criterios indicadores

Identifica, ordena e interpreta lasideas, datos y conceptos explícitos eimplícitos en un texto, considerandoel contexto en el que se generó y enel que se recibe.

Conocimientos: 40% Comprensión de las ideas

principales en una descripciónoral o escrita de causa y efecto.

Habilidades: 30% Redacta un escrito sencillo que

incluya al menos el tiempo de laconjugación del verbo.

Actitudes y valores: 30% Participa en conversaciones con

una actitud positiva y empática.

Excelente Bueno Regular Insuficiente

Excelente redacción,

narrativa sencilla, incluye

el tiempo de la

conjugación del verbo,

con oraciones de causa y

efecto, y muy buena

utilización del condicional

cero y primer condicional.

Muy buena redacción,

narrativa sencilla, pero

incluye poco el tiempo

de la conjugación del

verbo, con oraciones de

causa y efecto, y buena

utilización del condicional

cero y primer condicional.

Redacción regular de una

narrativa sencilla, casi no

que incluye el tiempo de

la conjugación del verbo,


efecto, y utiliza poco el

condicional cero y primer

condicional.

Mala redacción de

narrativa sencilla, no

incluye prácticamente

nada el tiempo de la

conjugación del verbo,


efecto, y utiliza muy poco

el condicional cero y

primer condicional.

Lista de cotejo para la habilidad de lectura (READING)

IndicadoresE MB B R D

El estudiante:

1. Comprende la idea general de los textos escritos presentados por el profesor.

2. Responde acertadamente a preguntas que se le hacen de forma oral y/o escrita relacionadas con el

texto.

3. Contrasta las actividades realizadas en el pasado con aquellas que no se realizan ya más.

4. Participa de forma activa, respetuosa y oportuna en todas las actividades individuales y en equipo

propuestas por el profesor.

ESCALA ESTIMATIVA: 5 =Excelente 4 =Muy bueno 3 =Bueno 2 =Regular 1 =Deficiente

Anexo 2

Bibliografia

1. Biggs, J, (2006). Calidad del Aprendizaje Universitario, España: Narcea, S. A.

2. Chan, M. y Tiburcio, A. (2000). Guía para la elaboración de materiales orientados al

aprendizaje autogestivo. México: Universidad de Guadalajara.

3. Marzano, R. J. y Pickering, D. J. (1997). Dimensiones of learning. Virginia: ASCD

4. Marzano, R. J. y Pickering, D. J. (2005). Dimensiones del aprendizaje, Manual para el

maestro. México: ITESO.

LAE III Work Booklet

Education

the verb in the

stop global warming

and answer the questions

of a possible

and methane

decreased in

in groups

your opinion of