Guia - Top Notch 3

UNIVERSIDAD AUTNOMA DE NUEVO LEN
Agosto - Diciembre 2013

GUA DE APRENDIZAJE
INGLS PROGRESIVO III

Datos de Identificacin
Unidad de Aprendizaje Ingls Progresivo III
Tipo de Bachillerato Bilinge Progresivo
Horas a la semana 7

La Universidad Autnoma de Nuevo Len en su bsqueda por la excelencia en el trabajo de maestros y
estudiantes, propone la gua de aprendizaje para el estudio continuo de los participantes. Esta gua ayuda a
desarrollar las competencias establecidas por la Unidad de Aprendizaje Ingls Progresivo III, que a travs de sus
cuatro fases propone actividades que van desarrollando la adquisicin de la segunda lengua de acuerdo a la
taxonoma de Marzano. stas comienzan desde un diagnstico para ayudar a la identificacin de fortalezas y
reas de oportunidad. Posteriormente maneja actividades de conocimiento, organizacin y jerarquizacin,
aplicacin, metacognicin y termina con el producto integrador de la fase correspondiente. Algunos de estos
rubros se unieron para disear actividades donde se trabaja de manera alterna dos de estos niveles.
A continuacin se muestra el cuadro de competencias de la RIEMS y del Modelo Educativo de la UANL,
mostrando los rasgos que las unen.
Rasgos que vinculan las competencias de la RIEMS con las de la UANL
COMPETENCIAS GENRICAS RIEMS RASGOS COMPETENCIAS GENERALES DEL ME
1. Se conoce y valora a s mismo y aborda
problemas y retos teniendo en cuenta los
objetivos que persigue.
ATRIBUTOS
Enfrenta las dificultades que se le
presentan y es consciente de sus
valores, fortalezas y debilidades.
Identifica sus emociones, las maneja de
manera constructiva y reconoce la
necesidad de solicitar apoyo ante una
situacin que lo rebase.
Elige alternativas y cursos de accin con
base en criterios sustentados y en el
marco de un proyecto de vida.
Analiza crticamente los factores que
influyen en su toma de decisiones.
Asume las consecuencias de sus
comportamientos y decisiones.
Administra los recursos disponibles
teniendo en cuenta las restricciones
para el logro de sus metas.
Identidad
Se reconoce a s mismo como un ser con
caractersticas inherentes a su personalidad,
consciente de sus valores, fortalezas y debilidades;
con capacidad de enfrentar los retos que se le
presentan para responsabilizarse de las
consecuencias de su toma de decisiones.

Aplica estrategias de aprendizaje autnomo en
los diferentes niveles y campos del conocimiento
que le permitan la toma de decisiones oportunas
y pertinentes en los mbitos personal,
acadmico y profesional.
ATRIBUTOS
Valora con responsabilidad los
problemas y aciertos en los
diferentes mbitos de su entorno.
Analiza diferentes alternativas que
tengan que ver con las caractersticas
propias de su personalidad.
Reconoce y solicita apoyo ante una
situacin que impida o restringa el
logro de sus metas.
Elige posibles soluciones basadas en
su proyecto de vida y profesin.
Asume las consecuencias de su toma
de decisiones para reordenar sus
acciones.

2. Es sensible al arte y participa en la apreciacin
e interpretacin de sus expresiones en distintos
gneros.
ATRIBUTOS
Valora el arte como manifestacin de la
belleza y expresin de ideas,
sensaciones y emociones.
Experimenta el arte como un hecho
histrico compartido que permite la
comunicacin entre individuos y
culturas en el tiempo y el espacio, a la
vez que desarrolla un sentido de
identidad.
Sensibilidad
Percibe emocional o intelectualmente las
sensaciones, impresiones o afectos, que le
permiten acercarse, entender o contar con una
visin especial para manifestarse mediante
diversas expresiones artsticas, con un
compromiso tico-social.
Utiliza los lenguajes lgico, formal, matemtico,
icnico, verbal y no verbal de acuerdo a su
etapa de vida, para comprender, interpretar y
expresar ideas, sentimientos, teoras y
corrientes de pensamiento con un enfoque
ecumnico
ATRIBUTOS
Reconoce al arte con una visin
manifestada en mltiples expresiones.
Expresa ideas y sentimientos con un
compromiso tico-social utilizando
diversos lenguajes.
Utiliza diferentes expresiones

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Participa en prcticas relacionadas con
el arte.

artsticas para comunicarse entre las
personas y las culturas.

3. Elige y practica estilos de vida saludables
ATRIBUTOS
Reconoce la actividad fsica como un
medio para su desarrollo fsico, mental y
social.
Toma decisiones a partir de la
valoracin de las consecuencias de
distintos hbitos de consumo y
conductas de riesgo.
Cultiva relaciones interpersonales que
contribuyen a su desarrollo humano y el
de quienes lo rodean.

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

Logra la adaptabilidad que requieren los
ambientes sociales y profesionales de
incertidumbre de nuestra poca para crear
mejores condiciones de vida.
ATRIBUTOS
Valora los buenos hbitos como parte
importante de su desarrollo.
Analiza posibles consecuencias de
conductas de riesgo.
Reconoce que un buen ambiente
permiten una mejor calidad de vida.
Adquiere un compromiso para un
buen desarrollo fsico y mental.

4. Escucha, interpreta y emite mensajes
pertinentes en distintos contextos mediante la
utilizacin de medios, cdigos y herramientas
apropiados
ATRIBUTOS
Expresa ideas y conceptos mediante
representaciones lingsticas,
matemticas o grficas.
Aplica distintas estrategias
comunicativas segn quienes sean sus
interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
Identifica las ideas clave en un texto o
discurso oral e infiere conclusiones a
partir de ellas.
Se comunica en una segunda lengua en
situaciones cotidianas.
Maneja las tecnologas de la
informacin y la comunicacin para
obtener informacin y expresar ideas.

Comunicacin
Maneja y comprende las Tecnologas de la
Informacin y Comunicacin para aplicarlas de
manera crtica y objetiva, en las diferentes reas del
conocimiento. Usa cdigos lingsticos en distintos
contextos lgicos y matemticos que le permiten
expresar ideas con sentido tico.

Maneja las tecnologas de la informacin y la
comunicacin como herramienta para el acceso
a la informacin y su transformacin en
conocimiento, as como para el aprendizaje y
trabajo colaborativo con tcnicas de vanguardia
que le permitan su participacin constructiva en
la sociedad.
.
Domina su lengua materna en forma oral y
escrita con correccin, relevancia, oportunidad y
tica adaptando su mensaje a la situacin o
contexto, para la transmisin de ideas y
hallazgos cientficos. En contextos cotidianos,
acadmicos.

Utiliza un segundo idioma, preferentemente el
ingls, con claridad y correccin para
comunicarse en contextos cotidianos,
acadmicos, profesionales y cientficos.
ATRIBUTOS
Expresa conceptos e ideas, de
manera correcta de forma oral y
escrita en su lengua materna.
Maneja las tecnologas de la
informacin y comunicacin de
manera crtica en las diferentes reas
del conocimiento.
Utiliza representaciones lingsticas,
matemticas o grficas como
estrategias de comunicacin.
Se comunica en diferentes contextos
de manera clara en un segundo
idioma.
5. Desarrolla innovaciones y propone soluciones a
partir de mtodos establecidos.
ATRIBUTOS
Sigue instrucciones y procedimientos
de manera reflexiva, comprendiendo
como cada uno de sus pasos contribuye
al alcance de un objetivo.
Ordena informacin de acuerdo a
categoras, jerarquas y relaciones.
Identifica los sistemas y reglas o
principios medulares que subyacen a
una serie de fenmenos.
Construye hiptesis y disea y aplica
modelos para probar su validez.
Creatividad
Disea, analiza y explica proyectos aplicando
creatividad e innovacin en la resolucin de
problemas tomando como base los principios,
leyes y conceptos
Utiliza los mtodos y tcnicas de investigacin
tradicionales y de vanguardia para el desarrollo
de su trabajo acadmico, el ejercicio de su
profesin y la generacin de conocimientos.
ATRIBUTOS
Elige los procedimientos adecuados
en la resolucin de un problema.
Comprende de manera reflexiva las
fases que lo conducirn en el logro de
su objetivo.
Elabora y disea hiptesis tomando
en cuenta los principios, leyes y
conceptos.
Procesa informacin utilizando las

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Sintetiza evidencias obtenidas
mediante la experimentacin para
producir conclusiones y formular
nuevas preguntas.
Utiliza las tecnologas de la informacin
y comunicacin para procesar e
interpretar informacin.

tecnologas de la informacin y
comunicacin.
Formula y concluye resultados a
partir de las evidencias obtenidas.

6. Sustenta una postura personal sobre temas de
inters y relevancia general, considerando otros
puntos de vista de manera crtica y reflexiva
ATRIBUTOS
Elige las fuentes de informacin ms
relevantes para un propsito especfico
y discrimina entre ellas de acuerdo a su
relevancia y confiabilidad.
Evala argumentos y opiniones e
identifica prejuicios y falacias.
Reconoce los propios prejuicios,
modifica sus puntos de vista al conocer
nuevas evidencias, e integra nuevos
conocimientos y perspectivas al acervo
con el que cuenta.
Estructura ideas y argumentos de
manera clara, coherente y sinttica.
Razonamiento
Procesa ideas, conceptos y argumentos hasta llegar
a una conclusin manteniendo una postura
personal y responsable, para asumir las
consecuencias de la misma.

Emplea pensamiento lgico, crtico, creativo y
propositivo para analizar fenmenos naturales y
sociales que le permitan tomar decisiones
pertinentes en su mbito de influencia con
responsabilidad social.
ATRIBUTOS
Selecciona las fuentes de informacin
de acuerdo a criterios responsables.
Construye su punto de vista de
acuerdo a su importancia y
relevancia.
Integra y estructura conocimientos
nuevos que le permitan una toma de
decisiones con responsabilidad social.
7. Aprende por iniciativa e inters propio a lo largo
de la vida
ATRIBUTOS
Define metas y da seguimiento a sus
procesos de construccin de
conocimiento.
Identifica las actividades que le resultan
de menor y mayor inters y dificultad,
reconociendo y controlando sus
reacciones frente a retos y obstculos.
Articula saberes de diversos campos y
establece relaciones entre ellos y su
vida cotidiana.

Autonoma
Desarrolla y ejerce su libertad, independencia y
organizacin, en su proceso de aprendizaje que le
permita la construccin del conocimiento a lo
largo de la vida.

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

Resuelve conflictos personales y sociales
conforme a tcnicas especficas en el mbito
acadmico y de su profesin para la adecuada
toma de decisiones.
ATRIBUTOS:
Elige metas de acuerdo a su proyecto
de vida y profesin.
Construye su proceso de aprendizaje
tomando en cuenta su propia
organizacin y libertad.
Desarrolla tcnicas de aprendizaje
que le permitan tanto en el mbito
acadmico como profesional
enfrentar los retos que se le
presenten.
Asume las relaciones entre los
conocimientos adquiridos y su
entorno.

8. Participa y colabora de manera efectiva en
equipos diversos
ATRIBUTOS
Propone maneras de solucionar un
problema o desarrollar un proyecto en
equipo, definiendo un curso de accin
con pasos especficos.
Aporta puntos de vista con apertura y
considera los de otras personas de
manera reflexiva.
Asume una actitud constructiva,
congruente con los conocimientos y
habilidades con los que cuenta dentro
de distintos equipos de trabajo.

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

Elabora propuestas acadmicas y profesionales
inter, multi y transdisciplinarias de acuerdo a las
mejores prcticas mundiales para fomentar y
consolidar el trabajo colaborativo
ATRIBUTOS:
Identifica los rumbos a seguir en el
desarrollo de cualquier problema a
travs del trabajo colaborativo.
Propone sus puntos de vista a la vez
que respeta los de sus compaeros.
Trabaja y participa con una actitud
positiva en los diferentes roles de las
tareas asignadas.
9. Participa con una conciencia cvica y tica en la
vida de su comunidad, regin, Mxico y el
mundo.
ATRIBUTOS
Privilegia el dilogo como mecanismo
para la solucin de conflictos.
Responsabilidad Social
Participa de manera responsable ante la
problemtica social, asumiendo una perspectiva
tica en la resolucin de problemas.

Compromiso Social
Construye propuestas innovadoras basadas en la
comprensin holstica de la realidad para
contribuir a superar los retos del ambiente
global interdependiente.

Asume el liderazgo comprometido con las

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Toma decisiones a fin de contribuir a la
equidad, bienestar y desarrollo
democrtico de la sociedad.
Conoce sus derechos y obligaciones
como mexicano y miembro de distintas
comunidades e instituciones, y
reconoce el valor de la participacin
como herramienta para ejercerlos.
Contribuye a alcanzar un equilibrio
entre el inters y bienestar individual y
el inters general de la sociedad.
Acta de manera propositiva frente a
fenmenos de la sociedad y se
mantiene informado.
Advierte que los fenmenos que se
desarrollan en los mbitos local,
nacional e internacional ocurren dentro
de un contexto global
interdependiente.

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

necesidades sociales y profesionales para
promover el cambio social pertinente
ATRIBUTOS:
Se informa de problemas de inters y
bienestar de la sociedad en general.
Propone el dilogo como mediacin
en la solucin de conflictos.
Aporta decisiones en la solucin de
problemas de inters general.
Acta de manera responsable en la
construccin de una sociedad mejor.

10. Mantiene una actitud respetuosa hacia la
interculturalidad y la diversidad de creencias,
valores, ideas y prcticas sociales.
ATRIBUTOS
Reconoce que la diversidad tiene lugar
en un espacio democrtico de igualdad
de dignidad y derechos de todas las
personas, y rechaza toda forma de
discriminacin.
Dialoga y aprende de personas con
distintos puntos de vista y tradiciones
culturales mediante la ubicacin de sus
propias circunstancias en un contexto
ms amplio.
Asume que el respeto de las
diferencias es el principio de
integracin y convivencia en los
contextos local, nacional e
internacional.

Integridad
Sigue principios ticos acerca de lo que piensa, y
los traduce en acciones a travs de modelos y
ejemplos, para vivir en armona consigo mismo,
con la sociedad y la naturaleza.

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

Practica los valores promovidos por la UANL:
verdad, equidad, honestidad, libertad,
solidaridad, respeto a la vida y a los dems,
respeto a la naturaleza, integridad, tica
profesional, justicia y responsabilidad, en su
mbito personal y profesional para contribuir a
construir una sociedad sostenible.
ATRIBUTOS:
Identifica la diversidad de creencias,
valores e ideas sociales.
Aprende y respeta los diferentes
puntos de vista.
Vive y practica valores para vivir en
paz consigo mismo, la sociedad y la
naturaleza.

11 Contribuye al desarrollo sustentable de manera
crtica, con acciones responsables
ATRIBUTOS
Asume una actitud que favorece la
solucin de problemas ambientales en
los mbitos local, nacional e
internacional.
Reconoce y comprende las
implicaciones biolgicas, econmicas,
polticas y sociales del dao ambiental
en un contexto global
interdependiente.
Contribuye al alcance de un equilibrio
entre los intereses de corto y largo
plazo con relacin
al ambiente.

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

Interviene frente a los retos de la sociedad
contempornea en lo local y global con actitud
crtica y compromiso humano, acadmico y
profesional para contribuir a consolidar el
bienestar general y el desarrollo sustentable
ATRIBUTOS:
Reconoce las consecuencias del dao
ambiental en un contexto global.
Asume con una actitud positiva lo
que como adolescente le
corresponde en relacin al ambiente.
Disea y promueve soluciones a
problemas ambientales en los
diferentes mbitos.

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Phase 1: UNUSUAL SITUATIONS
Diagram

Introduction
Practicing a language is very important to improve any of its skills and sub skills. Grammar has always been the core of any
language, making people to communicate with accuracy. In this first phase, the participants will practice basic grammar
structures which will be improvedthrough exercises making them aware of certain particularities that can be presented.
Structures like past perfect,tag questions, passive causative, and the use of the modal mustwill be shown through
different activities where students have to produce written exercises as well as oral performances. Also during this phase,
students will be encouraged to practice vocabulary so they will be able to effectively communicate in daily life situations
like going on a trip, going to different entertainment shows and staying in a hotel.

Competencias Genricas
4. Escucha, interpreta y emite mensajes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas
apropiados.
Expresa ideas y conceptos mediante representaciones lingsticas, matemticas o grficas.
Aplica distintas estrategias comunicativas segn quienes sean sus inte3rlocutores, el contexto en el que se
Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.
Se comunica en una segunda lengua en situaciones cotidianas.
Maneja las tecnologas de la informacin y la comunicacin para obtener informacin y expresar ideas.

8. Participa y colabora de manera efectiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de
distintos equipos de trabajo.
Diagnostic activity
WORKSHEET
(Past perfect and tag
questions)
Knowledge activity
WORKSHEET
(Delivering a packge
vocabulary)

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

Application and
Metacognition
activity
POWER POINT
PRESENTATION
(Oral presentation
using all the
structures of the unit
in a power point
presentation).
INTEGRATIVE ACTIVITY
BRAINSTOMING FOR A
ROLE PLAY VIDEO
(Brainstroming of ideas
for a short film)

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10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prcticas
sociales.
Asume que el respeto de las diferencias es el principio de integracin y convivencia en los contextos local,
nacional e internacional.

Competencias Generales

Utiliza un segundo idioma, preferentemente el ingls, con claridad y correccin para comunicarse en contextos cotidianos,

ATRIBUTOS
Se comunica en diferentes contextos de manera clara en un segundo idioma

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

ATRIBUTOS:
Aprende y respeta los diferentes puntos de vista

Competencias Disciplinares

4. Produce textos con base en el uso normativo de la lengua, considerando la intencin y situacin comunicativa.
10. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua,
recurriendo a conocimientos previos, elementos no verbales y contexto cultural.
11. Se comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, congruente con la situacin
comunicativa
12. Utiliza las tecnologas de la informacin y comunicacin para investigar, resolver problemas, producir
materiales y transmitir informacin.

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

Didactic sequence

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DIAGNOSTIC KNOWLEDGE ORGANIZATION &
HIERARCHIZATION
APPLICATION/
METACOGNITION

INTEGRATIVE
Answer the
worksheet.
Change the
sentences from
present perfect to
past perfect and
complete the
sentences using tag
questions.
Complete a
dialogue about a
delivering service,
using the
vocabulary
reviewed in the
previous learning
units.
This exercise is
worth 5%.
Answer the worksheet.
Order the sentences and
write them according to
their correspondent
structure.Then report in a
written form an unusual or
funny event of life guided
by the previous activity.
This exercise is worth 5%.
Make a Power Point
presentation showing how
people have changed
through different
generational stages. The
presentation must include
sentences in English using
the past perfect structure,
tag questions, passive
causative with get, have
and make.
This exercise is worth 5%.
In teams, brainstorm
ideas to build a
homemade video in
which youshow a
made-up story with
characters that will
solve a situation using
different structures of
this phase.
This exercise is worth
5%.

Activities
Name of the
Evidence
(Phase 1)
Diagnostic Activity:
WORKSHEET (past perfect and tag questions)
Instructions Read the sentences written in present perfect and rewrite themusing the past perfect structure.
Read the sentences and complete them using an appropriate tag question for each one.
Review the sentences and its answers in plenary session.
Find the worksheet in the annexes as P1 A1.

Name of the
Evidence
(Phase 1)
Knowledge Activity
WORKSHEET
Instructions Complete the dialogue using the words from the word bank.
Find the worksheet in the annexes as P1 A2.

Performance
Criteria
Worksheet must be answered individually.
Use all the correct forms from the verbs and the vocabulary to complete the dialogue.
Evidence The worksheet printed following the performance criteria (P1 A2).
This activity is worth 5%

Name of the
Evidence
(Phase 1)
Organization and Hierarchization Activity
WORKSHEET (Report a weird, funny or an unusual event)

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

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questions, the modal must for drawing conclusions, and the passive causative get, have, and
make.
Write a paragraphdescribing the whole eventusing the previous written sentences.

Performance
Criteria
Individual work
Complete all the activities from the worksheet
Write at least 8 sentences
Write the sentences using all different structures reviewed in class, past perfect, tag questions, modal
must for drawing conclusions and the passive causative with get, have and make.
Evidence The printed worksheet followed by the performance criteria (P1 A3), the images, pictures or drawings
used to narrate the weird, funny or an unusual event, the paragraph with the description of the event.

Name of the
Evidence
(Phase 1)
Application / Metacognition activity
ORAL PRESENTATION (Using a PPT and the structures of the unit)
Instructions In teams, make a Power Point presentation where you show how people have changed through
generations (dressing style, fun activities, living, etc.) containing sentences in English using the past
perfect, tag questions,the passive and passive causative with get, make and have. You have to do the
oral presentation in 2 minutes minimum per student.

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

Evidence Power point presentation.
The rubric of this activity. (P1 A4)

Name of the
Evidence
(Phase 1)
Integrative Activity
BRAINSTORM RUBRIC (Brainstorm for a Role Play Video)

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

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

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

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Phase 2: READING FOR PLEASURE AND NATURAL DISASTERS
Diagram

Introduction
To learn a second language it is important to practice with real life situations, relevant to the students context where they
can extensively get involved with the accurate application of grammatical structures. During this stage, students will
identify and apply new words that will enable them to produce a conversation for daily life situations such as worlds actual
events and natural disasters.

apropiados.


Diagnostic Activity
QUIZ
(Quiz about natural
disasters)

Knowledge activity
WORKSHEET
(Worksheet about
noun clauses)
Organization and
Hierarchization
activity
WORKSHEET
(Speaker's purpose)

Application activity
WORKSHEET
(A 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)

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ATRIBUTOS


ATRIBUTOS:


comunicativa

Competence elements

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

Didactic Sequence
HIERARCHIZATION
APPLICATION METACOGNITION INTEGRATIVE
Quiz. Read an
article and
answer a quiz
about it.
Worksheet. Read
the given
sentences and
underline the
noun clauses.This
Worksheet. Identify
and write down the
speakers purpose on
each of the given
sentences, according
Worksheet.
Choose a text,
read it and write
a brief summary
using the
Worksheet.
Imagine you are
the main character
of a book or story.
Write a list of
Outline Format.
Develop an outline
of organization for
the role play video
that will be

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exercise is worth
2%.
to the grammar used in
the unit.
This exercise is worth
3%.
grammar
structures used in
theunit.This
exercise is worth
5%.
things that you
would do in a
natural
disaster.This
exercise is worth
10%.
delivered in phase
4.This exercise is
worth 5%.

Activites
Name of the
Evidence
(Phase 2)
Diagnostic Activity
QUIZ (Natural Disasters)
Instructions Read the text and answer the questions.

Name of the
Evidence
(Phase 2)
Knowledge Activity
WORKSHEET (Noun Clauses)
Instructions Underline the noun clause found in the text.
Performance
Criteria
Identify the correct structures studied in the unit.
Evidence Answered worksheet (P2 A2)

Name of the
Evidence
(Phase 2)
WORKSHEET (Speakers purpose)
Instructions Identify the authors purpose in each sentence given the grammatical structure.
Performance
Criteria
Organize and hierarchisize the grammar structures.

Name of the
Evidence
(Phase 2)
Application Activity
Worksheet (Summary about a text of your choice)
Instructions 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.
Performance
Criteria
Correct use of grammar structures and spelling.

Name of the
Evidence
(Phase 2)
Metacognition Activity
WORKSHEET (List of activities to do)

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Instructions Based on the previous activity, now pretend that you are a character in a story of natural disasters.
Write a brief text including a list of things to do in a case of emergency.
Performance
Criteria
Use the grammatical structures from this unit.

Name of the
Evidence
(Phase 2)
Outline Format (for the Role Play Video)
Instructions Write an outline of organization that will help you to develop the role play video that will be delivered
in phase 4.
Use the format shown as (P2 A6)
Performance
Criteria
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.
Evidence News report recorded

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Phase 3: LIFE PLANS AND JOBS
Diagram

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

apropiados.


Diagnostic Activity
BOOK AND
WRITTEN REPORT
FORMAT
Knowledge activity
WORKSHEET
(Making
Predictions)

Organization and
Hierachization
activity
WORKSHEET
(Express regrets
about past actions)
Application and
Metacognition
activity
WORKSHEET
(Abilities and
Qualifications)
INTEGRATIVE
ACTIVITY
STORYBOARD

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ATRIBUTOS


ATRIBUTOS:


comunicativa

Competence elements

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

Didactic Sequence
HIERARCHIZATION
APPLICATION /
METACOGNITION
INTEGRATIVE
Elaborate a
written report
about the plans
that have
change through
your life.
Read the
following stories
and write in your
answer sheet at
least 5
predictions per
Express regrets about
past actions.
Write at least 5
complete sentences
about the regrets you
have about past
Develop an Oral
Speech aboutan
advice or interview
to enter to a
professional school.
Classify abilities
Develop a story
board about the
role play video you
are going to deliver
on Phase 4. It
must include the

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

passage.
Use the
worksheet
provided in
annexes as P3
A2.This activity is
worth 5%.
actions.
Use the worksheet
provided in annexes
P3 A3.
This activity is worth
5%.
and qualifications
in exercises A and B
on page 68.This
activity is worth
10%.
graphic scenes
(drawings) with its
dialog in a
bubble that
shows the scene
sequence of the
role play video that
will be delivered in
phase 4. This
activity is worth
5%.

Activities
Name of the
evidence
(Phase 3)

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

Name of the
evidence
(Phase3)
Knowledge Activity
Worksheet (Make Predictions)
Instructions

Read the following stories and predict the actions that follow.
Performance
Criteria
Work in pairs.
Predict the actions and the consequences on the sequence.
Use the grammar structures using was going to, would and perfect modals.
Write at least 5 predictions for every situation.
Evidence Answered Worksheet in annexes as P3 A2.

Name of the
evidence
(Phase 3)

Worksheet (Express Regrets About Past Actions)
Instructions Write about some regrets you have about past actions. Write about how things might have been
different in your life today.
Make at least 5 sentences.
Performance
Criteria
Use correctly the structure in perfect models.
Express yourregrets in past actions.
Evidence Answered worksheet in Annexes as P3 A3.
This activity is worth 5%.

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Name of the
evidence
(Phase 3)

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

Read and listen vocabulary on skills and abilities.
Classify qualifications in exercises A and B on page 68.
In teams, discuss about the qualifications and then prepare an oral performance about a career advice
or an interview to enter to a professional school.
Present a 3 to 5 minute oral performance about it.
Performance
Criteria
Work in teams.
Fulfill criteria shown in oral performance rubric shown in annexes as P3A4.
Evidence Oral performance about a career advice or an interview to enter a professional school.
Oral performance rubric shown in annexes as P3 A4.

Name of the
evidence
(Phase 3)
Storyboard for the Role Play Video.
Instructions In teams, make a storyboard with its dialog for the role play video that will be delivered in phase 4.
Use a Poster to show your story board or a magazine booklet to expose your storyboard to the
classroom (or in a power point file). A class should be given to expose your project. There are 5 to 8
minutes per team to explain their project.
You can paste photos in a poster or make a comic drawing for each main event. You can take pictures
of yourselves acting as the characters of the story of your role play video.
Performance
Criteria
Work in teams.
Use appropriate dressing and background setting according to the chosen situation of your role play
video.
Each photo or drawing should include a caption in a bubble that expresses a feeling, shows a moment
or reveals an outcome of the story or chosen topic.
At least five vocabulary words and grammatical structures learned in the previous units.
Include five to ten plot events form the story, before giving the concluding event.
Evidence Storyboard that fulfill the criteria shown in the storyboard rubric shown in annexes as P3 A5.

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Phase 4: Around the world
Diagram

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

Competencias generales
apropiados.


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

Knowledge Activity
WORKSHEET
(Fiding the abstract
ideas)

Organization and
Heriachization
WORKSHEET
(Word Problems)
WORKSHEET
(Where are we?)
ROLE PLAY VIDEO
Metacognition
Activity
WORKSHEET
(Making
Descriptions)

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ATRIBUTOS


ATRIBUTOS:


comunicativa

Competence elements

4.1 Uses and gets familiar with vocabulary about politics and geographic places, as well as environment concepts.
4.2 Uses and gets familiar with non-countable nouns to refer to abstract concepts as well as verbs followed by infinitives.
4.3 Uses prepositions of place to apply them geographically along with vocabulary related to nature and the environment.

Didactic Sequence
DIAGNOSTIC KNOWLEDGE ORGANIZATION AND
HIERARCHIZATION
APPLICATION METACOGNITION INTEGRATIVE
Check the
vocabulary
related to politics
terminology by
making a brief
class discussion.
Underline all non-
countable nouns
that represent an
abstract idea
within the text.
After this,
students need to
make a sentence
Write a text about
any topic about
worldwide issues,
using verbs along
with infinitives and
other objects.This
activity is worth 3%.
Write five
sentences using
prepositions of
place (geographic
areas) based on the
map shown in this
activity
worksheet.This
Write five
sentences that
describe the images
shown on the map
and use too + adj.
+ for + infinitive +
prepositional
phrase.This activity
Make a role play
video where
characters solve a
problem using the
elements delivered
on previous
phrases. This
product must be

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that enhances the
main idea of each
word about the
politics
terminology. This
activity is worth
2%.
activity is worth
5%.
is worth 5%. shown in a video
with good audio
and image
quality.This activity
is worth 10%.

Activities
Name of the
evidence
(Phase 4)
Diagnostic activity
WORKSHEET (How much do you know about politics? )
Instructions Discuss about the politics terminology included in this activity list shown in annexes as P4 A1.
Explain each word about politics terminology working in pairs.

Name of the
evidence
(Phase 4)
Knowledge activity.
WORKSHEET (Finding the abstract ideas)
Instructions

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

Name of the
evidence
(Phase 4)
WORKSHEET (World problems)
Instructions 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.
Performance
Criteria
Use the structures of the verbs followed by infinitives and objects.
Write a text of 100 words max.
Evidence Answered worksheet shown in annexes as P4 A3.

Name of the
evidence
(Phase 4)
WORKSHEET (Where are we?)
Instructions Identify five places shown in the map given in the worksheet shown in annexes P4 A4 and use
prepositions of place (geographic areas).
Performance
Criteria
Use prepositions of place (geographic areas).
Write five sentences.
Evidence Write five sentences using the grammar concepts from page 112.
Answered worksheet shown in annexes as P4 A4.

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Name of the
evidence
(Phase 4)
Metacognition activity
WORKSHEET (Making descriptions)
Instructions

Write sentences that describe the images that are in the learning guide.
Use too+ adj. + infinitive + a prepositional phrase.
Write five sentences.
Performance
Criteria
Write five sentences in worksheet shown in annexes as P4 A5 taking in consideration the grammar
concepts from page 115.
Evidence Sentences written in the worksheet shown in annexes as P4 A5.

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

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ANNEXES
PHASE 1 ACTIVITY 1
P 1
A 1

NAME:_____________________________________________________________________GROUP:____________
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You already know the PRESENT PERFECT so what do you need to change the following sentences into
PAST PERFECT?

I. WRITE THE SENTENCES IN PAST PERFECT
1. John has sent me an e-mail
____________________________________________________________________________________
2. Roni and Patty have visited the museum
____________________________________________________________________________________
3. I have been at the cafeteria
____________________________________________________________________________________
4. They have already prepared their suitcase
____________________________________________________________________________________
5. Rosemary has had many pets
____________________________________________________________________________________
6. We have done the weekly shopping
____________________________________________________________________________________
7. I have just fixed my truck
____________________________________________________________________________________
8. Susan has picked up her room
____________________________________________________________________________________

A TAG QUESTION is a way of asking the other person to make a comment and so keep the
conversation

II. FILL IN THE BLANKS WITH TAG QUESTIONS.

9. You didn't go to school yesterday, ____________?
10. I am not a nurse, ____________?
11. She doesn't cook well, ____________?
12. You can speak English, ____________?
13. I am your best friend, ____________?
14. The sun is shining, ____________?
15. They haven't seen him for ages, ____________?
16. She visited her grandmother, ____________?

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PHASE 1 ACTIVITY 2
P 1
A 2

NAME:_____________________________________________________________________GROUP:____________
F
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Instructions:Complete the conversation using the right structure and the appropriate vocabulary.

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

will have- shipped haventunbelievably really get-shippedexpress deliver

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PHASE 1 ACTIVITY 3
P 1
A 3

NAME:_____________________________________________________________________GROUP:____________

F
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I. Instructions:Read the situations and write sentences from the words in brackets using the past
perfect.
Example: You went to Sues house, but she wasnt there.
(She / go / out) _____She had gone out__
1. You went back to your home town after many years. It wasnt the same as before.
(it / change / a lot) ____________________________________________________________
2. I invited Rachel to the party, but she couldnt come.
(She / arrange / to do something else) _______________________________________________
3. You went to the cinema last night. You got to the cinema late.
(The film / already / begin) _____________________________________________________
4. It was nice to see Dan again after such a long time.
( I / not / see / him for five years) ______________________________________________
5. I offered Sue something to eat, but she wasnt hungry.
(She / just / have / breakfast) ____________________________________________________
II. Look at the pictures and the prompts. Write questions and answers using the past perfect.

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

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

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

4. Ted / finish / homework / by midnight.
__________________________________________________________________
________________________________________

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

III. Instructions:Give your opinion about the following issues using sentences with must or mustnt

1. Your hair doesnt look very well. It _must be damaged____________________
2. The cat hasnt eaten anything. _______________________________________
3. His toe is black. ___________________________________________________
4. My voice sounds great! My throat____________________________________
5. You got red eyes. _________________________________________________
6. The kid has been wheezing. _________________________________________
7. The boy has a pain in his leg. He cant move either. _______________________
8. My grandma has been coughing. ______________________________________

IV. Instructions:Write causative sentences using get, make or have.

1. My car doesn't run so well anymore.
___________________________________________________________ .
2. I have a big job interview and my suit is wrinkled.
___________________________________________________________ .
3. We want to sell our house next year but the front yard looks like a jungle.
___________________________________________________________

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F
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4. My wisdom teeth have been killing me.
___________________________________________________________ .
5. I've been having trouble seeing clearly at night.
___________________________________________________________ .
6. The toilet is clogged again!
___________________________________________________________ .
7. Someone stole my credit card!
____________________________________________________________.
8. I spilled red wine on my shirt.
____________________________________________________________.

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

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PHASE 1 ACTIVITY 4
Oral Presentation Rubric
Studentsname: _____________________________________________________________ Group:______________
Teachersname: ____________________________________________________________ Date:_______________
CATEGORY
4. Distinguished 3. Proficient 2. Apprentice 1. Novice
Grammar Grammatical usage and
word order approximate that
of a native speaker.
Occasionally makes
grammatical and/or word-
order errors which do not
obscure meaning.
Makes frequent errors of
grammar and word-order
which occasionally obscure
meaning.
Grammar and word-order
errors make comprehension
difficult. Must often rephrase
and/or restrict him/herself to
basic patterns.
Complete
sentenceusage
Always (99-100% of time)
speaks in complete
sentences.
Mostly (80-98%) speaks in
complete sentences.
Sometimes (70-80%) speaks
in complete sentences.
Rarely speaks in complete
sentences.
Pronunciation Pronunciation approximate
that of a native speaker.
Always intelligible, though
one is conscious of a
definite accent.
Pronunciation problems that
lead to misunderstanding.
Very hard to understand
because of pronunciation
problems.
Clear speech Speaks clearly and distinctly
all (100-95%) the time.
Speaks clearly and distinctly
most of the time
Speaks sometimes clearly
and distinctly.
Often mumbles or cannot be
understood.
Fluency Speech in everyday
conversation and classroom
discussions fluent and
effortless, approximating
that of a native speaker.
Speech in everyday
discussions generally fluent,
with occasionally lapses
while the student searches
for the correct manner of
expression.
Speech in everyday
discussion frequently
disrupted by the student
search for the correct
manner of expression.
Usually hesitant: Often forced
into silence by language
limitations.
Volume Volume is loud enough to be
heard by all audience
members throughout the
presentation.
Volume is loud enough to be
members at least 90% of the
time.
Volume is loud enough to be
members at least 80% of the
time.
Volume often too soft to be
members.
Enthusiasm Facial expressions and body
language generate a strong
interest and enthusiasm
about the topic in others.
Facial expressions and body
language sometimes
generate a strong interest
and enthusiasm about the
topic in others.
Facial expressions and body
language are used to try to
generate enthusiasm, but
seem somewhat faked.
Very little use of facial
expressions or body language.
Did not generate much
interest in topic being
presented.
Preparedness Student is completely
prepared and has obviously
rehearsed.
Student seems pretty
prepared but might have
needed a couple more
rehearsals.
The student is somewhat
prepared, but it is clear that
rehearsal was lacking.
Student does not seem at all
prepared to present.
Time-Limit Presentationis 3 minutes
long.
Presentationis 2 minutes
long.
Presentationis 1 minute long. Presentation is less than 1
minute OR more than 4
minutes.
Material
(pictures)
The ppt had pictures for
each explanation of the
activities.
The ppt had some pictures
for most of the explanations
of the different activities.
The ppt had few pictures for
the explanation of the
activities.
The ppt had no pictures.
Material
(Sentences)
The ppt had sentences for
each explanation of the
activities and had no
grammatical mistakes.
The ppt had sentences for
most of the explanations of
the different activities and a
few grammatical mistakes.
The ppt had few sentences
for the explanation of the
activities and some
grammatical mistakes.
The ppt had 2 or 3 sentences
for all the presentation and
had many grammatical
mistakes.
Evaluation
TOTAL=
____________

______x 9.09=_______

_______x 7.73=______

_______x 6.36 = ______

_____x 4.54 = ________

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PHASE 1/ ACTIVITY 5/ INTEGRATIVE ACTIVITY
Brainstorming Rubric
4. Distinguished 3. Proficient 2. Apprentice 1. Novice
Planning-
Brainstorming:
Generate ideas about
a topic
Brainstorm had more
than ten ideas. Every
idea related to the
topic. Links were
drawn between
related ideas.
Brainstorm had more
than ten ideas.
Almost every idea
was related to the
topic.
Brainstorm had less
than ten ideas. More
than half of the ideas
were related to the
topic.
Brainstorm had fewer
than four ideas. Some
ideas were not
related to the topic.
Content-Amount of
Information:
On topic and length
Work showed
understanding of the
topic. Content clearly
answered all project
questions.
Work had content
that answered
questions about the
topic.
Work was about the
topic and had content
that answered the
questions.
Work was not about
the topic. Sentences
were short and did
not answer the
questions.
Planning-Overview:
Plan for completing
the final project
Plan was very
organized and clearly
outlined the goals for
the project.
Plan was organized
and outlined the final
project.
Plan was not
organized and was
hard to follow.
Did not create a plan
for the final project.
Behavior-Follows
Instructions:
Listens to instructions
and follows directions
Paid close attention
to instructions, and
asked questions
when needed.
Followed all
directions in the
order they were
given.
Listened closely to
instructions, and
followed directions
without a lot of
teacher help.
Listened to
instructions, but did
not complete all
directions.
Did not listen to
instructions, and only
followed directions
when prompted by
teacher.
Evaluation
TOTAL= ____________

______x 25=_______

_______x 22.5=______

______x 18.75 = ______

_____x 13.75 = _______

GUA DE APRENDIZAJE

PHASE 2 ACTIVITY 1
P 2
A 1

NAME:_____________________________________________________________________GROUP:____________
S
E
C
O
N
D

P
H
A
S
E

/

D
I
A
G
N
O
S
T
I
C

/

Q
U
I
Z

A
B
O
U
T

N
A
T
U
R
A
L

D
I
S
A
S
T
E
R
S

Instructions: Read the following article and answer the questions below.
Hurricanes Safety Tips
If you are ever living where hurricanes are likely to strike, you must prepare yourself for the worst, for they cause
death and widespread property damage to most coastal towns and cities. Hurricane winds can tear down houses,
and torrential rains and tidal surges can flood the land. The months when hurricanes occur (hurricane season) are
from the early summer to late fall. During these months you should:
Listen to what the news have to say.
Tell your relatives and friends if you hear something.
Find a local shelter and plan a safe route to get there if a hurricane warning is issued.
If you have a boat, make sure you find a safe place for it.
Learn the storm surge history of your area.
Discard all dead tree limbs.
Secure all rain gutters.
A hurricane watch means that the storm is not an immediate threat to life or property, but may possibly turn into
one later.
Always be prepared with ways to get information about the storm, such as a radio, television, or a reliable internet
site. Also, have a battery power radio in case power is cut off in your area. If a hurricane watch is issued for your
town, be sure to do the following:
Stock up on canned food and fresh water.
Put fuel in your car.
Get batteries for the radio and some flashlights.
Replenish all supplies of necessary medicine.
Secure all outdoor objects.
Board up all windows and bring in all pets.
Put your boat in a safe place or moor it.
Let the people you're with be calm and just wait safely.
A hurricane warning will be announce by the National Hurricane Center if a hurricane will strike your area within the
vicinity of twenty four hours. If this happens, you must monitor your local broadcasts and if directed to, evacuate.
If and when you are allowed back into your home, be sure to watch out for downed power lines, and never touch
them or trees that are in contact with them.

a) Have you ever been in a natural disaster?
b) Do you listen to the news or read the newspaper?
c) Are you good at following orders?
d) Do you think you can make it?

GUA DE APRENDIZAJE

PHASE 2 ACTIVITY 2
P 2
A 2

NAME:_____________________________________________________________________GROUP:____________
S
E
C
O
N
D

P
H
A
S
E

/

K
N
O
W
L
E
D
G
E

/

W
O
R
K
S
H
E
E
T

A
B
O
U
T

N
O
U
N

C
L
A
U
S
E
S

Instructions: Underline the noun clauses in the following sentences.

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

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

GUA DE APRENDIZAJE

PHASE 2 ACTIVITY 3
P 2
A 3

NAME:_____________________________________________________________________GROUP:____________
S
E
C
O
N
D

P
H
A
S
E

/

O
R
G
A
N
I
Z
A
T
I
O
N

A
N
D

H
I
E
R
A
C
H
I
Z
A
T
I
O
N

/

W
O
R
K
S
H
E
E
T

O
F

S
P
E
A
K
E
R
S

P
U
R
P
O
S
E

Instructions: Using the sentences in the last exercise, state what purpose they serve (object, subject
or apposition of the verb, preposition, noun or pronoun).
Example: Here the noun clause that he was not feeling well is the object of the verb said.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)

GUA DE APRENDIZAJE

PHASE 2 ACTIVITY 4
P 2
A 4

NAME:_____________________________________________________________________GROUP:____________
S
E
C
O
N
D

P
H
A
S
E

/

A
P
P
L
I
C
A
T
I
O
N
/

S
U
M
M
A
R
Y

O
F

A

T
E
X
T

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

GUA DE APRENDIZAJE

PHASE 2 ACTIVITY 5
P 2
A 5

NAME:_____________________________________________________________________GROUP:____________
S
E
C
O
N
D

P
H
A
S
E

/

M
E
T
A
C
O
G
N
I
T
I
O
N

/

M
A
K
E

A

L
I
S
T

O
F

A
C
T
I
V
I
T
I
E
S

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

GUA DE APRENDIZAJE

P 2
A 6

NAME:_____________________________________________________________________GROUP:____________
S
E
C
O
N
D

P
H
A
S
E

/

I
N
T
E
G
R
A
T
I
V
E

A
C
T
I
V
I
T
Y

/

O
U
T
L
I
N
E

O
F

O
R
G
A
N
I
Z
A
T
I
O
N

F
O
R

T
H
E

R
O
L
E

P
L
A
Y

V
I
D
E
O

Instructions: Write an outline of organization that will help you to develop the role play video
that will be delivered in phase 4.
TITILE: _________________________________________________
I. EXPOSITION
A. Theme
_________________________________________________________________________
_________________________________________________________________________
B. Characters
_________________________________________________________________________
_________________________________________________________________________
C. Setting
_________________________________________________________________________
_________________________________________________________________________
II. RAISING ACTIONS
A. ______________________________________________________________________
______________________________________________________________________
B. ______________________________________________________________________
______________________________________________________________________
C. ______________________________________________________________________
______________________________________________________________________
III. CLIMAX
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
IV. FALLING ACTIONS
A. ______________________________________________________________________
______________________________________________________________________
B. ______________________________________________________________________
______________________________________________________________________
C. ______________________________________________________________________
______________________________________________________________________
V. RESOLUTION
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

GUA DE APRENDIZAJE

PHASE 2 / ACTIVITY 6/ INTEGRATIVE ACTIVITY
OUTLINE RUBRIC

Criteria Advanced: 4 Proficient: 3 Basic: 2 Below Basic: 1
Theme

-States a very clear
and direct idea for
the theme
-All information of
outline directly
supports the theme

-States a mostly
clear idea for the
theme
-Almost all
information of
outline directly
supports the theme
-States a general or
fair ideas for the
theme
-Information of
outline somewhat
supports the theme

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

Completeness

All aspects are clear
and fully completed.
Most of the aspects
are clear and
complete.
Some of the aspects
somewhat indicate
main ideas.
Very few aspects are
clear or indicate main
ideas.
Details

-Details and specific
facts directly address
main ideas or topics
-Details provide
clarification and
support of topics
Details and specific
facts address main
ideas or topics
-Details mostly
provide clarification
and support of
topics
facts somewhat
address main ideas
or topics
-Details provide
limited clarification
and support of topics
facts may or may not
address main ideas or
topics
-Details provide little or
no clarification and
support of topics
Organization and
readability

Outline is
hierarchically
organized, with clear
main points and an
easy to follow format
-Information moves
from general (main
ideas to specific
details)
Outline follows most
rules of organization,
but may pose some
challenges in
structure

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

No outline completed

Evaluation = A+B+C
TOTAL= ____________

______x 25=_______

_______x 22.5=______

______x 18.75 = _____

_____x 13.75 = _______

GUA DE APRENDIZAJE

PHASE 3 ACTIVITY 1
P 3
A 1

NAME:_____________________________________________________________________GROUP:____________
T
H
I
R
D

P
H
A
S
E

/

D
I
A
G
N
O
S
T
I
C

/

L
I
F
E

P
L
A
N
S

W
R
I
T
T
E
N

R
E
P
O
R
T

Instructions:Mark the activities that you like to do in page 62. Discuss about life plans that have changed
through time. Write a report expressing the plans you have changed now.

GUA DE APRENDIZAJE

PHASE 3ACTIVITY 2
P 3
A 2

NAME:_____________________________________________________________________GROUP:____________
T
H
I
R
D

P
H
A
S
E

/

K
N
O
W
L
E
D
G
E

A
C
T
I
V
I
T
Y

/

M
A
K
I
N
G

P
R
E
D
I
C
T
I
O
N
S

Instructions:Read the following stories and predict the actions that follow.

Situation 1
Today, Jim has an important exam, he knew that he had to go to bed early and study, but some of his friends
invited him to go to the movies, then they convinced him to go to dinner and before he realized he was at a
party at midnight. This morning, his exam is at 7am, its 7:15 and he has just woken up.
1.____________________________________________________________________________________
2._____________________________________________________________________________________
3.____________________________________________________________________________________
4._____________________________________________________________________________________
5._____________________________________________________________________________________

Situation 2
Betty has a life time opportunity she is going to study abroad. She was told to check everything about the
country she will live in: weather, costumes, food, language, cost of living. Because she was so exciting talking
to everybody about her trip, she forgot to check the information. Now, she is about to take the plane to her
destination, and she doesnt know anything about the country she will be:
1.____________________________________________________________________________________
2._______________________________________________________________________________________
3.____________________________________________________________________________________
4._____________________________________________________________________________________
5.____________________________________________________________________________________

Situation 3
In his graduation Robert had decided to study accounting because he likes numbers and hates reading, but all
his family, mainly his dad advised him to study law because most of his relatives are lawyers, and it would be
easier for him to find a job in one of their firms. Finally, he decided to study law, but in his first semester he
failed in all his subjects:
1.________________________________________________________________________________________
2.____________________________________________________________________________________
3.____________________________________________________________________________________
4._______________________________________________________________________________________
5.____________________________________________________________________________________

GUA DE APRENDIZAJE

PHASE 3 ACTIVITY 3
P 3
A 3

NAME:_____________________________________________________________________GROUP:____________
T
H
I
R
D

P
H
A
S
E

/

O
R
G
A
N
I
Z
A
T
I
O
N

A
N
D

H
I
E
R
A
R
C
H
I
C
A
L

A
C
T
I
V
I
T
Y

/

E
X
P
R
E
S
S

R
E
G
R
E
T
S

A
B
O
U
T

P
A
S
T

A
C
T
I
O
N
S

Instructions:Think about some regrets you might have from doing something in the past, and thenwrite them
in the given space. Dont forget to mention, how things might have been different in your life today. Make at
least 5 complete sentences.

GUA DE APRENDIZAJE

PHASE 3 ACTIVITY 4
ORAL PERFORMANCE RUBRIC
TARGET ACCEPTABLE ACCEPTABLE UNACCEPTABLE
Task completion
Self-directedness and
thoroughness in fulfilling
the requirements of the
situation
Completes allrequired tasks
without prompting or
questioning by the
instructor. Provides the
details essential to the
situation.
Completes allrequired tasks
but with some prompting
and/or questioning OR
completes the majority of
required tasks without
prompting and/or
questioning.
Completes half of
required tasks without
prompting and/or
questioning OR completes
a few required
tasks with
prompting and/or
questioning.
Does not complete any
required tasks, even with
prompting and/or
questioning.
Interpersonal
Communicative Strategies
Participation and
responsiveness in
conversation; ability to
clarify misunderstanding
Participates actively and
responds in conversation.
Clarifies meaning by
restating and adding details.
Asks for clarification as
needed and responds
appropriately.
Participates actively and
responds in conversation.
May clarify by restating and
adding details. May ask for
clarification and respond
appropriately, although
with some hesitation.
Participates and responds
but may avoid attempts at
clarification. Hesitates and
may not respond
appropriately and/or
hesitation interrupts flow
of conversation.
Participation mainly limited
to responding. Avoids
attempts at clarification.

Vocabulary
Appropriateness, variety
and amount of vocabulary
used in context

Uses appropriate
vocabulary for the context
and incorporates a broad
range and wide variety of
vocabulary.
Uses appropriate variety
and range of vocabulary for
the context or in order to
complete the task.
Uses a limited range of
vocabulary and lacks
variety in order to
complete the task.
Uses a very limited amount
of vocabulary lacking any
range or
varietyand/or vocabulary is
not appropriate for
completing the task.
Grammar
Patterns* of errors in
grammatical structures
(e.g., sentence/question
formation, verb
tense/conjugation,
agreement)
There are nopatterns of
errors in structures targeted
in the course. A few minor
errors may be present but
they do not affect
comprehensibility of the
message (at least 90%
accuracy overall).
There are one or
two patterns of errors in
structures targeted in the
course. Some errors are
present that may affect
accuracy overall).
There are
severalpatterns of errors
in structures studied in
the course. At least half of
message is still
comprehensible (at least
50% accuracy overall).
There are majorpatterns of
errors in structures studied
in the course. These errors
compromise the
message (less than 50%
accuracy overall).
Comprehensibility
Degree to which the
message is understood by
those accustomed to
interacting with language
learners
Responses are understood
and there are no major
pronunciation errors or
examples of English
interference.
The majority of responses
are understood and there
are a few pronunciation
errors and/or examples of
English interference but
they do not affect
comprehensibility of much
of the message.
There are
severalpatterns of
pronunciation errors
and/or English
interference. A speaker
may need to ask for
repetition. A part of the
message may be difficult
to understand.
There are manypatterns of
pronunciation errors and/or
English interference. A
speaker may experience
difficulty in understanding
the message, even with
repetition.

Evaluation ______x20=________

________x18=________ _________x15=________ ________x11=_________

GUA DE APRENDIZAJE

STORYBOARD RUBRIC

Criteria TARGET ACCEPTABLE ACCEPTABLE UNACCEPTABLE
Illustrations: Several of the
illustrations used in the
storyboard reflect an
exceptional degree of
student
creativity in their
creation and/or display.
One or two of the
illustrations used in the
storyboard reflect student
creativity in their creation
and/or display.

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

No graphics made by the
student are included.

Dialogue

Dialogue Speech relates
to the illustrations and
clearly communicates
the story line.
Dialogue is original and
interesting.
Speech relates to the
illustrations and clearly
communicates the story
line.
Dialogue could be more
unique and interesting.
Speech somewhat
relates to the
illustrations and/or
somewhat relates to
the story line.
Dialogue lacks
originality
Speech is not related to
the illustrations and/or
storyline.

Vocabulary Uses appropriate
vocabulary for the
context and incorporates
a broad range and wide
variety of vocabulary.
Uses appropriate variety
and range of vocabulary
for the context or in order
to complete the task.
Uses a limited range of
vocabulary and lacks
variety in order to
complete the task.
Uses a very limited
amount of vocabulary
lacking any range or
variety and/or vocabulary
is not appropriate for
completing the task.
Grammar There are no patterns of
errors in structures
targeted in the course. A
few minor errors may be
present but they do not
affect comprehensibility
of the message (at least
90% accuracy overall).
There are one or
two patterns of errors in
structures targeted in the
course. Some errors are
present that may affect
accuracy overall).
There are several
patterns of errors in
structures studied in
the course. At least
half of message is still
comprehensible (at
least 50% accuracy
overall).
There are major
patterns of errors in
structures studied in the
course. These errors
compromise the
message (less than 50%
accuracy overall).
Presentation Student can accurately
answer all questions
related to storyboard
and the processes used
to generate it.

Student can accurately
answer most questions
related to the storyboard
and the processes to
generate it.

Student can accurately
answer about 75% of
questions related to
the storyboard and the
process to generate it.
Student appears to have
insufficient knowledge
about the storyboard and
the processes used
to generate it.
Creativeness The student show
creativeness.
The student made a good
effort to be creative.
The student could be
more creative.
The student didnt make
an effort to be creative.
Spelling and
Punctuation.
It has NO spelling or
punctuation mistakes.
It has few spelling or
It has ten to fifteen
spelling and
It has more than fifteen
mistakes of spelling and
punctuation.
Evaluation
TOTAL=
____________
______x14.28=_____ _____x12.86=_______ ______x10=_____ ______x7.86=________

GUA DE APRENDIZAJE

PHASE 4 ACTIVITY 1
P 4
A 1

NAME:_____________________________________________________________________GROUP:____________
F
O
U
R
T
H

P
H
A
S
E

/

D
I
A
G
N
O
S
T
I
C

/

H
O
W

M
U
C
H

D
O

Y
O
U

K
N
O
W

A
B
O
U
T

P
O
L
I
T
I
C
S
?

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

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

GUA DE APRENDIZAJE

PHASE 4 ACTIVITY 2
P 4
A 2

NAME:_____________________________________________________________________GROUP:____________
F
O
U
R
T
H

P
H
A
S
E

/

K
N
O
W
L
E
D
G
E

/

F
I
N
D
I
N
G

T
H
E

A
B
S
T
R
A
C
T

I
D
E
A
S
.

Instructions: Read the sentences below and underline the non countable noun that corresponds to an
abstract idea. Then, write it on the line with its definition.

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

GUA DE APRENDIZAJE

PHASE 4 ACTIVITY 3
P 4
A 3

NAME:_____________________________________________________________________GROUP:____________
F
O
U
R
T
H

P
H
A
S
E

/

O
R
G
A
N
I
Z
A
T
I
O
N

A
N
D

H
I
E
R
A
R
C
H
I
Z
A
T
I
O
N

/

W
O
R
D

P
R
O
B
L
E
M
S

Instructions: Choose one of the following topics and write a short text about it, using verbs with infinitives.
Poverty
Disease
Terrorism
Hunger
Racism

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

GUA DE APRENDIZAJE

PHASE 4 ACTIVITY 4
P 4
A 4

NAME:_____________________________________________________________________GROUP:____________
F
O
U
R
T
H

P
H
A
S
E

/

A
P
P
L
I
C
A
T
I
O
N

/

W
H
E
R
E

A
R
E

W
E
?

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

1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. _______________________________________________________________________________
5. _______________________________________________________________________________

GUA DE APRENDIZAJE

PHASE 4 ACTIVITY 5
P 4
A 5

NAME:_____________________________________________________________________GROUP:____________
F
O
U
R
T
H

P
H
A
S
E

/

M
E
T
A
C
O
G
N
I
T
I
O
N
/

M
A
K
I
N
G

D
E
S
C
R
I
P
T
I
O
N
S

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

an expensive car a scary movie

an alone and dark night hot or spicy food

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

GUA DE APRENDIZAJE

PHASE 4 / ACTIVITY 5 / INTEGRATIVE ACTIVITY
ROLE PLAY VIDEORUBRIC
CRITERIA POOR SATISFAYING OUTSTANDING
GRAMMAR
Tag questions
Past perfect
Modal MUST
Will be able to
Modals MAY and MIGHT
Causatives verbs get, have,
and make
The passive causative
Many of the grammar structures
are used incorrectly.
There are important mistakes in
the use of the grammar
required.
The use of the structures is
inappropriate for each different
context and situation.
The message and ideas are not
transmitted clearly.
Most of the grammar
structures are used
correctly.
There are few mistakes in
the use of the grammar
required.
appropriate for each
different context and
situation.
The message and ideas are
transmitted clearly.
The grammar structures are
used correctly.
There arent any mistakes in the
use of the grammar required.
appropriate for each different
context and situation.
The message and ideas are
transmitted efficiently.
VOCABULARY
Ways to ask about proper
address.
Intensifiers.
Manners and etiquette.
Dental emergencies.
Symptoms.
Medical procedures.
Types of medical treatment.
Medications.
Ways to help out another
person.
Ways to indicate acceptance.
Services.
Planning an event.
Most categories of vocabulary
are not included in the dialogs.
Incorrect use of many
expressions.
Some vocabulary words and
expressions are NOT used in
their respective part of speech.
Vocabulary is used appropriately
for each different situation and
context.
Vocabulary is used awkwardly or
unnaturally in some of the
dialogs.
The vocabulary is used few
times.
Most categories of
vocabulary are included in
the dialogs.
Correct use of most
expressions.
Some vocabulary words and
expressions are NOT used in
their respective part of
speech.
Vocabulary is used
appropriately for each
different situation and
context.
Vocabulary is used
awkwardly or unnaturally in
some of the dialogs.
The vocabulary is used few
times.
All categories of vocabulary are
included in the dialogs.
Correct use of expressions.
Vocabulary words and
expressions are used in their
respective part of speech.
Vocabulary is used appropriately
for each different situation and
context.
Vocabulary is used naturally on
the dialogs.
The vocabulary is used several
times.
COMMUNICATION SKILLS
Make small talk.
Describe a busy schedule.
Develop cultural awareness.
Discuss how culture changes
over time.
Call in sick
Make a medical appointment
Discuss types of treatments
Talk about medications
Get someone else to do
something
Request express service
Evaluate the quality of a
service.
Plan a meeting or social
event.
Many communication skills are
not shown in the video.
The communication is not
established clearly and naturally.
There is no use of humor. The
video is boring and flat.
Communication is not effective
in several cases.
Most of the communication
skills are shown in the
video.
The communication is
established appropriately.
There are some uses of
humor in the video.
Communication is effective
in most of the interactions.
Most communication goals
are met by the participants.
All the communication skills are
shown in the video.
The communication is
established clearly and naturally.
There are outstanding uses of
humor in the video.
Communication is effective in all
the interactions.
The communication goals are
completely met.

GUA DE APRENDIZAJE

SPEAKING ACCURACY
Several cases in the dialogs are
not grammatically accurate and
correct.
Students make important
mistakes that darken the idea or
message.
Most of the dialogs are
grammatically accurate and
correct.
There are some slips in their
speaking.
The dialogs are grammatically
accurate and correct.
There are few slips in accuracy.
SPEAKING FLUENCY
Students dont speak naturally.
There are many hesitations.
Conversations are held at an
inappropriate pace.
Students speak naturally
most of the times.
There are very few
hesitations.
appropriate pace.
Students speak naturally.
There are no hesitations.
appropriate pace.
PLOT OF THE STORY
The video is missing one of the
following parts: beginning,
middle, and end.
It presents a story with a conflict
to be solved, but it doesnt show
the solution.
The story is boring.
The characters are flat and
senseless.
The video has a beginning,
middle, and end.
It presents a story with a
conflict to be solved, and a
solution given.
The story is interesting.
The characters suit the story.
The video has a beginning,
middle, and end.
It presents a story with a conflict
to be solved, and a solution
given.
The story is catching and pretty
interesting.
The characters show a defined
personality.
VIDEO QUALITY
The video is recorded with LOW
DEFINITION quality.
The image is very unclear.
The light is not used properly.
The video is recorded with
MEDIUM DEFINITION
quality.
The image is clear.
The light is used properly.
The video is recorded with HIGH
DEFINITION quality.
The image is very clear.
The light is used properly.
AUDIO QUALITY
The video is recorded with LOW
DEFINITION quality.
The audio is very unclear.
No audio effects.
The video is recorded with
MEDIUM DEFINITION
quality.
The audio is clear.
Few audio effects are
included.
The video is recorded with HIGH
DEFINITION quality.
The audio is very clear.
Many audio effects are included
to dramatize the story
PRESENTATION
The video is recorded and
presented in a MEMORY STICK
USB.
The video is not edited.
It doesnt include a starting
screen as a commercial DVD.
Credits dont appear.
The video is recorded in a
LABELED DVD
Presented in an envelope.
The label includes all
students data.
The video is edited properly.
It includes a starting screen
as a commercial DVD.
Credits are given.
The video is recorded in a
LABELED DVD
Presented in a DVD case with a
cover.
The label includes all students
data.
The video is edited creatively.
It includes a starting screen as a
commercial DVD.
All the credits appear at the end.
Evaluation = A+B+C
TOTAL= ____________
______ x 5.55 = A)_____ _______ x 7.78= B)_____ ______ x 11.11 = C)_____

Guia - Top Notch 3

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Guia - Top Notch 3

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UNIVERSIDAD AUTNOMA DE NUEVO LEN

Agosto - Diciembre 2013

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