LAE III Work Booklet

LAE III Work booklet
Colegio de Bachilleres de BCS
M. en C. Mónica Trinidad Jiménez Pérez

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

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.

Procesamiento de la información
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?

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 have
to 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.

Block 2. Habits and routines in different social environments
No longer
Problematización
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?

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 dogs
Curry
English
A segregated school
Car
Islamabad
Bycicle
Urdu
An 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.
Autoevaluación
____ 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

Block 3. What happened
A little help from the stars
Problematización
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.

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?

4. WRITING
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.
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.
Autoevaluación
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.

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?
A. Read the text and find phrasal verbs that mean: 1. VOCABULARY
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?

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.
retroalimentación
Promedio
Calidad en la redacción Utilización de los temas
centrales del bloque
Presentación oral
en inglés
Requiere
Puntuación (0.25)
Claridad (0.25)
Limpieza (0.25)
Normas redacción (0.25)
Condicional cero (0.70)
Primer condicional (0.70)
Modal verbs (0.70)
Exposición (0.70)
Pronunciación (0.80)
Fluidez (0.70)
Claridad
Entonación (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 las
ideas, datos y conceptos explícitos e
implícitos en un texto, considerando
el contexto en el que se generó y en
el que se recibe.
Conocimientos: 40%
 Comprensión de las ideas
principales en una descripción
oral o escrita de causa y efecto.
Habilidades: 30%
 Redacta un escrito sencillo que
incluya al menos el tiempo de la
conjugación 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)
Indicadores
E MB B R D
Anexo 2
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

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

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