7.

Purpose of the
module

At the end of the second semester, the students will use the elements of lenguaje to express the activities they are doing now, in
the past, and to share or request personal information from other people whit simple phrases and tasks that require a simple and
direct exchange of information on their environment and inmediate needs. In addition, they will continue practicing the language
skills to achieve an efficient interaction with students and to promote the collaborative work with others.

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 8. Dosage of the
Program

Learning Unit
Socioemotional skills
(Central Expected learning outcomes Learning outcome
(HSE)*
content)

 Activation of previous knowledge

1.1 Exposes information about differents products

 To ask for the correct amount in many
and daily personal activities through time and
products in different contexts.
frequency structures
8 hours
 To communicate the specific situations of
your school or relative´s work (present
1. Exchange of continuous and the adverbs of frequency)
general
Know yourself
information Dimension, Self-
regulation HSE data
1.2 Express personal opinions and arguments
sheets.
20 hours  To provide simple arguments about a text. about a text, using modals aspects of language
8 hours

1.3 Write simple texts or instructions for the use of

 To give orders or instructions in different technology in various contexts
contexts. (imperatives, action verbs).
4 hours

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 Learning Unit
Socioemotional skills
(Central Expected learning outcomes Learning outcome
(HSE)*
content)

 Asking and answering questions about

events and activities in the past

 Referring to the time when an event

happens

 Talking about the places one stayed at

some time before

 To state where things have been found 2.1 Exchange information about events and
base on what they saw activities in the past
20 hours
2. Expression of  To express the quantity of something in
information past Know yourself
ocurred in the Dimension, Self-
past regulation HSE data
 To describe what the characteristics of a
place were like in the past sheets.
34 hours

 To get infomation about other people using

the Wh-questions in past
 To communicate the specific situations of
your school or relative´s work (past
continuos and the advers of frequency)

 To compare the things, I used to do and the

way I used to be with those I do now 2.2 Compare things and actions in the past with
those in the present
14 hours
 Discussing about past possibilities or past
abilities

*Note: The socio-emotional skills will be developed in the Pedagogical Guide of the module.

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7. Weighting table

%
ACTIVITY OF % Specific % Achieved
UNIT Learning outcome weight weight
Accumulated
EVALUATION weight

1.1. Exposes information about different

products and daily personal activities 1.1.1 20
through time and frequency structures

1.2. Express personal opinions and arguments

1. Exchange of general information about a text, using modals aspects of 1.2.1 10
language

1.3. Write simple texts or instructions for the

use of technology in various contexts 1.3.1 10

% UNIT WEIGHT 40

2.1. Exchange information about events and 2.1.1 40

activies in the past
2. Expression of information ocurred in
the past
2.2. Compare things and actions in the past 2.2.1 20
with those in the present.

% UNIT WEIGHT 60
TOTAL WEIGHT OF THE MODULE 100

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9. Assessment matrix or rubric

ASSESSMENT MATRIX OR RUBRIC

Name of
Student´s
Siglema: CAIN-03 the Active communication in English
name:
module:

Teacher evaluator: Group: Date:

1.1. Exposes information about different

Activity of 1.1.1 Writes a conversation beetwen a shop
Learning outcome: products and daily personal activities through
evaluation: assistant and a customer.
time and frequency structures.

C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
 Writes a script about a dialogue  Writes a script about a dialogue  Writes a script about a
between a shope assistant and a between a shope assistant and a dialogue between a shope
client that includes the following: client that includes the following: assistant and a client omitting
 Exchange of questions and  Exchange of questions and short one or more of the following
short interaction responses. interaction responses. aspects:
 Request and issue of  Request and issue of information  Exchange of questions
Discursive information about about characteristics, costs and and short interaction
elements of the 30 characteristics, costs and quantities of products of a store responses.
text quantities of products of a  Uses lexicon and phrases related to  Request and issue of
4.1, 4.2, 4.4, 7.3 store. characteristics of the products, buys, information about
 Uses lexicon and phrases related quantities and costs. characteristics, costs
to characteristics of the products,  Describes dimensions, colors, and quantities of
buys, quantities and costs. textures and product costs products of a store
 Describes dimensions, colors,  Uses lexicon related to units of  Omits to use lexico and
textures and product costs. measurement. phrases related to
 Uses 1 to 2 quantifiers. characteristics of the

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C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
 Uses lexicon related to units of  Uses 2 to 3 countable and non- products, buys, quantities
measurement. countable nouns. and costs.
 Uses 1 to 2 quantifiers.  Uses lexicon related to various forms  Omits to describe
 Uses 2 to 3 countable and non- of payment. dimensions, colors, textures
countable nouns.  Uses collocations concerning money. and product costs.
 Uses lexicon related to various  Omits the use of lexicon
forms of payment. related to units of
 Uses collocations concerning measurement.
money.  Uses only a quantifier and a
 Uses lexicon related to countable and non-countable
currencies of English-speaking nouns.
countries.  Omits to use lexicon related
to various forms of payment
and collocations concerning
money.
 Makes the script including 10  Makes the script including 10  Makes the script including 10
questions and short answers. questions and short answers. questions and short answers.
 Writes the questions and  Writes the questions and answers in  Omits to write the questions
answers in dialog format. dialog format. and answers in dialog format.
 Reduces grammatical or  Reduces grammatical or structure  Makes spelling mistakes.
Presentation of structure mistakes. mistakes.  Presents grammatical and
the document 30  Presents complete sentences.  Presents complete sentences. structure mistakes.
4.1, 4.2, 4.4, 4.5  Uses punctuation and  Uses punctuation and capitalization  Presents incomplete
capitalization properly. properly. sentences.
 Presents a clear message.  Presents a clear message.  Omits the use punctuation
 Uses broad vocabulary. and capitalization properly.
 Presents a confusing
message.
 Uses the question structure.  Uses the question structure.  Omits to uses the question
Grammar  Uses the present simple of the  Uses the present continuos of the structure or the present
30 verb to be with the first, second verb to be with the first, second and simple of the verb to be with
4.1, 4.2, 4.4, 4.5 the first, second and third
and third persons in singular. third persons in singular.
 Employs structure of short answers. persons in singular.

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C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
 Employs structure of short  Uses structure of long answers at  Omits to use frequency
answers. least in 2 answers. adverbs.
 Uses structure of long answers at  Omits to employ short and
least 2 times. long answers structure at
 Uses phrases related to the least two times.
personal and social sphere.

 Deliveries the work taking care of  Deliveries the work taking care of  Omits to attend aspects of
aspects of order and specific aspects of order and specific design. order and specific design.
design.  Shows organization and responsibility  Shows irresponsibility when
 Shows organization and to deliver on a date established by the delivering the conversation
responsibility when delivered by teacher. after the date set by the
the teacher.  Shows perseverance to take teacher.
 Shows perseverance to take advantage of the mistakes marked in  Refuses to improve his work
Attitude advantage of the mistakes previous activities to improve their based on the mistakes
(Peer-assessment) 10 marked in previous activities to work. marked in previous activities.
4.1, 4.4, 8.3, 10.1 improve their work.  Does the work collaboratively.  Resists doing collaborative
 Does the work collaboratively.  Puts into practice your digital skills. work.
 Puts into practice your digital  Shows respect for the work of his  Omits puts into practice your
skills. classmates. digital skills.
 Shows respect for the work of his  Shows lack of respect for the
classmates. work of others.
 Participates in class actively.

100

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ASSESSMENT MATRIX OR RUBRIC

Name of
Student´s
Siglema: CAIN-03 the Active communication in English
name:
module:

Teacher evaluator: Group: Date:

1.2 Express personal opinions and arguments 1.2.1 Writes and answers questions about a text
about a text using modal aspects of the Activity of
Learning outcome:
language. evaluation:

C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
 Understands the overall meaning  Understands the overall meaning of  Confuses the general
of the text, identifying the main the text, identifying the main ideas meaning of the text, the main
ideas and the relationships and the relationships established ideas and the relationships
Comprension established between them. between them. established between them.
30
of the text  Identifies the beginning,  Identifies the beginning, development  Confuses the beginning,
4.1, 4.2, 4.4 ,7.3 development and conclusion of and conclusion of the text. development and conclusion
the text. of the text.
 Identifies the author's intention of
the text.
 Expresses a global opinion on the  Express a global opinion on the text  Fails to express a general
text.  Uses arguments to support their opinion of the text
 Uses arguments to support their opinions  Commits grammatical errors
opinions.  Avoids misspellings. or misspellings that impede
Opinion
30  Avoids misspellings.  Presents complete sentences. comprehension.
4.1, 4.2, 4.4,
 Presents complete sentences  Makes clear and understandable  Presents incomplete
4.5, 6.4, 10.2
 Makes clear and understandable messages. sentences.
messages.  Produces messages with the
 Validates arguments with minimum purposes of clarity.
examples, citations or data.

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C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
 Uses, correctly, grammatical  Uses grammatical tenses in present  Uses the simple present with
tenses in simple present in first simple. various grammatical errors.
and third person.  Uses defined and undefined articles  Omits uses defined and
Grammar  Uses singular and plural  Uses, correctly, grammatical tenses undefined articles
30 sentences. in simple present in first and third  Commits grammatical errors
4.1, 4.2, 4.4, 4.5
 Uses vocabulary related to contex person. or misspellings that impede
 Uses singular and plural sentences. comprehension.
 Omits uses singular and
plural sentences.
 Shows organization and  Shows responsibility when delivering  Shows lack of responsibility
responsibility when delivering on on the date established by the when delivering at a later
a previous date established by the teacher. date than that established by
teacher.  Shows perseverance to take the teacher, or omits the
 Shows perseverance to take advantage of the errors marked in delivery of the work.
advantage of the errors marked in previous activities to improve their  Shows inconsistency by not
Attitude previous activities to improve their work. correcting errors marked in
(Self-assessment) 10
work.  Shows respect when referring to previous activities.
 Shows respect when referring to personal information of relatives.  Shows lack of respect when
4.1, 4.4,10.2
personal information of relatives.  Shows honesty when reporting referring to the personal
 Shows honesty when reporting truthful information. information of relatives.
truthful information.  Shows respect for the work of their  Shows lack of honesty when
 Shows respect for the work of peers. reporting erroneous or
their peers. inaccurate information.
 Shows willingness to do the work  Shows lack of respect for the
work of others
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ASSESSMENT MATRIX OR RUBRIC

Name of
Nombre del
Siglema: CAIN-03 the Active communication in English
alumno:
module:

Teacher evaluator: Group: Date:

1.3 Write simple texts or instructions for the use 1.3.1 Writes about how to start a blog or how to
Activity of
Learning outcome: of technology in various contexts make a videconference or how to use an
evaluation:
electronic device.

C R I T E R I A
INDICATORS %
Excellent Enough Insufficient
 Makes a script for the  Makes a script for the development of  Makes a script for the
development of a video that a video that includes orders and development of a video
includes orders and instructions in instructions in english using omitting orders and
english using imperative form imperative form. instructions.
 Elaborates a procedure with a  Elaborates a procedure with a logical  Developes a procedure
Content
45 logical sequence. sequence. without logical sequence.
4.1, 4.2, 4.4,
 Elaborates a complete and clear  Elaborates a complete and clear  Prepares an incomplete and
4.5, 10.2
procedure. procedure. confusing procedure.
 Uses of lexicon acording of the  Uses of lexicon acording of the  Omits the use of lexicon
context. context. related to the context.
 Uses of technical terminology.

 Uses the gramatical structure to  Uses the gramatical structure to give  Omits to uses the gramatical
give instructions: adverb + instructions: adverb + infinitive + structure to give instructions
infinitive + complement complement  Omits to uses the adverb to
 Uses the adverb to enter  Use the adverb to enter instructions enter instructions (first, next,
Grammar instructions (first, next, then, etc.) (first, next, then, etc.) then, etc.)
45
4.1, 4.2, 4.4, 4.5  Uses the imperative time to give  Use the imperative time to give  Omits to use the imperative
instructions. instructions time to give instructions.
 Uses vocabulary according of the  Omits to use vocabulary
context. according of the context.

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C R I T E R I A
INDICATORS %
Excellent Enough Insufficient
 Deliveries work taking care of  Deliveries the work taking care of  Omits to attend aspects of
aspects of order and design. aspects of order and specific design order and specific design.
 Shows organization and  Shows responsibility when delivering  Shows irresponsibility when
responsibility when delivering on on the date established by the delivering the conversation
a previous date established by the teacher. after the date set by the
teacher.  Shows perseverance in taking teacher
 Shows perseverance in taking advantage of the errors marked in  Shows lack of perseverance,
advantage of the errors marked in previous activities to improve their does not take advantage of
previous activities to improve work. the errors marked in previous
Attitudes
10 her/his work.  Shows originality, creativity or quality activities to improve their
4.1, 4.4 ,10.2  Shows originality, creativity and in the product. work.
quality in the product.  Shows respect for the work of their  Refuses to improve his work
 Shows respect for the work of classmates. based on the errors marked
their classmates. in previous activities
 Proposes ideas for improvement.  Shows lack of originality,
creativity or quality in the
product.
 Shows lack of respect for the
work of their peers.

100

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ASSESSMENT MATRIX OR RUBRIC

Name of
Nombre del
Siglema: CAIN-03 the Active communication in English
alumno:
module:

Teacher evaluator: Group: Date:

2.1 Exchange information about events and 2.1.1 Makes a short video showing what
activies in the past Activity of happenned and was happening in the past.
Learning outcome:
evaluation:
(Professor-evaluation)

C R I T E R I A
INDICATORS %
Excellent Enough Insufficient
 Writes a script for a video that  Writes a script for a video that shows  Writes a script for a video that
shows past actions and events. past actions and events. does not show events that
 Makes a video that includes past  Makes a video that includes past happened in the past.
actions and events. actions and events.  Narrates only some of the
 Narrates personal activities or  Narrates personal activities or events following activities or events
events in the past that include the in the past that include the following: that happened in the past.
Content following:  Stages of his life: childhood and  Stages of his life:
4.1, 4.2, 4.4, 4.5
30  Stages of his life: childhood adolescence. childhood and
and adolescence.  Activities or events that took adolescence.
10.2
 Activities or events that took place in the past.  Activities or events that
place in the past.  Dates. took place in the past.
 Dates.  Dates.
 Describes, chronologically,
the activity or event.

 Uses simple past tense.  Uses simple past tense.  Ignores using the simple past
Grammar  Uses past continuos.  Uses past continuos.  Does not use past continuos.
30  Uses the grammatical structure to  Uses the grammatical structure to  Uses the grammatical
4.1, 4.2, 4.4, 4.5
express past actions with regular express past actions with regular structure to express past
verbs, adding ed at the end. verbs, adding ed at the end. actions with regular verbs,

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C R I T E R I A
INDICATORS %
Excellent Enough Insufficient
 Uses vocabulary related to  Uses vocabulary related to activities but omits adding ed at the
activities and events. and events. end.
 Uses singular and plural  Uses singular and plural sentences.  Uses vocabulary not related
sentences  Uses affirmative and negative to activities and events.
 Uses affirmative and negative sentences.  Omits using singular and
sentences. plural sentences.
 Uses frequency adverbs.  Omits using affirmative and
negative sentences.

 Makes a video covering the  Makes a video covering the following  Has little fluency and shows
following aspects: aspects: minimal or no security.
 She/He is fluent and  She/He is fluent and  Handles very short, isolated
spontaneous. spontaneous. expressions using many
Use of language  Denotes security in the  Denotes security in the dialogue pauses.
20 dialogue and uniform rhythm. and uniform rhythm.  Emits an incomprehensible
4.4
 Presents a clear message  Presents a clear message. message.
 Her/His pronunciation and  Her/His pronunciation and  Uses sparse vocabulary or
message with intonation. message with intonation. not related to the subject.
 Uses the appropriate volume of  Uses broad vocabulary.
her/his voice.
 Edits the video with the following  Edits the video with the following  Presents a video without
characteristics characteristics editing.
Recording and  Clear image and without  Clear image and without  Presents a video with
editing of video 10 involuntary movements involuntary movements. incomprehensible audio.
4.1, 4.5  Audio recorded in format that  Audio recorded in format that is
is perfectly understood perfectly understood.
 Presents a video that includes a
presentation.
 Deliveries work taking care of  Deliveries work taking care of aspects  Omits to attend aspects of
aspects of order and design. of order or design. order and specific design.
Attitudes
10  Shows organization and  Shows responsibility when delivering  Shows irresponsibility when
4.1, 4.4, 10.2 responsibility when delivering on on the date established by the delivering the conversation
a previous date established by the teacher. after the date set by the
teacher. teacher.

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C R I T E R I A
INDICATORS %
Excellent Enough Insufficient
 Shows perseverance in taking  Shows perseverance in taking  Shows lack of perseverance
advantage of the errors marked in advantage of the errors marked in does not take advantage of
previous activities to improve previous activities to improve their the errors marked in previous
her/his work. work. activities to improve their
 Shows originality, creativity and  Shows originality, creativity or quality work.
quality in the product. in the product.  Refuses to improve his work
 Shows respect for the work of  Shows respect for the work of their based on the errors marked
their classmates. classmates. in previous activities
 Proposes ideas for improvement.  Shows lack of originality,
creativity or quality in the
product.
 Shows lack of respect for the
work of their peers.
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ASSESSMENT MATRIX OR RUBRIC

Name of
Nombre del
Siglema: CAIN-03 the Active communication in English
alumno:
module:

Teacher evaluator: Group: Date:

2.2 Compare things and actions in the past with 2.2.1 Writes a short conversation exchanging
Activity of
Learning outcome: those in the present information about how he/she used to be and the
evaluation:
things he/she used to do.

C R I T E R I O S
INDICADORES %
Excelente Suficiente Insuficiente
 Writes a conversation that  Writes a conversation that  Makes a conversation that
includes the following: includes the following: includes the following:
 Activities or events held in  Activities or events held in  Writes a conversation, but
the past the past consider only one of the
 Describe habits and  Describes habits and following aspects
Discursive routines that he used to do routines that he used to do  Activities or events held in
elements of the related to activities. related to activities the past
40
text  Provides information about  Provides information about  Describes habits and
4.1, 4.2, 4.4, 7.3 activities carried out in the past. activities carried out in the past routines that he used to do
 Uses elements of the language  Uses elements of the language related to activities
that allow the understanding of that allow the understanding of  Omits information about
the message. the message. activities carried out in the past
 Use vocabulary related to the
topic.
 Uses past tense of the verb to  Uses past tense of the verb to  Misuses or does not use one or
be in affirmative and negative be in affirmative and negative more of the following grammar
form. form. points:
Grammar
40  Uses past of regular verbs in  Uses past of regular verbs in ‐ Past tense of the verb to be
4.1, 4.2, 4.4, 4.5 in affirmative and negative
affirmative and negative. affirmative and negative.
 Uses prepositions and adverbs  Uses prepositions and adverbs form.
of time. of time.

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C R I T E R I O S
INDICADORES %
Excelente Suficiente Insuficiente
 Uses two undefined pronouns  Uses two undefined pronouns ‐ Past of regular verbs in
for person. for person. affirmative and negative
 Uses two undefined pronouns  Uses two undefined pronouns form.
for objects. for objects. ‐ Prepositions and adverbs of
 Uses of structure used to in  Uses the structure to express time.
affirmative and negative form. affirmative and negative  Uses only an undefined
 Uses lexicon related to sentences. pronoun for a person.
academic activities in  Uses only an undefined
childhood. pronoun for objects.
 Misuses the structure to
express affirmative and
negative sentences.
 Shows organization and  Shows organization and  Shows irresponsibility when
responsibility when delivering responsibility when delivering delivering the conversation
on a previous date established on a previous date established after the date set by the teacher
by the teacher. by the teacher.  Shows lack of perseverance,
 Shows perseverance in taking  Shows perseverance in taking does not take advantage of the
Attitudes 20 advantage of the errors marked advantage of the errors marked errors marked in previous
4.1, 4.4, 10.2 in previous activities to improve in previous activities to improve activities to improve her/his
her/his work. her/his work. work.
 Shows respect for the work of  Shows respect for the work of  Shows lack of respect for the
their classmates. their classmates. work of their peers.
 Proposes ideas for
improvement.
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5. Practices / Activities

Student´s name:
Learning unit: 1. Exchange of general information
Learning outcome: 1.2 Express personal opinions and arguments about a text using modal aspects of the language.
Activity number 1: Argumentation of opinions

Argumentation is an activity that you do when giving reasons about what you think about a topic, fact or situation. Sometimes these reasons start
from a question. As it's shown in the following:

Question: Must the English test be compulsory to obtain the baccalaureate certificate?

Affirmation: The exam should NOT be mandatory but optional for students

Reason (argument): Because the majority of the graduates will have a job that does not require the command of English for their efficient
performance as a professional

The evidences that are presented next, allow to base the affirmation

1. Studies of the Chamber of Commerce show that most of the jobs in the entity do not require English proficiency, but knowledge and work experience
2. Statistics show that at least 83% of students who are about to graduate do not agree with the compulsory nature of the exam
3. The same study indicates that 95% of graduates have not yet been able to graduate and enter the labor market because they have not accredited
said exam and point out the poor training received

Conclusion:

The English exams should be optional and as an additional certification for those who wish to do so according to their personal and work life plans
where English proficiency is necessary.

As you can see when arguing, you fix your position in relation to the ideas expressed by the authors read, starting from the reflection about whether
or not you share the thesis and the arguments presented.

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Below, we present some texts in which you can give your opinion and substantiate your opinions: professional and labor in which it is necessary to
master English.

You are what you eat!

The National Institute for Health and Care Excellense (NICE) produced a report about one ot the most serious problems affecting today´s young
people, obesity. It says that although numbers are improving three in every ten children aged between two and fifteen are overweigh or obese

To help resolve this growing problema, NICE recommends that overweight or obese children should keep a food-and- activity diary. The Institute
believes that if parents and their children keep track of what they snack on and how much TV they watch, it will help. The report also recommends
family-based lifestyle programs to teach families about eating healthy food, and to get families to be more active and reduce the amount of time they
spend watching TV and playing computer games.

The report concludes by sayin that being overweigh or obese can have a significant impacto n a child´s quality of life. It effects their self-esteem as
children are more likely to be bullied or stigmatized.

K. Milne (2014) Prep for life English for DGB Student´s book 1 México, University of Dayton Pag 61

Answer the following questions:

Is there a problem that arises?

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Could you identify any conclusion? Which one?

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Do you share it? Why?

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It raises an affirmation with respect to the subject treated:

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Give a reason (argument) to support the claim

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Give a statistical data, example or appointment to a recognized specialist to confirm the above

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Can you give a conclusion?

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Read the following text

Eating disordes

An eating disorder is when you have a problema with food and your weight. It can threaten your health.

There are three common types of eating disorder. Anorexia nervosa involves starving the body or doing things to keep weight as low as possible.
Bulimia nervosa is binge eating and then deliberately vomiting or using laxatives to eliminate the food eaten. Compulsive eating is when you gorge
on excessive quantities of food.

People with eating disorders can become very ill. If you or someone you know thinks they have an eating disorder, talk to someone or see a doctor.

K. Milne (2014) Prep for life English for DGB Student´s book 1 México, University of Dayton Pag 84

Answer the following questions:

Is there a problem that arises?

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Could you identify any conclusion? Which one?

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Do you share it? Why?

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It raises an affirmation with respect to the subject treated:

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Give a reason (argument) to support the claim

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Give a statistical data, example or appointment to a recognized specialist to confirm the above

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Can you give a conclusion?

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 Pedagogical and evaluation guide of the module
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Student´s name:
Learning unit: 1. Exchange of general information
Learning outcome: 1.3 Write simple texts or instructions for the use of technology in various contexts
Activity number 2: Identification of grammar structure to give instructions

To give instructions in English the following structure is used:

1. First, you...
2. Then, you...
3. Next, you...
4. After that, you...
5. The next step is to...
6. Afterwards, you...
7. Finally, you...)

Note that after that, the next step is to, next, afterwards y then they are different ways of saying "after". There are also more ways to say first and
finally, for example: first of all, to start or at last and to finish.

Use a verb in infinitive that implies the action, after the adverb to introduce the instructions (first, next, then, etc.), as it's shown in the following

adverb + infinitive + complement

Example:
First, you put the water in the flaks.

Adverb Infinitive Complement

First put the water in the flaks

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How to cook spaghetti?

Write the meaning in Spanish of the spaghetti vocabulary

put__________________________ plate ___________________ salt ________________________

spaghetti_____________________ heat ___________________ pepper _____________________

tomato sauce _________________ pan ____________________ serve ______________________

let it boil _____________________ pot ____________________ on top of ____________________

drain________________________ water ____________________ add _______________________

Complement the following recipe, using the vocabulary to make spaghetti

Recipe:

1. First, you put some ______ to _____ in a pot

2. Then, you _____ the spaghetti _______ in the____

3. After that, you let them __________ in the pot for 7 minutes

4. Next, you _______ the spaghettis.

5. Then, you ________ the spaghettis on a ______.

6. Afterwards, you ________ the tomato sauce ________ on a _____

7. Finally, you serve the ________ on top of the spaghettis and add _____ and __________

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Student´s name:
Learning unit: 1. Exchange of general information
Learning outcome: 1.3 Write simple texts or instructions for the use of technology in various contexts
Activity number 3: Using your blender

Order the procedure to use a blender at the right column

Use the adverbs to introduce the instructions (first, next, then, etc.)

Messy procedure Orderly procedure

Select the speed that best suits your desired task.

Place foods to be blended into jar, and place lid on jar

To remove the jar, grasp the handle, turn slightly counterclockwise to

unlock position and lift up.

Press the PULSE/OFF button. Make sure blades have completely

stopped before attempting to remove the blending jar from the base.

Remove lid to pour

Make sure appliance is OFF.

Unplug the appliance

Plug power cord into outlet.

https://www.google.com/search?q=instructivos+en+ingles+de+aparatos+electricos&rlz=1C1CAFA_enMX729MX729&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiwwvK1nfXfAhVOM6wKHbntAtMQ_AUIDigB&biw=1440&bih=789#imgdii=GrseAS9OIbILRM:&imgrc=rCGdGuhcM0HrJM:

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Student´s name:
Learning unit: 1. Exchange of general information
Learning outcome: 1.3 Write simple texts or instructions for the use of technology in various contexts
Activity number 4: Extinction of fire

Read the following procedure to use a fire extinguisher.

1. First ,you remove the extinguisher security pin

2. Then, you firmly take the cylinder with your hands placed about two meters from the fire to attack him.
3. After, you that you point the hose towards the base of the fire.
4. Next, you tighten the lever.
5. Then, you pour the extinguishing agent into the base of the fire moving the nozzle from one side to the other.
6. Finally, you completely empty the fire extinguisher to prevent the fire from reproducing.

Place, in the image presented below, the numbers that correspond to the previous procedure.

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Student´s name:
Learning unit: 2. Expression of information ocurred in the past
Learning outcome: 2.1 Exchange information about events and activities in the past
Activity number 5: Identification of the grammatical structure of the past simple

Normally verbs in English are divided into two groups: regular and irregular.

The simple past of regular verbs is formed by adding "-ed" to the verb regardless of the person being used (first, second or third), or if the person
performing the action is singular or plural.

For example, the verb "work" is a regular verb, so to form its simple past you have to add "-ed" at the end:

"I worked at home yesterday".

However, this ending can not be used for irregular verbs. Below you will see a table with some of the most common irregular verbs in English

The table has three columns: the first column is the infinitive (the original form of the verb), the second is the simple past and the third is the past
participle.

For now we will only work with irregular verbs in simple past. Let's use the verb "buy":

"I bought a new car yesterday".

As you can see, the grammar form that is in the second column is used

Infinitive Past simple Past participe Infinitive Past simple Past participe
be was/were been keep kept kept
become became become know knew known
begin began begun leave left left
bite bit bitten lend lent lent
bleed bled bled let let let

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break broke broken lose lost lost

bring brought brought make made made
build built built meet met met
buy bought bought pay paid paid
choose chose chosen put put put
come came come read read read
cost cost cost ride rode ridden
cut cut cut ring rang rung
dig dug dug run ran run
do did done say said said
drink drank drunk see saw seen
drive drove driven sell sold sold
eat ate eaten send sent sent
fall fell fallen set set set
feed fed fed show showed shown
feel felt felt sit sat sat
fight fought fought sleep slept slept
find found found speak spoke spoken
forget forgot forgotten spend spent spent
get got got swim swam swum
give gave given take took taken
go went gone teach taught taught
grow grew grown tell told told
hang hung hung think thought thought
have had had throw threw thrown
hear heard heard understand understood understood
hide hid hidden wear wore worn
hit hit hit win won won
hold held held write wrote written
hurt hurt hurt

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Student´s name:
Learning unit: 2. Expression of information ocurred in the past
Learning outcome: 2.1 Exchange information about events and activities in the past
Activity number 6: Verbs pronunciation in the past /ED/

Gather in pairs.
Divide the pages below.
Student A: dictate the verbs in present or past, pay attention to the correct pronunciation.
Student B: tick (√) in the box the words your classmate pronounces.
Check.
Student B: dictate the verbs in present or past, pay attention to the correct pronunciation.
Student A: tick (√) in the box the words your classmate pronounces.
Check

Pronunciation
1. If the verb ends in T or D (WANTED), the ed is pronounced / WANTED /
2. If the verb ends in K, P, S, SH, V, X (WASHED), T is pronounced at the end /
WASHT /
3. With all the other words (LISTENED) D is pronounced / LISTEND /

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Student A Student B
Verbs in √ Verbs in past √
1. advise present
2. apologized advise advised
3. abandon apologize apologized
4. acquired abandon abandoned
5. annoy acquire acquired
6. appreciate annoy annoyed
7. authorized appreciate appreciated
8. belonged authorize authorized
9. boil belong belonged
10. breathe boil boiled
11. called breathe breathed
12. charged call called
13. chewed charge charged
14. deceive chew chewed
15. disturbed deceive deceived
16. end disturb disturbed
17. entered end ended
enter entered

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Student A Student B
Verbs in √ Verbs in past √
present 1. envelope
envelope enveloped 2. expended
expend expended 3. fill
fill filled 4. hired
hire hired 5. improved
improve improved 6. insure
insure insured 7. jumped
jump jumped 8. laughed
laugh laughed 9. lie
lie lied 10. love
love loved 11. named
name named 12. pretended
pretend pretended 13. remove
remove removed 14. skated
skate skated 15. translate
translate translated 16. verified
verify verified 17. whisper
whisper whispered

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Student´s name:
Learning unit: 2. Expression of information ocurred in the past
Learning outcome: 2.1 Exchange information about events and activities in the past
Activity number 7: Identification of past actions

Read the next text.

Underline the verbs in past

Professor Mario Molina is a Mexican born American chemist. Molina was born in Mexico City in 1943.

He studied chemical engineering at the Universidad Nacional Autónoma de Mexico (UNAM). He obtained his PH.D degree in Physical Chemistry
from the University of California , Berkeley in 1972.

Molina is a pioneer with his work on the chemistry of the ozones layer in the stratosphere. He co- authored a publication with Sherwood in 1974 for
the British journal ´Nature´ which predicted the thinning of the ozone layer as a consequence of the industrial use of chlorofluorocarbon gases (CFCs)
Molina´s research led to moves towards the worldwide elimination of CFCs from aerosol cans and refrigerators.

The Swedish Royal Academy of Sciences awarded Molina and his colleagues, Sherwood Rowland and Paul Crutzen the Nobel Prize in Chemistry
in 1995. Molina, Rowland and Crutzen showed that the use of common items like spray cans and air conditioners can harm the fragile ozone layer
that protects the world from the dangerous ultra-violet radiation of the sun.

Molina currentty teaches at the University of California¸San Diego (UCSD) and also spends part of his time in Mexico City where he created a new
center for strategic studies in energy and enviroment. In 2008, Molina was elected as a member of the Science and Technology Council of American
president Barack Obama.

 Take the main idea from each paragraph and write it down.
 Summarize the events that happened. Remember to use connectors as: First, then, later, etc.

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Student´s name:
Learning unit: 2. Expression of information ocurred in the past
Learning outcome: 2.1 Exchange information about events and activities in the past
Activity number 8: Description of the life of the people

Gather in pairs. Look for images of famous dead people. Talk about what they did, their life and the most important things you know about their life.
Remember to talk in past

This person was called

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Complete the text with the verbs in past.

Kerry Campbell ____was_______ (be) originally from Birmingham, but ______________ (move) across to the US and is now living in San Francisco,
where she enters her daughter into pageant competitions. She _______________(state) on the US TV show that to give her daughter a competitive
edge she _____________ (inject) the eight year old with Botox injections.

She also _____________ (state) the she _____________ (get) the idea from other pageant parents who _____________ (admit) to her they
_____________ (use) injections on their own children, she said: “When Britney takes part in pageants, parents talk about how they _____________
(give) their daughter an extra jab to plump her lips or lose a wrinkle. Everyone is doing it and talking about it. We are not doing anything illegal, and
I don’t want my daughter being the only one who doesn’t have a bit of extra help.”

Officials in San Francisco _____________ (act) after they _____________ (receive) hundreds of calls from concerned views through their child
abuse hotline, after which they _____________ (take) the child into care over the weekend, speaking about the situation, Trent Rohrer of the San
Francisco social services department _____________ (state): “It’s pretty unusual for a mom to be injecting an eight-year-old with Botox and certainly
is grounds for an investigation.”

Kerry Campbell also _____________ (admit) that she waxes her daughter’s legs to prevent hair growth, as well as injecting her with painful Botox
injections which her daughter said ‘hurt her face’. Kerry said: “What I am doing for Britney now will help her become a star. I know one day she will
be a model, actress or singer, and having these treatments now will ensure she stays looking younger and baby-faced for longer. All I want is for
Britney to have the best start in life, so it is easier for her to become a superstar. More mothers should do it for their daughters. I wish that I’d had
the same advantages when I was younger.”

Barbara Thomas, a director with California Gold Coast Pageants said: “I never, _____________ (hear) of a child getting that. It’s ridiculous. What
would a child have need of Botox for? They don’t have a wrinkle on their face. That woman must be off her rocker.” After organizers of child beauty
pageants _____________ (deny) that the young competitors _____________ (have) to use Botox.

Story taken from: http://www.shockingtimes.co.uk for educative purposes.

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Student´s name:
Learning unit: 2.Expression of information ocurred in the past
Learning outcome: 2.1 Exchange information about events and activities in the past
Activity number 9: Description of activities carried out in the past

Write down what you did en each of the boxes below.

When I was five years old I … When I was seven years old I …
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_____________________________________________ _____________________________________________

When I was thirteen years old I …

When I was ten years old I …
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_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_____________________________________________ _____________________________________________

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Student´s name:

Learning unit: 2. Expression of information ocurred in the past

Learning outcome: 2.1 Exchange information about events and activities in the past

Activity number 10: Expressions in past continuous

Choose the correct answer:

1.- He ____________ riding a bicicle last Monday at 7 pm.

was /were

2.- You ___________ dancing with Sonia yesterday at 9 am.

was /were

3.- The eagles ______________ over the car; we were scared.

fly / were flying

4.- Mark was reading a psychology book while his brother __________________ the drums.
was playing /played

5.- Was Laura writing the report? __________________________

Yes, she was / Yes, she were

6.- What __________________ doing yesterday at 6 pm?

you were / were you

7.- _______________________ cleaning the house? No, they weren’t.

Were they / They were

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Student´s name:

Learning unit: 2 Expression of information ocurred in the past

Learning outcome: 2.1 Exchange information about events and activities in the past

Activity number 11: Singing in past continuous

Watch the following videos:

‐ Past continuos - examples in songs (https://www.youtube.com/watch?v=q8ZBiotGvPk)
‐ Songs with past Progressive (https://www.youtube.com/watch?v=UrFJcZwyjfY)
Choose a song you like
Write down the lyrics and underline the sentences in past continuos
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Student´s name:
Learning unit: 2. Expression of information ocurred in the past
Learning outcome: 2.2 Compare things and actions in the past with those in the present
Activity number 12: Memories from the past

Do you remember those times?

Gather in groups of four. Look at the images below and share with your classmates some activity, some food, some sport from the images you used
to do, but you don’t do anymore. Use complete oral sentences. Ex. I used to play baseball with my brother when we were young, but we don’t’ do it
anymore because we don’t have enough time.

Play American Football

Drink milk Go to trips by bus

Have a birthday party Eat ice-cream

Iron clothes

Wake up at 7 to go to school Have a pet Play football

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Student´s name:
Learning unit: 2. Expression of information ocurred in the past
Learning outcome: 2.2 Compare things and actions in the past with those in the present.
Activity number 13: Questions in past

How is the simple past formed in English?

To ask questions in the past simple, you have to use the word "did". You have to put the word "did" at the beginning of the sentence (if there is
another word like "what", "where", "why", etc., put "did" behind).

Remember that you should not add "ed" to the verb (for regular verbs) or use the simple past tense of the verb (for irregular verbs).

For example:

“Did you dine at home yesterday?”.

“Where did they study History?”.

Choose the correct answer

Use the following vocabulary: buy, sing, plant, close, play, open, change, cut

1. Did _____you buy a book last week?

2. Why _____he sing the shong last night?

3. Did_____ you plant a tree last week?

4. Why did he _____ the window last night?

5. Why did she ____ the horn last night?

6. Why did you ______ the umbrella yesterday?

7. Why did he ______ the tire yesterday?

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8. Why he ______ flowers yesterday?

See the following table to understand the conjugation of the past simple

Regular Verb (to Regular Verb (to Questions Short answer + Short answer -
work) Statements + work) Statements -
I worked I didn´t work Did I work? Yes, I did No, I didn´t
He worked He didn´t work Did he work? Yes, he did No, he didn´t
She worked She didn´t work Did she work? Yes, she did No, she didn´t
It worked It didn´t work Did it work? Yes, it did No, it didn´t
You worked You didn´t work Did you work? Yes, you did No, you didn´t
We worked We didn´t work Did we work? Yes, we did No, we didn´t
They worked They didn´t work Did they work? Yes,they did No, they didn´t

To form negative sentences, the adverb "not" must be added after the word "did":

“I did not work at home yesterday”

"I did not buy a new car last week".

Or you can use the "did not" contraction:

“He didn’t buy a new car last week”.

“They didn’t study English at school

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