ELEMENTARY I - Descripción de ADAs Verano 2022

Bachillerato General UADY
Modalidad Presencial
UNIVERSIDAD AUTÓNOMA DE YUCATÁN

ESCUELA PREPARATORIA UNO
DESCRIPCIÓN DE ACTIVIDADES DE APRENDIZAJE
ASIGNATURA:
ELEMENTARY I
GUÍA DE RECURSAMIENTO PARA ALUMNOS
CSEMS 1
Escuela Preparatoria Uno
Período: Junio/Julio 2022
Cuarto semestre
Secuencia de Actividades de la Asignatura ELEMENTARY I
Modalidad: Recursamiento
Acreditación de la asignatura
EVIDENCIAS EVALUACIÓN EVALUACIÓN INTEGRADORA (PRODUCTO) TOTAL
DE PROCESO
Unidad 1 15 FASE 1
Unidad 2 15 FASE 2
Unidad 3 10 FASE 3 30
Prueba de desempeño 30
Total 40 60 100
Cronograma de actividades
Fecha Fecha
ADA Puntaje
de entrega de retroalimentación
PRIMER PERIODO
Activity 1. A Beautiful Place 15 22 de junio 08 de julio

SEGUNDO PERIODO
Activity 2. Anecdotes and communication 15 27 de junio 08 de julio

TERCER PERIODO
Actividad 3. When I grow up 10 01 de julio 08 de julio

Actividad integradora: A vacation trip 30 06 de julio 08 de julio
Prueba de desempeño 30 07 de julio 08 de julio
Total de puntos 100
CSEMS 2
Activity 1. A Beautiful Place
Valor: 15 puntos
Resultado de aprendizaje: Expresa información de forma oral o escrita acerca de diferentes lugares en el
mundo en un contexto internacional y de sus planes para visitar dichos lugares, utilizando el tiempo futuro
de manera precisa.
INICIO Unit 7. Getting ready.
VOCABULARY
1. Read the following situations and write an appropriate word.
a) It’s too sunny in Mérida! When you come here, it’s a good idea to put
on some __________________________ to protect our skin.
b) When you finish swimming, you need to use a __________________
to help you get dry.
c) Let’s take a _________________________ with us in case we have an accident.
d) I don’t like mosquitos, that’s why I always have _________________________ in my bag.
e) When we go on a camping trip, my family and I sleep on a ___________________________.
Compare your answers with the vocabulary on page 68 on your book. What else do you need to take
with you when you travel?
DESARROLLO
GRAMMAR: INFINITIVES FOR REASONS
An infinitive consists of the word to + a verb. We can use it to express purpose.
2. Check the grammar section on page 67. Now read the dialogue on page 66 and answer:
1. Why does Rita have to go shopping? ____________________________________________
2. Why does she have to go online? ____________________________________________
3. Why is she going to Puerto Rico? ____________________________________________
CSEMS 3
3. Read the examples, underline the infinitives, and complete the missing parts with your ideas.
What we do The reason
I read a book... …to relax.
They travel around the world... … to meet new people.
She goes to the gym... …to do exercise.
We need more money...
We packed our sunglasses and caps…
I’m going to Europe…
I have to get a passport…
…to buy a birthday gift.
GRAMMAR: IT’S + ADJECTIVE + TO
We can describe actions with adjectives. The top 5 adjectives for this structure are:
HARD – NICE – EASY – GOOD – IMPORTANT
4. Complete the sentences with the adjectives above. Then write two more examples.
It’s ______________________ to study with so much noise!
It’s ______________________ to have a healthy diet.
It’s ______________________ to ride a bike.
It’s ______________________ to get a lot of presents on your birthday.
It’s ______________________ to learn another language.
_____________________________________________________________
_____________________________________________________________
GRAMMAR: ADVICE AND SUGGESTIONS
5. Read the grammar section on page 69. Write one example with each form to give suggestions to a
person coming to visit Mérida.
When you come to Mérida…
CSEMS 4
1. You should ___________________________________________________________.
2. You shouldn’t _________________________________________________________.
3. You could ____________________________________________________________.
4. You need ____________________________________________________________.
5. You want _________________________________________________________.
6. Why don’t you ________________________________________________________?
7. It’s a good idea ________________________________________________________.
8. Don’t forget ___________________________________________________________.
6. Which of these forms are followed by an infinitive verb? Which forms are followed by a verb in
base form? Complete the chart.
+ infinitive verb + verb in base form
Unit 8. At home
CSEMS 5
1. Read the grammar section on page 77. What question word do we use to find out who owns
something? ___________________________
2. Complete the questions and answers with the suggested objects and different possessive
pronouns.
Whose ____________________? Whose ____________________?

Whose ____________________?
It ______________________. They ______________________.
They ______________________.
Are ____________________? Is ____________________?

No, they ______________________. No, it ______________________.
GRAMMAR: ORDER OF ADJECTIVES

When we use two or more adjectives together, they follow a specific order.
3. Think of more adjectives and add 3 more examples to each column of the chart above.
OPINION SIZE SHAPE COLOR NATIONALITY MATERIAL

(origin)
Cute Small Round Pink Canadian Leather
CSEMS 6
4. Look at the pictures. Complete Ana's questions with one or ones. Bob likes different things.
Write Bob's answer including two adjectives and one or ones.
Ana: I love those big square mirrors. And you?

Ana: I like the medium-size white dresser. Which Which _____________ do you like?
____________ do you like? Bob: Well, I like
Bob: I prefer _____________________________. _______________________________.
Ana: I love that beautiful big clock. Which Ana: I prefer the small Thai sofa. And you? Which
____________ do you like? _______________ do you prefer?
Bob: I like __________________________. Bob: I prefer _____________________________.
CIERRE
WORK IN TEAMS: Imagine you are going on a trip with your classmates to another city or country in
the world.
i) Think of the city/country you are going to visit and why you chose that place. Write a brief description of
the place. (Introduction)
ii) Prepare a list of things you have to do before the trip. This is called a "To Do List". Use 3 infinitives to give
reasons.
iii) Prepare a conversation between you and your classmates in which you ask for suggestions and advice
about what to do in that place and what to take with you for the trip. Include at least 3 sentences with the
grammar and expressions for advice and suggestions. Ask each other about the objects and items you are
going to pack (vocabulary of Unit 7). Include at least 2 phrases with three adjectives in the correct order,
and 2 questions and answers with whose and possessive pronouns.
CSEMS 7
Write your work in a piece of paper. Highlight with different colors all the grammar and vocabulary requested
in the instructions above.
Writing checklist Date: ____________________
Students’ names:
________________________________________________________________________
________________________________________________________________________
CRITERIA POINTS
Students’ names. (Mandatory)
1. An introductory paragraph is included with the information requested. /1
2. Includes 3 infinitives for reason used correctly /3
3. Includes 3 sentences for advice and suggestions (could, should, etc) used /3
correctly.
4. Uses vocabulary of Unit 7 (page 68), whose, and possessive pronouns /2
appropriately.
5. Uses vocabulary of Unit 7 (page 68) and three adjectives to describe the objects. /2
6. Grammar and vocabulary are highlighted in different colors /1
7. Consolidation exercises (individually) /3
TOTAL / 15
NOTA IMPORTANTE: El plagio será penalizado con la anulación total de la ADA.
Recursos y materiales:
Libro Touchstone 2, apuntes de clase, diccionario, copias u otros materiales solicitados por el profesor
facilitador.
Evidencia:
Ejercicios de consolidación y trabajo escrito.
Instrumento de evaluación:
Lista de cotejo
Referencias
McCarthy Michael, M. McCarten Jeanne & Sandiford, H. (2014). Touchstone 2 Students’ book (2nd edition).
USA: Cambridge.
McCarthy Michael, M. McCarten Jeanne & Sandiford, H. (2014). Touchstone 2 Workbook (2nd edition).
USA: Cambridge
CSEMS 8
Activity 2. Anecdotes and communication
Valor: 15 puntos
Resultado de aprendizaje: Se comunica intercambiando expresiones coloquiales de forma oral y escrita

acerca de situaciones pasadas.
INICIO Unit 9. Things Happen
VOCABULARY
1. Label the parts of the body. 2. Match the columns to form the correct phrases.
Column A Column B
I sprained …my arm
I broke …a black eye
I hurt …my ankle
I cut …my finger
I got …my back
DESARROLLO GRAMMAR: SIMPLE PAST AND PAST CONTINUOUS
Use the past continuous:

* To set the background for a story: I was going to work, and I was talking to a woman.
* To tell about events in progress in the past: Helen was using my computer last night.
Use the simple past for:

* Completed actions in the past.
SIMPLE PAST WITH PAST CONTINUOUS:
The simple past is often used for shorter actions that happened – and were completed – during the time of
another, longer one, which is expressed with the past continuous.
Example: A friend of mine deleted all my files (short action) when she was using my computer
(background, longer action).
CSEMS 9
3. Read the following text and find 5 examples of simple past and 5 examples of past continuous to
complete the chart below.
My grandparents were 16 when they fell in love. My grandpa was travelling the country for work
when he arrived at the village where she lived. When my grandpa saw my grandma, it was love at first sight!
He was walking around to go to work when he saw her. She was going to buy tortillas when she noticed
him.
They were dancing in the village one Sunday night when he asked her to marry him. They got
married the next year and they were together for 60 years. Unfortunately, one day they were coming back
from vacation when they had an accident and they died.
SIMPLE PAST EXAMPLES PAST CONTINUOUS EXAMPLES

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
4. A police officеr is interviewing two witnеsses. Сomplete with simple past or past continuous.
Officer: Let me ask you some questions. Did you see what happened? Where were you when the accident
occurred?
Witness 1: We _________________ (be) here. We __________________ (wait) at the bus stop.
Witness 2: Yes, we ________________ (see) everything. The car __________________ (run) over those
men.
Officer: _______ the car _______________ (speed up) when it _________________ (get) to the corner of
the street?
Witness 1: Yes, it was. It ____________________ (go) very fast.
Witness 2: And those men ____________________ (cross) the street with the red light when the car
___________________ (hit) them.
Officer: _______ the driver _____________________ (stop) when he saw the men?
Witness 1: No, because he _____________________ (talk) on his phone while he _________________
(drive). He ___________________ (not stop) in time.
CSEMS 10
REFLEXIVE PRONOUNS
5. Complete with a reflexive pronoun.

I cut ____________ with a cutter.
You looked at _______________ in the mirror.
He hurt __________________ yesterday.
She was playing by __________________ at home.
I saw a dog scratching __________________.
We did the homework by __________________.
They were hitting __________________ with a hammer.
Unit 10. Communication
GRAMMAR: Comparisons
We can compare
Characteristics (adjectives) Actions (verbs) Quantities (nouns)

Comparative adjectives can be When we compare actions, we When we compare nouns, we
used to talk about the talk about who does the action refer to the amount or quantity
differences between two more times or more often. in which we do/have
things, people, or events. something.
Use more or less for long Use more or less to compare Use more or less to compare
adjectives. actions uncountable nouns (always in
Use –er (at the end) or less for singular).
short adjectives. Use more or fewer to compare
There are irregular adjectives countable nouns (always in
plural).
EXAMPLES: EXAMPLES: EXAMPLES:
Real cards are more personal She talks more than he does I get more calls than you.
than e-cards. He talks less than she does You get fewer calls than me.
E-cards are less personal than I spend more time on the phone.
real cards. She spends less time on the
It’s nicer to get a real card than phone.
an e-card.
*Notice how the comparative form is often used with than.
CSEMS 11
1. Complete the chart below with the comparative form of the adjectives in the box.
bad / big / cheap / boring / busy / cheap / convenient / cool / difficult / easy / expensive / fun /
happy / good / hard / important / interesting / new / noisy / old / personal / popular / quick / slow /
small / useful / hot
Adjective + -er / -ier More / less + adjective Irregular adjectives
2. Complete the sentences with comparative forms.

1. Postcards are _________________ (slow) than e-mail.
2. Instant messaging is ____________________ (easy) than text messaging.
3. To me, regular photos are ___________________ (nice) than digital photos.
4. I think the new iPhone is ___________________ (bad) than the previous one.
5. To me, video conferences are ___________________ (boring) than real conferences.
3. Complete the sentences with more, less, or fewer.
CSEMS 12
CIERRE
PART 1
1. In teams, talk about an anecdote related to accidents, injuries or when something went wrong. It can be
something that happened to a member of the team, or someone you know.
2. Use simple past and past continuous appropriately to tell your story. Include the vocabulary about
injuries, reflexive pronouns, and parts of the boy. The following questions can help you start:
• What exactly happened?

• What were the circumstances?
• Where were you?
• What were you doing?
• How did you get hurt?
• How did the story end?
• Did you have company or were you by yourself?
CSEMS 13
Requirements:
• At least 2 sentences using simple past and 2 with past continuous
• At least 2 vocabulary words of parts of the body
• At least 2 vocabulary words for injuries
• At least 2 reflexive pronouns
• Include a picture to illustrate the main idea.
PART 2
3. Choose 2 means of communication, 2 social networks, or 2 apps that you know, and discuss them in
teams considering their pros and cons (advantages and disadvantages).
• What are their features?
• How do people actually use them?
• In what aspects is one better than the other, and vice versa?
4. Compare the two apps/social networks/means of communication.

Requirements:
• At least 4 short comparative adjectives
• At least 4 long comparative adjectives
• At least 2 irregular comparative adjectives
• Compare verbs and nouns using at least one sentence with less, one with more and one with fewer.
5. Write the first draft of your writing as a team on a piece of paper.

Part 1: At least half a page long.
Part 2: At least 3 paragraphs long.
6. Share it with another team for coevaluation. Highlight all the grammar and vocabulary from the unit with
different colors.
7. After the evaluation, make the corrections and adjustments suggested.
8. Prepare a brief oral presentation about the anecdote with your team.
Requirements for the oral presentation:
• All team members will participate in the oral presentation.
• The teacher will decide the order in which the members of the team will be presenting the story by calling
their names at a random order during the presentation. For this reason, all team members must know the
story from beginning to end.
• You must show the picture you chose to illustrate your anecdote (either on Power Point or by printing it
out). Include only key words (not full sentences) that help you remember the story.
• Reading the story from a piece of paper during the presentation is not allowed and will be penalized by
cancelling the presentation.
POINTS:
Consolidation exercises 3 points
Drafts & coevaluation 5 points
Final versions (writing) 5 points
Oral presentation 2 points
TOTAL 15 POINTS
CSEMS 14
Coevaluation checklist Date: ____________________

Names:
________________________________________________________________________
________________________________________________________________________
Studentsńames. (Requisito para ser calificado) First draft
1. The information is coherent and organized.
2. At least 2 sentences using simple past and 2 with past continuous
3. At least 2 vocabulary words of parts of the body
4. At least 2 vocabulary words for injuries
5. At least 2 reflexive pronouns
6. Include a picture to illustrate the main idea.
7. At least 4 short comparative adjectives
8. At least 4 long comparative adjectives
9. At least 2 irregular comparative adjectives
10. Compare verbs and nouns using at least one sentence with less, one with more
and one with fewer.
11. Correct spelling (up to 4 mistakes).
12. Correct use of grammar (up to 4 mistakes).
TOTAL
12-11 criteria = 5 points, 10 criteria = 4.5 points, 9 criteria = 4 points, 8 criteria = 3.5 points
7 criteria = 3 points, 6 criteria = 2.5 points, 5 criteria = 2 points, 4-3 criteria = 1 point, 2-0 criteria = 0 points
Oral presentation (2 points)
Name: Name: Name: Name:
Correct /.5 Correct /.5 Correct /.5 Correct /.5

pronunciation pronunciation pronunciation pronunciation
Fluency and voice /.5 Fluency and voice /.5 Fluency and voice /.5 Fluency and voice /.5
volume volume volume volume
Use of grammar /.5 Use of grammar /.5 Use of grammar /.5 Use of grammar /.5
and vocabulary and vocabulary and vocabulary and vocabulary
Collaborative work /.5 Collaborative work /.5 Collaborative work /.5 Collaborative work /.5
TOTAL /2 TOTAL /2 TOTAL /2 TOTAL /2
CSEMS 15
Final version checklist Date: ____________________

Names:
________________________________________________________________________
________________________________________________________________________
Studentsńames. (Requisito para ser calificado) Final version

2. At least 2 sentences using simple past and 2 with past continuous
3. At least 2 vocabulary words of parts of the body
4. At least 2 vocabulary words for injuries
5. At least 2 reflexive pronouns
6. Include a picture to illustrate the main idea.
7. At least 4 short comparative adjectives
8. At least 4 long comparative adjectives
9. At least 2 irregular comparative adjectives
10. Compare verbs and nouns using at least one sentence with less, one with more
and one with fewer.
TOTAL
12-11 criteria = 5 points, 10 criteria = 4.5 points, 9 criteria = 4 points, 8 criteria = 3.5 points,
7 criteria = 3 points, 6 criteria = 2.5 points, 5 criteria = 2 points, 4-3 criteria = 1 point, 2-0 criteria = 0 points
NOTA IMPORTANTE: El plagio será penalizado con la anulación total de la ADA.
Recursos y materiales
facilitador.
Evidencia
Ejercicios de consolidación, trabajo escrito y presentación oral.
Lista de cotejo
Referencias
USA: Cambridge.
McCarthy Michael, M. McCarten Jeanne & Sandiford, H. (2014). Touchstone 2 Workbook (2nd
edition). USA: Cambridge
CSEMS 16
Actividad 3. When I grow up
Valor: 10 puntos
Resultado de aprendizaje: Expresa de forma oral y escrita características físicas de personas de su futuro
empleo describiendo características físicas de personas y aplicando con relevancia el uso de las
estructuras gramaticales de las unidades.
INICIO Unit 11. Appearances / Unit 12. Looking Ahead
VOCABULARY: Physical Features
1. Take a look at all your classmates. Observe them for a moment and complete the chart below.
FIND SOMEONE WHO… NAME

Has a beard or a mustache
Is wearing braces
Has pierced ears
Has long hair
Has long fingernails
Has short hair
Has dark brown eyes
Wears his/her hair in a ponytail
Has got spiked hair
Is muscular
Wears glasses
*For more information, check the vocabulary on page 110, Student’s book.
VOCABULARY: Jobs
2. Label the pictures with words from the box.
carpenter assistant computer specialist business executive architect lawyer
dentist firefighter doctor letter carrier electrician nurse journalist
police officer plumber sales representative receptionist paramedic
CSEMS 17
CSEMS 18
DESARROLLO
GRAMMAR: Describing people (have, have got, wear)
Subject Have Have got Contraction for have got

pronoun
I Have Have got ‘ve got
You Have Have got ‘ve got
He / She / It Has Has got ‘s got
We / They Have Have got ‘ve got
* “Have got” can be contracted with subject pronouns

* “Has got” can be contracted with subject pronouns and proper names. For example “America’s got talent”.
3. Write a brief description of your favorite celebrity. Use “have got / has got” and the vocabulary of
physical features.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
GRAMMAR: Phrases with verb + -ing and prepositions.

Use the verb + -ing to describe what a person is doing or wearing.
CSEMS 19
4. Look at the picture and write a sentence about each person using the words in brackets. Add
one other descriptive phrase as in the example.
1. Which one is Lisa? (check her grades)

Lisa is the one in the black jeans checking her grades.
2. Which one is Julio? (stand at the back)
_______________________________________________________________
3. Which one is Mei-ling? (listen to music)
_______________________________________________________________
4. Who is Luigi? (write an essay)
_______________________________________________________________
5. What about Ivy, which one is she? (sit at the front)
_______________________________________________________________
6. So which guy is Kareem? (wear a striped T-shirt)
_______________________________________________________________
7. Which one is Anna? (talk to Kareem)
_______________________________________________________________
8. Is Kazu here? Who is he? (read a book)
_______________________________________________________________
CSEMS 20
GRAMMAR: Future
“Will”, “may”, and “might” are modal verbs. We use these modal verbs to talk about the future.
Besides, you can use “be going to” or the present continuous to talk about the future as well.
1. PAIRWORK: Read the text on page 118 (student’s book) and answer.
What forms of the future do they use?

1. For plans, decisions or arrangements: _______________________________________________
2. For predictions: _______________________________________________
3. For facts: _______________________________________________
4. When you´re not 100% sure: _______________________________________________
We use
• Will – to give facts or predictions about the future.

Contractions I´ll = I will / won´t = will not
• May and Might – to show you´re not 100% sure about the future.
• May, Might, and Will with expressions like I guess, I think, maybe, and probably to show you are not 100%
sure about the future.
• “Be going to” or the present continuous – for arrangements, decisions or plans.
2. Complete these sentences with the expression in the box.
CSEMS 21
3. Circle the correct verb to complete the sentences
GRAMMAR: Present tense verbs with future meaning

TIME CLAUSES: if, when, after and before.
In some complex sentences about the future, use the simple present after if, when, after and before, to refer
to the future.
4. Complete the sentences with information that is true for you. Include after, before, if or when.
Check the information and examples on page 121.
CSEMS 22
CIERRE
Read the questions below and think for a minute…

What are you going to be when you grow up?
What are you going to look like?
What job are you going to have?
Are you planning to get married? Do you think you will have children?
What things might happen to you in the future?
In teams of 3 or 4 people, prepare a presentation predicting your future.
i) Brainstorm ideas and share them with all the members of the team, so that all of you know about
each other’s future predictions.
ii) Register your ideas in a graphic organizer (you can use the one suggest on the next page). Make
sure you use the following grammar and vocabulary per person, and highlight it with different
colors:
a) At least 1 sentence with the verb “look like”.
b) At least 3 words from the vocabulary of physical features.
c) At least 2 sentences with “will”
d) At least 2 sentences with “be going to”
e) At least 1 sentence with “may” or “might”
f) At least 2 sentences with “if”, “when”, “after”, or “before” with future meaning.
iii) Share your graphic organizer with another team for coevaluation.
iv) Make the necessary corrections if necessary (as suggested by the other team).
v) With the information you have, prepare a Power Point presentation using only pictures and
keywords to help you remember the grammar and vocabulary necessary (do not include full
sentences).
vi) Oral presentation: The teacher will decide randomly the order in which the members of the team
will be presenting. Each person must talk about someone else, assigned by the teacher at the
moment you are presenting. This means that nobody is going to talk about himself or herself.
vii) Hand in your graphic organizer and the checklists right before you present your information.
POINTS:
Consolidation exercises 3 points
Graphic organizer (draft) 2 points
Graphic organizer (final) 2 points
Oral presentation 3 points
TOTAL 10 POINTS
CSEMS 23
GRAPHIC ORGANIZER SUGGESTED
WHEN I GROW UP
STUDENT 1 STUDENT 2 STUDENT 3
Physical
features
Jobs and
education
Civil status
and family
Other
predictions
CSEMS 24
COEVALUATION CHECKLIST (2 points)
Date: _________________
Names:
________________________________________________________________________
________________________________________________________________________
Students’ names. (Requisito para ser calificado) Draft

2. At least 1 sentence with the verb “look like”.
3. At least 3 words from the vocabulary of physical features.
4. At least 2 sentences with “will”
5. At least 2 sentences with “be going to”
6. At least 1 sentence with “may” or “might”
7. At least 2 sentences with “if”, “when”, “after”, or “before” with future meaning.
10. Handed in on time
TOTAL
10 – 9 criteria = 2 points 4 - 3 criteria = 0.5 point

8 – 7 criteria = 1.5 points 2-0 criteria = 0 points
6 – 5 criteria = 1 points
Oral presentation (3 points)
Name: Name: Name: Name:
Correct /.5 Correct /.5 Correct /.5 Correct /.5

pronunciation pronunciation pronunciation pronunciation
Fluency and voice /.5 Fluency and voice /.5 Fluency and voice /.5 Fluency and voice /.5
volumen volumen volume volume
Uses the grammar Uses the Uses the grammar Uses the grammar
structure required. /.75 grammar structure /.75 structure required. /.75 structure required. /.75
required.
Uses the Uses the Uses the Uses the

vocabulary /.75 vocabulary /.75 vocabulary /.75 vocabulary /.75
required required required required
Use of pictures /.5 Use of pictures /.5 Use of pictures /.5 Use of pictures /.5
and key words and key words and key words and key words
TOTAL /3 TOTAL /3 TOTAL /3 TOTAL /3
CSEMS 25
GRAPHIC ORGANIZER CHECKLIST (2 points)
Date: _________________
Names:
________________________________________________________________________
________________________________________________________________________
Studentsńames. (Requisito para ser calificado) Final version
2. At least 1 sentence with the verb “look like”.
3. At least 3 words from the vocabulary of physical features.
4. At least 2 sentences with “will”
5. At least 2 sentences with “be going to”
6. At least 1 sentence with “may” or “might”
7. At least 2 sentences with “if”, “when”, “after”, or “before” with future meaning.
10. Handed in on time

TOTAL
10 – 9 criteria = 2 points 4 - 3 criteria = 0.5 point

8 – 7 criteria = 1.5 points 2-0 criteria = 0 points
6 – 5 criteria = 1 points
Recursos y materiales:
facilitador.
Evidencia:
Ejercicios de consolidación, trabajo escrito y presentación oral.
Lista de cotejo
Referencias
USA: Cambridge.
CSEMS 26
Actividad integradora: A vacation trip

Valor: 30 puntos
In teams, you are going to write about an amazing vacation trip from the past. It can be a real experience or
an imaginary situation.
Paragraph 1. Before the trip.

Introduce the topic
Mention the things that you had to do and the reason why you did them. (Use past tenses and infinitives for
reason)
Mention the objects that you took for traveling. (Use vocabulary of unit 7)
Paragraph 2. During the trip: People and places.

Show pictures of the place where you went, and describe it. (order of adjectives)
Talk about the local people and describe their appearances. (vocabulary of unit 11)
Paragraph 3. During the trip: Anecdote

Tell an anecdote that happened to you during the trip. (simple past and past continuous, reflexive pronouns)
Paragraph 4. Plans for your future vacations.

Mention what you plan to do in your next vacation. Make predictions about it. (different future tenses)
Paragraph 5. Conclusion
Compare that place with other places you know. (comparatives with adjectives and nouns)
Give some advice and suggestions for people who would like to travel to that place. (advice and
suggestions)
Highlight the grammar and vocabulary requirements with different colors (see the checklist for more details).
CSEMS 27
Actividad integradora: A vacation trip
EVALUATION CHECKLIST (30 points)

Date: _________________
Names:
________________________________________________________________________
________________________________________________________________________
Studentsńames. (Requisito para ser calificado) Points

Handed in on time*
Highlight grammar and vocabulary with different colors*
The writing was in the form and format required by the teacher*
The content and the information is coherent and organized. /2
The writing is related to the topic requested and it’s organized in paragraphs as /2
suggested.
Correct use of at least 2 sentences in past tenses /2
Correct use of at least 2 infinitives for reason /2
At least 2 words from vocabulary of unit 7 /2
At least 2 descriptions using 3 adjectives in the correct order /2
At least 2 words from vocabulary of unit 11 /2
Correct use of at least 1 reflexive pronoun /1
Correct use of at least 2 sentences in simple past with past continuous to tell a story /2
Correct use of at least 3 sentences in different future tenses /3
Correct use of at least 2 different comparative adjectives /2
Correct use of at least 1 comparison with a noun /1
Correct use of at least 3 different expressions for advice and suggestions /3
Correct spelling (up to 4 mistakes). /2
Correct use of grammar and general vocabulary (up to 4 mistakes) /2
TOTAL / 30 points
*If you fail to do this, you will be penalized with -2 points each.
*If plagiarism is evident, your activity will be cancelled, and your grade will be zero.
Recursos y materiales
• Libro Touchstone 2, computadora, apuntes de clase, diccionario, copias u otros.
Evidencia de aprendizaje:
• Trabajo escrito
• Lista de cotejo.
Referencias
McCarthy Michael, M. McCarten Jeanne & Sandiford, H. (2014). Touchstone 2 Students’ book
(2nd edition). USA: Cambridge.
CSEMS 28

ELEMENTARY I - Descripción de ADAs Verano 2022

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ELEMENTARY I - Descripción de ADAs Verano 2022

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Bachillerato General UADY

UNIVERSIDAD AUTÓNOMA DE YUCATÁN

DESCRIPCIÓN DE ACTIVIDADES DE APRENDIZAJE

GUÍA DE RECURSAMIENTO PARA ALUMNOS

Activity 1. A Beautiful Place 15 22 de junio 08 de julio

Activity 2. Anecdotes and communication 15 27 de junio 08 de julio

Actividad 3. When I grow up 10 01 de julio 08 de julio

Prueba de desempeño 30 07 de julio 08 de julio

Total de puntos 100

INICIO Unit 7. Getting ready.

1. Read the following situations and write an appropriate word.

on some __________________________ to protect our skin.

b) When you finish swimming, you need to use a __________________

to help you get dry.

c) Let’s take a _________________________ with us in case we have an accident.

d) I don’t like mosquitos, that’s why I always have _________________________ in my bag.

e) When we go on a camping trip, my family and I sleep on a ___________________________.

with you when you travel?

GRAMMAR: INFINITIVES FOR REASONS

An infinitive consists of the word to + a verb. We can use it to express purpose.

1. Why does Rita have to go shopping? ____________________________________________

2. Why does she have to go online? ____________________________________________

3. Why is she going to Puerto Rico? ____________________________________________

What we do The reason

I read a book... …to relax.

They travel around the world... … to meet new people.

She goes to the gym... …to do exercise.

We need more money...

We packed our sunglasses and caps…

I’m going to Europe…

I have to get a passport…

…to buy a birthday gift.

GRAMMAR: IT’S + ADJECTIVE + TO

HARD – NICE – EASY – GOOD – IMPORTANT

It’s ______________________ to study with so much noise!

It’s ______________________ to have a healthy diet.

It’s ______________________ to ride a bike.

It’s ______________________ to get a lot of presents on your birthday.

It’s ______________________ to learn another language.

GRAMMAR: ADVICE AND SUGGESTIONS

When you come to Mérida…

2. You shouldn’t _________________________________________________________.

3. You could ____________________________________________________________.

4. You need ____________________________________________________________.

5. You want _________________________________________________________.

6. Why don’t you ________________________________________________________?

7. It’s a good idea ________________________________________________________.

8. Don’t forget ___________________________________________________________.

base form? Complete the chart.

+ infinitive verb + verb in base form

Whose ____________________? Whose ____________________?

Are ____________________? Is ____________________?

GRAMMAR: ORDER OF ADJECTIVES

OPINION SIZE SHAPE COLOR NATIONALITY MATERIAL

Ana: I love those big square mirrors. And you?

Writing checklist Date: ____________________

1. An introductory paragraph is included with the information requested. /1

2. Includes 3 infinitives for reason used correctly /3

6. Grammar and vocabulary are highlighted in different colors /1

7. Consolidation exercises (individually) /3

NOTA IMPORTANTE: El plagio será penalizado con la anulación total de la ADA.

Resultado de aprendizaje: Se comunica intercambiando expresiones coloquiales de forma oral y escrita

INICIO Unit 9. Things Happen

Whose ? Whose ?

Are ? Is ?