Writing Guide 2015_II.doc

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNADInstituto Virtual de Lenguas - INVILPrograma: Programa Nacional de inglésCurso: Inglés IICampo de formación: Componente Básico Común.Tipo de curso: teórico.Créditos: Dos (2).

WRITING GUIDE FOR ENGLISH II

GENERAL OBJECTIVE:

Expresar ideas y situaciones de la vida real de manera escrita, siendo estas acertadas y eficaces, mediante la aplicación de los contenidos vistos en el curso.

OBJECTIVES:

Utilizar la gramática y vocabulario adecuadamente de acuerdo a los contenidos del curso.Estimular el proceso de escritura como proceso organizado y sistemático.

TOPICS:

Reconocimiento de la unidad 2.

Grammar Superlatives adjectives, Comparative adjectives, Likes and dislikes, simple past, simple present.

Vocabulary Giving advices, Recreational activities, Food, prices.

Connectors Addition AND- contrast BUT – Reason because

Learning strategy: Aprendizaje basado en tareas, en el grupo colaborativo se deben desarrollar diversos pasos para la construcción de un trabajo final, dando cuenta de esta forma de lo aprendido hasta el momento. La construcción de este trabajo, contará con el acompañamiento del e-mediador.


A través de este ejercicio, el e–estudiante hará el reconocimiento y apropiación de los contenidos de las unidades, de su entorno y del contexto para expresarse de acuerdo a su nivel.

Awaited product:

Documento en pdf que se subirá en el link de tareas generado para tal fin.

Ó

Presentación con diapositivas Power Point que se subirá al link de tareas generado para tal fin.

Ó

Link en PREZI con el desarrollo de su trabajo.

Peso evaluativo 100 puntos

INSTRUCTIONS:

The group has to develop all the “parts” of the activity, you can divide the parts

among you.

As a suggestion you can complete the chart:

Student’s name Part to develop


Part one

Answer the questions according with the picture.

1. Who is coming round the corner?

2. What is their secret?

3. What are they carrying?


1. Why did Peter lose his temper with Joanna?

2. Where did he go after he stormed out?

3. What happened to him when he got there?

1. What building can you see Rose leaving?

2. What is she wearing?

3. Where is she going?


1. Where did the accident happen?

2. Who was hurt?

3. Who helped?


1. Who closes the window?

2. Why?

3. How old are they?

Part Two

Complete the sentence

To begin simply answer the following questions and see what happens. The answers to the questions are entirely up to you. There is no right or wrong – only ideas. Once an idea appeals to you, follow it through. You will be pleasantly surprised at how quickly a story will emerge from the answers you give.

Jenny slammed the door in John’s face because ………… The plane crashed because…. Paul read his wife’s diary and discovered. …………… The small girl ran away from …………… Travis had never seen a …………… look so scared before. It was time for …………… Her arms ached but she couldn’t stop swimming because …………… Ben climbed the tree and ……….

Story without a middle

There are three main parts to a story:

The BEGINNING says where and when a story happens and who the people or characters are.

The MIDDLE tells what happens to these people.

The CONCLUSION tells how the story ends.


Read the story below. It has a beginning and a conclusion but no middle.

SALLY'S PROBLEM

Sally sat at the back of the classroom, looking out of the window. She didn't hear what the teacher said because she was thinking about her big problem .........

Sally jumped up and ran to the phone. She just knew everything was going to be alright again.

Now write two ideas what Sally's problem could be:

1.

2.

Choose the idea you like best, and write about it. Write the story again putting your middle between the beginning and the end of the story of Sally's problem.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Part Three

Book review

A book report gives the author's name, the book title, and says what the book is about.

Read this book report by one of last year's students.

TITLE: Jaws

AUTHOR: Robert Benchley

TYPE OF BOOK: Adventure

CONTENT: It's about a big shark which eats people when they are swimming.

OPINION: I liked the story. It was exciting and a bit frightening. I've seen the film - that was good too.

Answer these questions about the book report.

1. What is the book about?

2. Who wrote it?

3. What did the student think about the book?

4. Was it a love story?

Now read this book review by another student.

"I didn't like the story about the ship; it was boring and the pictures in it weren't very good. J.R Smith wrote "The Sinking of the Titanic" because his father was killed when the ship hit an iceberg. More than 1,000 people died when the ship sank. I don't like True Life stories - I prefer adventures."

The book review is a bit mixed up. Rewrite the information under the headings below.

TITLE:

AUTHOR:


TYPE OF STORY:

CONTENT:

OPINION:

No-gap Paragraph

The person typing the following text was too lazy to type capital letters or make spaces. Try to read it.

amanwaswalkingalongabusyshoppingstreetinManchesterwhensuddenlyhewasstoppedbytwopoliceofficersyouhadbettercomewithussirwehavereasontobelieveyouwereinvolvedinthebankrobberythattookplaceinLondon4daysagobutitcouldn'thavebeenmesaidthemanpullingnervouslyathislongblackhairi'vejustgotbackfroma2weekholidayinfrancehesaidandtookaphotooutofhiswalletlookhereIamstandingundertheeifeltoweroneofthepoliceofficerslookedcarefullyatthephotographandsaidyesyouarerightbutthispicturecouldnothavebeentaken4daysagoIthinkyou'dbettercomewithusbuthowdidyouknow?protestedthemanwellrepliedthepolicemanthephotoshowyouwithshorthairitcouldn'tpossiblyhavegrownsolonginjust4days.

Now write the paragraph above using capital letters, punctuation marks and spaces:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Part Four

Advertisements

Advertisements are written to try and make us buy something. The words in an advertisement give us a very clear idea of the product, and really make us want to have it. Look at this example of an advertisement for ice cream:

"Cool, delicious Strawberry Surprise. What could be nicer on a hot summer's day?"


Imagine that you are an advertiser who is trying to get people to try a new car. Type ten words that can be used to describe cars (you can use your dictionary!):

WORDS

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Using some of your words from above and write an advert for a car in the space below.

____________________________________________________________________________________________________________________________________

Making sentences:

Some of the words in these sentences have been put in the wrong place. Can you fix them? Write the words in the right order. The first sentence has been done for you.

(Hint: remember that sentences start with capital letters and end with full stops!)


Example: work Your days are and Monday, Wednesday Thursday.

Your work days are Monday, Wednesday and Thursday.

are work of hours Yours nine o’clock to five o’clock.

______________ ______________ of ____________ ____________ nine o`clock to five o`clock.

get You lunch an hour for

____________ get an hour for ____________.

paid weekly You are

____________ are paid _____________.

to holiday You pay are entitled

_____________ are entitled to ____________ _____________.

Part Five

Nicknames for New York

Use the words in the box to complete the text below. Write the missing words in the space.

describe biggest choose name cities nicknames

newspaper recorded city community visitors popular


_____________ are used to describe people, places or things. Many American ___________ have nicknames. They can help create identities, build unity and help people feel a sense of pride in their ____________.

Some years ago, marketing and advertising experts were asked to ____________ the best nickname for an American ____________. The winner was the nation’s biggest city, New York. The nickname they chose was “The Big Apple”.

Where did the nickname “Big Apple” originally come from? In the nineteen seventies, New York suffered from image problems. The number of ____________ was falling. A campaign was launched to give the city a new image and a new nickname. The New York board chose the nickname “The Big Apple”

It was not the first time the nickname had been used to describe the city. A journalist for a New York ____________ had used the name “The Big Apple” to ____________ New York in the nineteen twenties.

The Big Apple was also the ____________ of a night club in the Harlem area of New York City in the nineteen thirties, as well as the name of a ____________ dance and hit song around that time.

“The Big Apple” is not the only nickname for America’s ____________ city. Almost one hundred nicknames that describe New York have been ____________. Some of the best known nicknames for New York are “The Capital of the World”, “Empire City”, “Gotham”, “The City So Nice They Named it Twice” and “The City That Never Sleeps.”


CROSSWORD

ACROSS

She wears black and rides a broom.

4. Spirit that says “Boo!”

7. Small animals that are black and fly on Halloween.

8. Month Halloween is in

10. Cut this to make a jack-o-lantern

12. Popular Halloween color.

13. Filled with ghosts.

DOWN

2. “Trick or __________.”

3. Special outfit worn on Halloween.

5. Connected bones.

6. Holiday on October 31st.

9. ight this and put it inside a jack-o-lantern. t c h

11. Children eat this sweet treat on Halloween.


To have in mind…

First: Complete the chart, to organize the activity among you.

Second: Develop each part, write your part in the forum and the answers.

Third: When all of you have your corresponding part ready, organize one document as a group.

Forth: If there are ten days or less to finish the activity, you cannot participate in the group and you have to do all the activity alone, the collaborative points are going to be taken in the final note, and the group has to assume the missing part.

Fifth: you have to submit your group final activity in the corresponding link in the Evaluation and monitoring environment.

Check ideas; they must be clear and organized.

On-line Translators are a useful tool, be responsible at using them.

Be creative! Imagination and good sense of humor are important items at writing.

These web sites can help you during your writing process.

Dictionary: http://www.wordreference.com/

English Writing Tips: http://www.englishleap.com/other-resources/english-writing-tips

10 Quick Tips to Improve Your Writing: http://grammar.about.com/od/developingessays/a/quicktips.htm

http://grammar.about.com/od/developingessays/a/quicktips.htm

http://www.englishleap.com/other-resources/english-writing-tips

http://www.englishleap.com/other-resources/english-writing-tips

http://www.wordreference.com/


RÚBRICA DE EVALUACIÓN

ITEM A EVALUAR

VALORACIÓN BAJAVALORACIÓN

MEDIAVALORACIÓN ALTA

Máximo Puntaje

Puntaje Obtenido

Part oneNo desarrolla la parte 1

de la actividad.0 puntos

Desarrolla de forma incompleta la parte 1

de la actividad.Ó

Desarrolla la parte 1 de la actividad, más presenta errores

gramaticales y/o de coherencia en las respuestas dadas.

3 puntos

Desarrolla la parte 1 de forma completa y sin

ningún error gramatical o de coherencia en las respuestas dadas.

12 puntos

12

Part two

No desarrolla la parte 2 de la actividad.

0 puntos


de la actividad.Ó



3 puntos



12 puntos

12

Part threeNo desarrolla la parte 3

de la actividad.0 puntos


de la actividad.Ó



3 puntos



12 puntos

12

Part four

No desarrolla la parte 4 de la actividad.

0 puntos


de la actividad.Ó



3 puntos



.

12 puntos

12

Part Five No desarrolla la parte 5 de la actividad.


Desarrolla la parte 5 de forma completa y sin 12


de la actividad.Ó



3 Puntos


12 Puntos

Presentation of the activity

El trabajo es presentado de manera

desorganizada/. No cumple con lo requerido

por la guía.

0 puntos

El trabajo cumple apenas con unos

parámetros básicos de presentación. No toma

en cuenta las sugerencias realizadas en el foro colaborativo

3 puntos

El trabajo es presentado de manera creativa y

agradable. Cumple con lo requerido por la guía.

Corresponde a las participaciones

realizadas en el foro colaborativo.

10 puntos

10

Participation and

interaction-writing forum-

No participó en el Writing fórum o participó faltando pocos días para el cierre

de la actividad.

0 puntos

Aunque participó en el Writing forum, Sus contribuciones no

apuntaban directamente a la construcción del

trabajo. La participación en el foro colaborativo se hizo a pocos días

del cierre de la actividad

5 puntos

Las participaciones en el foro son pertinentes y coherentes con las

participaciones de los compañeros. Cumplen

con las normas de netiqueta Sus aportes en el foro colaborativo

fueron valiosos y puntuales desde el

inicio de la actividad.

20 puntos

20

Upload the final activity

No sube el trabajo final al link de tareas/ Lo sube

después de haberse cerrado el foro.

0 puntos

Sube su trabajo de forma. / No cumple con los requerimientos de la

guía. / No toma en cuenta las sugerencias

realizadas en el foro colaborativo.

3 puntos

Sube su trabajo satisfactoriamente al link de tareas y este cumple con lo estipulado en la guía de la actividad.

10 puntos

10

Total 100

Writing Guide 2015_II.doc

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