Writing and Reading Strategies Module: An Essential Tool for Your Development

2
PRELIMINARES
Esta publicación se terminó de imprimir durante el mes de junio de 2012.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 1,126 ejemplares.
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Mtro. Julio Alfonso Martínez Romero
Director Académico
Dr. Manuel Valenzuela Valenzuela
Director de Administración y Finanzas
C.P. Jesús Urbano Limón Tapia
Director de Planeación
Ing. Raúl Leonel Durazo Amaya
WRITING AND READING STRATEGIES
Módulo de Aprendizaje.
Copyright ©, 2011 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Tercera edición 2012. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
COMISIÓN ELABORADORA:
Elaborador:
Edna Elinora Soto Gracia
Revisión Disciplinaria:
Jesús Moisés Galaz Duarte
Corrección de Estilo:
Diana Patricia Lugo Peñúñuri
Apoyo Metodológico:
Jesús Moisés Galaz Duarte
Supervisión Académica:
Mtra. Luz María Grijalva Díaz
Diseño:
María Jesús Jiménez Duarte
Edición:
Cynthia Deyanira Meneses Avalos
Coordinación Técnica:
Claudia Yolanda Lugo Peñúñuri
Diana Irene Valenzuela López
Coordinación General:
Dr. Manuel Valenzuela Valenzuela

3PRELIMINARES
Ubicación Curricular
HORAS SEMANALES:
04
CRÉDITOS:
08
DATOS DEL ALUMNO
Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________
COMPONENTE:
FORMACIÓN PARA EL
TRABAJO
CAPACITACIÓN PARA EL
TRABAJO:
IDIOMAS (INGLÉS)

5PRELIMINARES
Presentación .........................................................................................................................................................7
Mapa de asignatura..............................................................................................................................................8
BLOCK 1: CONSIDERING A PURPOSE FOR WRITING ........................................................................9
Didactic Sequence 1: Blogs ...............................................................................................................................10
• Personal blogs ............................................................................................................................................11
• Classroom blogs (school blogs or educational blogs)..............................................................................11
• Social blogs ................................................................................................................................................12
• Blog talk ......................................................................................................................................................12
• Creating a blog ...........................................................................................................................................16
Didactic Sequence 2: Wikis ...............................................................................................................................19
• Wikis in the classroom ...............................................................................................................................20
• Creating a Wiki............................................................................................................................................23
BLOCK 2: IDENTIFYING TYPES OF TEXTS.........................................................................................29
Didactic Sequence 1: Prediction Text ................................................................................................................30
• Purpose of a text.........................................................................................................................................31
• Parts of a paragraph...................................................................................................................................33
• The hamburger metaphor...........................................................................................................................36
• Transition words ..........................................................................................................................................39
• Writing paragraphs .....................................................................................................................................43
Didactic Sequence 2: Persuasive text ...............................................................................................................47
• Advertisements ...........................................................................................................................................49
• Rhetorical questions ...................................................................................................................................49
• Skimming ...................................................................................................................................................50
• Thesis and supporting ideas ......................................................................................................................54
Didactic Sequence 3: Descriptive text ...............................................................................................................57
• Descriptive writing.......................................................................................................................................58
• Sense adjectives.........................................................................................................................................60
• Sense verbs ................................................................................................................................................62
• Scanning .....................................................................................................................................................65
• Chapters of “The Little Prince”....................................................................................................................71
BLOCK 3: BUILDING HEALTHY HABITS ............................................................................................73
Didactic Sequence 1: Informative text................................................................................................................74
• To write an informative text .........................................................................................................................76
• Newspapers................................................................................................................................................78
• Handouts and flyers....................................................................................................................................79
• Health informative texts...............................................................................................................................82
Didactic Sequence 2: Instructive text .................................................................................................................95
• Instructive for different purposes................................................................................................................96
• Following and writing instructions ..............................................................................................................96
• Writing and reading strategies....................................................................................................................98
Bibliography ......................................................................................................................................................121
Índice

7PRELIMINARES
“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.
El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso
que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las
competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un
mismo propósito en un determinado contexto.
El presente Módulo de Aprendizaje de la asignatura Writing and Reading Strategies, es una herramienta de suma
importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se
establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está
implementando a nivel nacional.
El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de
estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios
local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y
cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las
preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a
abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos
conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que
tu aprendizaje sea significativo.
Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que
realizaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma
individual, binas o equipos.
Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de
campo, etc.
La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa,
de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una
visión general del logro de los aprendizajes del grupo.
Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a
través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el
propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este
ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para
mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la
finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las
actitudes de responsabilidad e integración del grupo.
Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que
les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que
contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser
receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización
de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir
juntos.
Presentación

8
PRELIMINARES
Writing and
Reading
Strategies
BLOQUE 1
Considering a
purpose for
writing
BLOQUE 2
Identifying
types of texts
BLOQUE 3
Building
healthy habits

Tiempo asignado: 20 horas
Considering a purpose for writing.
Competencias profesionales:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.
Unidad de competencia:
Usa herramientas de información y comunicación para tener acceso, integrar, manejar, crear y comunicar información
al tiempo que integra conocimiento y habilidades que son relevantes en el siglo 21.
Atributos a desarrollar en el bloque:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local,
nacional e internacional.

10
CONSIDERING A PURPOSE FOR WRITING
Didactic Sequence 1.
Blogs.
Start Up Activity
Evaluation
Activity: 1 Product: Questionnaire. Points:
Knowledge
Factual Procedural Attitude
Recognizes his/her weaknesses
and strengths in the use of
“Social networking sites.
Registers his/her experience in the
use of “Social networking sites” in a
questionnaire.
Shows openness to feedback
when he/she becomes aware of
his/her weaknesses and
strengths.
Auto-evaluation
C MC NC
Obtained points
Are You Addicted to Social Networking Sites?
Social networking sites like My Space, Facebook and Twitter can be great resources for
staying in touch with friends, but they should never become a substitute for physical
interaction with others. To help you determine if you use social networking sites
appropriately, we have added the questionnaire below. Answer "yes" or "no" to each
question and then total your answers to determine if you are addicted to social
networking sites.
Questionnaire:
1. Are you a member of multiple social networking sites? ________
2. Do you visit your social networking sites with no goal or specific purpose in mind? ________
3. Are you usually surprised by how much time you spend on a social networking site? ________
4. Have you ever said no to an activity with your family or friends because of social networking sites? ________
5. Have you ever ignored a responsibility like homework or chores because of social networking sites? ________
6. Do you ever stay up late or get up early to spend more time on social networking sites? ________
7. Have you ever hidden your time on social networking sites from family or friends? ________
8. Have you ever used social networking sites when a parent or teacher has told you not to? ________
9. Do you prefer to interact with people on social networking sites rather than face to face? ________
10.Has anyone ever commented on how much time you spend on social networking sites? ________
11.Do you have more friends on your social networking sites than you do in your real life? ________
12.Do you become frustrated or angry when a social networking site goes down or is unavailable? ________
If you answered "yes" to between one and four questions then you are most likely not addicted to social
networking sites.
If you answered "yes" to between five and eight questions then you may be addicted to social networking sites.
If you answered "yes" to nine or more questions then you are likely to be addicted to social networking sites. Your
use of these sites is most likely getting in the way of your real life and you may even be using them as a substitute
for getting out and making friend.
http://www.teenissues.co.uk/addicted-social-networking-sites.htmltml
Activity: 1

11
BLOCK 1
Development activities
Read the text about Blogs and look for the underline words in your English dictionary.
Then draw a mind map to organize information. Present it to your teacher in a separate
paper.
Blogs
The term blog is an abbreviation of “web log.” Some blogs are like diaries but without the privacy. Many are used
for reporting breaking news while others are an outlet for commentary and analysis. Whatever a blog may have in
common with a log, journal, or diary, the important difference is that a blog is specifically intended for viewing by
and interacting with, someone other than the author.
The rationale for blogging is the same rationale for writing or communicating in general: to effectively participate
as a knowledgeable member of society. Blogs like Social networking sites (My Space, Facebook and Twitter) can
be great resources too; since it will help you easily do so many tasks that you already perform. It will make you
think that you are on the cutting edge of cool!
Three things to think about when you begin a blog are the author, the audience, and your purpose.
First, there are several authors to consider: your teacher, your classmates, and you.
Second, you need to think about primary audiences: the teacher and the students.
Teacher classroom
Students classroom
Third, a factor to consider with your blog is its purpose. Three of the most common functions of a classroom.
Blogs are to communicate information, promote discussion, and display work.
This sequence of the module discusses the creation, use, and effectiveness of blogs as instructional tools. It is
worth spending some time thinking about the best way for you to handle these possibilities for blogging. Here are
three blogs that you can choose.
Personal blogs: Use blogging as a personal journal and keep it private. Blogging for oneself can be a wonderful
method of "venting" or "getting it all out". It’s important to set aside a time to blog every day. You have to look for
a "keep private" check box within any blog server used. Use first letters of names when writing about others. For
example, "E made me very mad today." This ensures that no feelings will be hurt should someone stumble upon
your blog. Once you have blogged for a while, go back and review and ask yourself these questions: Have you
learned the sources of stress in your life? Can you identify any running themes? Is a particular person toxic to your
emotional health? Finally, design or upload funny photos, make your blog something you enjoy, have fun!
Classroom Blogs (school blogs or educational blogs): The education blog can be a powerful and effective
technology tool for students and teachers alike. Blogs work well for students because they can be worked on at
virtually any time, in any place with an Internet-enabled computer. Hence, they can be used by computer savvy
teachers to create a classroom that extends beyond the boundaries of the school yard. There are numerous
educational benefits of blogs. Blogs are:
 Highly motivating to students, especially those who otherwise might not become participants in the class.
 Excellent opportunities for students to read and write.
 Effective forums for collaboration and discussion.
 Powerful tools to enable scaffold learning or mentoring to occur.
Activity: 2

12
Readings are categorized according to the blog structure and understanding of the writer.
You can use a blog to pose questions and prompt discussion among your classmates. This might
be a prelude to an upcoming lesson or review of something you have been introduced by your
teacher. Topics could include current events, primary sources, editorials, or books reflections.
As an educational tool, blogs may be integrated in a multi-faceted manner to
accommodate all learners. Blogs can serve at least four basic functions.
1. Collaboration.
Blogs provide a space where teachers and students can work to further develop
writing or other skills with the advantage of an instant audience. Teachers can offer
instructional tips, and students can practice and benefit from peer review.
2. Discussions.
A class blog opens the opportunity for students to discuss topics outside of the
classroom. With a blog, every person has an equal opportunity to share their
thoughts and opinions.
3. Student Portfolios.
Blogs present, organize, and protect student work as digital portfolios.
4. Classroom Management.
Class blogs can serve as a portal to foster a community of learners. They can be
used to inform students of class requirements, post handouts, notices, and
homework assignments, or act as a question and answer board.
A recommended blog for academic activities is the model MY BLOG, YOUR BLOG;
this model is to create different blogs for different authors. This might be as few as
two –one for the teacher and one for the students – or the teacher might create a blog for each student.
Remember that multiple blogs can be easily linked together. Each blog in your group can have a list of links to all
the other blogs in the sidebar.
This naturally makes more sense when students can take a more active role. The teacher makes sure that he/she
has passwords for every account so you can be monitored and edit any inappropriate content that may be
posted on blogs representing your class. Beyond that, you as student should be responsible for managing and
approving comments to your own blogs.
Social blogs. Blogging is not just an act of publishing but also a communal activity. It is more than leaving
comments; it is about creating connections. For instance, through comments you may meet folks, who in turn
write for the blog, and then in the process become a friend. It is time to re-embrace and extend that philosophy!
Establishing those kinds of relationships becomes an even bigger challenge as newer tools emerge, enabling
new kinds of sharing. Whether it is Friend feed, videos or photos, we are constantly figuring out ways to share
information about us on the web. In other words, our digital life is spreading out across the web.
Remember our first rule: The best way to learn is to jump in head first. So let’s do it! Learn more and pick up a
free blogging service, or use another with which you are already familiar.
Activity: 2 (continuation)
BLOG TALK
Blogger: Any contributor to
a blog.
Blogging: The processes
of creating or maintaining
a blog.
Multi-Blog: An online
"conversation" taking place
between several blogs.
Post: Is an individual entry
in a blog.
Rant means to speak or
shout at length in a wild,
impassioned way. It can
also be a noun. In blogs, a
rant is a written personal
complaint.
Rave means to speak or
write about someone or
something with great
enthusiasm or admiration.
Tag: Same as a keyword.
Helps people to search
and find relevant posts.
Theme: A “style” or
“template” for your blog.
Choose it under
“Presentation” in your
control panel.

13
BLOCK 1
Evaluation
Activity: 2
Product: Mind map and a
vocabulary table.
Points:
Knowledge
Identifies vocabulary, the steps
and sequences to be written in a
mind map.
Uses mind maps to show
relationship and sequence of blog’s
information and searches new
vocabulary in the dictionary.
Appreciates the effective use of
the internet in his/her academic
development.
Auto-evaluation
C MC NC
Obtained points
Dictionary search.
Word Dictionary meaning
1. Rationally
2. Resources
3. Venting
4. Stumble
5. Hence
6. Savvy
7. Boundaries
8. Otherwise
9. Scaffold
10. Foster
11. Establishing
12. Challenge
Fold and post the paper here.

14
Pair work. Read the blog entries about a class trip to the local zoo. The trip was arranged
to support a science unit of work on conservation. Then read the tables below the texts
and follow instructions. The blog entries are categorized in authoring levels according to
the blog structure and understanding of the writer or blogger. The first entry is level 2,
you will find spelling errors. The second entry is level 3 and the links are not formatting.
The third entry shows a good level and it is authoring at level 4 but you’ll have to improve
it.
Science Zoo trip.
The zoo trip was fun and the teachers were really nice to take us their. We saw lotz of animals. I
liked the tiger but they are endangered in the wild in Africa. Our group took some cool fotos with
the class camera. My favourite is the one with Charles falling over. Here is one of the Giraffe. The
giraffe is amazin. Its neck is so long it can reach leaves high in trees.
This entry is related to the purpose of the trip; it is more timely but does contain errors –spelling, grammatical
and factual. The student has included an image. Authoring at level 2. This entry shows a limited level for
understanding.
Find 5 spelling errors and write them in the box. Then compare the results with your classmate.
Misspelled word Corrected words
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
The conservation trip to the Zoo.
Today's trip to the Zoo was really enjoyable. The Auckland Zoo has lots of animals from many
places. The tiger was my favorite. They are such a beautiful animal but are endangered in the wild
throughout India and Asia.
I can't believe people kill them for medicine or fur coats. The Giraffe is such a cool animal, it can eat leaves high in
trees that other animals can reach. Giraffes are not endangered but their homes are being reduced as land is
used or farms. I found some info on giraffes at:
www.animalplanet.com/animal/1256dt675738hjsu3n4978493jdjgh2jjdsd3dnu3.asp
This is a better entry, focused on the purpose of the trip. The student has included links to research but just
inserted the link rather than formatting this. The student has linked issues to the animals they saw. The post is
relevant and timely. Blog writing or authoring is at level 3.The entry is structured, with links (the links are raw and
need processing) and images, few errors. This entry has reached an acceptable level for understanding.
Write in a paragraph on how to format the links for the text.
Activity: 3

15
BLOCK 1
Evaluation
Activity: 3 Product: A paragraph. Points:
Knowledge
Identifies vocabulary, the steps
and sequences to be written in a
mind map.
Uses mind maps to show
relationship and sequence of blog’s
information and searches new
vocabulary in the dictionary.
Identifies the process of recording
and reporting events and using
blogging tools.
Co-evaluation
C MC NC
Obtained points
Conservation trip to Auckland Zoo.
The Science class went on a trip to Auckland Zoo as part of our conservation unit. The
teacher gave us a workbook to work through and asked us to look at the endangered
animals. Tigers are endangered throughout the world. Tigers are hunted and poached for
their fur and for use in medicines. There are several species of Tigers like the Siberian Tiger,
the Sumatrun Tiger. I found some information about Tigers at Animal Planet – Tigers.
Giraffes are amazing. They are so well adapted to their Niche. Their neck has the same
number of bones as our but is so long. This lets them eats leaves high in trees. This is a huge
help for them as they don't have to compete with other animals for food.
Animal Planet – Giraffe.
The trip was really cool. It was nice to get out of the classroom, but it was very useful to see the animals we have
been learning about. I still wonder if it is fair to keep animals in zoos. Wild animals should be in the wild, but I
guess the wild is shrinking. We need to take responsibility for this. I would like to help. I might join the WWF
rangers on the WWF web site.
Mr. T's Blog entry on the trip is really good and the photos are really good, even the one of Charles.
This entry is well structured and shows insight and understanding. The student has included relevant and
appropriate links, the entry is well structured and flows. The student offers personal opinion which shows depth
of understanding and insight. The post is relevant and timely. Blog writing or authoring is at level 4. The entry is
structured, with processed links and images, few errors. This entry shows a good level of understanding.
According to the author, the levels of “Blog Writing” or authoring are given in the tables below the
texts. Imagine that you have been on the trip, rewrite the text at level 5, this means that you have to
improve the passage. Then compare it with your classmate.
Taken from: Andrew Churches, Blog Journaling Rubric - Bloom's Digital Taxonomy 02/01/09

16
After you have learned all about Blogs, discuss in class the steps to create one. Each
service is a little bit different; but the basic operation will be similar.
1. Go to: http://www.blogger.com/start.
2. Click on. Create your Blog now. 3. Enter you e-mail address and fill in the other
required information.
4. Name your blog. Fill in the required 5. Pick your template.
information.
6. You have successfully created your Blog. 7. Select the setting tab; here you can make
your changes.
8. Click on the permission link. Select 9. Add each author by e-mail address
only blog Authors. Select add Authors. separated by a comma.
Activity: 4

17
BLOCK 1
Evaluation
Activity: 4 Product: Flip chart. Points:
Knowledge
Identifies the steps to create a
blog and the difference between
free blogging services.
Demonstrates the difference
between free blogging services and
the process of blogging by writing
information and present it in class.
Collaborates with classmates by
giving his/her opinion about the
difference between free blogging
services and the steps to follow
when creating blogs.
Co-evaluation
C MC NC
Obtained points
Finally, an e-mail invite will be sent to your address. You will then need to log in with their
Google account or create one. You can find a video that can help you more at:
http://www.youtube.com/watch?v=rA4s3wN_vK8
Team work. After studying the pictures, watching the recommended video, and investigating the
difference between free blogging services, have a team discussion. Then write information in a flip
chart and present it to class.
Free blogging services:
Edublogs: http://edublogs.org/
WordPress: http://wordpress.com/
Live Journal: http://www.livejournal.com/
Use this space for drafting

18
Closing Activity
Evaluation
Activity: 5 Product: Blog writing rubric. Points:
Knowledge
Presents his/ her blog in class
and evaluate the work of his/her
partner.
Creates a blog about “Effective use
of Blogs in the classroom” or other
topic and evaluates his/her
partner’s work with a rubric.
Shows interest and ability when
using a rubric to evaluate blog
writing and appreciates the way
his/her work is assessed.
Co-evaluation
C MC NC
Obtained points
Pair work. Base on the information you have studied, create a blog about the
effectiveness of its use in the classroom or choose a topic of a current event, primary
sources, editorials, or books reflections. Then present your blog in class and finally
evaluate some blogs assigned by your teacher with the “Rubric” provided below.
Blog Writing Rubric
5 points – CONTENT
4-5 points – Topic fully discussed with several examples from experiences and research.
2-3 points – Topic only cursorily discussed with only one example provided.
1 point – Topic barely discussed with no examples provided.
5 points – COHERENCY AND ORGANIZATION
4-5 points – Coherent and well-organized.
2-3 points – Somewhat difficult to follow.
1 point – Not organized.
5 points – ACCURACY
4-5 points – Few errors in spelling and grammar.
2-3 points – Many spelling or grammar errors, but still comprehensible.
1 point – Meaning unclear due to spelling or grammar errors.
5 points – CREATIVITY
4-5 points – Creative presentation of topic including pictures or links to other websites.
2-3 points – Semi-creative presentation without pictures or links.
1 point – Completely uncreative presentation.
Total score
Activity: 5

19
BLOCK 1
Wikis.
Evaluation
Activity: 1 Product: Crossword puzzle. Points:
Knowledge
Identifies previous and new
vocabulary.
Practices and reinforces previous
vocabulary and solve puzzle
applying new vocabulary.
Integrates social and procedural
decisions when solving a
crossword puzzle with
classmates.
Co-evaluation
C MC NC
Obtained points
Pair work. How much vocabulary did you learn from the previous sequence about
“Blogs”? Use the clues provided to solve the crossword puzzle.
BLOG TALK
How much do you know about Wikis? Use the clues provided to solve the crossword puzzle with your
partner.
WIKI TALK
Activity: 1
Across
3. Conversation between several blogs.
4. Same as a keyword.
5. Write with enthusiasm or admiration.
6. A style or template for your blog.
Down
1. Any contributor to a blog.
2. An individual entry in a blog.
Across
3. A wiki service.
4. Copy data from a computer.
Down
1. An encyclopedia on the web.
2. Transfer data from computer to device.
3. Word of Hawaiian origin meaning quick.

20
Activity: 2

21
BLOCK 1

22
Reading comprehension rubric.
Criteria
3 Points
The response demonstrates an understanding of the complexities of the text.
• Addresses the demands of the question.
• Effectively uses text-relevant1 information to clarify or extend Understanding.
2 Points
The response demonstrates a general understanding of the text.
• Partially addresses the demands of the question.
• Uses text-relevant(1) information to show understanding.
1 Points
The response demonstrates a minimal understanding of the text.
• Minimally addresses the demands of the question.
• Uses minimal information to show some understanding of the text in relation to the question.
0 Points
The response is completely incorrect, irrelevant to the question, or missing (2).
Notes:
1. Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the
text and often shows an analysis and/or interpretation of important ideas. Students may incorporate
information to show connections to relevant prior experience as appropriate.
2. An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive "0"
Points.
Evaluation
Activity: 2
Product: Reading comprehension
rubric.
Points:
Knowledge
Writes answer to the questions
in the Reading activity.
Applies his/her knowledge about
the reading “Wikis” and reports in a
rubric the work of his/her partner.
using a rubric to evaluate reading
comprehension and appreciates
the way his/her work is evaluated.
Co-evaluation
C MC NC
Obtained points

24
Evaluation
Activity: 3
Product: Poster or Power point
presentation.
Points:
Knowledge
Identifies and understands
general ideas about “How to
create a WIKI” in a text.
Searches and adds information
about “How to create a WIKI” to
be use in an oral presentation.
Shows his/her creativity to
present information about how to
create a WIKI” and collaborates
working in teams.
Co-evaluation
C MC NC
Obtained points

25
BLOCK 1
Evaluation
Activity: 4 Product: Wiki Rubric. Points:
Knowledge
Integrates information to
participate in a wiki page and
evaluates the work of his/her
partner.
Applies his/her knowledge and
searches for information to
collaborate in a wiki page link given
by the teacher.
using a rubric to evaluate a
presentation about wikis and
appreciates the way his/her work
is assessed.
Co-evaluation
C MC NC
Obtained points
Activity: 4

26
Activity: 5

27
BLOCK 1
Evaluation
Activity: 5
Product: Rubric for presentation a
Wiki.
Points:
Knowledge
Integrates and writes information
in an article to be presented in
class and evaluates the work of
his/her partner.
Creates a Wiki article about a
special location, personality, or
event in his/her community. Then
reports his/her classmates results
using a rubric.
using a rubric to evaluate a wiki
article presentation and values
his/her work assessment.
Co-evaluation
C MC NC
Obtained points

28

Identifying types of texts.
Revisa y practica lecturas con el fin de entender e identificar el enunciado principal de un párrafo así como los
diferentes tipos de textos.

30
IDENTIFYING TYPES OF TEXTS
Prediction text.
Evaluation
Activity: 1 Product: Diagnosis questionnaire. Points:
Knowledge
Identifies different types of texts
for various purposes in an
appropriate range of situations.
Applies previous knowledge to
answer a questionnaire about
different kind of texts.
made by the teacher.
Auto-evaluation
C MC NC
Obtained points
How much do you know about types of texts? Underline your choice answer then check
them with your teacher.
1. What is the purpose of the following? Don’t miss this offer, today is the last day!
a. To persuade you to buy something.
b. To provide clear facts about something.
c. To tell you how to do something.
2. What type of text is the following passage?
The boy was astonished by what he saw inside. Never could he have imagined that, there in the middle of the
desert, exist a tent like this one. The ground was covered with the most beautiful carpets he had ever walked
upon, and from the top of the structure hung lamps of hand-wrought gold, each with a lighted candle.
a. Descriptive
b. Instructive
c. Informative
3. What type of texts would you need to use to tell someone how to wire a plug?
a. Descriptive
b. Instructive
c. Informative
4. This is an example of a persuasive text:
I had to leave my sick bed to visit Bert Baxter before school.
It took me ages to get there, what with feeling weak and having to stop for a rest every now and again, but with
the help of an old lady who had a long black moustache I made it to the front door.
a. True
b. False
5. A cooking recipe is an example of which type of text?
a. Descriptive
b. Instructive
c. Informative
6. What type of text is this?
Everyone was in a state of high excitement, all the women in light cotton saris worn specially for the occasion,
now clambering over the side, screaming when the boat rocked and clutching each other in pleasurable panic.
a. Descriptive
b. Instructive
c. Informative
Activity: 1

31
BLOCK 2
Read the passage and write on the line what piece of writing is each one of them.
What is a TEXT?
Text is any piece of writing. This could be a letter, an e-mail, a novel, a poem, a recipe, a note,
instructions, an article in a newspaper or magazine, writing on a webpage or an advert. All of these
examples can be called texts.
1 2 3 4 5 6
1. _____________________________________ 4. _____________________________________
2. _____________________________________ 5. _____________________________________
3. _____________________________________ 6. _____________________________________
Activity: 2
What might the purpose of a text be?
When you are reading or writing any text think about the purpose of the text or why it has been
written.
An advert might be trying to persuade you to buy something.
A letter from school might be to inform you about something.
A novel might describe somewhere or someone to you.
A car manual might instruct you how to do something to your car.
Depending on the purpose of the text, different methods will be used to get the message across to the reader.
For more specific information on some of the different types of text we are going to study:
Persuasive texts - Informative texts - Instructive texts - Descriptive texts.
In what type of texts will you find the following piece of writing?
1. At the crystal moon, at the red branch _________________________________
of the slow autumn at my window.
2. Buy now pay next year! _________________________________
3. This is to let you know that… _________________________________
4. To change batteries press the… _________________________________
Activity: 2a

32
Evaluation
Knowledge
Revises and practices reading
and recognizes different types of
text.
the different types and purposes of
texts.
Shows ability and positive attitude
when reading different types of
texts for various purposes.
Auto-evaluation
C MC NC
Obtained points
Which of the following is not a piece of text? Discuss in class and circle it.
1 2 3 4
What is the purpose of the above texts?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Activity: 2b

33
BLOCK 2
Activity: 3
The Paragraph
A paragraph is the basic unit of organization in writing in which a group of related sentences develops
one main idea. A paragraph can be as short as one sentence or as long as ten sentences. The number
of sentences is unimportant; however, the paragraph should be long enough to develop the main idea
clearly. A paragraph may stand by itself. In academic writing, a paragraph is often used to answer a test
question. A paragraph may also be one part of a longer piece of writing such as a chapter of a book or
an essay. You will first learn how to write good paragraphs, and then next semester you will learn how to
combine and expand paragraphs to build essays.
A paragraph has three major structural parts:
Topic sentence
Supporting sentences
Concluding sentence
A good paragraph also has the elements of unity and coherence.
Unity means that you discuss only one idea in a paragraph.
Coherence means that your paragraph is easy to read and understand because your supporting
sentences are in a logical order and connected by appropriate transition signals. Literally, the word
coherence means "to stick together."
Topic Sentence
The topic of a paragraph is
what it is about; it gives only
the main idea. Every good
paragraph has a topic
sentence, which clearly states
the topic and the controlling
idea of the paragraph. It is
usually (but not always) the first
sentence in the paragraph.
Supporting Sentence
The supporting sentence
develops the topic sentence.
They explain the topic sentence
by giving reasons, examples,
facts, statistics, and quotations.
Concluding Sentence
The concluding sentence
signals the end of the paragraph
and leaves the reader with
important points to remember.

34
Activity: 3c

35
BLOCK 2
Evaluation
Activity: 3 Product: Paragraph. Points:
Knowledge
Identifies the structural parts of a
paragraph.
Writes topic sentences to provide a
focus for the paragraph. Writes
enough details in his/her
paragraphs to give more
information.
Collaborates with classmates to
revise the paragraphs.
Auto-evaluation
C MC NC
Obtained points
Read the Wheaton Town paragraph (activity 3c) and answer the questions.
1. In what type of text (Persuasive, Informative, Instructive, or Descriptive) would you find the
paragraph about the Wheaton River? _________________________________________________
2. How wide is the Wheaton River? ___________________________________________________________________
3. Why is the Wheaton River beautiful? ________________________________________________________________
4. What happen when the leaves of the trees fell and cover the river? ______________________________________
__________________________________________________________________________________________________
5. What is so extraordinary about Wheaton Hill? ________________________________________________________
__________________________________________________________________________________________________
6. How big is the old tree? __________________________________________________________________________
7. Name the three landmarks that make the town a famous place: _________________________________________
_______________________________________, __________________________________________________________
Activity: 3d
Write a paragraph about your hometown with a topic sentence, supporting sentences,
and a concluding sentence. Use the Wheaton town paragraph as a model. Don’t forget to
include details for each supporting sentence.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Activity: 3e

36
Evaluation
Knowledge
Orders a paragraph following
the steps for preparing a
hamburger.
Uses the model “Metaphor of the
Hamburger” to write a well-
organized paragraph.
Values the importance of a
metaphor and the way we can
relate it to the fundamental unit of
composition: the paragraph.
Auto-evaluation
C MC NC
Obtained points
Activity: 4

37
BLOCK 2
Evaluation
Activity: 5 Product: Paragraphs. Points:
Knowledge
Recognizes the topic sentence
and the supporting sentences in
a paragraph.
the structural parts of the
paragraph by recognizing topic
sentences and ordering supporting
sentences.
Integrates new knowledge in
order to write a well organize
paragraph.
Co-evaluation
C MC NC
Obtained points
Activity: 5

38
Evaluation
Knowledge
Writes topic sentences for well-
organized paragraphs.
topics sentences to provide a focus
for the paragraph.
revise the paragraphs.
Co-evaluation
C MC NC
Obtained points
Activity: 6

40
Evaluation
Activity: 7 Product: Exercise. Points:
Knowledge
Identifies transition words to
show cohesion between
sentences in a paragraph.
Applies “Transition words” to
indicate relationship between
sentences in a paragraph.
made by the teacher.
Auto-evaluation
C MC NC
Obtained points
Activity: 7b

41
BLOCK 2
Evaluation
Activity: 8 Product: Exercise. Points:
Knowledge
Identifies transition words and
topic sentences in paragraphs.
Reads paragraphs to recognize
transition words and topic
sentences.
Integrates new vocabulary to
his/her knowledge.
Auto-evaluation
C MC NC
Obtained points
Activity: 8
In recent years viruses have been
shown to cause cancer not only in
chickens but also in mice, cats, and
even in some primates.
______________________, it is a
reasonable hypothesis that viruses
might cause cancer in humans.
We do not seek solitude.__________,
if we find ourselves alone for once,
we flick a switch and invite the whole
world in through the television screen.
(Eugene Raskin, "Walls and Barriers")
Little girls, of course, don't take toy
guns out of their hip pockets and say
"Pow, pow" to all their neighbors and
friends like average well-adjusted
little boys. ____________________, if
we gave little girls the six-shooters,
we would soon have double the
pretend body count.
We drove the wagon close to a
corner post, twisted the end of the
wire around it one foot above the
ground, and stapled it fast.
___________________, we drove
along the line of posts for about 200
yards, unreeling the wire on the
ground behind us.

42
Evaluation
Activity: 9 Product: Transition words chart. Points:
Knowledge
Identifies the three major
structural parts of a paragraph.
Reads a paragraph to recognize
their three major structural parts.
provided by his/her classmates.
Auto-evaluation
C MC NC
Obtained points
Activity: 9

43
BLOCK 2
Activity: 10
Animals Sports

44
Evaluation
Activity: 10 Product: Rubric. Points:
Knowledge
Writes and checks clear, unified
and coherent paragraphs.
Provides criteria to evaluate
paragraphs using a rubric.
Collaborates and shows respect
to his/her partner when working in
pairs.
Co-evaluation
C MC NC
Obtained points
Favorite celebrity
Questions you might ask when writing a
paragraph.
 Does it have a topic sentence that says
what the paragraph is about?
 Is it unified? Do all the other sentences
stick to the topic?
 Is it adequately developed with specific
details to make it interesting?
 Does it contain errors in spelling,
punctuation, grammar, or sentences
construction? (remember that you’ve
already studied the use of punctuation).

45
BLOCK 2
Evaluation
Activity: 11 Product: Paragraph production. Points:
Knowledge
Identifies transition words and
topic sentences in paragraphs.
Reads paragraphs to recognize
transition words and topic
sentences to be applied in writing
assignments.
Integrates new vocabulary to
his/her knowledge.
Auto-evaluation
C MC NC
Obtained points
Activity: 11

46
Closing Activity
Evaluation
Knowledge
Writes a paragraph using the
three major structural parts of a
paragraph.
Provides criteria to evaluate
paragraphs using a rubric.
Collaborates and shows respect
to his/her partner when working in
pairs.
Co-evaluation
C MC NC
Obtained points
Activity: 12

47
BLOCK 2
Persuasive text.
Evaluation
Activity: 1 Product: Written ideas. Points:
Knowledge
Identifies ideas of a subject to let
them roll out on the paper.
Writes down whatever idea pop into
her/his mind about having recess or
extra recess in high school and
begins identifying persuasive texts
writing process.
Shows interest when applying
previous knowledge.
Co-evaluation
C MC NC
Obtained points
Activity: 1
EXTRA
RECESS

48
Evaluation
Activity: 2 Product: Questionnaire. Points:
Knowledge
Identifies the purpose of
persuasive texts.
Uses language and other textual
features to persuade.
Shows a positive attitude when
learning a new topic and a sense
of initiative to learn.
Co-evaluation
C MC NC
Obtained points
Activity: 2

49
BLOCK 2
Evaluation
Activity: 3 Product: Written feedback. Points:
Knowledge
Identifies rhetorical questions in
persuasive texts.
Uses rhetorical questions in
persuasive texts.
Shows interest when acquiring
new knowledge.
Co-evaluation
C MC NC
Obtained points
Activity: 3
CLEAR YOUR DEBTS FAST!
Do you owe more money than you are making?
Do you have lots of different debts?
It's quick and easy to apply and you could get the money within just 2 days! Yes that's right
2 days, so why waste time. So if you want to clear your debts, make home improvements,
go on a holiday or just buy something you've always wanted call us now on 0900 7895
2369.

50
Activity: 4
Skimming
The title
Bits called
abstract or
summary
The last
sentence of the
whole thing
Diagrams or
pictures
The first for
each
paragraph
Subheading
s

51
BLOCK 2
Evaluation
Activity: 4 Product: Written feedback. Points:
Knowledge
Identifies information from ads
using skimming strategy.
Uses skimming strategy to find and
obtain information when reading
ads.
Shows interest when acquiring
and applying new knowledge, as
well as showing a sense of
initiative to learn new strategies.
Co-evaluation
C MC NC
Obtained points
Activity: 4b

52
Evaluation
Activity: 5 Product: Text analysis. Points:
Knowledge
Identifies information using the
skimming strategy.
Uses the skimming strategy to find
and obtain information.
Collaborates with his/her partner
on the activities developed by
pairs.
Co-evaluation
C MC NC
Obtained points
Activity: 5

53
BLOCK 2
Activity: 6
Are you smoking? Does someone in your family smoke?
I believe that smoking is bad for you. It is important to give up but it is even better not to have started at all.
One reason for my thinking this is that it is unhealthy. Smokers suffer a range of diseases from lung cancer
to high blood pressure. Another reason is that it’s very expensive. A final reason is that smoking is very
unattractive. Smokers’ clothes smell of smoke and it gives them bad breath. There are a number of reasons
why smoking is bad for you. It is unhealthy, it is expensive and it makes you unattractive. Don’t even think of
starting!

54
Evaluation
Activity: 6 Product: Persuasive text. Points:
Knowledge
Identifies and writes the thesis
and supporting ideas in
persuading texts.
Organizes a text using thesis and
supporting ideas to persuade the
reader.
Shows interest and curiosity
about the importance of learning
reading strategies and its use.
Auto-evaluation
C MC NC
Obtained points
Activity: 6b
Workers need a break
Workers in most industrialized countries have shorter work weeks
and more holidays than do American workers. A thirty-hour work
week could have many advantages for workers and their families.
For one thing, parents would have more time to spend with their
children to strengthen the family ties that seem to be loosening
these days. Increased leisure would permit workers to pursue
hobbies and other interests that could enrich their own lives and
refresh them for the return to work. There would also be more time
for community activities. When the PTA at the children’s school asks
for help in the annual fundraiser, help is more likely to be offered.
Increased leisure is a mixed blessing, but on the whole it’s a benefit
that more workers should receive.
Thesis: Shorter work week
for American workers.
1st
Support: Time to be with
children.
2nd
Support: More energy for
returning to work.
Thesis: Not everyone would use
this time constructively.
1st
Support: More time in
front of TV.
2nd
Support: Increased
family tension.

55
BLOCK 2
Closing Activity
Activity: 7

56
Evaluation
Knowledge
Orders ideas to write a
persuasive dialogue using notes
and examples.
Formulates a written dialogue to be
presented in speaking and written
form, in a convincing manner and
take account of other viewpoints.
Shows disposition to approach
the opinions and arguments of
others with an open mind.
Engages in constructive and
critical dialogue.
Auto-evaluation
C MC NC
Obtained points
Activity: 7a

57
BLOCK 2
Descriptive text.
Evaluation
Activity: 1 Product: Written ideas. Points:
Knowledge
Identifies descriptive words and
phrases in a “Descriptive text”.
Applies strategies and skills to read
a descriptive text.
previous knowledge.
Auto-evaluation
C MC NC
Obtained points
Activity: 1

58
Descriptive words: http://www.msgarrettonline.com/descripwords.html
Activity: 2
Remember
Adjectives are describing words -
they tell you more about nouns.
Nouns are 'naming' words (person,
place or thing).
Adjectives tell you more about the
noun. Using adjectives makes
descriptive writing more interesting.
Adverbs are words that tell us more
about verbs....they add information
to the verb.
Any verb you use can have an
adverb added.
e.g. The girl smiled nervously.

60
Evaluation
Activity: 2
Product: A descriptive text of a
place.
Points:
Knowledge
Recognizes how language and
other textual features are used
to achieve descriptive writing.
Uses adjectives and other textual
features to write descriptive texts.
Shows a positive attitude when
learning a new topic and a sense
of initiative to learn.
Auto-evaluation
C MC NC
Obtained points
Activity: 2c

61
BLOCK 2
Activity: 3
When I was six years old I decided, against my mother’s advice, that I could
pet bees.
The sun was warm on my back and the bees were buzzing around the sweet-
smelling flowers of the le Sound = 'She sounds melancholic like Madonna.'
Sound = 'She sounds melancholic like Madonna.'
mon tree. Some of the bees were sitting so still that I just had to touch one. The bees felt soft and
furry, and I could feel its “buzziness.” Then I let out the loudest yell I could make. I thought my
finger was going to explode. My mother yelled out the back door, “I told you so!” She pulled out
the stinger and put ice on my finger. The cold ice dulled the pain, and I knew that I was going to
live.

62
Activity: 3a (continuation)
Sense Verbs
Sense verbs are used in descriptive writing, these are
verbs that describe someone's sensation, feeling or
perception. We can use sense verbs with adjectives to
describe our personal opinions and thoughts about things.
Here are some examples of sense verbs:
Sound = She sounds melancholic like Madonna.
See= Can you see that airplane?'
Look = She looked magnificent in the painting.
Hear =I heard the phone ringing.
Feel = Abdul felt his chair move.
Taste= I don’t like to taste spice food.
Watch ='They watched the film together.
Smell =Cigarette smoke smells burnt.

63
BLOCK 2
Evaluation
Activity: 3 Product: Descriptive texts. Points:
Knowledge
Uses sense verbs - adjectives and
other textual features to write
descriptive texts.
Uses technology to practice the
use of “Sense Verbs”.
Integrates the use of technology
when practicing writing
descriptive texts.
Auto-evaluation
C MC NC
Obtained points
Activity: 3c
Search the internet at the following websites, practice “Sense Verbs”, print the results and post the
results sheet here.
www.oup.com/.../nef_upperint_grammar04_b02/
www.lingva.com/cafe/.../inter/senseverbs1.htm

64
Evaluation
Activity: 4 Product: Descriptive paragraph. Points:
Knowledge
Uses sense verbs - adjectives and
other textual features to write
descriptive texts.
Shows interest when writing
about his/her own experience.
Auto-evaluation
C MC NC
Obtained points
Activity: 4

65
BLOCK 2
Activity: 5
SCANNING
Decide what
you are
looking for.
Star from the
page number
in the index.
Look for clues
such capital
letters.
Star from what
you are looking
and ignore
anything else.

66

67
BLOCK 2
Evaluation
Activity: 5
Product: Reading strategy
questionnaire.
Points:
Knowledge
Recognizes the work of world
literature from a famous author
by using the strategy of
scanning.
Answer questions analyzing ways in
which writer use imagery,
personification, and figures of
speech, to evoke readers’
emotions.
Shows a positive attitude to
literature, recognizing it as a
potential source of personal and
cultural enrichment.
Auto-evaluation
C MC NC
Obtained points
Activity: 5b

68
Evaluation
Activity: 6 Product: A descriptive text. Points:
Knowledge
Recognizes that pictures and
drawings help present and
define words in meaningful way.
Writes to describe a picture
demonstrating mastery of
grammar, diction, and paragraph
and sentence Structure.
strategies to create a written text.
Auto-evaluation
C MC NC
Obtained points
Activity: 6
Drawing of chapter 26 in “The little Prince”.

70
Evaluation
Activity: 7 Product: Reading rubric. Points:
Knowledge
Identifies information by
adopting the reading strategy of
scanning.
Shows Ability to read and
understand different texts, adopting
strategies appropriate to a reading
purpose.
Show disposition to approach
the opinions and arguments of
others with an open mind.
Auto-evaluation
C MC NC
Obtained points
Activity: 7a

71
BLOCK 2
Closing Activity
Evaluation
Activity: 8 Product: Reading rubric. Points:
Knowledge
Recognized work of world
literature from a famous author.
Writes and demonstrates mastery
of grammar, diction, and paragraph
and sentence structure.
strategies to answer and give
his/her own opinion.
Auto-evaluation
C MC NC
Obtained points
Activity: 8

Building healthy habits.
Escribe y lee textos informativos para obtener más conocimiento de un área en particular y aprende mediante textos
instructivos a seguir los pasos o a dar instrucciones de recetas, concejos de salud, documentos académicos, etc.

74
BUILDING HEALTHY HABITS
Informative text.
Start Up Activities
Evaluation
Activity: 1 Product: Ice breaker activity. Points:
Knowledge
Recognizes different images in a
picture.
Reports to his/her classmates a
picture from different angles to
reinforce key points in grammar
and to be prepared for coming
activities.
create a positive group
atmosphere.
Co-evaluation
C MC NC
Obtained points
Pair work. Look at this picture closely, who do you see? Tell your classmate to stand at
a 5 meter distance, who does he/she see? AMASSING!
An illusion is an image or representation believed to be real in our mind’s eye, but that is not actually real. In other
words, because of the way our eyes and brain work, our eyes are tricked into seeing something that is not really
there or into seeing something happen that did not really happen. Illusions can be very deceiving and unreliable.
When you read an informative task like a newspaper article or official document (memorandums, letters, invoices),
do you think they are reliable or trustworthy? ______________________________________________________
When you look at this picture closely, you see Albert Einstein. But if you stand at a 5 meter distance, it will become
Marilyn Monroe.
Activity: 1

75
BLOCK 3
Evaluation
Activity: 2 Product: Table. Points:
Knowledge
Analyzes the questions about
newspaper reading with his/her
partner.
Discusses the answers about
newspaper reading with his/her
partner.
Collaborates in pairs creating a
positive group atmosphere.
Co-evaluation
C MC NC
Obtained points
Pair work. Ask your partner the following questions and discuss them. Then, fill in the
table with the answers
1. How often do you read a newspaper?
2. Which newspaper(s) do you usually read?
3. When do you usually read the newspaper?
4. Do you usually read it thoroughly or skim through it?
5. Which sections of the newspaper do you read first?
6. What do you like about your favorite newspaper?
7. What are the different newspapers like in your country?
Your Partner You
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
Activity: 2

76
Read the information.
Informative texts.
An informative text is a text that wants to advise or tell you about something. This
writing piece is designed to communicate facts and data.
When you begin writing an informative paragraph and section, think about your
readers’ needs for orientation. Tell them how your message is connected with what
they already know using orienting words and phrases, by explaining technical terms,
and by using the old to amplify and support the new.
Informational text forms (such as explanations, reports, news articles, magazine articles and instructions) are
written to communicate information about a specific subject, topic, event or process. These texts use vocabulary,
special design elements, and organizational patterns to express ideas clearly and make them easier to read.
• A newspaper article might give you information about a health issue like giving up smoking.
• A website might give you information about a movie, band or something that you are interested in.
• A handout from school might be advising you about what your child will be doing during the next term.
• Passages in the form of letters, memos, newspaper articles, faxes, schedules, etc. might give inside office
information.
Tips for reading informative texts:
• Set purpose for reading. Ask yourself why you are reading this particular text.
• Look over the text to see which elements appear (such as headings, subheadings, illustrations and
captions, etc.).
• Examine the titles, headings, and subheadings, and SCAN for words that stand out.
• Look for words and phrases that might give you clues about how the information is organized.
• Read any overviews, summaries or questions. In a shorter piece, read the opening and concluding
sentences or paragraphs.
• Examine each illustration and read the titles or captions.
• Recall what you already know about the topic.
• Record some questions you might have about the topic.
Activity: 3
Informative texts use
words that:
• Are descriptive
• Are precise and to the
point
• Relate to the subject
• Are in the present
tense.
Informative texts usually:
 Avoid repetition
 Contain facts
 Give information in a
clear way.
 Introduces the subject
and then developing it
Use orienting words and
phrases you know:
• Until now
• Obviously
• Normally
• Previously
• Everyone is familiar
with remember that
• of course

77
BLOCK 3
Evaluation
Activity: 3 Product: Coherent paragraphs. Points:
Knowledge
Identifies informative texts for
various purposes.
Applies information about
informative texts for various
purposes.
Shows initiative when acquiring
new knowledge.
Co-evaluation
C MC NC
Obtained points
An informative paragraph should tell your readers all they need to know about a single
idea, in a logical sequence, without wasting their time with irrelevant detail. Here are
some advises to take into on account when you write an informative text.
Read and analyze the information above and assemble sentences into coherent paragraphs to write
about “informative texts” in a separate piece of paper.
Post and fold your paper here.
Activity: 3a
To write an informative text

78
Reading a Newspaper.
Look in your dictionary for the following newspaper vocabulary. Then choose the correct
word to complete statements.
1. Cartoons ________________________________
2. Gossip columns__________________________
3. Reviews_________________________________
4. Headlines _______________________________
5. Want ads________________________________
6. Classified section_________________________
7. Sections ________________________________
8. Sensational _______________________
9. Scan ____________________________
10. Editorials _________________________
11. Reporters ________________________
12. Forecast _________________________
13. Advertising ____________________
14. Opinions ______________________
Activity: 4
I like reading newspapers, especially on Sundays. I get a big cup of coffee, buy the New York Times
and sit down for a long 1._________________ through the various 2.__________________. Of course, I
tend to head right to the 3._________________ sometimes called the "funnies". By looking at the first
page, I see what the principle stories are by looking at the 4._________________. One of my favorite
sections is where various opinions are expressed in the 5.___________________. Some of these
opinions are 6.____________________, but they are not nearly as bad as the
7._____________________, which usually make me laugh! I would always like a better job, so I go to
the 8.______________________ and take a look at the 9. ____________________. The New York Times
has wonderful 10._______________________, who do an excellent job getting the facts right.
Unfortunately, the weather 11._______________________ is often quite wrong. One last thing, do you
know why the New York Times is so large? Because of the 12.__________________________, which
sometimes takes up an entire page!

79
BLOCK 3
Evaluation
Activity: 4 Product: Newspaper extracts. Points:
Knowledge
Identifies parts of a newspaper
to be used in short extracts.
Applies newspaper vocabulary
when reading short extracts.
Shows initiative when acquiring
new knowledge.
Auto-evaluation
C MC NC
Obtained points
Look at these newspaper extracts. Match the parts of a newspaper with the appropriate
extract. Write the correct answer on the line.
business news - classified ads - editorial - gossip column - horoscope -
news in brief – sports section – letters page - TV page - weather forecast
1. ________________________ 2. ________________________ 3. _________________________
4. ________________________ 5. ________________________ 6. _________________________
7. ________________________ 8. ________________________ 9. _________________________
10. ________________________
Activity: 4a
RG to get new
chairman
RG to get Taurus: Today’s
the day to make those
important decisions to
make those important.
.decisions
Sir,
Following the recent debate on
educational standards, I would
like to remind your readers that.
Robbie and Britney
share late-night taxi.
Beckham penalty saves
the day
PICK OF THE DAY: 9.00 Channel 4
Where are they now?
Takes a look at what has happened
to some of the people who have
made the headlines in the last ten
years.
For sale: Mercedes SLK,
2002, 34,000 miles, silver,
one owner, immaculate,
$20,000
Car theft up: Latest police
figures show that car theft has
risen 15% since 2000.
The Sun says: The
proposed strike by
teachers is wrong. Our
children should not…

80
Evaluation
Knowledge
Recognizes the topic sentence
and the supporting sentences in
a paragraph.
the structural parts of the
paragraph by recognizing topic
sentences and ordering supporting
sentences.
Integrates new knowledge in
order to write a well organize
paragraph.
Auto-evaluation
C MC NC
Obtained points
Choose a newspaper; keep track of an article you read to fill in the information. Make
sure to choose the article from a variety of sections.
Headline of article: ______________________________________________________________
Issue date: _____________________________________________________________________
Section: _________________________________________________Page:_________________
1. Why I chose this article: ______________________________________________
_____________________________________________________________________
2. One interesting thing I learned: ________________________________________
_____________________________________________________________________
3. One connection I can make between this article and something else I know
about (personal experience, school, a book, a movie, etc.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Activity: 5
W-H Formula
The W-H Formula helps our
reading comprehension.
The W-H questions are:
who, what, when, where,
why, how. If each time that
we read a news article we
remember to apply this
formula, we will always find
in the first paragraph or so
answers to the questions,
and at once understand
much of the story.
Sometimes it helps to
actually write out the 6
questions and the 6
answers.

81
BLOCK 3
Read other informative texts, use the “Tips for reading informative text,” select the best
answer for each question and underline it.
1. What is this advertisement for?
a) A summer trip.
b) A travel company.
c) A special deal.
d) A free magazine.
2. How much do the sunglasses cost?
a) They are free with a subscription.
b) They cost $1
c) They cost $3 Canadian.
d) They cost $21. 95 US.
3. What is the limit of this offer?
a) $3 US
b) Time.
c) Canadian residents.
d) Residents outside America.
4. Who cannot benefit from this special deal?
a) Canadians.
b) UK residents.
c) North Americans.
d) US residents.
Pair work.
Activity: 6
Free sunglasses and case
Purchase a 12 month subscription to Vacation the Nation today and receive a free pair of
Sunnies Sunglasses with your very own soft leather case. To get your free Sunnies follow
these 3 easy steps.
1. Purchase a copy of Vacation the Nation, New York's #1 Travel magazine.
2. Fill out the application card (found in the center of the magazine).
3. Mail the card and $21.95 US to the address provided.
This is a limited time offer only. Application and funds must be received no later than Dec 1st 2011.
Canadian residents should add $3 US for shipping. Offer not available for residents outside of North
America.
TO: All employees.
FROM: VenessaHardwrightMEMO.
SUBJECT: Reduction in staff
DATE: December 28, 2011.
As anticipated, the recent merger with FGA United has resulted
in overlap of some functions. Consequently, it is necessary to
reduce our work force in those areas in which we have significant
duplication of effort.
Effective March 3, we will experience a 30% reduction in staff,
right across seniority lines. Persons affected will be notified by
the end of next month. These employees will receive two months'
severance pay.
Our personnel office will hold a series of meetings in the middle
of February to discuss unemployment insurance benefits and to
help those affected secure new jobs. If you plan to attend, call
Marcos Twine at extension #131.
We thank you for all your hard work. Unfortunately this layoff
could not be avoided. We wish you employment success in the
future.
Vanessa Hardwright CEO.
ZBT Electronics.
1. What is the purpose of this memo?
a) To announce changes in company
structure.
b) To declare a merger with FGA United.
c) To motivate employees to work
harder.
d) To request attendance at upcoming
meetings.
2. When will employees be informed about
their company status?
a) In December.
b) In January.
c) In February.
d) In March.
3. According to the memo, what is TRUE?
a) FGA United will secure jobs for all
employees.
b) No executives will be made
redundant.
c) Not all departments are affected by
the merger.
d) Some employees will receive a
bonus.

82
Read the informative text; choose and underline the answer that best complete each of
the following statements. Then answer the questions.
WHAT IS HEALTH?
Many people think that being healthy is not being sick. They think that if a
person is in good physical shape, that person is healthy.
But there are problems with thinking of health in physical terms alone. Do you
know students who are always getting into fights? Would you call these people
healthy? And what about a person who never seems to feel happy no matter
what he or she does? Being in good shape is important. Yet there is much
more than that to good health.
Besides physical health, your total health picture takes into account your mental health and your social health. In
other words, being healthy also means feeling good about yourself and getting along with others. Health is a
combination of physical, mental, and social well-being. The three sides of your health are connected, like the side
of a triangle. Each side affects the other two sides. For example, being physically tired can make you grouchy.
Being depressed for a long time can make you feel weak and run-down.
To be healthy, you need to have a balanced health triangle. You can accomplish this by working to keep each
side of your triangle healthy.
Thanks to modern research, we know more about health than ever before. We now know that many diseases and
illnesses can be blamed at least partly on bad health habits. These bad habits include eating the wrong foods
and using tobacco or alcohol or drugs. Other bad habits are getting too little exercise and handling stress poorly.
Practicing good health habits lessens our chances of illness and helps us stay well. Good health habits include
the following:
 Choosing the right foods.
 Avoiding tobacco, alcohol, and drugs.
 Taking part in a regular program of exercise.
 Learning ways of handling stress.
This knowledge has led health educators to add a word to our language. That word is wellness. Wellness is
actively making choices and decisions that promote good health. Wellness is more than just the absence of
illness. It is a way of living. It is taking an active role in trying to reach and stay at a high level of health. When you
practice wellness, you work at having a balanced health triangle. You also stay alert for ways to protect and
improve your health.
1. Total health is made up of mental, social, and physical.
a) well-being b) stress c) weaknesses d) support
2. Discovering who you are and knowing how to express your emotions are part of you.
a) physical health b) wellness c) social health d) mental health
3. Actively making decisions that promote good health is called.
a) exercise b) wellness c) total health d) knowledge
Activity: 6a

83
BLOCK 3
Evaluation
Activity: 6 Product: Questionnaire and table. Points:
Knowledge
Identifies and infers vocabulary
when reading an informative
text.
Uses the scanning strategy for
reading a text with unfamiliar
vocabulary.
made by his/her partners.
Co-evaluation
C MC NC
Obtained points
1. What is wellness? _________________________________________________________________
____________________________________________________________________________________
2. What are the three sides of total health? ___________________________________________________________
_________________________________________________, _______________________________________________
3. Why the three sides of health are connected like the sides of a triangle?
_______________________________________________________________________________
_______________________________________________________________________________
4. What do you need to do to when practicing good health habits? ____________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Name some rules in your school that promote wellness: _____________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
6. What sport do you practice? _____________________________________________________________________
6b. Are these things beneficial or harmful for your health? Complete this table with your partner(s).
Change partners and share what you wrote.
Why is it Beneficial for your health Why is it Harmful for your health
Energy drinks
Internet
Fast Food
Tobacco
TV
Exercise

84
Pair work pre-reading activity. Read the headline of the following newspaper text only,
discuss with your partner and guess if the statements below are true (T) or false (F).
a. Energy drinks are definitely harmful to children. T F
b. The drinks Red Bull and Monster Energy have several health benefits. T / F
c. A doctor says energy drinks can actually kill children. T / F
d. Another doctor says these drinks should be monitored for poisons. T / F
e. Around a half of U.S. pre-teens consume caffeine-filled energy drinks. T / F
f. Sales of the drinks in the U.S. have fallen over the past two years. T / F
g. A Red Bull spokesperson agreed there were safety concerns. T / F
h. Red Bull is banned in a few nations because of tiny amounts of cocaine. T / F
7a. Read the informative text and circle any words you do not understand. With your partner, group
unknown words and use dictionaries to find their meanings.
Energy Drinks Harmful to Kids.
15th
February, 2011
Energy drinks packed full of caffeine may be harmful for children.That’s the conclusion of a
new report from the University of Miami. Study author Judith Schaechter said popular drinks
like Red Bull and Monster Energy have no health benefits. Many of the ingredients used to
make them are not regulated. Dr. Schaechter warned that children with conditions such as
diabetes, mood swings and heart, kidney or liver diseases may have negative reactions to
the drinks and could even die after drinking them. Report co-author Steven Lipshultz said:
“Pediatricians need to be aware of the possible effects of energy drinks.” He advised that:
“Toxicity surveillance should be improved and regulations of…sales…should be based on
appropriate research assessing energy drink safety.
Nearly a third of American children between the ages of 12 to 14 regularly buy these beverages. Sales are
steadily rising in the U.S. from $6.5 billion in 2008 to $6.9 billion in 2009. Sales for 2010 are expected to be much
higher. American teens say the drinks help them at school. Tracy Wong, 18, said she needs them because, “it
pumps my system full of caffeine. That's why I have energy. Caffeine energizes you and keeps you awake." A Red
Bull spokesman said: “Red Bull Energy Drink is available in over 160 countries because health authorities across
the world have concluded that [it] is safe to consume.” However, it is banned in Germany and Taiwan for
containing minute traces of cocaine.
ESL/EFL lessons Copyright © 2004-2011 by Sean Banville.
Word Dictionary meaning
1)
2)
3)
4)
1)
2)
3)
4)
Activity: 7

85
BLOCK 3
Pair work. Ask your partner to read the energy drinks text, listen and fill in the gaps. Now
you read the text to your partner and have him/her write the missing word(s). Then check
and compare results.
Energy drinks (1) __________________ full of caffeine may be harmful for children. That’s the conclusion of a new
report from the University of Miami. Study author Judith Schaechter said popular drinks like Red Bull and Monster
Energy have no health (2) ________________. Many of the ingredients used to make them are not (3) __________.
Dr. Schaechter warned that children with conditions such as diabetes, mood (4) ___________________and heart,
kidney or liver diseases may have negative reactions to the drinks and could (5) ____________________ die after
drinking them. Report co-author Steven Lipshultz said: “Pediatricians need to be aware of the possible effects of
energy drinks.” He advised that: “Toxicity surveillance should be improved and regulations of…sales…should be
based (6) ________________________ appropriate research assessing energy drink safety.”
Nearly a third of American children between the ages of 12 to 14 regularly buy these (7) _________________.
Sales are steadily rising in the U.S. from $6.5 billion in 2008 to $6.9 billion in 2009. Sales for 2010 are (8)
______________ to be much higher. American teens say the drinks help them at school. Tracy Wong, 18, said she
needs them because, “it pumps my system full (9) ________________________ caffeine. That's why I have energy.
Caffeine energizes you and keeps you (10) ____________________." A Red Bull spokesman said: “Red Bull
Energy Drink is available in over 160 countries because health authorities across the world have (11
___________________ that [it] is safe to consume.” However, it is banned in Germany and Taiwan for containing
(12) _____________________ traces of cocaine.
7c. Synonym match. Match the following synonyms from the article and write the letter on the
corresponding line. Check with your partner.
1. Packed ________ a. Monitoring
2. Regulated ________ b. Crammed
3. Conditions ________ c. Drink
4. Surveillance ________ d. Drinks
5. Appropriate ________ e. Pushes
6. Beverages ________ f. Controlled
7. Pumps ________ g. Tiny
8. Concluded ________ h. Illnesses
9. Consume ________ i. Determined
10. Minute (adj.) ________ j. Suitable
Activity: 7b

86
Evaluation
Activity: 7 Product: Exercises and rubric. Points:
Knowledge
Identifies vocabulary when
reading an informative text,
completes statements and
answer questions.
Practices vocabulary when reading
an informative text, completing
statements and answering
questions.
Applies a rating scale to evaluate
his/her partner’s achievement.
when he/she is made aware of
his/her weaknesses and
strengths.
Co-evaluation
C MC NC
Obtained points
Answer the following questions and then ask them to your partner. Fill in the table with
the answers and check the pair work using the rubric below.
Question Your partner’s answers Your answer
a) Did you like reading this article?
b) How popular are energy drinks in
your country?
c) What do you do if you need to stay
awake to study or work?
d) Are energy drinks a good thing to
help people study?
e) Is caffeine good or bad for you?
f) Would you like your system to be
pumped full of caffeine?
g) If 160 countries have approved Red
Bull, is it safe?
h) What do you know about the history
of energy drinks?
i) If Red Bull has cocaine in it, why
have only two places banned it?
PairWork Rubric
Pts.Poor
1 points
Fair
3 points
Good
5 points
Participation
Poor
Shows no team effort.
Fair
Shows little team effort.
Good
Shows active team effort.
Completion
Poor
doesn't complete their
part of the assignment
Fair
completes their part of
the assignment
Good
completes their part of the
assignment
Followsdirections
Poor
Does not read
instructions and asks
what to do.
Fair
Reads instructions but
asks for clarification.
Good
Reads instructions and
follows directions.
Total points
Activity: 7d

87
BLOCK 3
Read the text carefully; choose and underline the answer that best complete each of the
following statements.
Fitness and you
Many people think of fitness, like health, in purely physical terms. They think fitness means being in good shape
or being able to play a sport well. But fitness has more than just a physical side. When you are fit you are ready to
handle whatever comes your way from day to day. Being fit carries many benefits. Some are listed in the box:
An important key to fitness is exercise. Regular exercise gives you added energy and helps you fight disease and
illness. It also makes you look and feel better. In general, it improves your sense of well-being. In recent years,
Americans have discovered this key to fitness. Aerobics----rhythmic, nonstop, vigorous activities that aid the heart
have become very popular. So have programs involving weight training. More and more people are turning to
Lifetime sport to maintain fitness. Among the good exercises that can be enjoyed throughout life are swimming,
bicycling, soccer, running, and hiking uphill.
Different exercises offer different fitness benefits. Some exercises help increase your flexibility. Others build
muscles strength. Still others build endurance. The sport or activity you choose should reflect your abilities and
interests. Being feet has many benefits. The most important one is that you feel good about yourself. When you
feel good about yourself, you are more likely to make healthy choices.
An effective fitness program requires thoughtful planning and careful thinking. Here are seven steps to follow in
developing your own program:
1. Choose an activity that you enjoy.
2. Identify the best time of day to exercise.
3. Set realistic goals.
4. Don’t exercise too much a one time.
5. Reward yourself.
6. Don’t exercise just for now – make your fitness program
a part of your future, too.
7. Make friends with others who exercise.
8. Enjoy an activity with your family.
Activity: 8
Benefits of Fitness
Being fit….
 Helps you be at ease with yourself and sure of yourself.
 Gives you more energy and helps you keep your weight down.
 Prepares you mentally, physically, emotionally, and socially for the ups and downs of life.
 Increases your chances of succeeding in whatever tasks you take on and help you feel confident.
 Helps you to manage stress and have more fun.

88
Evaluation
Activity: 8 Product: Questionnaire and report. Points:
Knowledge
Identifies and infers vocabulary
when reading an informative text
to identify weaknesses of his/her
partner.
Uses scanning strategy for reading
a text with unfamiliar vocabulary to
write a report to his/her partner.
when he/she is made aware of
his/her weak level of fitness.
Co-evaluation
C MC NC
Obtained points
1. The importance of fitness is that it prepares you to:
a. handle whatever b. be top athlete c. run long races d. study wellness
comes your way
2. A vigorous nonstop activity that aids the heart is called:
a. warming up b. target pulse rate c. an aerobic exercise d. endurance
3. Exercises help increase:
a. rhythm of the heart b. flexibility c. energy d. weight
4. In planning an exercise program, you need to:
a. get plenty of sleep b. set realistic goals c. find a partner d. see a doctor
5. Flexibility, muscles strength and endurance are:
a. exercise b. fitness benefits c. activities d. sports
8a. Do you get enough exercise? Here are some questions that will help you decide whether you need
more exercise to improve your fitness. Ask your partner the questions and then answer them.
Fitness Questionnaire
Question Your partner You
Do you get tired easily from physical activities?
Do you get tired easily from mental activities?
Do you have low endurance (resistance) of the muscles, heart, or lungs?
Do you have poor posture?
Do you exercise just for one or two semesters or for a short period of time?
If your partner answers to any of these questions: YES, go back to the text to write a report giving her/him some
advice so he/she can work on a level of fitness. First present the report to your teacher.

89
BLOCK 3
Read the NEWSPAPER article carefully, scan it and underline true or false. Then answer
the questions.
Are You Addicted to the Internet?
By HOLLY EPSTEIN OJALVO
A new study shows that teens who spend too much time online and experience withdrawal when they go offline are
more prone to depression. Does this ring true for you or for someone you know?
As Roni Caryn Rabin reports in the Science Times:
Researchers who followed more than 1,000 students at high schools in Guangzhouall of them free of anxiety and
depression at the start of the study found that after nine months, rates of severe depression among
“pathological” users were 2.5 times those of the others.
The study was published Aug. 2 in Archives of Pediatrics & Adolescent Medicine. It used self-rating scales to
assess anxiety and depression, along with an addiction test that asks questions like “How often do you feel
depressed, moody or nervous when you are offline, which goes away once you are back online?”
Of the 1,041 subjects, 94 percent were classified as normal Internet users and 6 percent as moderately
pathological or at severe risk for addiction. After nine months, 87 students, or 8.4 percent, developed mild to
severe depression.
While depression is an established risk factor for excessive Internet use, the study suggests the reverse may also
be true, said the lead author, Dr. Lawrence T. Lam, of the School of Medicine, Sydney, in Australia. He speculated
that users often went days or weeks without getting enough sleep, which can contribute to depression, and
tended to react intensely to the online game world.
“Failure in the game-playing is as real as failure in other parts of their life,” he said.
True or False.
1. Students from Guangzhouall were free of anxiety after a nine month research. True False
2. One of the questions asked was: How often do you feel temperamental? True False
3. 13 students didn’t develop severe depression. True False
4. Users were depressed because they didn’t sleep. True False
5. Happiness may be a consequence of abuse of the internet. True False
Activity: 9

Writing and Reading Strategies Module: An Essential Tool for Your Development

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