Preparatoria No.

1
Plan clase y evaluació n
DOI-ENA-03
Rev. 00-08/22

Period: January – June 2024

Stage 2: Getting a job

Teacher´s Name: ____________________________ Groups: ________________________

Curricular Area of Training (UAC): Progressive English II
Program of the Upper-Middle Level Academic Model: Bilingual Program
Discipline: Communication and language

Activities and topics to develop: Simple past, past time expressions, regular and irregular verbs and narrative writing, phrasal
verbs, advice with “should”, “have to”, reflexive pronouns and object pronouns

 Dimension 1: Retrieval: Quiz (Simple past, past time expressions, regular and irregular verbs and narrative writing)
 Dimension 2: Comprehension: Worksheet (Phrasal verbs, advice with “should”, “have to”, reflexive pronouns and simple
past)
 Dimension 3 Analysis: Worksheet (Object pronouns and reflexive pronouns)
 Learning evidence: Interview (Job interview)

Assigned time for this stage: 50 Synchronous sessions of 50 minutes.

Date of elaboration: January 18th 2024.
Teacher´s name who developed the class and evaluation plan: Adriana Saraí Silva Rodríguez
Date of Translation: January 18th 2024. Translator: Adriana Saraí Silva Rodríguez

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 Lesson Plan and Evaluation
Stage 2: Getting a job
Date of application: From February 19th to February 23rd 2024.
Dimension 1: Retrieval: Quiz (Simple past, past time expressions, regular and irregular verbs Time: 10 sessions (500
and narrative writing) minutes)

Purpose: The student develops linguistic competences through the practice of grammar such as gerunds, infinitives, and
simple past tense to express ideas about education and jobs in a respectful and tolerant manner.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.

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  Active listening, empathy, assertiveness, perspective taking, critical thinking.

Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Quiz Instrument of evaluation: Type of evaluation:

Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the The student identifies the The activity must be Nexus platform.
information from previous correct use of simple past, answered on the Learning MsTeams platform.
knowledge acquired in 2nd past time expressions, regular guide and on Nexus platform. Learning guide.
stage and daily life.
and irregular verbs and
narrative writing.
DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know) - Takes assistance to the students. Pencil
Grammar: phrasal Knowledge and - Shows the schedule. Dictionary
verbs, prefer + noun,
memory Computer
gerund or infinitive, - Mentions the competences which students will work.
should, imperatives and Internet
would, I know + clause, - Says the purpose about the activity.
object and reflexive Notebook
pronouns, simple past, - Connect the topic and the student’s life.

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regular and irregular - Starts the topic. Student’s book
verbs, when clauses.
Vocabulary: Job Blackboard
application and
descriptions, Business Student Markers
English, phrasal verbs, - Says “present” or “here” when teacher asks. Projector
modal for permission,
adverbs of sequence, - Identifies the competences which will have to be MsTeams
interview preparation,
adjectives to describe developed. platform
job and coworkers, - Takes notes about the purpose of the activity. Nexus platform
reflexive pronouns,
future time. - Participates in plenary to get a warm up of the topic.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 51 and Pencil
 Uses grammatical Dictionary
structures accurately to 52 and explains the instructions about the activity.
Computer
talk about job  Reads the evaluation criteria by means of the
interviews, work Internet
experience, and checklist.
Notebook
education.
 Let’s students to check the activity on the learning
 Uses vocabulary Student’s book
related to job guide to work with doubts or questions they may
applications, job
Blackboard
have.
descriptions, and Markers
interviews.  Remembers to students the activity must be done on
 Interpret general
Projector
the Nexus platform too.
information from MsTeams
different types of texts  Gives some minutes to students to answer the platform
and conversations to
assure reading
activity on the learning guide. Nexus platform
comprehension.  Remembers to students the activity must be uploaded
 Communicates
information about
on the MsTeams platform too.
education, work
experience, and jobs.
 Collaborates in teams
Student:
by sharing ideas and  Checks what teacher is saying to formulate questions
accepting others to
complete a task.
if they have doubts.
 Contributes and  Work on their activities.

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negotiates with his
 Answer the Quiz on the Nexus platform.
ideas and takes other
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Gives feedback to students by means of the
learning scenarios.
Computer
checklist.
 Practices honesty Internet
while producing
Nexus platform
different tasks. Student:
 Assumes Notebook
responsibility for all his  Does his / her self-evaluation by checking the
Student’s book
actions. answers of the quiz in plenary.
 Shows tolerance of Blackboard
different opinions,  Checks their evaluation given by the teacher. Markers
actions, and points of
view.
 Takes notes about teacher’s feedback. Projector
 Shows respect while  In a Word document, add the images of the Learning MsTeams
participating in
different settings.
guide pages. platform
Nexus platform

Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

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 Lesson Plan and Evaluation
Stage 2: Getting a job
Date of application: From February 26th to March 1st 2024.
Dimension 2: Comprehension: Worksheet (Phrasal verbs, advice with “should”, “have to”, Time: 10 sessions (500
reflexive pronouns and simple past) minutes)

Purpose: The student matches clauses to obtain accurate sentences and practices the correct use of simple present.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

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Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Worksheet Instrument of evaluation: Type of evaluation:

Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the The student identifies phrasal The activity must be MsTeams platform.
information from previous verbs, advice with “should”, answered individually on the Learning guide.
knowledge acquired in 2nd “have to”, reflexive pronouns learning guide.
stage and daily life. and simple past.
DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know) - Takes assistance to the students. Pencil
Grammar: phrasal Knowledge and - Shows the schedule. Dictionary
verbs, prefer + noun,
memory Computer
gerund or infinitive, - Mentions the competences which students will work.
should, imperatives and Internet
would, I know + clause, - Says the purpose about the activity.
object and reflexive Notebook
pronouns, simple past, - Connect the topic and the student’s life.
regular and irregular - Starts the topic. Student’s book
verbs, when clauses.
Vocabulary: Job - Explains the content of the stage. Blackboard
application and Markers

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descriptions, Business Projector
English, phrasal verbs,
modal for permission, Student MsTeams
adverbs of sequence, - Says “present” or “here” when teacher asks.
interview preparation, platform
adjectives to describe - Identifies the competences which will have to be
job and coworkers,
reflexive pronouns, developed.
future time.
- Takes notes about the purpose of the activity.
- Participates in plenary to get a warm up of the topic.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 53 and 54 Pencil
 Uses grammatical Dictionary
structures accurately to and explains the instructions about the activity.
Computer
talk about job  Reads the evaluation criteria by means of the checklist.
interviews, work Internet
experience, and  Let’s students to check the activity on the learning
education.
Notebook
guide to work with doubts or questions they may have.
 Uses vocabulary Student’s book
related to job  Gives some minutes to students to answer the activity
applications, job
Blackboard
descriptions, and
on the learning guide. Markers
interviews.  Remembers to students the activity must be uploaded Projector
 Interpret general
information from
on the MsTeams platform too. MsTeams
different types of texts
and conversations to
platform
assure reading
Student:
comprehension.  Checks what teacher is saying to formulate questions if
 Communicates
information about
they have doubts.
education, work  Works on their activity.
experience, and jobs.
 Collaborates in teams  In the Word document done before, add the images of
by sharing ideas and the Learning guide page.
accepting others to
complete a task.
 Contributes and
negotiates with his
ideas and takes other

Página 8 de 20
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Gives feedback to students by means of the
learning scenarios.
Computer
checklist.
 Practices honesty Internet
while producing
Notebook
different tasks. Student:
 Assumes Student’s book
responsibility for all his  Does his / her self-evaluation by checking the
Blackboard
actions. answers of the quiz in plenary.
 Shows tolerance of Markers
different opinions,  Checks their evaluation given by the teacher. Projector
actions, and points of
view.
 Takes notes about teacher’s feedback. MsTeams
 Shows respect while platform
participating in
different settings.
Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

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 Lesson Plan and Evaluation
Stage 2: Getting a job
Date of application: From March 4th to March 8th 2024.
Dimension 3: Analysis: Worksheet (Object pronouns and reflexive pronouns) Time: 10 sessions (500
minutes)

Purpose: The student distinguishes the use of object pronouns and reflexive pronouns in sentences.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.

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  Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Worksheet Instrument of evaluation: Type of evaluation:

Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the The student distinguishes the The activity must be MsTeams platform.
information from previous use of object pronouns and answered on the Learning Learning guide.
knowledge acquired in 2nd reflexive pronouns in guide.
stage and daily life.
sentences.

DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know) - Takes assistance to the students. Pencil
Grammar: phrasal Knowledge and - Shows the schedule. Dictionary
verbs, prefer + noun,
memory Computer
gerund or infinitive, - Mentions the competences which students will work.
should, imperatives and Internet
would, I know + clause, - Says the purpose about the activity.
object and reflexive Notebook

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pronouns, simple past, - Connect the topic and the student’s life. Student’s book
regular and irregular
verbs, when clauses. - Starts the topic. Blackboard
Vocabulary: Job
application and Markers
descriptions, Business Student Projector
English, phrasal verbs,
- Says “present” or “here” when teacher asks.
modal for permission, MsTeams
adverbs of sequence, - Identifies the competences which will have to be
interview preparation, platform
adjectives to describe developed.
job and coworkers,
reflexive pronouns, - Takes notes about the purpose of the activity.
future time.
- Participates in plenary to get a warm up of the topic.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 55, 56 Pencil
 Uses grammatical Dictionary
structures accurately to and 57 and explains the instructions about the
Computer
talk about job activity.
interviews, work Internet
experience, and  Reads the evaluation criteria by means of the
education.
Notebook
checklist.
 Uses vocabulary Student’s book
related to job  Let’s students to check the activity on the learning
applications, job
Blackboard
guide to work with doubts or questions they may
descriptions, and Markers
interviews. have.
 Interpret general
Projector
 Remembers to students the activity must be uploaded
information from MsTeams
different types of texts on the MsTeams platform too.
and conversations to
platform
assure reading
 Gives some minutes to students to answer the
comprehension. activity on the learning guide.
 Communicates
information about
education, work Student:
experience, and jobs.
 Collaborates in teams
 Checks what teacher is saying to formulate questions
by sharing ideas and if they have doubts.
accepting others to
complete a task.
 Work on their activities.

Página 12 de 20
 Contributes and  In the Word document done before, add the images
negotiates with his
ideas and takes other of the Learning guide pages, add the cover with the
people’s points of view
personal data.
to enrich his
understanding about the
context.

CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Gives feedback to students by means of the
learning scenarios.
Computer
checklist.
 Practices honesty Internet
while producing
Nexus platform
different tasks. Student:
 Assumes Notebook
responsibility for all his  Does his / her self-evaluation by checking the
Student’s book
actions. answers of the quiz in plenary.
 Shows tolerance of Blackboard
different opinions,  Checks their evaluation given by the teacher. Markers
actions, and points of
view.
 Takes notes about teacher’s feedback. Projector
 Shows respect while  Uploads the Word document to MsTeams platform. MsTeams
participating in
different settings. platform

Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

Página 13 de 20
 Evaluation of the Dimension 1, 2, and 3 (Learning Guide activities)
Topic: Simple past, past time expressions, regular and irregular verbs and narrative writing, phrasal verbs, advice with “should”,
“have to”, reflexive pronouns and object pronouns
Check list to evaluate: Worksheet (requirement activities).

Type of evaluation: Auto - evaluation ( x ) Co - evaluation ( x ) Hetero – evaluation ( x )

DIDACTIC STRATEGY Worksheet Date :

EVIDENCE
CONTENTS ATTRIBUTES CRITERIA DELIVERED
Yes No
1. Identifies the use of simple past correctly.

Conceptual 2. Identifies the regular and irregular verbs in past correctly.

(to know) GCA 4.4 3. Applies the phrasal verbs in a correct context.

4. Gives advices using “should” and “have to”

5. Uses the past time expressions correctly.

Procedimental GCA.8.2
(Hacer) 6. Uses object pronouns and reflexive pronouns correctly.
7. Shows respect while participating in different settings.
Actitudinal GCA 10.2
(Ser) 8. Assumes responsibility for all his/her actions.

Indicator If the student delivers with 6 to 8 criteria, the activity is considered achieved.

ACHIEVED
Feedback
Strenght Weakness How to increase the knowledge

Date of the last evaluation: Achieved

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 Lesson Plan and Evaluation
Stage 2: Getting a job
Date of application: From March 11th to March 15th 2024.
Learning Evidence. Interview (Job interview) Time: 10 sessions (500
minutes)

Purpose: Apply your knowledge helps to develop your ability to make future plans, to research and to solve problems.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.

Página 15 de 20
  Active listening, empathy, assertiveness, perspective taking, critical thinking.

Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Interview Instrument of evaluation: Type of evaluation:

Rubric Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the Uses phrasal verbs, advice The interview job must be on Nexus platform.
information from previous with “should”, “have to”, teams, and present on the
knowledge acquired in 2nd reflexive pronouns and object classroom.
stage and daily life. pronouns.

DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Pencil

(To know) - Takes assistance to the students. Dictionary
Grammar: phrasal Knowledge and - Shows the schedule. Computer
verbs, prefer + noun,
memory Internet
gerund or infinitive, - Mentions the competences which students will work.
should, imperatives and
would, I know + clause, - Says the purpose about the activity. Nexus platform
object and reflexive
- Connect the topic and the student’s life. Notebook
pronouns, simple past,
regular and irregular

Página 16 de 20
verbs, when clauses. - Starts the topic. Student’s book
Vocabulary: Job
application and - Explains the activity to do in the Nexus platform and Blackboard
descriptions, Business
English, phrasal verbs, the content of the stage. Markers
modal for permission,
adverbs of sequence, Projector
interview preparation, Student
adjectives to describe
job and coworkers, - Says “present” or “here” when teacher asks.
reflexive pronouns, - Identifies the competences which will have to be
future time.
developed.
- Takes notes about the purpose of the activity.
- Participates in plenary to get a warm up of the topic.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Explains the instructions about the activity. Pencil
 Uses grammatical Dictionary
structures accurately to  Reads the evaluation criteria by means of the rubric.
Computer
talk about job
 Let’s students to check the activity on the learning
interviews, work Internet
experience, and guide on page 58 to work.
education.
Nexus platform
 Uses vocabulary
 Resolves doubts or questions that the students may Notebook
related to job have. Student’s book
applications, job
descriptions, and
 Remembers to students the activity must be uploaded Blackboard
interviews. on the Nexus platform. Markers
 Interpret general
information from Projector
different types of texts Student: MsTeams
and conversations to
assure reading
 Checks what teacher is saying to formulate questions platform
comprehension. if they have doubts.
 Communicates
information about  Works on their activity.
education, work  In a Word document add the information about the
experience, and jobs.
 Collaborates in teams Interview job.
by sharing ideas and  The activity must be uploaded on Nexus platform.

Página 17 de 20
accepting others to
complete a task.
 Contributes and
negotiates with his
ideas and takes other
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Pencil

(to be)  Checks the activity on the Nexus platform. Dictionary
 Shows interest when Computer
working in different  Gives feedback to students by the rubric.
learning scenarios. Internet
 Practices honesty Nexus platform
while producing Student:
Notebook
different tasks.
 Checks their evaluation given by the teacher.
 Assumes Student’s book
responsibility for all his  Reads the teacher’s feedback.
actions. Blackboard
 Shows tolerance of Markers
different opinions,
actions, and points of
Projector
view.
 Shows respect while
participating in
different settings.
Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

Página 18 de 20
Semester: Second Learning unit: Progressive English II
Stage: 2 Activity: Learning evidence Evaluation type: Teacher assessment
Generic competency 4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

Generic competency 8. Participates and collaborates effectively in different teams. (GC 8)

Attributes
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

Generic competency 10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own circumstances in a broader context. (GCA 10.2).

LEARNING EVIDENCE Interview Percentage: 8 %

Types of PERFORMANCE LEVELS

knowledg CRITERIA TOTAL
Complete Evidence Acceptable Evidence Partial Evidence No evidence
e
( 3 points ) ( 2 points ) ( 1 point ) ( 0 points )
CGA 4.4 Uses the standard English grammar Uses the standard English grammar Uses the standard English
Uses grammar in context appropriately throughout the with some problems (1-5 errors) grammar with many problems
interview. throughout the interview. (6 or more errors) throughout Not delivered
correctly.
Knowledge
TO KNOW

the interview.

CGA 4.4
Produces sentences with many
Produces sentences with correct Produces sentences with the accurate Produces sentences with some
structure problems (4 or Not delivered
structure. structure. structure problems (1-3 errors).
more).

CGA 4.4 Uses the vocabulary related to the Uses some vocabulary related to Barely uses vocabulary related
Skills

topic. the topic. to the topic. Not delivered

TO

Uses vocabulary (concepts)

properly.
ACG 8.2 Participates in teams actively, Participates regularly with his Seldom participates with his
constructively and responsibility with team. Sometimes he shares teammates showing a positive
Participates in teams with a a positive attitude about his work. He meaningful insights. attitude. Rarely makes Not delivered
constructive attitude and offers insightful ideas making a meaningful contributions.
Attitudes / Values

responsibility. meaningful participation.

TO BE

ACG 10.2
Demonstrates a lack of respect
Respects other people´s point of Respects the other team member´s Sometimes demonstrates respect, when he shows not interest in
view. opinions, getting into an agreement but somehow is not interested in listening to other´s opinions, Not delivered
for the completion of the activity. listening to other’s opinions. or in the completion of the
activity.

TOTAL
Observations:

Grade Total rubric points: Percentage obtained: 0 – 100 Grade:

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 Nombre y firma Nombre y firma

________________________________ _____________________________________
Profesor Coordinador(a) de Academia

Dra. María Guadalupe Martínez Dávila

Subdirectora Académica

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