Universidad Autónoma de Nuevo León

Secretaría Académica
Dirección del Sistema de Estudios de Nivel Medio Superior
Programa Analítico

LEARNING UNIT: English in Action II

1. Identification Data:

Mode: Onsite
Semester: Second
Curricular Area
Core
Formation:
Disciplinary Field: Communication and Language
Code: 213
Weekly
Semester Total Hours Guided Hours 80
Frequencies:
Time
Distribution: Autonomous
90 Hours 10 4

UANL Credits: 3
Elaboration Date: February 16th, 2022
Program Designers: Ricardo Briano Murillo
Roberta Desirée López Garza
Olga Rodríguez García
Karla Patricia Ramírez Aguirre
Last Update: October 1st, 2024

Update Ricardo Briano Murillo

Responsibles: Roberta Desirée López Garza
Karla Patricia Ramírez Aguirre

2. Presentation:

The English in Action II learning unit is made up of 4 stages which develop linguistic
competencies in a second language to communicate effectively in daily life situations
as well as in academic and sociocultural contexts in a respectful and tolerant manner.

In the first stage called “Practical Organization”, the student will use possessive
adjectives and pronouns to communicate ideas, as well as clauses and complex
sentences that are necessary to develop academic writing skills. He will also recognize
the importance of visual aids to participate effectively in oral presentations.

In the second stage called “Relevant Interpretation” the student will use simple past and
past progressive tenses to write a definition paragraph; he will also analyze Magazine
Articles and will build effective visuals for oral presentations.

In the third stage called “Structured Process” the student will use the present and past
perfect tenses in writing assignments such as process paragraphs using transition
signals and will explain visuals.

Finally, the fourth stage called “Creative Presentation” the student will read two

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magazine articles and will prepare a free topic presentation that integrates
communicative skills practiced during the semester.

This contributes to the elaboration of the PIA, which consists of making an oral
presentation in English using a technological support such as a digital presentation,
poster, etc., and explaining in detail the STEM project.

3. Purpose:

The learning unit English in Action II, which belongs to the second semester core group of
subjects in the Bilingual Program, contributes to the development of communicative skills in
a second language. This learning unit allows students to develop listening, reading, writing,
and speaking skills, as well as the sub-skills of grammar and vocabulary that fulfill the
complete language practice. In this learning unit, you work with basic grammar structures
to improve your writing skills to create paragraphs of different types. You also develop
reading skills through the analysis of articles from different websites and magazines that will
increase your stock of vocabulary. All these practices enable you to have an effective oral
and written communication.

English in Action II addresses the development of generic and disciplinary competencies

for English in Action III.

English in Action II contributes to develop the general competencies of the UANL when the
student: Uses a second language, preferably English, with clarity and correctness to
communicate in daily academic, professional and scientific contexts (6); makes academic
and professional proposals that are inter, multi and trans disciplinary, in accordance with the
best global practices for promoting and consolidating collaborative work (7); has an attitude
of commitment and respect to the diversity of social and cultural practices that reaffirm the
principle of integration in the local, national and international context, in order to promote
environments of peaceful coexistence, and practices values promoted by the UANL: truth,
fairness, honesty, freedom, solidarity, respect for life and for others, respect for nature,
integrity, professional ethics, justice and responsibility, in his/her personal and professional
context to contribute towards building a sustainable society. (9). In addition, the generic
competencies 4.4, 8.2, and 10.2, as well as the disciplinary competency 10 of the
Communication field are promoted.

4. Graduate Profile Competencies.

General competencies (UANL) that this learning unit contributes to:
Instrumental Competencies:
6. English, with clarity and correctness to communicate in daily academic, professional
and scientific contexts.
Attributes:
• Uses linguistic, mathematical or graphical representations as communication strategies.
• Communicates clearly in different contexts in a second language.

7. Makes academic and professional proposals that are inter, multi and trans disciplinary,
in accordance with the best global practices for promoting and consolidating collaborative
work.

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Attributes:
• Works and participates with a positive attitude in the different roles of assigned tasks.

Personal and Social Interaction Competencies:

9. Has an attitude of commitment and respect to the diversity of social and cultural
practices that reaffirm the principle of integration in the local, national, and international
context, in order to promote environments of peaceful coexistence.

11. Practices values promoted by the UANL: truth, fairness, honesty, freedom, solidarity,
respect for life and for others, respect for nature, integrity, professional ethics, justice, and
responsibility, in his/her personal and professional context to contribute towards building a
sustainable society.
Attributes:
• Identifies the diversity of beliefs, values, and social ideas.
• Learns and respects different points of view.

Generic competencies (RIEMS) this learning unit contributes to:

Generic Competencies Attributes

4. Listens, interprets and creates appropriate 4.4 Can communicate everyday situations in
messages in different circumstances using a second language.
different means, codes, and tools.
8. Participates and collaborates effectively 8.2 Contributes ideas openly and considers
in different teams. other people’s ideas in a reflective way
10. Takes on a respectful attitude towards 10.2 Negotiates and learns from people with
interculturality and diversity in beliefs, values, different points of view and traditions
ideas and social practices. through acknowledging one’s own
circumstances in a broader context.
Traits Socioaffective skills
Communication
Makes use of and understands information
and communication technologies in order to
apply them in a critical and objective way in the Assertiveness, interpersonal conflict
different areas of knowledge. handling, and perspective taking
Uses language codes in different logical and
mathematical contexts that allow expressing
ideas in ethical sense.
Cooperation
Participates in assigned tasks, both Assertiveness, empathy, interpersonal
individually and in groups with respect to the conflict handling.
diversity of ideas
Integrity
Follows ethical principles and translates them
Active listening, empathy, assertiveness,
in actions through models and examples, in
perspective taking, critical thinking
order to live in harmony with him/herself,
society and nature.

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Disciplinary competency (RIEMS) this learning unit contributes to:

Disciplinary Field Competency

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

5.Graphical Representation:

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6. Course Structure

Stage 1. Practical Organization

Formative Purpose: To use communication strategies such as the production of written texts and
oral presentations, and to recognize the importance of visual communication to perform competently
in different language formats when facing daily life situations.

Competency Elements:
• To practice possessive adjectives and possessive pronouns through grammar
worksheets to comprehend their proper use in everyday situations.
• To organize adjectives in a table, according to the category.
• To use diagrams to analyze the main parts of sentences and their correct use in
context, to apply it during the writing process.
• To reflect on the use of visual aids to strengthen critical, creative, and self -system
thinking.

Competencies:
General Competencies (UANL) Generic Competencies Disciplinary
(RIEMS) Competencies (RIEMS)
6. Uses a second language, pref erably 4. Listens, interprets and 10. Identif ies and interprets the
English, with clarity and correctness creates appropriate general idea and possible
to communicate in daily academic, messages in dif f erent direction of an oral or written
prof essional and scientif ic contexts. circumstances through message in a second
Attributes. the use of dif f erent language, making use of
• Communicates clearly in dif f erent means, codes and tools. previous knowledge,
contexts in a second language. 4.4 Can communicate nonverbal elements, and
everyday situations in a cultural contexts.
9. Has an attitude of commitment and second language
respect to the diversity of social and .
cultural practices that reaf f irm the 10. Takes on respectful
principle of integration in the local, attitude towards
national and international context, in interculturality and
order to promote environments of diversity in beliefs,
peacef ul coexistence. values, ideas and social
practices.
11. Practices values promoted by the 10.2 Negotiates and learns
UANL: truth, f airness, honesty, f rom people with dif f erent
f reedom, solidarity, respect f or life points of view and traditions
and f or others, respect f or nature, through acknowledging
integrity, prof essional ethics, justice one’s own circumstances in
and responsibility, in his/her personal a broader context.
and prof essional context to
contribute towards building a
sustainable society.
Attributes
• Identif ies the diversity of belief s, values
and social ideas.
• Learns and respects the dif f erent
points of view.

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Secretaría Académica
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Learning Evidence Informative paragraph

Teaching & Learning Type of
Contents Resources
Experiences Evaluation1
Dimension 1. Retrieval Declarative: • Computer Self-
The teacher introduces the • Possessive • Internet assesment
beginning of the stage talking
adjectives • NEXUS
about the topics to be studied.
The student comment on what he • Possessive • Learning
knows about it. pronouns Guide
• Adjectives • Pencil
Then the teacher asks to answer • Word order of
the digital quiz related to the new adjectives
content. • Clauses and
The student identif ies the use of
complex sentences
modal verbs by answering a set of
f ive items on the NEXUS • Logical division of
platf orm. ideas
• Transition signals for
Dimension 2. logical division of
Comprehension ideas
The teacher explains the • The importance of Self-
possessive adjectives and the visual aids assessment
possessive pronouns. • How to use visual
aids
Then, the student practices
and integrate the new Procedural:
knowledge through grammar • Practices
worksheets possessive
adjectives and
Dimension 3. Analysis possessive
The teacher explains the order pronouns to talk
of adjectives and shows some about personal
examples. information. Peer
• Recognizes the assessment
Then, individually, the student function of
organizes adjectives in a table, adjectives to
according to the category in describe nouns.
order to develop and reinforce • Recognizes the
the learning acquired in the word order of
previous stage. adjectives to give
information about
Dimension 4. Application nouns.
The teacher explains complex • Uses complex
sentences and its parts and sentences to talk
shows examples. After that, he about real life
explains the activity. situations.
• Writes paragraphs
Individually, the student uses following the logical Peer
diagrams to analyze the main division of ideas assessment
parts of sentences and its pattern to

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correct use in context, to apply communicate

it during the writing process. accurately.
• Uses transition
Dimension 5. Metacognition signals in logical
division of ideas to
The teacher forms teams of write coherent
three members and explains paragraphs.
the activity. • Recognizes the Teacher
importance of visual assessment
The students reflect about the aids to deliver an
use of visual aids to strengthen effective oral
the critical, creative, and self- presentation.
system thinking.
Attitudinal:
The teacher explains the • Shows interest when
learning evidence and the working in different
evaluation rubric. learning scenarios.
• Practices honesty
In teams, the student writes an while producing
informative paragraph. different tasks. Teacher
• Assumes assessment
responsibility for all
his actions.
• Shows tolerance of
different opinions,
actions, and points
of view.
• Shows respect while
participating in
different settings.

Function Criteria:
• Deliver the essay on the corresponding date.
• Respect others’ contributions.

Form Criteria:
Evaluation Criteria • Use grammar, spelling, and vocabulary
appropriately.
• Express logical ideas in a paragraph.
• Practice honesty while producing different tasks.
• Show respect while participating in different
settings.
1
The professor responsible for teaching the learning unit will design the evaluation tools
for the learning experiences, except for the learning evidence (NEXUS rubric).

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Stage 2. Relevant Interpretation

Formative Purpose: To use grammar, writing, and reading skills accurately to communicate ideas
effectively in different academic and sociocultural contexts.

Competency Elements:
• To practice simple past and past progressive through grammar worksheets to
comprehend their proper use in everyday situations.
• To analyze the function of words in context and deduce their word category.
• To find mistakes in written texts or sentences given to apply his knowledge about
simple past and past progressive.
• To design a digital presentation summarizing the characteristics of effective visual
aids.

Competencies:
General Competencies (UANL) Generic Competencies Disciplinary
(RIEMS) Competencies (RIEMS)
6. Uses a second language, pref erably 4. Listens, interprets and 10. Identif ies and interprets the
English, with clarity and correctness creates appropriate general idea and possible
to communicate in daily academic, messages in dif f erent direction of an oral or written
prof essional and scientif ic contexts. circumstances through message in a second
Attributes the use of dif f erent language, making use of
• Communicates clearly in dif f erent means, codes and tools. previous knowledge,
contexts in a second language. 4.4 Can communicate nonverbal elements, and
everyday situations in a cultural contexts.
7. Makes academic and prof essional second language.
proposals that are inter, multi and
trans disciplinary, in accordance with 8. Participates and
the best global practices for collaborates ef f ectively in
promoting and consolidating dif f erent teams.
collaborative work. 8.2 Contributes ideas openly
Attributes and considers other
• Works and participates with a positive people’s ideas in a
attitude in the dif f erent roles of ref lective way.
assigned tasks.
10. Takes on respectful
9. Has an attitude of commitment and attitude towards
respect to the diversity of social and interculturality and
cultural practices that reaf f irm the diversity in beliefs,
principle of integration in the local, values, ideas and social
national and international context, in practices.
order to promote environments of 10.2 Negotiates and learns
peacef ul coexistence. f rom people with dif f erent
points of view and traditions
11. Practices values promoted by the through acknowledging
UANL: truth, f airness, honesty, one’s own circumstances in
f reedom, solidarity, respect f or life a broader context.
and f or others, respect f or nature,
integrity, prof essional ethics, justice
and responsibility, in his/her personal
and prof essional context to
contribute towards building a

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sustainable society.
Attributes
• Identif ies the diversity of belief s, values
and social ideas.
• Learns and respects the dif f erent
points of view.

Learning Evidence Definition Paragraph

Teaching & Learning Type of
Contents Resources
Experiences Evaluation1
Dimension 1. Retrieval Declarative: • Computer Self-
The teacher introduces the • Possessive • Internet assesment
beginning of the stage talking adjectives • NEXUS
about the topics to be studied. • Possessive • Learning
The student comment on what pronouns Guide
he knows about it. • Adjectives • Pencil
• Word order of
Then the teacher asks to adjectives
answer the digital quiz related • Clauses and
to the new content. complex sentences
The student identifies the use
• Logical division of
of modal verbs by answering a
ideas
set of five items on the NEXUS
platform. • Transition signals for
logical division of
Dimension 2. ideas
Comprehension • The importance of Self-
The teacher explains the visual aids assessment
simple past and past • How to use visual
progressive and shows aids
examples.
Procedural:
Then, the student practices • Practices
and integrate the new possessive
knowledge through grammar adjectives and
worksheets possessive
pronouns to talk
Dimension 3. Analysis about personal
The teacher explains the order information. Peer
of adjectives and shows some • Recognizes the assessment
examples. function of
adjectives to
Based on the readings “From describe nouns.
Gimmicks to FX & A Big Gorilla • Recognizes the
Started It All”, the student word order of
analyzes the function of words adjectives to give
in context and deduces their information about
word category. nouns.
• Uses complex
sentences to talk

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Dimension 4. Application about real life

The teacher reviews simple situations.
past and past progressive and • Writes paragraphs
shows examples. After that, he following the logical
explains the activity. division of ideas Peer
pattern to assessment
Individually, the student finds communicate
mistakes in written texts or accurately.
sentences given. • Uses transition
signals in logical
Dimension 5. Metacognition division of ideas to
The teacher forms teams of write coherent
members and explains the paragraphs.
activity. • Recognizes the
importance of visual
The students summarize the aids to deliver an Teacher
characteristics of visual aids to effective oral assessment
transmit effective messages in presentation.
order to strengthen the critical,
creative, and self-system Attitudinal:
thinking. • Shows interest when
working in different
learning scenarios.
The teacher explains the • Practices honesty
learning evidence and the while producing Teacher
evaluation rubric. different tasks. assessment
• Assumes
In teams, the student writes a responsibility for all
definition paragraph. his actions.
• Shows tolerance of
different opinions,
actions, and points
of view.
• Shows respect while
participating in
different settings.
Function Criteria:
• Deliver the essay on the corresponding date.
• Respect others’ contributions.

Form Criteria:
Evaluation Criteria • Use grammar, spelling, and vocabulary
appropriately.
• Express logical ideas in a paragraph.
• Practice honesty while producing different tasks.
• Show respect while participating in different
settings.

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Stage 3. Structured Process

Formative Purpose: The student develops grammar and writing skills when participating in
different language assignments about daily life situations.

Competency Elements:
• To practice simple present and past perfect through grammar worksheets to
comprehend their proper use in everyday situations.
• To analyze a text about plagiarism to develop and reinforce the learning acquired.
• To apply time order signals to complete a text.
• To design a one-slide chart presentation and explains it orally to strengthen the
critical, creative, and self-system thinking.

Competencies:
General Competencies (UANL) Generic Competencies Disciplinary
(RIEMS) Competencies (RIEMS)
6. Uses a second language, pref erably 4. Listens, interprets and 10. Identif ies and interprets the
English, with clarity and correctness creates appropriate general idea and possible
to communicate in daily academic, messages in different direction of an oral or written
prof essional and scientif ic contexts. circumstances through message in a second
Attributes the use of different language, making use of
• Communicates clearly in dif f erent means, codes and previous knowledge,
contexts in a second language. tools. nonverbal elements, and
4.4 Can communicate cultural contexts.
7. Makes academic and prof essional everyday situations in a
proposals that are inter, multi and second language.
trans disciplinary, in accordance with
the best global practices for 8. Participates and
promoting and consolidating collaborates effectivel y
collaborative work. in different teams.
Attributes 8.2 Contributes ideas openly
• Works and participates with a positive and considers other
attitude in the dif f erent roles of people’s ideas in a
assigned tasks. ref lective way.

9. Has an attitude of commitment and 10. Takes on respectful

respect to the diversity of social and attitude towards
cultural practices that reaf f irm the interculturality and
principle of integration in the local, diversity in beliefs,
national and international context, in values, ideas and
order to promote environments of social practices.
peacef ul coexistence. 10.2 Negotiates and learns
f rom people with dif f erent
11. Practices values promoted by the points of view and traditions
UANL: truth, f airness, honesty, through acknowledging
f reedom, solidarity, respect f or life one’s own circumstances in
and f or others, respect f or nature, a broader context.
integrity, prof essional ethics, justice
and responsibility, in his/her personal
and prof essional context to
contribute towards building a
sustainable society.

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Attributes
• Identif ies the diversity of belief s, values
and social ideas.
• Learns and respects the dif f erent
points of view.

Learning Evidence Process Paragraph

Teaching & Learning Type of
Contents Resources
Experiences Evaluation1
Dimension 1. Retrieval Declarative: • Computer Self-
The teacher introduces the • Present Perfect • Internet assesment
beginning of the stage • Past Perfect • NEXUS
talking about the topics to • Time order signals • Learning
be studied. The student • Process paragraph Guide
comment on what he The Visual message • Pencil
knows about it. (Explaining visuals)

Then the teacher asks to Procedural:

answer the digital quiz • Uses the present perfect
related to the new content. and past perfect
accurately to talk about
The student identifies the daily life experiences or
use of modal verbs by situations.
answering a set of five • Writes a process
items on the NEXUS paragraph using time –
platform. order signals Self-
considering its elements assessment
Dimension 2. to communicate
Comprehension accurately.
The teacher explains the • Transmits a message
present and past perfect through effective visual
and shows examples.
aids in an oral
presentation to
Then, the student communicate accurately
practices and integrate the in a second language.
new knowledge through
• Collaborates in teams by
grammar worksheets
sharing ideas and
accepting others’ ideas Peer
Dimension 3. Analysis assessment
to complete a task.
The teacher explains the
• Recognizes that respect
plagiarism topic and
and tolerance to other
shows examples.
people’s points of view
are essential elements
Then, individually, the
to work in teams and to
student analyzes a text
enrich one’s own
about plagiarism and
perspective.
answers an exercise about
it. • Contributes and
negotiates with his ideas
and takes other’s

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Dimension 4. people’s points of view to

Application enrich his understanding
The teacher explains the about the context.
different time order signals Peer
and how to apply them in a Attitudinal: assessment
text, then he explains the • Shows interest when
activity. working in different
learning scenarios.
Individually, the student • Practices honesty while
will apply time order producing different
signals to complete a text. tasks.
• Assumes responsibility
Dimension 5. for all his actions.
Metacognition • Shows tolerance of
The teacher forms teams different opinions,
of three members and actions, and points of
explains the activity. view.
• Shows respect while
The students design a participating in different Teacher
one-slide chart settings. assessment
presentation and explains
it in class, following the
guidelines for explaining
visuals.

The teacher explains the

learning evidence and the Teacher
evaluation rubric. assessment

In teams, the student

writes a process
paragraph.

Function Criteria:
• Deliver the essay on the corresponding date.
• Respect others’ contributions.

Form Criteria:
Evaluation Criteria
• Use grammar, spelling, and vocabulary appropriately.
• Express logical ideas in a paragraph.
• Practice honesty while producing different tasks.
• Show respect while participating in different settings.

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Stage 4. Creative Presentation

Formative Purpose: The student develops linguistic competencies in a second language

through the analysis of two magazine articles and the review of oral presentations to perform
constructively and respectfully in different language formats.

Competency Elements:
• To identify the perpetrator in sentences to develop and integrate new knowledge.
• To analyze a technical process and to make a chart that shows the different points
of view from which the process can be seen to develop and reinforce the learning.

Competencies:
General Competencies (UANL) Generic Competencies Disciplinary
(RIEMS) Competencies (RIEMS)
6. Uses a second language, pref erably 4. Listens, interprets and 10. Identif ies and interprets the
English, with clarity and correctness creates appropriate general idea and possible
to communicate in daily academic, messages in different direction of an oral or written
prof essional and scientif ic contexts. circumstances through message in a second
Attributes the use of different language, making use of
• Communicates clearly in dif f erent means, codes and previous knowledge,
contexts in a second language. tools. nonverbal elements, and
4.4 Can communicate cultural contexts.
9. Has an attitude of commitment and everyday situations in a
respect to the diversity of social and second language.
cultural practices that reaf f irm the
principle of integration in the local, 10. Takes on respectful
national and international context, in attitude towards
order to promote environments of interculturality and
peacef ul coexistence. diversity in beliefs,
values, ideas and
11. Practices values promoted by the social practices.
UANL: truth, f airness, honesty, 10.2 Negotiates and learns
f reedom, solidarity, respect f or life f rom people with dif f erent
and f or others, respect f or nature, points of view and traditions
integrity, prof essional ethics, justice through acknowledging
and responsibility, in his/her personal one’s own circumstances in
and prof essional context to a broader context.
contribute towards building a
sustainable society.
Attributes
• Identif ies the diversity of belief s, values
and social ideas.
• Learns and respects the dif f erent
points of view.

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Learning Evidence Reading Presentation

Teaching & Learning Type of
Contents Resources
Experiences Evaluation1
Dimension 1. Retrieval Declarative: • Computer Self-
The teacher introduces the • Present Perfect • Internet assesment
beginning of the stage talking • Past Perfect • NEXUS
about the topics to be
studied. The student
• Time order signals • Learning
comment on what he knows • Process paragraph Guide
about it. The Visual message • Pencil
(Explaining visuals)
Then the teacher asks to
answer the digital quiz related Procedural:
to the new content. • Uses the present perfect
The student identif ies the use and past perfect
of modal verbs by answering
accurately to talk about
a set of f ive items on the
NEXUS platf orm.
daily life experiences or
situations.
Dimension 2. • Writes a process
Comprehension paragraph using time –
order signals Self-
The teacher explains the assessment
definition of perpetrator in considering its elements
sentences and shows to communicate
examples. accurately.
• Transmits a message
Then, the student through effective visual
practices and integrate the aids in an oral
new knowledge through presentation to
the worksheet. communicate accurately
in a second language.
Dimension 3. Analysis • Collaborates in teams by
The teacher forms teams sharing ideas and
accepting others’ ideas Peer
of three members and assessment
explains the activity. to complete a task.
• Recognizes that respect
The students analyze a and tolerance to other
technical process and then people’s points of view
make a chart that shows are essential elements
the different points of view to work in teams and to
from which the process enrich one’s own
can be seen. perspective.
• Contributes and
Dimension 4. negotiates with his ideas
Application and takes other’s
The teacher explains the people’s points of view
Learning evidence and the to enrich his
evaluation rubric. understanding about the
context. Teacher
assessment

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In teams, the students Attitudinal:

design a reading • Shows interest when
presentation about one of working in different
the selections read during learning scenarios.
the semester. • Practices honesty 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.
Function Criteria:
• Deliver the presentation on the corresponding date.
• Respect others’ contributions.

Form Criteria:
• Use vocabulary in context to communicate in everyday
Evaluation Criteria situations.
• Deliver an oral presentation to effectively convey the
message.
• Collaborate in teams to share knowledge, develop
skills, and learn from others.
• Practice values such as respect for others when
working in teams.

7. Integrative Learning Product.

Oral presentation about the STEM project.

PIA

Evaluation Criteria Resources

• Use grammar accurately. • Computer
• Participate in teams to share your knowledge, to • Internet
develop your skills, and learn from others.
• Practice values such as respect for others when
working in teams.
• Show interest when working in different learning
scenarios.

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 Universidad Autónoma de Nuevo León
Secretaría Académica
Dirección del Sistema de Estudios de Nivel Medio Superior
Programa Analítico

8. Learning Evaluation
Stage Elements to Evaluate Weight
Evidence 1. Informative Paragraph about a
8%
free topic.
1
First Partial Exam. 10%
Evidence 2. Definition Paragraph about a free
8%
topic.
2
Mid-Term Exam. 15%
Evidence 3. Process Paragraph about a free
8%
3 topic.
Second Partial Exam. 10%
Evidence 4. Reading Presentation about one
8%
of the selections read during the semester
4 Global Exam 25%
Integrative Learning Product: Oral
8%
presentation using a digital visual aid.
TOTAL 100%

9. Resources:

Basic
Briano, R., López, R.D., Rodríguez, O. (2024). English in Action II Learning Guide. México:
UANL.

Oshima, Alice and Ann Hogue (2014). Longman Academic Writing Series 3: Paragraphs to
Essays. Fourth Edition. New York: Pearson.

Richmond, Kent. (2012) Inside Reading 4. The Academic Word List in Context. Second
edition. New York: Oxford University Press

Complementary

Fonseca, S., Correa, A., Pineda, M. I., & Lemus, F. (2011). Comunicación oral y escrita.
Pearson.

Fournier Marcos, C. (2002). Comunicación verbal. Cengage.

Oxford University Press. (2016). New English File. Retrieved from

https://elt.oup.com/teachersclub/?cc=mx&selLanguage=en&mode=hub

Bourne, P. E. (2007, May 25). Ten simple rules for making good oral presentations. NCBI,
3, e102. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1857815/

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 Universidad Autónoma de Nuevo León
Secretaría Académica
Dirección del Sistema de Estudios de Nivel Medio Superior
Programa Analítico

British Council. (n.d.). Order of adjectives. Learn English. Retrieved from

https://learnenglish.britishcouncil.org/es/english-grammar/adjectives/order-adjectives

British Council. (n.d.). Present perfect. Learn English. Retrieved from

https://learnenglish.britishcouncil.org/es/english-grammar/verbs/present-tense/present-
perfect

Hemphill, B. (2009, September 4). Oral presentations. Retrieved from

https://www.etsu.edu/scitech/langskil/oral.htm

Kane, S. (2016, February 16). PBS NOVA Iceman murder mystery 2011. YouTube.
Retrieved from https://www.youtube.com/watch?v=xfLVyKq71FU

Macmillan Publishers Limited. (2012). Past simple and past continuous. New Inspiration 3.
Retrieved from http://www.macmillaninspiration.com/new/files/2010/12/Grammar-
EXTRA_NI_3_Unit_1_Past-simple-and-past-continuous.pdf

Lassitter, S. (n.d.). APA made easy: A student’s guide to APA formatting. Ashford Writing
Center. Retrieved from https://awc.ashford.edu/pdfhandouts/apa_made_easy.pdf

Learn English on Skype. (2013, February 9). Past perfect. YouTube. Retrieved from
https://www.youtube.com/watch?v=iIL8LDt1gZU

Oxford University Press. (2017). Sentences. English Oxford Living Dictionaries. Retrieved
from https://en.oxforddictionaries.com/grammar/sentences

The University of New England. (n.d.). Paragraph types: Definition. Academic Skills Office.
Retrieved from https://www.une.edu.au/__data/assets/pdf_file/0008/10799/paragrap h-
definition.pdf

Western Writing Support Center. (n.d.). Transition signals. Retrieved from

http://www.sdc.uwo.ca/writing/undergrads/handouts_new/Transition%20Signals.pdf

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