Guía de trabajo autónomo – 11º Año

Self – Study Guide for 11th

Grade – Unit 4 El trabajo autónomo es la capacidad de realizar tareas por nosotros mismos, sin necesidad de

que nuestros/as docentes estén presentes.

School Name: Liceo Experimental Bilingüe de Pococí. Instructor: Mirya Cubillo Jiménez. Level: 11th Grade. Subject: Listening & Speaking.

1. Getting ready to work on my self – study guide.

Things to check before getting started with my job

Materials needed

Suggested materials:

Notebook, pencil, pen, eraser, sharpener, dictionary.

Self – study guide # 11 for 11th Grade.

Unit 9 – Feelings. – Book: Developing Listening Skills 3.

Recordings - Book: DLS 3: tracks 174, 175, 181, 182, 189, and 190. https://soundcloud.com/search?q=Developing%20Listening%20Skills%20

3d%203

Headphones (earphones) – if possible.

Computer, tablet, or cellphone and internet access if possible. O

Expected time to work this self – study guide

This self – study guide will take approximately 80 minutes to be completed.

Answers to the different exercises will be revised and reviewed through the portfolio and/or Teams as well as self – assessment and self – regulation tasks.

2. Recalling what I learn from self – study guide.

Instructions Dear student, The following self – study guide contains different activities aimed at reinforcing the topic on “Feelings”.

The tasks include activities you do with friends and family in your everyday life.

You will have the opportunity to listen to (or read) different short-spoken passages about Outdoors and answer some questions.

Please read the instructions for each task carefully before you start.

Please make a portfolio using materials you do have at home according to availability.

It can be done in different ways (for example: digital, or in your notebook), you decide the best

way to keep it.

You can use drawings, pictures, cutouts, songs, news among others.

Questions to reflect and answer: Think: What images spring to mind when you hear the word “feelings”? (Encouraging self – reflection)

Before listening: Please consider the following:

1. If you have the possibility to record yourself, complete each task and load the audio in Teams, where your instructor enables you to do so.

2. You can send it through Whats App if you don’t have the possibility to upload the audio in Teams.

3. If you don’t have the possibility to record yourself, write the answers in your portfolio.

Task 1. A. Describe each of the following set of images. 1.

2.

B. Respond to the following questions. 1. When was the last time you felt sad? What was it about? Explain. 2. When was the last time you felt happy? What was it about? 3. How can you help yourself to control your emotions? Explain. 4. How can you help others to control their emotions? 5. When you feel emotionally stressed or burden, do you seek help? Why/why not? Explain. 6. In your opinion, do we, as a society, need to be more empathetic towards others feelings and emotional needs? Why/why not? Explain.

1. Putting into practice what I am learning.

Instructions

While – Listening: Situation 1:

A. Listen to the questions that properly match each answer and write them down in the lines below. Page 92, tracks 174.

B. Listen to the answers that properly match each question and write

them down in the lines below. Page 92, tracks 174.

You can listen to the recording twice.

Situation 2: A. Listen carefully to the dialog and choose the best answer. Page 94, track 181.

B. Listen again and fill in the blanks. Page 94, track 182.

You can listen to the recording twice.

Situation 3: Listen and answer to the questions. Page 97, track 189.

Post – Listening. (Think, reflect and share). Share your thoughts and experiences on the following topics with your family: Answer the following questions on your portfolio.

A. Respond to the following questions: 1. Do you know someone in your family who complains a lot? What does he/she complain about? Explain. 2. Are you a complainer? Would it be difficult to go for a whole week without complaining? Explain. B. Listen and complete the sentences from the vocabulary review.

Follow – Up –

Record yourself talking about the time you felt the happiest or the saddest in your life and explain how you were feeling at the time, the types of emotions you felt, what you thought about, etc. You have to last, at least, 2 minutes. Please, go to the annex part and check out the vocabulary required to do this recording.

Self – Regulation Questions

With this self – study guide, I am going to learn how to learn.

I complete the following checklist regarding the work done with help of the study – guide. I write an X on the symbol that best answers each of the following questions:

Did I read the instructions carefully?

Did I underline the words that I did not understand?

Did I look up at a dictionary or ask anyone about the meaning of the words I did not understand?

Did I read the instructions again when I did not understand what to do?

Did I make sure to complete and/or do everything instructed?

Self – Assessment Questions With this self – study guide, I am going to learn how to learn.

I self – assess what I have done when fully completing my work. I write an X on the symbol that best answers each of the following questions:

Did I proofread my work to find out if what I did or wrote is comprehensible?

Did I check my work to make sure everything instructed was done?

Do I feel satisfied with the work I did?

How can I improve my work and listening skills?

How can I tell another person (including my family members) what I learned?

Has COVID-19 changed the work situation in my family? How?

What do my parents do now?

I explain what my favorite part of the work was. What can I improve the next time I work on a self – study guide?

Performance Level Rubric/ Rúbrica de nivel de desempeño

Assessment strategy / Linguistic objective

Estrategia de evaluación / objetivo

lingüístico

Indicators of learning / Learning outcomes

Indicadores de aprendizaje / Aprendizajes

esperados

Performance level Nivel de desempeño

1. Not achieved (No logrado)

Learner cannot achieve the task. La persona estudiante no puede lograr la tarea lingüística.

2. In progress (En progreso)

Learner can achieve the task with some difficulty and needs improvement. La persona estudiante puede lograr la tarea lingüística con alguna dificultad y necesita mejorar.

3. Achieved (Logrado)

Learner can achieve the task without any difficulty. La persona estudiante puede lograr la tarea lingüística sin ninguna dificultad.

1. Identify words and phrases related to the topic.

Identifica palabras y frases relacionadas con el tema en estudio.

a. Engages with the topic by responding with single words to some questions.

Conecto con el tema al responder con lenguaje sencillo.

b. Identifies words and phrases related to the topic by matching words with pictures and/or phrases.

Identifico palabras y frases relacionadas al tema al asociar las palabras con imagénes y/ó frases.

c. Identifies words and phrases related to the topic by matching words to their definitions.

Identifico palabras y frases relacionadas con el tema al asociar palabras con sus definiciones.

2. Identify detailed

information in a piece

of discourse in audios

at a normal speed.

Identifica

información

detallada en

extractos de

discurso en

audios a una

velocidad

normal.

a. Identifies detailed information in a piece of discourse in audios at a normal speed by working with filling in and multiple choice exercises.

Identifico

información

detallada en

extractos de

discurso en

audios a una

velocidad

normal al

trabajar con

ejercicios de

respuesta

corta y

marcar con

equis.

3. Express opinions.

Expresa

opiniones.

a. Expresses his/her own opinions about the topic by making use of language already acquired.

Expreso mi propia opinión sobre el tema al

hacer uso de lenguaje ya adquirido.

ANNEX

Here you will find the audios transcripts, in case you fail to have internet access.

Listening Practice

A - Track 174

1. Are you looking forward to the party?

2. Did I do something to hurt your feelings?

3. Thanks a lot.

4. What did you think when you saw the mess?

5. Why would he say that?

B - Track 175

1. I’m not worried, just confused.

2. It was disappointing.

3. I’m sorry I’m late.

4. I was at first, but not anymore.

5. She must have been embarrassed.

Main Dialog

A&B - Track 181&182 W: Hi, Mike. I haven’t seen you around for a while. M: Hi, Carol. I guess you didn’t hear that I lost my job about a week ago.

W: Oh, no! I’m so sorry! That’s awful! M: Well, maybe a week ago, I would have agreed with you. But now, I don’t

think so at all. W: What do you mean?

M: Let me explain. At first, I was very depressed, which is not surprising. But now, I’ve begun to realize that what seems to be a disaster could

actually be a new opportunity. W: A blessing in disguise, you mean? M: Yes, that’s right. Being laid off might not be such a bad thing after all. I

can’t say that I’m really happy that this happened to me, but I’m going to take some time off to spend with my family. I’m also thinking about trying

to start my own company.

Wrap-up

B - Track 189 I have noticed that I complain a lot. Well, I’ve noticed I complain now that

I’m trying not to complain. One of my classes at school started a kind of experiment called “A Complaint Free Class.” The idea for this experiment came from an article

we read in a magazine. The article was about a pastor in the United States who asked all of the people in his church to try to stop complaining for 21

days. But he also asked them to keep track of the days very carefully. All of the people in the church were asked to wear a purple rubber bracelet.

Any time a person complained, he or she had to move the bracelet from one wrist to the other and start counting days again from zero. The article said it took the pastor over three months of trying not to complain before

he could go 21 straight days without a complaint. The idea of using the purple bracelets to remind people not to complain

really caught on. In fact, it started a whole new organization called A Complaint Free World. Anybody can order the purple bracelets from the

organization for one dollar each. So far, the organization has mailed out over a million bracelets to people all over the world. A few weeks ago, our teacher told us about A Complaint Free World, and

we read the article about this organization. Then our class voted to try not complaining for 21 days. We ordered the bracelets online, and they arrived

two days ago. Since then, I’ve noticed how much I complain. I’ve had to change my bracelet from one wrist to the other at least three times every

day! But I’m doing better today. I’ve only had to move my bracelet once so far.

C - Track 190 1. At first, I was very depressed, which is not surprising.

2. Listen, you have every right to be furious at me. 3. I’m going to complain to the management about the quality of their

coffee. 4. You were the best candidate for that promotion. 5. I would like to return an item I purchased at your store.

6. Being laid off might not be such a bad thing after all. 7. I apologize for the inconvenience, ma’am.

8. That’s disappointing, but I know how important work is.

VOCABULARY