| Elemento | Dato |
|---|---|
| Materia | Lengua Adicional. Inglés III |
| Unidad | Unidad 4. Writing that holds together |
| Tema | Evaluación integradora |
| Objeto de aprendizaje | 4 de 4 |
| Duración estimada | 60 minutos |
| Dificultad | Alta |
| Prerrequisito | OA 1, 2 y 3 de la Unidad 4: conectores y relativas, correo formal y carta de queja, y essay de opinión. |
| Siguiente | Cierre del curso de Inglés III. |
| Categoría | Preparatoria |
| Nivel | 2.º de Preparatoria |
| Semestre | 3 |
| Área | Lengua Adicional. Inglés |
| Tema / etapa | Evaluación integradora |
| OA en la ruta | 4 de 4 |
| Tipo de OA | Desarrollo de tema |
| Resultado de aprendizaje | Integrar en un desempeño único los cuatro sistemas de la unidad: elegir el conector por el vínculo lógico, puntuar la relativa según defina o añada, sostener el registro formal de una carta y defender una tesis con evidencia y contraargumento. |
| Conceptos clave | connectors, relative clauses, comma rule, formal register, polite modals, passive, thesis, evidence, counterargument, conclusion |
| Marco curricular | SEP/DGB, Plan de Estudios de la Bachillerato General, campo de Lengua Adicional. Inglés, habilidad A2+ a B1 |
| Programa de referencia | Marco Curricular Común para la Educación Media Superior (MCCEMS), semestre 3 |
| Fuente curricular | Programa analítico de la materia construido por Lumbre a partir del programa SEP/DGB vigente |
| Plan de estudios | Plan de Estudios de la Bachillerato General SEP/DGB (vigente) |
| Autor | Roadwise Consulting |
| Edad referencial | 16 a 19 años |
| OA anterior | ingles3-u4-opinion-essay-thesis-arguments-counterargument |
| OA siguiente | Inicio del curso Inglés IV (semestre 4), cuya Unidad 1 abre con postura social y textos de opinión. |
| Fecha de revisión | 2026-09-25 |
| Versión de contenido | 2 (diagrama original, 2026-09-25) |
1. Cómo se evalúa esta unidad
Esta evaluación no pide cuatro temas separados: pide saber cuál estás usando. Before you answer, decide which system the item tests: link, relative, register or argument. Veintisiete reactivos en cuatro bloques y un solo caso: the student council must submit one formal letter and one opinion paragraph asking the school to move the start time from seven to eight. El bloque uno mide el vínculo lógico entre ideas, el dos la oración de relativo y sus comas, el tres el registro formal de la carta y el cuatro la argumentación del ensayo. The passing band is sixteen of twenty-seven items and the top band needs both texts in the correct register. Todos los datos que necesitas están en la tabla del caso; ningún reactivo exige inventar un hecho.
| Bloque | Contenido | Reactivos | Puntos | Sistema que mide |
|---|---|---|---|---|
| 1 | Logical connectors | 1 a 7 | 7 | Cohesion |
| 2 | Relative clauses | 8 a 14 | 7 | Defining and non-defining |
| 3 | Formal register and letter | 15 a 21 | 7 | Email and complaint |
| 4 | Argument and conclusion | 22 a 27 | 6 | Opinion essay |
| Total | Four mixed blocks | 27 | 27 | Four systems in one text |
A text is cohesive when the reader never has to guess how two sentences relate.
— Criterio con el que se calificó el bloque 4
2. El caso: the council, the bell and the numbers
Todo el caso parte de un solo hecho discutido. The council collected forty signatures, the neighbouring school moved to eight and its late arrivals fell by twenty-five percent. Sobre esos números el consejo escribe una carta y un párrafo de opinión, y sobre ellos te preguntan los reactivos.
| Elemento | Dato | Fuente | Estado |
|---|---|---|---|
| Current start time | 7:00 | School calendar | Confirmed |
| Proposed start time | 8:00 | Council motion | Under review |
| Signatures collected | Forty | Petition file | Confirmed |
| Students sleeping under six hours | Sixty percent | Class survey | Confirmed |
| Neighbouring school change | Moved to eight | District note | Confirmed |
| Its late arrivals after the change | Fell twenty-five percent | District report | Confirmed |
| Bus routes | Leave at six, can be rescheduled in August | Transport office | Confirmed |
| Teachers’ shifts | Fixed by contract | HR memo | Constraint |
| First class attendance today | Low | Teacher log | Confirmed |
| Cost estimate | One schedule change | Finance note | Open |
Tres notas de lectura. Primera: la carta y el ensayo usan el mismo hecho con dos voces; the passive keeps the tone impersonal and hides the accusing you without hiding the fact. Segunda: cohesion means the reader never has to guess how two sentences are related, y por eso un conector mal puesto vale tanto como un error de ortografía. Tercera: a defining relative has no commas and says which one, while a non-defining relative sits between two commas and adds extra detail, según lo que cada relativa haga.
3. Bloque 1: vínculo lógico, reactivos 1 a 7
Bloque de conectores. Cada opción propone un vínculo distinto sobre los mismos datos. Every connector makes exactly one link: add, oppose, cause, result, order or purpose, and choosing it is choosing the logic.
Reactivo 1. The council collected forty signatures, ___ the office will meet us.
Reactivo 2. ___, the neighbouring school moved its bell to eight.
Reactivo 3. Which connector opposes two ideas inside one clause with only a comma before it?
Reactivo 4. When however opens a new sentence, it is followed by a comma.
Reactivo 5. The bell is early ___ the buses leave at six.
Reactivo 6. Add a result connector: "Late arrivals fell by twenty-five percent, the change worked."
Reactivo 7. Sort each connector under the link it makes
Arrastra cada ficha a su categoría (o tócala y luego toca la categoría). También puedes usar el teclado.
4. Bloque 2: oraciones de relativo, reactivos 8 a 14
Bloque de relativas. Who is for people, which for things, that only without a comma, whose for possession and where for places. Decidir si la relativa define o añade es decidir si lleva comas.
Reactivo 8. The school ___ we visited starts at eight.
Reactivo 9. The principal, ___ approved the plan, is on leave.
Reactivo 10. The plan, ___ costs little, is popular.
Reactivo 11. Which sentence must keep its relative pronoun?
Reactivo 12. A defining relative clause is written between two commas.
Reactivo 13. Drop the object pronoun: "The signatures that we collected" becomes "The signatures ."
Reactivo 14. Match each gap to the pronoun it needs
5. Bloque 3: registro formal y carta, reactivos 15 a 21
Bloque de registro. Formal writing removes contractions and phrasal verbs and prefers a single Latinate word. Cada reactivo te hace elegir entre la voz del chat y la voz de una oficina.
Reactivo 15. Choose the formal option:
Reactivo 16. Would you mind ___ the form again.
Reactivo 17. Which closing matches a letter opened with Dear Sir or Madam?
Reactivo 18. "I’d like to complain asap" is acceptable in a formal letter.
Reactivo 19. Make the complaint impersonal: "You sent it broken" becomes
Reactivo 20. Complete: "I would grateful if you could the refund within ten days."
Reactivo 21. Choose the correct subject line for the email version:
6. Bloque 4: argumento y conclusión, reactivos 22 a 27
Bloque de ensayo, contestado sobre tu propio párrafo de opinión. A body paragraph carries one topic sentence, one reason, one piece of evidence and one link back to the thesis. Los seis reactivos revisan decisiones de argumento, no memoria.
Reactivo 22. Which is a valid thesis?
Reactivo 23. The strongest evidence for a body paragraph here is:
Reactivo 24. A classmate adds a new statistic in the conclusion. The best feedback is:
Reactivo 25. Which sentence concedes and then rebuts?
Reactivo 26. In the letter, a concrete request should carry a deadline.
Reactivo 27. In your peer checklist, what do you check about each relative clause?
7. Práctica guiada: la carta y el párrafo resueltos y justificados
Se resuelven los dos textos del caso con sus formas. Cohesion means the reader never has to guess how two sentences are related. Este es el modelo contra el que te autoevalúas.
| Sección | Texto del documento | Forma |
|---|---|---|
| Subject | Complaint about the start time | Label with no full stop |
| Salutation | Dear Sir or Madam, | No name, so the close will be faithful |
| Opening | I am writing to request that the school day start at eight. | I am writing to plus base |
| Fact | Our school begins at seven and sixty percent of students sleep under six hours. | Present simple plus a number |
| Result | As a result, the first class loses half its students. | Result connector |
| Request | I would be grateful if you could review the schedule within this term. | Polite modal plus deadline |
| Relative | The neighbouring school, which moved to eight last year, cut late arrivals by twenty-five percent. | Non-defining which |
| Close | Yours faithfully, and a full name. | Matching closing formula |
| Movimiento | Texto | Forma |
|---|---|---|
| Thesis | The bell should move to eight because students arrive unprepared. | Affirmative defensible claim |
| Reason plus evidence | Firstly, sixty percent of our group sleep under six hours. | Signpost plus number |
| Second reason | Moreover, a school that moved to eight cut late arrivals by twenty-five percent. | Addition plus evidence |
| Concession | Although it is true that the buses leave at six, they are rescheduled every August. | Concede then rebut |
| Conclusion | Therefore, a later start is affordable, as the evidence above shows. | Restate, no new data |
Why is which used with commas in the letter line about the neighbouring school?
Complete the thesis and its rebuttal: "The bell move to eight, and it is true that buses leave at six, they are rescheduled."
8. Simulación: el mismo contenido en tres registros
Simulación de una misma idea convertida en chat, en carta neutra y en ensayo formal. Formal writing removes contractions and phrasal verbs and prefers a single Latinate word. Tapa las dos columnas derechas y resuelve.
| Chat informal | Carta formal | Ensayo argumentativo |
|---|---|---|
| the 7am bell is brutal, kids are zombies | I am writing regarding the early start time. | The seven o’clock bell undermines learning. |
| nobody’s awake in first class | Students arrive unprepared for the first lesson. | First-class attention falls sharply before eight o’clock. |
| school X moved it and it worked | A neighbouring school reduced late arrivals after rescheduling. | District data show a twenty-five percent fall in late arrivals. |
| the buses are the only problem | The main objection concerns bus schedules. | Although buses are an obstacle, schedules are negotiable. |
| so just move it already | We would be grateful if the schedule could be reviewed. | Therefore, a later start is both affordable and necessary. |
La última fila muestra las tres funciones a la vez: a request rises in politeness from can you to could you to I would be grateful if you could en la carta, every connector makes exactly one link: add, oppose, cause, result, order or purpose, and choosing it is choosing the logic en el ensayo. Y el objeto indirecto de la segunda fila pasa de passive sin agente a passive de reporte. The passive keeps the tone impersonal and hides the accusing you without hiding the fact.
Which version is written for an argumentative essay, not a letter?
Why does the chat line disappear when the register rises?
Formalise the chat: "they got bad results" becomes "poor results ."
9. Actividad de coevaluación
Se intercambian la carta y el párrafo y se aplica la lista de seis chequeos. The peer checklist asks whether each connector and each relative is needed, not whether the spelling is perfect. Cada chequeo se señala en un renglón concreto del texto del compañero.
- Chequeo 1: ¿cada conector hace un vínculo distinto al del renglón anterior? Marca los repetidos.
- Chequeo 2: ¿las relativas que añaden-info traen DOS comas? ¿Las que definen ninguna?
- Chequeo 3: ¿hay cero contracciones y cero phrasal verbs en el texto formal?
- Chequeo 4: ¿la tesis es afirmativa, no pregunta ni hecho?
- Chequeo 5: ¿la conclusión no trae un dato nuevo?
- Devuelve el texto con un acierto señalado y una corrección concreta.
10. Errores frecuentes en la evaluación
| Lo que sale mal | Forma correcta | Por qué pasa | Cómo autocorregirte |
|---|---|---|---|
| The plan, that costs little, is popular | The plan, which costs little, is popular | That tras coma | Tras coma usa which |
| The school which we visited, starts late | The school we visited starts late | Coma donde no va | Definitoria sin comas |
| It is cheap, however it works badly | It is cheap; however, it works badly | Falta el punto y la coma | However abre oración |
| Because it is early so we are tired | Because it is early, we are tired | Causa doble | Una sola marca causal |
| I am writing to complained | I am writing to complain | to con pasado | to más base |
| We got the information | We received the information | Phrasal verb y deletreo | Verbo frío |
| Yours sincerely tras Dear Sir or Madam | Yours faithfully | Cierre mal emparejado | ¿Sin nombre? faithfully |
| Should the bell move? (tesis) | The bell should move. | Pregunta como postura | La tesis afirma |
| In conclusion, a new survey… | In conclusion, the evidence shows… | Dato nuevo al cierre | La evidencia va en el body |
| The student which proposed it | The student who proposed it | Which para persona | Personas: who |
El primero y el séptimo aparecen en más de la mitad de los exámenes. The top exam errors are that after a comma, a contraction inside a formal text, and a new fact in the conclusion. Revisa nada más esas dos formas antes de entregar: ningún that tras coma y un cierre que nazca del saludo.
11. Bandas de calificación
| Banda | Reactivos correctos | Qué puede hacer | Qué falta |
|---|---|---|---|
| Aún no cumple | 0 a 10 | Une dos ideas con and | Relativas y registro |
| Suficiente | 11 a 15 | Usa un sistema por oración | Combinar los cuatro en un texto |
| Bueno | 16 a 21 | Escribe carta y párrafo coherentes | Contraargumento con refutación |
| Destacado | 22 a 27 | Texto auditable y oral exacto | Nada: se pide la coevaluación |
| Sin parte oral | Máximo 21 | El bloque cuatro pierde tres puntos | Faltan los dos minutos hablados |
A student writes both texts in the correct register but skips the oral part. What is the ceiling?
12. Guion y storyboard del video de la evaluación
| Plano | Tiempo | Imagen en pantalla | Narración | Texto en pantalla |
|---|---|---|---|---|
| 1 | 0:00 a 0:22 | Un timbre escolar sonando a las 7:00 con una firma en un cartel | One petition, four systems: link, relative, register and argument. | the case |
| 2 | 0:22 a 0:54 | Seis tarjetas de vínculo: add, oppose, cause, result, order, purpose | Every connector makes exactly one link. | cohesion |
| 3 | 0:54 a 1:26 | Una relativa con dos comas y otra sin ninguna | Two commas mean extra. No commas mean which one. | relatives |
| 4 | 1:26 a 1:58 | That tachado tras una coma y reemplazado por which | Never put that after a comma. | the trap |
| 5 | 1:58 a 2:30 | Un chat reescrito en carta: got becomes received | Formal writing writes it out and hides the you. | register |
| 6 | 2:30 a 3:02 | Dear Sir or Madam conectado con una flecha a Yours faithfully | Your closing must answer your greeting. | the pairing |
| 7 | 3:02 a 3:34 | Aunque concedido con Although y devuelto con Even so | Concede the best objection, then rebut it. | counterargument |
| 8 | 3:34 a 4:06 | Un párrafo final con la tesis reformulada y un número del inicio | Restate, land, no new data. | conclusion |
13. Rúbrica de la carta, el párrafo y la parte oral
| Criterio | Aún no cumple | Suficiente | Bueno | Destacado |
|---|---|---|---|---|
| Conectores | Repite and | Tres vínculos distintos | Maneja los seis | Elige el registro del conector |
| Relativas | Todo con que | Una relativa bien | Define frente a extra con comas | Omite el pronombre objeto |
| Registro | Contracciones | Casi formal | Cero contracciones y phrasal verbs | Pasiva e impersonal con criterio |
| Argumento | Sin evidencia | Un número | Tesis, dos razones y contra | Refuta sin perder la tesis |
| Cierre | Dato nuevo | Repite | Reformula con consecuencia | Cierre auditable con evidencia previa |
| Oralidad | Lee el texto | Dos minutos con titubeos | Defiende con un número | Responde una objeción en el momento |
Which performance belongs to the Destacado level of the relative criterion?
14. Práctica independiente
Entrega la carta, el párrafo y la grabación. Before you answer, decide which system the item tests: link, relative, register or argument. Los materiales que se revisan son los siguientes.
- Una carta formal de ciento veinte palabras con sus seis partes, dos relativas no definitorias y un plazo concreto.
- Un párrafo de opinión de ochenta palabras: tesis, dos razones con evidencia y una concesión con refutación.
- Una tabla de seis renglones: oración, sistema (link, relative, register, argument) y su justificación.
- Tres conversiones de registro: chat, carta y ensayo sobre el mismo hecho del caso.
- Cinco oraciones defectuosas corregidas: that tras coma, however sin punto, because con so, cierre mal emparejado y dato nuevo en el cierre.
- Una grabación de dos minutos: tesis, un número de evidencia y una respuesta a la objeción de los autobuses.
15. Resumen de la unidad y del curso
every connector makes exactly one link: add, oppose, cause, result, order or purpose, and choosing it is choosing the logic. However opens a new sentence with a comma after it, while but joins two ideas inside one clause. Because points back to the reason and therefore points forward to the result, and they are never in the same half. A defining relative has no commas and says which one, while a non-defining relative sits between two commas and adds extra detail. Who is for people, which for things, that only without a comma, whose for possession and where for places. the relative pronoun can be dropped when it is the object of the clause but never when it is the subject. Formal writing removes contractions and phrasal verbs and prefers a single Latinate word. A request rises in politeness from can you to could you to I would be grateful if you could. The passive keeps the tone impersonal and hides the accusing you without hiding the fact. Yours sincerely answers a named salutation and Yours faithfully answers Dear Sir or Madam. A thesis is a defensible statement in the affirmative, not a question and not a checkable fact. an argument without evidence is only a feeling, so a number or a named case carries the weight. A body paragraph carries one topic sentence, one reason, one piece of evidence and one link back to the thesis. The counterargument concedes with although it is true that and rebuts with even so. The conclusion restates the thesis and gives a consequence, never a brand new piece of evidence. Cohesion means the reader never has to guess how two sentences are related. The top exam errors are that after a comma, a contraction inside a formal text, and a new fact in the conclusion.
| Habilidad | Prueba | Formato |
|---|---|---|
| Elegir el vínculo | Doce conectores | Diez clasificados |
| Puntuar relativas | Ocho frases | Seis definen o añaden bien |
| Formalizar | Diez frases | Ocho sin contracción |
| Pedir | Cuatro peticiones | Tres con modal formal |
| Argumentar | Cuatro párrafos | Tres con número y contra |
| Coevaluar | Seis chequeos | Dos comentarios accionables |
16. Glosario de la evaluación
| Término | Definición operativa |
|---|---|
| Link | Relación lógica entre dos ideas: add, oppose, cause, result, order, purpose |
| Defining relative | Dice cuál; sin comas |
| Non-defining relative | Añade dato; entre dos comas |
| Object pronoun | Puede omitirse; el sujeto nunca |
| Register | Grado de formalidad del texto |
| Polite modal | Could, would you mind, I would be grateful if |
| Closing formula | Sincerely o faithfully según el saludo |
| Thesis | Postura afirmativa defendible |
| Evidence | Número, caso o cita que sostiene una razón |
| Concession | Reconocer parte de la objeción ajena |
| Rebuttal | Responder a la objeción y recuperar la postura |
| Banda | Rango de puntaje con lo que demuestra |
17. Anexo de anclas del objeto
| Ancla | Frase literal |
|---|---|
| caso | the student council must submit one formal letter and one opinion paragraph asking the school to move the start time from seven to eight |
| hechos | the council collected forty signatures, the neighbouring school moved to eight and its late arrivals fell by twenty-five percent |
| conector_vinculo | every connector makes exactly one link: add, oppose, cause, result, order or purpose, and choosing it is choosing the logic |
| contraste | however opens a new sentence with a comma after it, while but joins two ideas inside one clause |
| causa_resultado | because points back to the reason and therefore points forward to the result, and they are never in the same half |
| relativa_def | a defining relative has no commas and says which one, while a non-defining relative sits between two commas and adds extra detail |
| pronombres | who is for people, which for things, that only without a comma, whose for possession and where for places |
| omitir | the relative pronoun can be dropped when it is the object of the clause but never when it is the subject |
| registro | formal writing removes contractions and phrasal verbs and prefers a single Latinate word |
| cortesia | a request rises in politeness from can you to could you to I would be grateful if you could |
| pasiva | the passive keeps the tone impersonal and hides the accusing you without hiding the fact |
| cierre | Yours sincerely answers a named salutation and Yours faithfully answers Dear Sir or Madam |
| tesis | a thesis is a defensible statement in the affirmative, not a question and not a checkable fact |
| evidencia | an argument without evidence is only a feeling, so a number or a named case carries the weight |
| parrafo_ensayo | a body paragraph carries one topic sentence, one reason, one piece of evidence and one link back to the thesis |
| contra | the counterargument concedes with although it is true that and rebuts with even so |
| conclusion | the conclusion restates the thesis and gives a consequence, never a brand new piece of evidence |
| cohesion | cohesion means the reader never has to guess how two sentences are related |
| error | the top exam errors are that after a comma, a contraction inside a formal text, and a new fact in the conclusion |
| coevaluar | the peer checklist asks whether each connector and each relative is needed, not whether the spelling is perfect |
| bandas | the passing band is sixteen of twenty-seven items and the top band needs both texts in the correct register |
| verifica | before you answer, decide which system the item tests: link, relative, register or argument |
| fuente | el programa de semestre 3 pide integrar conectores, relativas, registro formal y argumentación en una sola producción |
| siguiente | with this evaluation the course closes and the next step is the English IV curriculum |
| Reactivo | Respuesta | Por qué |
|---|---|---|
| 1 | so | el resultado va adelante |
| 2 | Firstly | señalización de orden |
| 3 | but | opone dentro de una cláusula |
| 4 | Verdadero | however abre oración con coma |
| 5 | because | la razón mira hacia atrás |
| 6 | so | conector de resultado |
| 7 | clasificación correcta | cada conector con su vínculo |
| 8 | which | visited pide objeto, no lugar |
| 9 | who | persona, sujeto |
| 10 | which | no definitoria, after comma |
| 11 | the coach who trained us | who es sujeto, no se omite |
| 12 | Falso | la definitoria no lleva comas |
| 13 | we collected | pronombre objeto omitido |
| 14 | emparejamiento correcto | cada antecedente con su pronombre |
| 15 | received | verbo frío en lugar de phrasal |
| 16 | filling | would you mind más -ing |
| 17 | Yours faithfully | saludo sin nombre |
| 18 | Falso | contracción y slang no van |
| 19 | was delivered | pasiva impersonal |
| 20 | be send | petición formal con plazo |
| 21 | Complaint about start time | etiqueta sin punto |
| 22 | b | tesis afirmativa con razón |
| 23 | b | veinticinco por ciento es evidencia |
| 24 | b | la conclusión no añade datos |
| 25 | b | concede y refuta |
| 26 | Verdadero | el plazo hace la petición accionable |
| 27 | b | las comas dicen si define o añade |
| Guía | which, should although, were obtained | dos formas por texto |
| Rúbrica | b | Omitir el pronombre objeto es el nivel alto |
18. Fuentes y cierre del curso
Instrumento construido sobre el programa analítico de Lengua Adicional. Inglés III (SEP/DGB, semestre 3) con referencia al MCCEMS y al nivel A2+ a B1 del Marco Común Europeo. La petición del consejo, las cifras del caso y los borradores fueron escritos para este objeto y no provienen de materiales con derechos de autor; las cifras son un escenario didáctico y no un estudio real. La retroalimentación de la hoja de respuestas explica el criterio, no sólo la forma correcta. El programa de semestre 3 pide integrar conectores, relativas, registro formal y argumentación en una sola producción.
Autoevaluacion de este objeto
Aquí se mira lo que ya fuiste acertando. Pulsa «Comprobar» para saber si puedes seguir.
Mapa de la Unidad 4 y del curso
- De la gramatica al texto que funciona
Unidad de cierre: juntar ideas (connectors y relativas), escribirlas con registro correcto (email formal) y defenderlas (essay). Si cada unidad previa sumo una herramienta, aqui se usan tres a la vez sobre textos reales.
Comentarios
Inicia sesión para comentar.
Todavía no hay comentarios. Sé la primera persona en opinar.