INSTITUCIÓN EDUCATIVA
WELCOME TO SECOND TERM
Un saludo muy especial para cada uno de mis queridos alumnos y padres de familia, los invito a que iniciemos un nuevo periodo y disfrutemos de todo lo que aprendemos.
ACTIVITY NUMBER 8
WEEK FROM 20th NOVEMBER TO 27TH NOVEMBER 2020
RECUERDEN CUIDARSE EN CASA
ESTÁNDAR: Escribo textos a través de los cuales explico mis preferencias, decisiones o actuaciones.
DERECHOS BÁSICOS DE APRENDIZAJE: Expresa de manera oral y escrita su posición acerca de un tema conocido teniendo en cuenta a quién está dirigido el texto
NIVELES DE DESEMPEÑO: Competencia pragmática: Responder preguntas para poder explicar mi punto de vista sobre diversos temas tanto de forma oral como escrita.
MOMENTO 1.
This week you will be self-evaluating your performance in English class. You will be asked to read a rubric writing in Spanish to make sure you understand correctly and your evaluation will be accurate.
MOMENTO 2
Bueno, como ya saben este año académico está finalizando, por lo tanto, cada alumno debe auto-evaluar su rendimiento académico, como responsabilidad y eficacia al hacer sus actividades virtuales, puntualidad y demás.
Lo invito a que lean la siguiente rúbrica, en la cual hay 8 criterios para evaluar su trabajo en esta asignatura.
No |
ESTANDARES
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BAJO Nunca
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BASICO A veces |
ALTO Casi Siempre |
SUPERIOR Siempre |
1. |
Localiza información específica en material de
referencia y estudio. |
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2. |
Escribe
textos de diferentes géneros, utilizando un léxico adecuado, convenciones ortográficas,
de puntuación y formato correctos y bien estructurados. |
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3. |
Comprende
mensajes orales, transmitidos de viva voz o por medios técnicos.
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4. |
Asume
con responsabilidad y compromiso las actividades virtuales debido al momento
de la pandemia. |
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5.
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Realiza sus tareas, presentaciones y proyectos en
inglés utilizando diferentes soportes y herramientas dadas por el docente e
investiga otras fuentes para resolver dudas o corregir errores. |
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6.
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Interactúa
con atención valorando y respetando la
opinión, gusto y preferencias de sus profesores y compañeros cuando se
comunica a través de las herramientas virtuales. |
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7. |
Planifica,
organiza y revisa sus trabajos para una correcta presentación antes de
enviarlos en la fecha indicada. |
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8.
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Aunque
soy autónomo al realizar mis trabajos, mis padres o acudientes me colaboran
revisando que mis trabajos estén bien presentados (letra clara y bien
organizados) y que se envíen a tiempo. |
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Sumatoria final |
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Cada estándar tiene 4 criterios de evaluación (nunca, A veces, casi siempre y siempre), los cuales describen las diferentes posibles maneras, como cada estudiante se ha desempeñado en los diferentes aspectos y elaboración de las actividades virtuales de la asignatura.
El propósito de la rúbrica es que usted realice su autoevaluación, para lo cual debe elegir en cada estándar, el criterio de evaluación más cercano a su realidad.
Recuerde que debe ser honesto, para que pueda tener una evaluación real, la cual le sirva para mejorar su rendimiento académico o continuar usando las estrategias que le han dado buenos resultados en sus estudios en casa.
MOMENTO 3
Paso uno: Lo invito a que
lea, analice y comprenda cada sesión de la rúbrica, antes de contestar.
Paso dos: cuando haya
entendido cada estándar (enunciado) que está escrito en la rúbrica, marque con
una X, la caja del criterio de evaluación que expresa la manera como usted cree,
que es su desempeño en los diferentes aspectos y elaboración de las actividades
virtuales en la asignatura de inglés.
Paso 3: Después de que haya terminado de marcar los criterios con los que auto-evaluó su desempeño académico ya sea bajo, básico, alto o superior. (nunca, A veces, casi siempre y siempre), por favor sume el total de los bajos, básicos, altos o superiores que marcó. Y me envía éste resultado a mi correo electrónico.
MOMENTO: 4
Ahora es tiempo de que ponga
en práctica lo que ha aprendido.
Como ya sabe el total de los
enunciados que tiene, escriba en inglés el resultado y que piensa del resultado
obtenido en la auto-evaluación de su rendimiento académico. Y lo envía a mi
correo electrónico.
Por ejemplo, si marco más enunciados en la escala de Superior, que piensa de ello, cómo se siente o por el contrario si marco más enunciados en BAJO que piensa que debe hacer.
Por favor sea claro y concreto al escribir. Escriba todo en inglés,
oraciones cortas y máximo 8 renglones.
Recuerde enviar los resultados al correo electrónico d.ine.martha.mazuera@cali.edu.co
FECHA DE ENTREGA: HASTA 24 de NOVIEMBRE DE 2020
Que tengan
un feliz día.
ACTIVITY NUMBER 7
WEEK FROM NOVEMBER 12TH TO 2OTH NOVEMBER 2020
I wish all the best for you and your family
OBJECTIVE: Starting to look for a job (writing a resume and job interview)
ESTÁNDAR: Escribo textos a través de los cuales explico mis preferencias, decisiones actuaciones.
DERECHOS BASICOS DE APRENDIZAJE:
Explica tanto en forma oral como escrita las causas y los efectos, así como el problema y la
solución de una situación.
NIVELES DE DESEMPEÑO:
Competencia socio-lingüística: Intercambiar información de temas personales
y cotidianos como parte de mi entrevista laboral.
Competencia pragmática: Responder preguntas para poder explicar mi punto de vista
sobre diversos temas tanto de forma oral como escrita.
COMPETENCIAS LABORALES: DOMINIO PERSONAL. COMUNICACIÓN
Expreso mis ideas de forma verbal o escrita, teniendo en cuenta las características de mi
interlocutor y la situación dada.
Trabajo en equipo: Verifico la comprensión acertada de lo que expresan o me demandan
los otros.
MOMENTO 1 ¿Qué voy a aprender?
Last week you worked on what career would you like to choose to work in the near future or to study.
Now you know what type of career you would like to choose, your skills, abilities, talents and values. Furthermore, you have some work experience done during your high school, such as the social labor and the modality practice.
LOOKING FOR A JOB
Please do the following match exercise to recall the jobs you know:
Match the job with the picture.
own curriculum and taking part in a job interview. So you will be equipped with the elements
that are basic to get a job.
MOMENTO 2 Que estoy aprendiendo.
Applying for a job
As you know, in order to applying for a job, you need to have your resume done and it is advisable that you practice on how to do a job interview as well.
Now I invite you to watch the following video, to get some information about what you need to have to do your job resume and how to do your job interview.
You only need to watch the first 7 minutes and 9 seconds of the video.
The following is the link for you to read the video´s script (only the bit of the video watched).
https://drive.google.com/
CV vs Resume
A resume is one to two pages long; a CV has no length limit. A resume should only include those details about your work experience and skills that are relevant to the job you are applying for; a CV should detail the whole course of your career. CVs are used for academic purposes, resumes to apply for jobs.
A resume is usually divided up into the following sections:
· Personal and contact information: address, telephone number, (professional) email address, photo (only if explicitly asked for), age (only if explicitly asked for)
· Education and qualifications: start off with the most recent and only mention the most important ones.
· Work history and experience: list the most relevant and recent first, including holiday jobs, voluntary work and placements; mention the employer's name, your job title and how long you worked there, as well as giving a brief description of what you did in each job.
· Skills: put in skills that are relevant to the job; show that you have the skills by giving examples rather than just listing them.
· Interests and activities: give brief details and choose ones that also reflect your skills and personality (but be truthful!).
The following is an example of a resume to apply for a job (when you do not have work experience)
What is a job interview
It is an interview consisting of a conversation between a job applicant and a representative of
an employer which is conducted to assess whether the applicant should be hired.There are
different ways to do an interview, it is why people preparing for a job interview needto know,
what is the type of job thery are applying for and they also should know what the company
does, success, personnel profiles and so on. Then they could know how to respond at the
interview on top of this it is paramount that they know themselves, skills, weakness and
strenghts.
In order to write a resume and be ready for the interview you need to asnwer what they ask
for and be specific.
Exercise:
Write 4 questions about your work experiences and skills.
For example: Where did you study? I studied at Santiago de Cali University.
What are your skills? I am very good in typing and filing.
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
MOMENTO 3: Práctico lo que aprendí.
Activity:Please write your resume, following the sample I present before. You also can read the script
of the video you watch at the beginning of the class (moment 2).
MOMENTO 4: Como sé que aprendí.
Activity.
Team work: look for two or three friends to do this activity.
Please create a short job interview using the information you wrote in your resume. You also
could follow the interview you watch at the beginning to ask the relevant questions.
For instances you could ask the following questions:
· Tell me about yourself.
· What are your biggest strengths?
· What is your biggest weakness?
· How do you handle conflict?
· Why should we hire you?
Nota: Por favor traiga la entrevista de trabajo a la próxima clase virtual el día 20 de noviembre, si usted participa en la clase virtual con la entrevista, no debe enviarla por correo.
Si usted no puede participar en la clase virtual, usted debe grabar la entrevista y enviarla a mi correo electrónico.
Y si no tiene con quien trabajar por favor, haga un monologo acerca de lo que usted diría en su entrevista de trabajo.
PERSONAL REFLEXION
1. ¿Que aprendió en esta actividad.
2. ¿Hubo algo que le fue difícil aprender?
3. Explique cuál fue la dificultad, si contesto “sí”.
4. ¿Qué le pareció más fácil?
5. ¿Qué piensa que puede hacer en la próxima actividad para entender mejor lo
que se le presenta?
6. Do you need to know more about present and past tense?
Favor realizar la actividad del momento 3 y las actividades del momento 4 en el cuaderno de
inglés teniendo en cuenta lo siguiente: Colocar en la parte superior de la hoja del cuaderno el
nombre completo, el grado, el número de la actividad y el periodo académico. Ejemplo: Ana
María Rodríguez grado 11-04 Actividad 7 Periodo 2
Luego enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co
FECHA DE ENTREGA: HASTA NOVIEMBRE 20 2020.
ACTIVITY NUMBER 6
Week from October 22nd to 29th October 2020
I wish all the best for you and your family
OBJECTIVE: Starting to build your pro – life (career choice)
ESTÁNDAR: Escribo textos a través de los cuales explico mis preferencias, decisiones o
actuaciones.
DERECHOS BASICOS DE APRENDIZAJE:
Identifica el propósito de textos orales y escritos de mediana longitud relacionados con temas de interés general y de su entorno académico y la comparte con otros.
NIVELES DE DESEMPEÑO: Competencia Pragmática.
Responder preguntas para poder explicar mi punto de
vista sobre diversos temas tanto de
forma oral como escrita.
COMPETENCIAS LABORALES: DOMINIO
PERSONAL. COMUNICACIÓN
Expreso mis ideas de forma verbal o escrita, teniendo en cuenta las características de mi interlocutor y
la situación dada.
Momento 1. What am I going
to learn? ¿Qué voy a aprender?
Last week you reviewed the simple future and present progressive. At the
same time, you learned about how to make plans, using the simple future and
present progressive tense, because these ones are used to write about future
plans (short or long term). You wrote about “what are you going to do in the
future”. Planning ahead!
After planning what are you going to do in the future, this week you
will be invited to think about what career would you like to choose to work in
the near future or to study.
Please watch the following video by clicking this link
I advise you to watch the video as much you can to understand what it is
said there. Have a pen and paper to take notes.
Momento 2. What I am learning. Que estoy aprendiendo.
CHOOSE A CARREAR YOU ENJOY
It seems that choosing a career
could be challenging, but many people said, it’s not. It only requires careful
thinking and planning. You need to remember that this decision will affect you
for the rest of your life in terms of your income, way of living, job
satisfaction, and more. Thus, it shouldn’t be taken lightly. Well, you can
always change career paths later on in life, but the process is very
challenging and will still depend on the choices you make now.
Then you need to think carefully
and enjoying the process while doing it. When you watch the video you could see
that there was an advice of revising 5 things to take into account when
choosing a career.
The following are 5 steps
explaining shortly for you to explore:
career interests: It means that you are finding out what you enjoy doing on a regular
basis. These are the activities that can be associated with a specific industry
or job and help you make a career choice. For instances, outdoor activities,
gardening, and so on.
A simple place to start in
identifying your interests is to consider the activities, hobbies and topics
that you enjoy and that naturally capture your attention. Identifying your
interests can help you generate ideas of possible majors and career areas to
further explore.
Talents: These are
recurring patterns of thought, feeling, and behavior. In other words, they're
what come naturally to you. Talents might include innovation, adaptability,
persuasion, communication, and teamwork. An example of talent is the ability to
sing well. An example of talent is the movie stars used in a film.
Some common synonyms of talent are
aptitude, bent, faculty, genius, gift, and knack. While all these words mean
"a special ability for doing something," talent suggests a marked
natural ability that needs to be developed.
Skills: It is a learned ability to do something. (a developed aptitude or ability). It can be said that
it is an ability to perform an activity in a competent manner. Skills can be
classified into three main types: Transferable/Functional, Personal
Traits/Attitudes, and Knowledge-based. The table below provides a description
and examples of each skill type.
Skill
Type |
Transferable/Functional |
Personal
Traits/Attitudes |
Knowledge-based |
Description |
*Actions taken to
perform a task, transferable to different work functions and industries *Based on ability
and aptitude *Expressed in verbs
*Examples: o Organize o Promote o Analyze o Write |
*Traits or
personality characteristics that contribute to performing work *Developed
in childhood and through life experience *Expressed in
adjectives *Examples: o Patient o Diplomatic o
Results-oriented o Independent |
*Knowledge of
specific subjects, procedures, and information necessary to
perform particular tasks *Acquired through
education, training, and on-the-job experience *Expressed in
nouns * Examples: o Personnel
Administration o Contract
Management o Accounting |
Values:
reflect a person's sense of right
and wrong or what "ought" to be. Our values are important because
they help us to grow and develop. They help us to create the future we want to
experience. ... The decisions we make are a reflection of our values and
beliefs, and they are always directed towards a specific purpose.
Beauty, respect, empathy, or patience
honesty, justice, peace, generosity are all examples of values that many people
recommend.
Jobs outlook: It can help
you make decisions about study and training, your first job, or the next step
in your career. Before starting a job search, it's good to become
familiar with the job outlook those specific careers offer. This can help
create future safety for your work and make sure you will be able to find
similar jobs in the future
Here are some of the best jobs for
2022:
Here are some of
the best jobs of the next decade |
·
Software developers and software
quality assurance analysts and testers. ·
Registered nurses. ... ·
General and operations managers.
... ·
Financial managers. ... ·
Medical and health services
managers. ... ·
Nurse practitioners. ... ·
Market research analysts and
marketing specialists. ... ·
Management analysts. ... ·
Solar Photovoltaic Installers ·
Wind Turbine Service Technicians ·
Sales and Marketing Professionals. ·
Big Data Specialists. ·
Digital Transformation Specialists. |
www.businessinsider.com ›
best-jobs-future-growth. September
15, 2020
After watching the video about career
choice and read more about it. I invite you to write down the following:
·
4 things
you enjoy doing, such as helping people or writing.
·
2 talents
you think you have, such as, talking to people-
·
3 skills
you have
·
5 values
you think you have in your life.
· Choose a career you would like to do from the list given above
M Momento 3: practice what I have learned. Práctico lo que aprendí.
CAREER CHOICES
Each job has many responsibilities, some advantages and
disadvantages, it
depends on your choice the appropriate job.
Now you can read the types of jos that are described in the graphic.
After reading the jobs, please find out what are the advantajes and disavantajes of the jobs. And write 4 sentences comparing the jobs.
1. I love working with animals more than working with people.
2._______________________________________________________________
3._______________________________________________________________
4._______________________________________________________________
5._______________________________________________________________
How I know that I learned. Como sé que aprendí.
Now write an eighty words text, explaining what career would like to do and why. Then asking another student about the career he/she choose.
PERSONAL
REFLEXION
1.
Que
aprendió en esta actividad.
2.
¿Hubo
algo que le fue difícil aprender?
3.
Explique
cuál fue la dificultad, si contesto “sí”.
4.
¿Qué
le pareció más fácil?
5. ¿Qué piensa que puede hacer en la próxima actividad para entender mejor lo que se le presenta?
Favor
realizar la actividad del momento 3 y las actividades del momento 4 en el
cuaderno de inglés teniendo en cuenta lo siguiente: Colocar en la parte
superior de la hoja del cuaderno el nombre completo, el grado, el número de la
actividad y el periodo académico. Ejemplo: Ana María Rodríguez grado 11-04 Actividad
4 Periodo 2
Luego
enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co
Si usted participa en la clase virtual que se dará el próximo 30 de octubre a las 11:00am, usted no debe enviar la tarea, sólo, hará la presentación esta fecha, “career choice”, en la clase virtual.
FECHA DE ENTREGA: HASTA octubre 29 2020.
Que Dios los siga bendiciendo y tengan un tiempo maravilloso.
ACTIVITY NUMBER 5
WEEK FROM OCTOBER 2ND TO OCTOBER 15TH 2020
I wish you graduated in december
OBJECTIVE: Starting to build your pro – life (making plans)
ESTÁNDAR: Escribo textos a través de los cuales explico mis preferencias, decisiones o
actuaciones.Valoro la escritura como un medio de expresión de mis ideas y pensamientos,
quién soy y qué sé del mundo.
DERECHOS BASICOS DE APRENDIZAJE: Narra de manera oral o escrita experiencias
personales o historias conocidas.
NIVELES DE DESEMPEÑO: Competencia sociolingüística.
Expresar opiniones e ideas sobre temas personales y abstractos.
COMPETENCIAS LABORALES: DOMINIO PERSONAL.
Defino un plan de mejoramiento personal. Verifico el avance de mi proyecto de vida.
MOMENTO 1 EXPLORACION.
What are you going to learn?
Last week you reviewed the adjectives and you also read and wrote about “inspiring people”.
The last few weeks you have been working on how to become the best version of yourself.
You wrote about, who you are and who inspired you to be the person you are at the moment.
This week you are going to review the simple future and present progressive. At the same
time, you will learn about how to make plans, using the simple future and present progressive
tense, because these ones are used to write about future plans (short or long term).
You are going to think and write about what you are going to do in the future.
Planning ahead!
I am inviting you to watch and to listen the following song for you to think about yourself.
MOMENTO 2 ESTRUCTURACIÓN
Simple future and present Continue
The difference is that Use 1 of present continuous usually describes events in the near future.
Simple present can describe events in the near future or events that will happen a very long
time from now.).
We use different verb forms to talk about our plans for the future, depending on what kind of plan it is:
•A spontaneous plan: We use will to talk about spontaneous plans decided at the moment of speaking.
For example:
Oops, I forgot to phone Mum! I'll do it after dinner.
I can't decide what to wear tonight. I know! I'll wear my green shirt.
There's no milk. I'll buy some when I go to the shops.
•A pre-decided plan: We use going to talk about plans decided before the moment of speaking.
I'm going to call my boss after having a shower. We arranged to meet at 9:00 am.
Peter is going to take some flowers to her girlfrend this evening.
I'm going to go to the supermarket after work. What do we need?
•An arrangement: We usually use the present continuous when the plan is an arrangement – already confirmed with at least one other person and we know the time and place.
For example:
My parents are going to do some shopping next week. Do you need something?
We're having a party next Saturday. Would you like to come?
We often use the present continuous to ask about people's future plans.
Are you doing anything interesting this weekend?
Example of a conversation, making plans:
Peter: What are you doing this weekend?
Jane: Nothing much really!
Peter: Do you like to go to the cinema to see the new Superman film?
June: I have already seen it; I went with Lorena last week.
Peter: Oh right. I don´t think there is anything else interesting to watch.
Jane: well, would you like to go to eat something.
Peter: it is a good idea.
Jane: Great! I will book us a table. Saturday at 8:00pm?
Peter: Perfect.
MOMENTO 3 LET´S PRACTICE
Exercise 1.
Watch the following pictures and writing down what is each person going to do next
weekend?
1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
4._______________________________________________________________
5._______________________________________________________________
6._______________________________________________________________
MOMENTO 4 EVALUATION
Exercise 1.
Talk with someone in your family or your friend about your future plans so you can improve
your standard of life. Write down a word bank about some of the things you mentioned.
For instances, going to the university and so on.
Word bank:
1. Going to the university
2. …
Exercise 2.
Using the comments, you wrote in the bank word, write a conversation with him /her using
will and going to.
Steve: what are you planning to do after your graduation?
Sofia: I am going to the university.
PERSONAL REFLEXION
1. What did you learn in this activity?
2. Was it difficult? Why? Yes/ why? No
Favor realizar la actividad del momento 3 y las actividades del momento 4 en el cuaderno
de inglés teniendo en cuenta lo siguiente: Colocar en la parte superior de la hoja del
cuaderno el nombre completo, el grado, el número de la actividad y el período académico.
Ejemplo: Ana María Rodríguez grado 11-04 Actividad 5 Periodo 2
Luego enviarla al correo electrónico:
Si usted participa en la clase virtual que se dará el próximo jueves 15 de octubre a las
10:00am, usted no debe enviar la tarea, sólo, hará la presentación esta fecha, “inspirational
person”, en la clase virtualmente.
FECHA DE ENTREGA: HASTA OCTUBRE 15 2020.
ACTIVITY NUMBER 4
WEEK FROM SEPTEMBER 25TH TO OCTOBER 1ST 2020
Hello my dear students I wish all the best for you and your family
OBJECTIVE: Working on how to become the best version of yourself.
ESTÁNDAR: Puedo expresarme con la seguridad y confianza propias de mi personalidad.
Valoro la lectura como un medio para adquirir información de diferentes disciplinas que amplían mi conocimiento.
Valoro la escritura como un medio de expresión de mis ideas y pensamientos, quién soy y qué sé del mundo.
DERECHOS BASICOS DE APRENDIZAJE:
Narra de manera oral o escrita experiencias personales o historias conocidas.
NIVELES DE DESEMPEÑO: Competencia pragmática.
Opinar sobre la vida de personas inspiradoras, provenientes de diferentes culturas,
apoyándome en textos escritos y orales previamente estudiados para lograr expresar
mis consideraciones.
COMPETENCIAS CIUDADANAS: Cognitivas.
Construyo una posición crítica frente a las situaciones de discriminación y exclusión social que resultan de las relaciones desiguales entre personas, culturas y naciones.
Reconozco las situaciones de discriminación y exclusión más agudas que se presentan ahora, o se presentaron en el pasado, tanto en el orden nacional como en el internacional; las relaciono con las discriminaciones que observo en mi vida cotidiana.
MOMENTO 1 What are you going to learn?
Last week you reviewed the first conditional. This week you will reviewed the adjectives.
Then you can use it to read and write about “inspiring people”
I invite you to watch the following video where you could remember some adjectives
that describe people´s personalities.
MOMENTO 2 ESTRUCTURACIÓN
The adjectives
An adjective is a word you can use to describe a person, place or thing. An adjective modifies nouns or pronouns. Without adjectives you know if someone had a good holiday or disastrous holiday.
There are different types of adjectives as we learned in the past for examples, adjectives that describes:
But you are going to learn today the following:
You could use the inspirational adjectives to describe the personality or character of a
person who inspire. For instances watch the following video where a lot inspirational
adjectives are used:
At this time, you are going to learn about the inspiring people and some of their main qualities.
Inspiring people
Everyone needs someone to inspire them all the time. Sometimes a good friend or family
member can provide this kind of stimulus and it is important to determine who they are.
There are some qualities that you can see in people who can inspire you. For instances:
Integrity. People of great integrity carry themselves with dignity and with unquestionable honesty and transparency at all times.
Respect. They treat everyone fairly and with reverence regardless of race, age, color of skin, gender, gender identity, sexual preference, national origin, religion, social status, political affiliation or whether or not they have a disability. It can be said that they respect others as they are.
Reverence. People who recognize that they are no better, more important or more entitled than anyone else because of their position. They regard their authority as a special opportunity to set the present and the future for their organization, division or group. They carry themselves with great humility.
Clarity. People who are clear in what they stand for. This doesn’t mean I have to agree with them. They mean what they say and do what they mean.
Consistency. People you can count on may not be perfect, but what makes them inspiring is their non-judgmental attitude and their commitment to help that in.
Persistent by nature: People who do what they need to do and more to get what they want in life, without doing bad things to others. They never declined they desires, like Henry Ford or Thomas Alba Edison.
There is not just one recipe to be an inspiring person. What is important is that you can have your own criteria to recognize who can inspire you, so you may rely on them at the time you need to do it. It is also important you identify the way in which you are inspiring others and stick to that behavior as a way of life.
MOMENTO 3 LET´S PRACTICE
Activity 1.
Please observe the above graphic and choose and write down 10 adjectives you think describe what kind of people or things inspire you?
1. _______________________ 2. ________________________
2. _______________________ 4. ________________________
5 _______________________ 6. ________________________
7 _______________________ 8. ________________________
9 _______________________ 10. ________________________
Activity 2.
Read the following text and after it you need to answer some questions.
Martin Luther King, Jr. born
![]() |
On January 15, 1929, Martin Luther King, Jr. is born in Atlanta, Georgia, the son of a Baptist minister. King received a doctorate degree in theology and in 1955 helped organize the first major protest of the African-American civil rights movement: the successful Montgomery Bus Boycott. Influenced by Mohandas Gandhi, he advocated civil disobedience and nonviolent resistance to segregation in the South. The peaceful protests he led throughout the American South were often met with violence, but King and his followers persisted, and the movement gained momentum.
A powerful orator, King appealed to Christian and American ideals and won growing support from the federal government and Northern whites. In 1963, Bayard Rustin and A. Philip Randolph led the massive March on Washington for Jobs and Freedom; the event’s grand finale was King’s famous “I Have a Dream” speech.
In 1964, the civil rights movement achieved two of its greatest successes: the ratification of the 24th Amendment, which abolished the poll tax, and the Civil Rights Act of 1964, which prohibited racial discrimination in employment and education and outlawed racial segregation in public facilities. Later that year, King became the youngest person to win the Nobel Peace Prize (in 2014 Malala Yousafzai became the youngest to receive the prize at age 17). In the late 1960s, King openly criticized U.S. involvement in Vietnam and turned his efforts to winning economic rights for poor Americans. He was assassinated in Memphis, Tennessee, on April 4, 1968.
Answer the following questions
1. Who was Martin Luther King Jr.? ………………………………………………………….
2. When and where born Martin Luther? …………………………………………………….
3. What did Martin Luther do that was influenced by Gandhi? ……………………………
4. What was done in 1964 by the Civil Rights? ...............................................................
5. Please write down the famous speech done by Martin Luther king which is mention in
the text. ……………………………………………………………………………………………
6. Do you think that what was done by Martin Luther King in 1964, is being violated now
days, in North America and Colombia? ……………………………………………………....
MOMENTO 4 EVALUATION
Post task: Presentation
Inspirational person
Make a presentation about the person who most inspires you. That person can be a
celebrity, friend or someone in yuor family (mom, dad or grandparents, etc). It is
important that a person inspires you to become the best version of yourself with acts
of courage, humanity, integrity, innovation and imagination.
Express the qualities and characteristics that have influenced who you are today.
Steps:
● Give an introduction to the person you have chosen
● Talk about what qualities or characteristics inspire you.
● Explain why you have chosen that person.
● Share what is the motivational quote that person has given you and what is your
own motivational quote for sharing others.
● Be creative!
You need to write your presentation in order to share it at the next virtual activity.
PERSONAL REFLEXION
1. What did you learn in this activity?
2. Was it difficult? Why? Yes/ why? No
3. Do you need practice?
Favor realizar la actividad del momento 3 y las actividades del momento 4 en el cuaderno
de inglés teniendo en cuenta lo siguiente: Colocar en la parte superior de la hoja del
cuaderno el nombre completo, el grado, el número de la actividad y el periodo académico.
Ejemplo: José Palomino Herrera grado 11-04 Actividad 4 Periodo 2
Luego enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co
Si usted participa en la clase virtual que se dará el próximo jueves 15 de octubre
a las 10:00am, usted no debe enviar la tarea, sólo, hará la presentación esta fecha,
“inspirational person”, en la clase virtual.
FECHA DE ENTREGA: HASTA OCTUBRE 2 DE 2020
ACTIVITY NUMBER 3
Week from September 17th to September 24th 2020
I wish all the best for you and your family
OBJECTIVE: working on how to become the best version of yourself.
ESTÁNDAR:
·
Puedo
expresarme con la seguridad y confianza propios de mi personalidad.
· Me apoyo en el lenguaje corporal y gestual del hablante para comprender mejor lo que dice.
DERECHOS BASICOS DE APRENDIZAJE:
Narra de manera oral o escrita experiencias personales o historias conocidas
MOMENTO 1 What
are you going to learn?
Last week you learned about the
first conditional. This week you are going to review the first conditional.
Then you can use it to write about “becoming the best version of yourself”
because, you are going to work on
how to know yourself better. This will be done through exercises that will help
you understand who you are, so that you can think of changes that will help you
to be better human being.
MOMENTO 2 what are you learning?
Now I invite you to watch the
following video. please pay attention and think, what is it teaching to you?
“Becoming the best version of yourself”
It is said that each person should know who he or she is, in order to
become a better person every day.
Let’s star to become aware that it is important to be ourselves.
It could be hard to “be ourselves” because we don’t always know exactly who we are. This is especially true when we face big changes in our lives.
In order to be ourselves we need to have:
·
Self-awareness: It is how an
individual consciously knows and understands their own character, feelings,
motives, and desires.
·
Insight This word is
formed from the prefix in- plus the English word sight, so this word literally
means seeing inward. Then it could be said that it is the capacity for
understanding one's own or another's mental processes.
· It is also important to reflect to really learn who you are. so you can feel comfortable and confident with that way to be, or if you need to change something to feel better about yourself.
Take a few moments to complete some steps that will help you to “know yourself” better.
MOMENTO 3
Pongo en práctica lo que aprendí.
Exercise 1. Circle all the qualities that best describe you.
Then write those in your English´s notebook.
Healthy Energetic Thoughtful helpful honest
Generous caring punctual Tidy
Intelligent careful hardworking lively determined
Even-tempered Quiet Witty Observant
Patient Cheerful Practical Friendly
Talkative Popular Reliable Happy
Exercise 2. Identifying qualities and characteristics that describe who you are today and using that knowledge to define who you want to become in the future will help you identify areas for personal growth and improvement.
What are five
words or phrases that people would use to describe you? (Be honest.)
1.
___________________________________________________________
2.
___________________________________________________________
3.
___________________________________________________________
4.
___________________________________________________________
5.
__________________________________________________________
MOMENTO 4 EVALUATION
Write four sentences in each bubble about becoming the best version of
yourself,
use Zero and the first conditional.
Example: If I eat healthy I will have more energy.
Exorcice 2: Prepare un audio de 30 segundos, acerca de “quién es usted”. El cual contará a sus compañeros en la próxima clase virtual.
PERSONAL REFLEXION
What did you learn in this
activity?
Was it difficult? Why? Yes/
why? No
Do you need practice?
Por favor
realizar las actividades del momento 3 y
las actividades del momento 4 en el cuaderno de inglés, teniendo en cuenta lo
siguiente: Colocar en la parte superior de la hoja del cuaderno el nombre
completo, el grado, el número de la actividad y el periodo académico. Ejemplo: Ana
María Rodríguez grado 11-04 Actividad 3 Periodo 2
Luego enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co
Si
usted participa en la clase virtual que se dará el próximo jueves 24 de
septiembre a las 10:00am, usted no debe enviar la tarea, sólo,
presentará el monólogo, de “quién es usted”, en la clase virtualmente.
FECHA DE ENTREGA: HASTA SEPTIEMBRE 24 DE 2020.
Que tenga un bendecido fin
ACTIVITY NUMBER 2
WEEK FROM AUGUST 27th TO SEPTEMBER 14th 2020
Reciba un saludo muy especial para usted y su familia
ESTÁNDAR: Identifico el propósito de un texto oral.
DERECHOS BÁSICOS DE APRENDIZAJE: Explica tanto en forma oral como escrita las causas y los efectos, así como el problema y la solución de una situación.
Expresa de manera oral y escrita su posición acerca de un tema conocido teniendo en cuenta a quién está dirigido el texto.
NIVELES DE DESEMPEÑO LABORAL: Sustento con argumentos, basados en evidencias, hechos y datos, mis ideas y puntos de vista.
MOMENTO 1 What are you going to learn?
Last week we learn about the zero conditional. While I was revising your homework I noticed that some of you were a bit confused about how the zero conditional is formed.
But do not worried I will help you to get right by giving a summary as follow:
As you can see it is easy to recognize the zero conditional, because it uses the present or past simple in both clauses. The other thing is that it is always talking about real situations.
A. If you leave the water on the stove, it boils
B. If you climb the stairs, you get tired
C. If you don´t study, you get tired
D. If it rains, I stay home
E. If I go to the beach, I take a towel
You also are going to learn about the first conditional and doing some reading and listening to sharp your reading and listening skills.
MOMENTO 2 what are you learning?
FIRST CONDITIONAL
I will show you the structure of the first conditional, how it is formed and what are the main
issues to use it. Read the following summary.
As you see the main thing is to use the present simple with the clause condition and then
Using the future with the clause result. I will give you some example of it.
If you observe the examples the main clauses use some modal verbs that express possible actions in the future. Therefore, it is important to keep in mind what type of modal verbs you could use with the first conditional to avoid confusion, as the second and third conditional use modal verbs as well.
Firs conditional examples:
· If I have money, I will buy a smart phone
· If José won't answer the phone, I'll speak to his roommate.
· If you ask George, he may/might be able to help you. (possibility)
· You can/may leave the room if you've finished the test. (permission)
· If he doesn't come soon, we must / will have to leave without him. (obligation)
· If you ever go to Leticia, you should take a boat trip on the river. (suggestion)
MOMENTO 3 Let´s practice
MOMENTO 4 EVALUATION
ACTIVIDAD 1.
Please follow the instructions to do the following activity:
In the following link you can listen and make activity one
https://drive.google.com/file/d/1ybJc-sW8JBI1I_pwUDTYDkROmZCZ1jk2/view?usp=sharing
ACTIVIDAD 2
A Por favor escriba las respuestas de cada pregunta en el cuadro de respuestas que hay
en la siguiente página.
B. Luego grabe las respuestas, debe decir el número de cada respuesta, cuando esté haciendo el audio.
Nota: Si llegará a tener alguna dificultad para realizar el audio, por favor informar a su docente por correo o a la vocera
C. PERSONAL
1. What did you learn in this activity?
2. Was it difficult? Why? Yes/ why? No
3. Do you need practice?
Favor realizar la actividad del momento 3 y las actividades del momento 4 en el cuaderno teniendo en cuenta lo siguiente: Colocar en la parte superior de la hoja del cuaderno el nombre completo, el grado, el número de la actividad y el período. Ejemplo.
Ana María Rodríguez grado 11-04 Actividad 1 Periodo 2
Luego enviarla al correo electrónico: d.inem.martha.mazuera@cali.edu.co
FECHA DE ENTREGA: HASTA SEPTIEMBRE 14 DE 2020.
QUE DIOS LOS BENDIGA
ACTIVITY NUMBER 1
WEEK FROM AUGUST 10th TO AUGUST 14th 2020
if you wear a mask, you are safe on the street.
When you and each member of your family wear mask every day, your health is good without virus.
OBJETIVO: Diferenciar las estructuras de los condicionales reales.
ESTÁNDAR: Escribo textos a través de los cuales
explico mis preferencias, decisiones o
actuaciones.
DERECHOS BÁSICOS DE APRENDIZAJE: Explica tanto en
forma oral como escrita las causas y los efectos, así como el problema y la
solución de una situación.
NIVELES DE DESEMPEÑO LABORAL: Sustento con argumentos, basados en evidencias,
hechos y datos, mis ideas y puntos de vista.
MOMENTO 1 What
are you going to learn?
In this activity you are going to
learn about zero conditional.
I invite you to watch the following
video, and listen to the song.
MOMENTO 2 what are you learning?
Ahora vamos a recordar que es:
¿Qué es una
oracion condicional en inglés?
En inglés, condicional no es un tiempo verbal. Es una
estructura de oración. Es una forma de organizar palabras en una oración.
Una oración condicional se usa en inglés para hablar sobre un resultado que puede suceder solo si una condición ocurre primero.
Condicional es un nombre que se usa en los libros de
texto de gramática inglesa para un grupo de estructuras de oraciones que
contienen la conjunción if.
Por ejemplo, if I eat too much chocolate, I feel sick.
Si como mucho chocolate (es la condición), me enfermo.
(este es el resultado que da el comer mucho chocolate).
Una condición, es algo que debe hacer, o una situación que debe existir, para que suceda algo más. Es algo que debe suceder antes de que suceda una segunda cosa.
IMPORTANTE: No
todas las oraciones que contienen la palabra if son oraciones condicionales.
ZERO CONDITIONAL
Se reconoce como cero condicional a la estructura que
plantea una posibilidad de la que siempre se reconoce la misma consecuencia. Es
decir, a la oración que afirma un hecho verdadero, pero en vez de plantearlo
como una generalidad, lo plantea como una condición.
Éste tipo de condicional se usa en contextos de
comunicación dialogal y como recurso ejemplificador ya que, como se dijo,
siempre puede reemplazarse por una generalización que incluye al caso del que
se está hablando y también a muchos otros.
ESTRUCTURA DEL
CONDICIONAL CERO
La estructura del Zero conditional es muy sencilla y se
deduce fácilmente: al tratar de situaciones generalizables, por lo tanto, se
utiliza el presente simple omitiendo la expresión ‘always’ (siempre).
Este condicional resulta de una combinación entre condición
y consecuencia o resultado, unidas por la partícula ‘if’ y potencialmente por
la expresión ‘then’, que significa ‘entonces’.
IF + PRESENT + PRESENT
condición resultado o consecuencia.
If I am dance all night, I get tired
PRESENT + IF + PRESENT
‘resultado – if – condición’
I get tired if I dance all night
PRESENT
+ then + PRESENT
‘if – condición – (then) – resultado’
If I dance all night then I get tired
El uso del “When”
Es también habitual utilizar el Zero condicional con la
expresión ‘when’ (cuando), pues lo que se está haciendo es establecer una ley
general, reproducible, diciendo que cuando ocurra determinado evento, luego
ocurrirá otro.
When I dance all night I get tired
DIFERENCIAS CON EL
PRIMER CONDICIONAL
Ahora vamos a ver que hay riesgo de confundir el
condicional zero con el primer condicional. Ya que ambos utilizan el present simple, también se caracterizan por
plantear situaciones que no son potenciales, sino que son realizables.
La cuestión central, que debe recordarse, es que el “FIRST CONDITIONAL” afirma una situación particular en
la que se produce el hecho condicional, mientras que el “ZERO CONDITIONAL” lo generaliza y afirma que cuando
algo suceda, otra cosa inmediatamente se desprenderá de ella.
Vamos a ver un ejemplo:
Zero: If you sit in the sun for too long, you get sunburnt.
— Si te quedas al sol mucho rato, te quemas.
First: If you sit in the sun for too long, you will
get sunburnt. — Si te quedas al sol mucho rato, te vas a quemar.
Puede verse que, en el primer ejemplo, se habla de algo que
ocurre en general. En el segundo, se refiere a una persona, se menciona un caso
en particular. Una manera de saber la diferencia es preguntarse si está
hablando en general o de un caso concreto.
Siempre corremos el riesgo de confundirlo con el primero de
los otros, el First conditional, pues utilizan ambos el present simple, así
como se caracterizan por plantear situaciones que no son potenciales, sino que
son realizables.
Ejemplos de
oraciones en condicional cero
Pythagoras said that if you add the squares of the legs you get the
square of the hypotenuse of a triangle. (Pitágoras dijo que si sumas el cuadrado de los lados
entonces obtienes el cuadrado de la hipotenusa de un triángulo)
If you mix red and blue, you get purple. (Si mezclas rojo y azul, obtienes violeta)
If the match starts at time, people stop complaining. (Si el partido empieza a
horario, la gente deja de quejarse)
An ice cube melts if you put it in the sun. (Un cubo de hielo se derrite si lo pones
al sol)
If you take the street on the right, it’s quicker. (Si doblas en la calle a la derecha, es más rápido).
Cuándo usar la coma
Si usted nota en
los ejemplos anteriores a veces se usa la coma y en algunas oraciones se omite,
por ejemplo. Vamos a observar las siguientes oraciones:
If
you mix blue and yellow, you get green.
You get green if you mix blue and yellow.
Si observa bien, puede notar que, cuando la oración
empieza con la cláusula condicional, hay que poner una coma entre esta cláusula
y la cláusula principal.
Pero si la oración empieza con la cláusula principal,
no se separa las cláusulas con una coma.
Nota: Hoy en día se dice que a pesar de que el
condicional cero usa el mismo tiempo en ambas clausulas, se puede usar los
modales e imperativos en la cláusula de resultado de un condicional de cero.
If she doesn’t attend class, she can email the teacher. / Si ella no asiste a clase,
ella puede enviarle un email al profesor o profesora.
He can´t read unless he wears glasses.
En algunas ocasionalmente se usa: El pasado simple
tanto en la cláusula condicional como en la cláusula principal como se muestra
en los siguientes ejemplos:
If Peter
was at home, he didn’t answer the phone.
(Cuando hacemos suposiciones)
If ever I was bored, I hung around with my
mates.
If she was
sad, she just stared into the distance without saying a word.
(Cuando se habla de cómo eran las cosas en el pasado)
Imperativo
Podemos utilizar los imperativos en este tipo de
condicional:
If you are
tired, go home. / Si estás cansado, ve a casa.
Nota: Escucha la canción que
esta al inicio de la lección, otra vez. Por favor pon mucho cuidado a ver si
puedes encontrar algunas expresiones que representen al condicional cero.
Los condicionales que encuentres los escribes en tu cuaderno de ingles.
Supply the
suitable forms of the verbs in bracketsf
1. If you play a sport every day, you
__________________ (get) really good at it.
2. If you love music, ________________ (register)
for a music course.
3. you don’t understand the lesson, you _ ____________
(can send) me an email
4. Water evaporates if you ______________(boil)
it.
5. Darren _____________ (cycle) to work if
the weather is good.
6. You
need to take my sister to the hospital if she _________ (drink) milk as she is allergic to it.
9. If Andy ____________ (go) to bed late,
he cannot wake up early.
10. If it doesn't _________________ (rain),
plants can´t grow.
MOMENTO 4
EVALUATION
A.
Answer the
following questions
Example:
What do you do if you have a strong stomachache?
I call to the doctor if I have a
strong stomachache 0R
If I have a strong stomachache, I
call to the doctor
1 1. What do you do if you need to get money? ______________
2 2. What do you do if your parents cannot work?
3 3.What do you do if you want to get a scholarship?
4 4. What do you do if you feel depressed?
5 5. What do you do if you can't sleep at night?
6 6. What do you do if your best friend has some problems?
7 7. What do you do if you have problems with your parents?
8 8. What do you do if you don´t have internet for doing your virtual activities?
B. PERSONAL REFLEXION
1.
What did you
learn in this activity?
2.
Was it
difficult? Why? Yes/ why? No
3.
Do you need
practice?
FECHA DE ENTREGA:
HASTA AGOSTO 20 DE 2020.
Aviso importante.
Queridos estudiantes de profundización
en inglés de 11-04
Para el día viernes 8 de mayo, ella publicará las actividades de aprendizaje que corresponden a las siguientes semanas.
María Isabel Morán M.
Well, have you already chosen? Whether you have chosen student one or two, in this activity, we are going to carry out several exercises that, I believe, will help you strengthen your preferences or think about what you would like to do in the future.
GOD BLESS YOU.
ACTIVIDAD No. 3
Que voy a aprender
Que estoy aprendiendo
CAN
|
MUST
|
MAY
|
SHOULD
|
WILL
|
COULD
|
HAVE TO
|
MIGHT
|
OUGHT TO
|
SHALL
WOULD
|
Please, give an explanation, why do you think people say it.
Abolished:abolido
|
Slavery: esclavitud
|
Amenities:comodidades
|
Issues: problems
|
Achievement:logro
|
Facing- enfrentar
|
Disputed: cuestionado
|
Marginalized Group: Grupo marginado
|
Inequality:desigualdad
|
Lack of access: Falta de acceso
|
Identity: identidad
|
Waffles:tipo de
galleta usada en el desayuno
|
Healthcare:servicio
de salud
|
Skewed/ deshonesto
|
Misrepresentation: tergiversación
|
CAN
|
MUST
|
MAY
|
SHOULD
|
WILL
|
COULD
|
HAVE TO
|
MIGHT
|
OUGHT TO
|
SHALL
WOULD
|
Que fue le que mas le gusto de esta actividad?
Que cree deberia mejorar?
Que estoy aprendiendo
Irregular
verbs
Se
escribe diferente cuando se conjuga
Present/past/past
participle
|
Regular
verbs
Se
le cambia la última silaba cuando se conjuga
|
Nouns
Palabras
que nombras cosas, personas o animales.
|
Modal
verbs
Estos
acompañan siempre a un verbo
|
Have /had/ had
|
Knocked
|
Suit
|
can
|
Say /said/ said
|
asked
|
Heart
|
Have
|
Leave/left/ left
|
needed
|
Daughter
|
will
|
Know/knew/known
|
married
|
Human
|
|
Get/got / gotten
|
Jumped
|
girl
|
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