Martha Mazuera Ramos Profundización en inglés 11-04



INSTITUCIÓN EDUCATIVA
INEM “JORGE ISAACS” DE CALI
RESOLUCIÓN No. 007 DEL 5 DE ENERO DE 2003 (Art. 7)
DE LA SECRETARÍA DE EDUCACIÓN MUNICIPAL

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.

PRONTO SE GRADUARAN!!!!!!

 

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

BAJO

Nunca

 

BASICO

A veces

ALTO

Casi Siempre

SUPERIOR

Siempre

1.

Localiza información específica en material de referencia y estudio.

 

 

 

 

2.

Escribe textos de diferentes géneros, utilizando un léxico adecuado, convenciones ortográficas, de puntuación y formato correctos y bien estructurados.

 

 

 

 

3.

Comprende mensajes orales, transmitidos de viva voz o por medios técnicos.

 

 

 

 

 

 

4.

Asume con responsabilidad y compromiso las actividades virtuales debido al momento de la pandemia.

 

 

 

 

5.

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.            

 

 

 

 

6.

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.

 

 

 

 

7.

Planifica, organiza y revisa sus trabajos para una correcta presentación antes de enviarlos en la fecha indicada.

 

 

 

 

8.

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.

 

 

 

 

 

 

Sumatoria final

 

 

 

 

 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

Por favor siga los siguientes pasos para auto-evaluar su desempeño académico:

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) 

ESTÁNDAREscribo 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.

It seems to me that now you are ready to look for a job, then this week you will prepare your 

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/file/d/1RNewtv2QMWeX_FHzIr4xn6a8HpPKAjh6/view?usp=sharing 

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)

 

ESTÁNDAREscribo 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)

 ESTÁNDAREscribo 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 APRENDIZAJENarra 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.

 ESTÁNDARPuedo 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 

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 LABORALSustento 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 REFLEXIÓN

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.

https://www.youtube.com/watch?v=VwAY5ftFB7A

Los condicionales que encuentres los escribes en tu cuaderno de ingles.

 MOMENTO 3 Let´s practice

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      2What 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?

          Ana María Rodríguez grado 11-04 Actividad 1 Periodo Luego enviarla al correo                              electrónico: d.ine.martha.mazuera@cali.edu.co

FECHA DE ENTREGA: HASTA AGOSTO 20 DE 2020.

















ACTIVIDAD VIRTUAL 7
02.07 – 17.07 JULY
Recuerden que deben cuidarse ustedes mismos junto a su familia siempre en casa.
SEA DIOS GUARDANDOLOS EN LA PALMA DE SUS MANOS


ESTÁNDAR:
Comprendo el sentido general del texto oral, aunque no entienda
todas sus palabras.

DERECHOS BÁSICOS 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.

COMPETENCIAS LABORALES: Solución de problemas.
Registro y analizo errores o incidentes críticos en una situación dada

MOMENTO 1.
Last time you learned new vocabulary and putting into practice what you have learned in the past such as using irregular verbs. You analyzed a text and expressing in writing your view about the meaning of it.

This week you will be self-evaluating your performance in English class. You will first read a rubric in English and try to understand it, and then you will be presented with the same rubric in Spanish to make sure you understood correctly and your evaluation will be accurate.

MOMENTO 2

Well, as you know this academic semester is ending. As is the custom in school, each student must self-evaluate their academic performance, such as responsibility and effectiveness when doing their virtual activities, punctuality and others.

I invite you to read the following rubric in which there is an evaluation scale (excellent, high, basic and low), for which 5 criteria were chosen to evaluate:
1. Planning of activities
2. Responsibility
3. Commitment to your specialization.
4. Product presentation
5. Transfer the learning process
Each criterion has a statement that is identified as excellent, high, basic, or low. In other words, they describe the different possible ways in which the virtual activities of the subject could have been carried out.

This was done with the aim, that you can do your self-assessment. Remember that you must be honest therefore you can have a correct evaluation, which will help you improve your academic performance. Or carry on using the strategies that have given you good results in your studies.

MOMENTO 3

Please follow these steps to evaluate your own academic performance:

Step One: I invite you to read, analyze and understand each session of the rubric, before answering.



Step Two: When you have understood each statement, mark with an X the box of the statement that expresses the way you perform when doing your virtual activities.

Step 3: After you have finished marking the statements with which you self-evaluated your academic performance. You must add the total of the letters Es, Bjs, Bs or As and writing the total number of each letter at the end of the row.

MOMENTO: 4
Now is the time for you to do know if you understood what you learned.

Como ya sabe el total de los enunciados que tiene, escriba en inglés el resultado y diga que piensa del resultado obtenido en la auto-evaluación de su rendimiento académico. Por favor enviar a mi correo electrónico.

Por ejemplo si marco más enunciados en la escala de A, que piensa de ello, cómo se siente o por el contrario si marco más enunciados en Bs que piensa que debe hacer.

POR FAVOR SEA MUY CONCRETO AL ESCRIBIR.
ESCRIBA  ORACIONES CORTAS. Y NO MAS DE 15 LINEAS.

Usted debe enviar a mi correo electrónico los resultados de su evaluación, mostrando la letra que marco en cada estándar. Por ejemplo:

1. Planning of activities: (A)
2. Responsibility:  (E)
3. Commitment to your specialization: (E)
4. Product presentation: (E)
5. Transfer the learning process: (E)

RECUERDE ENVIAR LAS ACTIVIDADES A MI CORREO ELECTRONICO m.mazuerainem@gmail.com. Todo debe ser escrito en inglés.

Por favor enviar su autoevaluación el 10 de julio

 QUE DIOS LO SIGA BENDICIENDO Y GUARDANDO

EXPLICACIÓN DE LA RUBRICA EN ESPAÑOL

MOMENTO 2
Bueno, como ya saben este semestre académico está finalizando. Como es costumbre en el colegio, cada alumno debe auto-evaluar su rendimiento académico,  como responsabilidad y eficacia al hacer sus actividades virtuales, puntualidad y demás.
Lo invito a que lea la siguiente rubrica en la cual hay 5 estándares para evaluar su performance en esta materia:
1. Planificación de actividades: (E)
2. Responsabilidad: (E)
3. Compromiso con su especialización: (A)
4. Presentación del producto: (Bj)
5. Transfiera el proceso de aprendizaje: (E)

Cada estándar tiene un enunciado el cual describen las diferentes posibles maneras, como cada estudiante ha realizado las actividades virtuales de la materia. Y está marcado con una escala (E, A,Bs,Bj), para lo que usted se dé cuanta en que escala están sus respuestas, en el A o Bj etc.
El propósito de la rúbrica es que usted realice su autoevaluación. Debe elegir en cada estándar, la afirmación más cercana a su realidad. Recuerde que debe ser honesto, para que pueda tener una evaluación real, que puede usar para mejorar su rendimiento académico o continuar usando las estrategias que le han dado buenos resultados en sus estudios.
MOMENTO 3
Por favor siga los siguientes pasos para auto-evaluar su desempeño académico:
Paso uno: Lo invito a que lea, analice y comprenda cada sesión de la rúbrica, antes de contestar.
Paso dos: cuando haya entendido cada enunciado que hay escrito en la rúbrica, marque con una X, la caja del enunciado que expresa la manera como usted cree se desempeña al hacer sus actividades virtuales.

Paso 3: después de que haya terminado de marcar los enunciados con los que usted auto-evaluó su desempeño académico; escriba el número total de cada letra, Es, As, Bjs o Bs al final de la fila.



RECUERDE ENVIAR LAS ACTIVIDADES A MI CORREO ELECTRONICO m.mazuerainem@gmail.com. Todo debe ser escrito en inglés.

Por favor enviar sus actividades el 9 de Junio
QUE DIOS LO SIGA BENDICIENDO Y GUARDANDO


Santiago de Cali, mayo 04 de 2020


Aviso importante.

Queridos estudiantes de profundización

en inglés de 11-04

Fraternal abrazo.

Espero se encuentre gozando de salud en casita en compañía de sus familias.

Quiero comunicarles que ya está la compañera docente de inglés Martha Mazuera Ramos, como mi reemplazo para empezar a atender las clases con ustedes. Hemos estado trabajando durante esta semana haciendo empalme y diseñando las actividades de aprendizaje, para las semanas de educación en casa según horario que ya está publicado en el sitio web de nuestro Inem Jorge Isaacs.

Su cuenta de correo es m.mazuerainem@gmail.com

Para el día viernes 8 de mayo, ella publicará las actividades de aprendizaje que corresponden a las siguientes semanas.

Procuren manejar el tiempo para el desarrollo de las actividades.

Ella se pondrá en contacto con su director de grupo y el vocero (a) del curso para hacer seguimiento al desarrollo de las actividades, atender dudas, dificultades y hacer la retroalimentación. Buscamos que sean atendidos y logren aprender desde casa.

Los quiero mucho.

Se cuidan y también a sus familias. Todo va a mejorar y saldremos bien de esta situación.



María Isabel Morán M.


ACTIVIDAD 2
07.05.2020 - 21.05.2020


GROUP B

Hello, I´m Martha Mazuera Ramos, your new English teacher.
I would love to meet you in your classroom, but it is not possible due to quarantine time. I hope this end as soon as it is possible, so we could meet.

Right now, you need to be brave and diligent to carry on your studies!!!!
Espero que este espacio sea agradable y productivo !!!

Dear students, I know that you have been working with Professor Juan Fernando. We talked about the great jobs, you have done. I am delighted with it.

Professor Juan Fernando and I got together to do the same activity at this time.


    Activity No. 2


Goal:  
Structure of different types of texts related to general and personal interest matters.
LBR
Expresses his/her position on a familiar topic in written and oral form, taking into consideration his/her audience.

CITIZEN COMPETENCIES
Identify the causes, elements and human dimensions that are present in a problematic social situation.
_______________________________________________________________
Now I invite you to look at graph number 1 and do the exercise that is asked of you.


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.
Challenge: TO WRITE ABOUT YOUR DREAMS.

Step 1:  Write a short text in the present simple telling us what your biggest dream is.
Step 2: Record a short video 15 seconds in which you tell what you have written.
Step 3: Please send it to m.mazuerainen@gmail.com

Let´s think about our future and enjoy the activity
Delivery date:  May 21st,  2020


Remember, you  should send the activity to my email address, m.mazuerainem@gmail.com

GOD BLESS YOU.





                           ACTIVIDAD No. 3


Espero que todos estén teniendo buen tiempo en casa
MAY 21st  TO MAY 28th  2020

21 DE MAYO DIA DE LA AFRO-COLOMBIANIDAD



ESTÁNDAR: Comprendo el sentido general del texto oral, aunque no entienda todas sus palabras. Escribo textos a través de los cuales explico mis preferencias, decisiones o actuaciones.
DERECHOS BÁSICOS 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.
COMPETENCIAS CIUDADANAS COGNITIVAS: Producir textos narrativos sobre temas de mi interés enlazando las ideas de manera clara y apropiada.

Que voy a aprender
This week I will help you to reflect and recognise that the diversity of ways of being and living is a source of wealth and that respect for the uniqueness of people is essential for peaceful coexistence.

Que estoy aprendiendo
Now, I invite you to listen to a song.



Modal Verbs

CAN
MUST
MAY
SHOULD
WILL

COULD

HAVE TO

MIGHT

OUGHT TO
SHALL
WOULD

Modals verbs are different from normal verbs:
1.   They don't use an 's' for the third person singular.
2.   They make questions by inversion ('she can go' becomes 'can she    go?').
3.   They are followed directly by the infinitive of another verb (without 'to').
Modal verbs can be used for different circumstances, such as:
a.Probability:
First, they can be used when we want to say how sure we are that something happened / is happening / will happen. We often call these 'modals of deduction' or 'speculation' or 'certainty' or 'probability'.
It's raining, so the floor must be wet outside.
I don't know where Mateo is. He could have missed the airplane.
This bill can't be right. $30.000 for two cups of coffee!

b.Ability
We use 'can' and 'could' to talk about a skill or ability.
She can speak six languages.
My grandfather could play golf very well.
I can't drive.

c.Obligation and Advice
We can use verbs such as 'must' or 'should' to say when something is necessary or unnecessary, or to give advice.
Children must do their homework. (It is an obligation, you must do it))
We have to wear a uniform at work.
•You should stop smoking. (It is not an obligation, but it is good if you do it)

d.Permission
We can use verbs such as 'can', 'could' and 'may' to ask for and give permission. We also use modal verbs to say something is not allowed.
Could I leave late today, please?
You may not use the bicycle tomorrow.
Can we walk next Friday?

e.Habits
We can use 'will' and 'would' to talk about habits or things we usually do, or did in the past.
When I lived in London, we would often eat in the restaurant next to my flat.
Javier will always be late!

Practico lo que aprendí:
Let´s think about discrimination, talk to your parents or a friend about what do they understand by discrimination and after talking or thinking about it. Please write a paragraph about what is discrimination (use the modal verbs when you are writing).

Pongo en practica lo aprendí
Now, I am inviting you to read the following article about the Afro-Colombians´

“The Afro-Colombians Day”


May 21 is celebrated in Colombia as Afro-Colombian Day (Día de la Afrocolombianidad) – in commemoration of the day slavery was abolished in the country in 1851. Throughout the month of May a number of events are held to honour and acknowledge the achievements of Afro-Colombians and address some of the issues facing this largely marginalised group.

In addition to celebrating the rich cultures of the country’s Afro-descendants, as seen through music, art, literature and history, the day, (which has grown into a month) of ‘Afrocolombianos’ is also a rare opportunity to consider the more difficult questions of cultural identity, visibility and inequality.

Afro-Colombian communities have been some of the hardest hit by the country’s conflict, especially those living in and around the Pacific coast, which a territory is heavily favoured by guerrilla groups and drug lords, due to the dense jungle terrain that makes it easy to hide in. Other challenges facing Afro-Colombian communities include the lack of access to basic amenities, such as healthcare, education, clean drinking water and housing. Furthermore, people in this demographic are estimated to earn two thirds less, on average, than other Colombians.

Based on government figures from 2002, Colombia has the third largest population of black people in the Americas after the United States and Brazil, with an estimated 26% of the population believed to be descended from slaves brought from Africa. The latest official figure however, according to the last census held in 2005, stands at 10.6%, a number which is widely disputed by statistics websites and people within the community who believe this to be a misrepresentation.

“The statistic is false for a number of reasons,” says journalist and activist Edna Liliana Valencia Murillo. “One reason being how people identify themselves. For example, not everyone will say that they are black because they want to avoid being discriminated against. People will say for example that they are from the coast, or that they are mixed, but few will actually say ‘I am black’, even if they are.”

“So during the census when people are asked to classify themselves racially many say they are something else other than black, and that has left the statistics skewed. They say ‘I’m mestizo, I’m mulatto, I’m moreno’ etc.”

She explains: “People from the Caribbean will say they are costeño and not black, even though the Caribbean is where the first slaves arrived and so that area and the Pacific coast have the highest number of black people in Colombia.”

Valencia, a former news presenter now working with the United Nations, campaigns for better visibility of minority groups in the country.
This point of view is shared by singer Goyo of the popular group ChocQuib Town, who says:

“This is one of the things we often talk: “In Colombia, when you watch TV you can’t identify yourself because, to put it in a sarcastic form, we don’t eat waffles. We see parents and children [on TV], but the Colombian family in Bogotá eat waffles for breakfast, and this is not our reality, so we feel like we’re always living outside of reality because we can’t see ourselves reflected in the people we see on TV.”
However, this is changing, says the vocalist, adding that we do see more diversity in the media now than in the past.

After reading the article, please answer the following questions (write at least 1 paragraph of 5 lines each and use the modal verbs when you write):

1.      According to the text, it is said, that “people will say for example that they are from the coast, or that they are mixed, but few will actually say ‘I am black’, even if they are”. 
Please, give an explanation, why do you think people say it.

2.      Using all the knowledge you have, write about how do you think Afro-Colombians’ could have a better standard of life in Colombia?

3.      Express in a paragraph of 5 lines what it means for you to live in peace and how could you contribute to it?

Please send the activity to my email, m.marthainem@gmail.com
Between 23.05.2020 and 28.05.2020.

God bless you!!!








ACTIVIDAD No.4
WEEK 28TH MAY TO 4TH JUNE
I wish all the best for you and your families.
Estándar:
Utilizo un vocabulario apropiado para expresar mis ideas con claridad sobre
temas del currículo y de mi interés..

Derechos básicos de aprendizaje:
Explica las ideas de un texto oral o escrito acerca de temas de su interés o que le son familiares a partir de su conocimiento previo, inferencias e interpretaciones.

Niveles de desempeño, competencia pragmática.
Producir textos narrativos sobre temas de mi interés enlazando las ideas de manera clara y apropiada.
Que voy a aprender
Last week we were talking about modal verbs. We also were talking about discrimination, marginalization, following it; we are going to produce a piece of writing where we can express our point of view about the bad impact of discrimination on people´s lifestyles.

Therefore, this week we are going to review some vocabulary related to the text we read last week and doing some exercises using the modals verbs.
Que estoy aprendiendo
Now, I invite you to read the word bank expressions. Time to start!
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


After reading the words, try to remember each one, you can look for the pronunciation and learning it. So you can increase your vocabulary to have better way to express your feelings and views on the topic of discrimination and marginalization issues.
Good, after reviewing the vocabulary of the Afro- Colombians’ text. I invite you to watch a video about the modal verbs.
Before doing it, I will present you modal words that we learned last week. It will support you to have a better understanding of the video.
Modal Verbs

CAN
MUST
MAY
SHOULD
WILL

COULD

HAVE TO

MIGHT

OUGHT TO
SHALL
WOULD

Modals verbs are different from normal verbs:

I invite you to watch a video about the modal verbs, then you can have better understanding of how to use them.



https://www.youtube.com/watch?v=Ckl_XQDDQqs
Practico lo que aprendí:
Let´s practice!! You need to rewrite the following sentences assigning the modal verb in parentheses as affirmative or negative, as appropriate.
Reescriba las siguientes oraciones, poniendo el verbo modal que se  encuentra en paréntesis según en forma afirmativa o negativa, según   corresponda.

       For example:
       It´s very cold this morning (must)
       You must wear a sweater because you have sore throat.
     
      1. It´s important to be polite. (should)
         You ______________________________________________________
      2. It isn't necessary to pay immediately. (have to)
          I ________________________________________________________
      3. It´s very healthy to exercise every week. (ought to)
          You _______________________________________________________
      4. It´s important that we don´t waste our time. (must)
          We _______________________________________________________
      5. It´s necessary to be careful with the environment.( must )
          You ______________________________________________________
      6. It´s important to be on time at work. (should)
          You ____________________________________________________
      7. Maybe we will study French next year. (might)
          We ______________________________________________________
       8. I´m too busy to send him a text message. (can)
           I________________________________________________________
Pongo en practica lo que aprendí
It is time to show what you have learned.

Taking into account the reading about discrimination and marginalization that we did last week, please share you point of view about:

“How discrimination can have a bad impact on some of your classmates’ lifestyle or your own lifestyle”

Please write only two paragraphs of 5 lines each.


Por favor escribe los dos ejercicios en el cuaderno de inglés, pero sólo envié el último ejercicio, pongo en práctica lo que aprendí.

Y por favor digame que aprendió.
Que fue le que mas le gusto de esta actividad?
Que cree deberia mejorar?


Por favor enviarme la tarea a mi correo electrónico, m.mazuerainem@gmail.
Fecha de entrega:  4 de junio 2020.

QUE DIOS LOS SIGA BENDICIENDO Y TENGA BUEN FIN DE SEMANA













ACTIVIDAD VIRTUAL 5
GROUP 2
JUNE 4TH TO 11TH 2020

Espero que todos estén teniendo buen tiempo en casa


ESTÁNDAR:
Planeo, reviso y edito mis escritos con la ayuda de mis compañeros y del profesor.

DERECHOS BÁSICOS DE APRENDIZAJE:
Narra de manera oral o escrita experiencias personales o historias conocidas.

COMPETENCIAS CIUDADANAS COGNITIVAS:
Argumento y debato sobre dilemas de la vida en los que entran en
Conflicto el bien general y el bien particular,

Que voy a aprender
Last week we were reviewing the modal verbs and talking about the impact of discrimination on people´s lifestyle. It was good to learned about it.

This week we are going to revise the future tense and we will prepare a plan to do an oral presentation in groups using the virtual platform Zoom as well.

I will write something about mi using the future tense.


Que estoy aprendiendo

FUTURE TENSE
Now, I invite you to watch the following video about the future tense with the auxiliary will.

It is very important that you pay attention to the explanation that the presenter is going to give about this subject.





As you could watch in the video, the future simple is a verb tense that we generally use to express actions or events that will happen at a later time.

The auxiliary WILL is use to express future.

The following structure applies for:
Affirmative future sentences:
Subject + will + verb + complement.
She will read the newspaper tomorrow.

Negative sentences:
In order to form the negative form, you need to create the contraction like this.  will not = won´t

Subject + will + not + verb + complement / Subject + won´t + verb + complement.

We won´t come to school by bus.

Questions:
 When you are going to produce a question future simple tense you just need to write will at the befoe the subject like this:

Will + subject + verb + complement?

Will you play in the park next week?

Functions of the simple future tense
The simple future refers to a time later than now, and expresses facts or certainty. In this case there is no 'attitude'.

The simple future is used:

To predict a future event:
It will rain tomorrow.

With I or We, to express a spontaneous decision:
I'll pay for the tickets by credit card.

To express willingness (disposición):
I'll do the washing-up.
He'll carry your bag for you.

In the negative form, to express unwillingness:
The baby won't eat his soup.
I won't leave until I've seen the manager!

With you, to give orders:
You will do exactly as I say.

With you in the interrogative form, to give an invitation:

Will you come to the dance with me?
Will you marry me?

Note: Now days, English will is preferred to shall. Shall is mainly used with I and we to make an offer or suggestion, or to ask for advice.
With the other persons (you, he, she, they) shall is only used in literary or poetic situations, e.g. "With rings on her fingers and bells on her toes, She shall have music wherever she goes."

Forming the simple future
The simple future tense is composed of two parts: will / shall + the infinitive without to

Contractions
I will = I'll
We will = we'll
You will = you'll
He will = he'll
She will = she'll
They will = they'll
Will not = won't

Now we are going to read the following text that was created using the future simple.

Please read the text and try to understand what it is said.

https://www.youtube.com/watch?v=HACVZiekw4A

Furthermore, we will select 5 simple tense from the text. After it, we will write a paragraph of lines with the sentences you selected. Please write them in your notebook.

Tonight I will go to a party. I will enjoy it so much! I will see all my friends there.  I am missing them as I have not seen them since long time ago. Right now I will go to a store to buy the perfect dress for me; I want to look wonderful tonight. I will tell to my cousin, maybe she'd like to go with me. I'm sure we will have a great time together.    

Perhaps my parents will be angry because I will go out today, and today is my mother's birthday. They want me to have a dinner together at home, but I will give her a beautiful gift. I will also tell my mum how much I love her. I will try to explain why I'm not going to be with them tonight. As I want them to be happy on my mother´s birthday.

I'm so excited !, I will buy a red dress, I hope I can find the perfect one, I will wear it with a big pleasure. I think I will ask to my brother to join me as well. I'm sure he will get so much fun. I will call my cousin just right now to invite her and maybe she can go by taxi and join us there.

Practico lo que aprendí
Well we have been learning a lot about the future simple, now is time to practice what we have learned.
Please complete the following sentences using the verb in parentheses. Please write the correct form of the future (won or will).

1.    My sister hasn't studied enough. She      (not pass) ___________ the exam.
2.    She ( go ) ___________ to her sister's wedding.
3.    They ( move)_____________ to another country if they don't find a job here.
4.    When (your brother return) ____________?
5.    My sister hates cars. She      (not learn) _______ how to drive when     she's eighteen.
6.     I think they      (get) ___________ married in less than two years.
7.    (You bring) __________ me a glass of water, please?
8.    She      (answer) __________ all his questions.
9.    (he go) ___________ with her wife to Moscow?

10.    What       (your daughter do) ____________ next Christmas?

Como sé que aprendí
I will ask you to invent a short story about something you would like to do in the future, for instances:

What will happen if the shops cannot be open again?

Or what could be done to help people who lose their job.

Remember to use the future simple when writing.

Please do write 2 paragraphs of 5 lines each and send it to m.mazuerainem@gmail.com by 11th June 2020.


Que aprendí.
I invite you to think about what you learned.
Did you understand the activities?

Is it useful for you?









ACTIVIDAD VIRTUAL 6
GROUP 2
JUNE 11TH TO 18TH 2020

El deseo de mi corazón es que todos estén bien y Dios los siga guardando


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.

COMPETENCIAS LABORALES. Toma de decisiones.
Sustento con argumentos, basados en evidencias, hechos y datos, mis ideas y puntos de vista.

Que voy a aprender

We learned last week the future tense. It was good to learned it. You also wrote something about, what would you like to do later on in your life?

This week you are going to listen two songs. After, it you will write about the message of one of the songs.

This week we also used the general vocabulary we have been learning during this time.


Que estoy aprendiendo
GENERAL VOCABULARY

Now, I invite you to watch the following video. You need to pay attention to the words and finding the vocabulary. Before you watch the video I advise you to read the following word bank.

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


Now please start to watch the video by opening the following link.

https://www.youtube.com/watch?v=PIh2xe4jnpk

Hago una aclaración, si no entiende toda la letra de la canción, debe intentar afinar el oído para distinguir las palabras de la letra, aunque no sepa lo que significan en un primer momento, si escucha varias veces la misma canción se dará cuenta que la letra se va aclarando en su cabeza. No siempre se entiende la letra de la canción completamente, apenas se escucha por primera o segunda vez. Hay que escucharla varias veces y poner cuidado, para que entienda y comprenda el mensaje de la canción y se aprenda la letra.

Practico lo que aprendí
It is time to practice more, watch the video by opening the following link: 


Cuando este escuchando la canción ponga atención y encuentre:
5 verbos irregulares
5 verbos regulares
5 sustantivos
5 adjetivos
5 verbos modales

Después, que haya encontrado las palabras, por favor organícelas en una tabla como la del banco de palabras. Y escríbalo en su cuaderno de inglés.

Como sé que aprendí

Ahora por favor, escriba 2 párrafos de seis líneas cada uno acerca de:

*Diga que mensaje le dejo la canción a usted.

*Cree que el mensaje de la canción lo puede aplicar a su vida, explique porque decidió decir si o porque decidió decir no.

Escriba los dos párrafos en su cuaderno de inglés. Por favor envíeme esta actividad a mi correo electrónico. m.mazuera@gmail.com

Please send your dialogue by 18th June 2020

Que aprendí.
Por favor diga para que piensa le sirve lo que aprendió hoy. (recuerde que esta pregunta no se califica, su respuesta sirve para saber la utilidad del tema).
Por favor recuerde enviar el consentimiento firmado por su acudiente, para que podamos reunirnos virtualmente.

QUE DIOS LO SIGA BENDICIENDO Y AYUDANDO EN TODOS SUS CAMINOS.


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