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Institución Educativa

Creada mediante Decreto Departamental 320 de Diciembre 29 de


2005.
Fonseca — La Guajira

1. IDENTIFICACION:

Periode: FIRST Date: January-February-March 2011 Modalidad: Presencial/Extractase.


Guía N°: 1

SIGNATURE: Technical English Ability: Speaking

Unidad de Aprendizaje: Who are you? Time: 20 hours

STANDARS:
-Comprendo información básica sobre temas relacionados con mis actividades y con
mi entorno.
- Comprendo mensajes cortos y simples relacionados con mi entorno y mis intereses
personales.
Teacher: Student…………………………………………………………………….
ALEXANDRO DE J. HERNANDEZ RODRIGUEZ Grade: 11……..

2. DESARROLLO

INTRODUCCION:

SUBJECTS:

 Grammar use USED TO.


 To Review basic tenses.
 To express sequence.
 Connectors of sequences.
 Ritual of life.
 Conditionals.
 Technical Vocabulary: business, travel, money, sales, professions, more
etc..
DESEMPEÑO(S):

• Identifica las estructuras gramaticales enseñadas en la construcción de


diálogos que le permitan obtener información clara y precisa de textos,
comerciales, ventas, lugares etc.
• Crea situaciones de negocios al construir frases con palabras WH en
momentos que le permita interactuar con sus compañeros mostrando su
dominio en el tema y construcción gramatical en inglés.
• Su disciplina y actitud para el estudio es excelente, presta atención y es
muy disciplinado en el desarrollo de la clase.
• El resultado de las temáticas abordadas durante el periodo y evaluadas en
la prueba final fue . . .
11/1 w21/2011
Institución Educativa
Creada mediante Decreto Departamental 320 de Diciembre 29 de
2005.
Fonseca — La Guajira

READING ACTIVITY

What are competencies and why are they important?

1. Some years ago when executives and managers talked about the type of employees they
wanted to contract for their businesses they spoke of skills and qualifications. These words are
still used but have been overshadowed by the term competencies. Competencies are a
concept taken on board by Human Resource departments to measure a person’s
appropriateness for a particular job.

2. In simple terms a competency is a tool that an individual can use in order to demonstrate a
high standard of performance. Competencies are characteristics that we use to achieve
success. These characteristics or traits can include things like knowledge, aspects of
leadership, self-esteem, skills or relationship building. There are a lot of competencies but they
are usually divided into groups. Most organizations recognize two main groups and then have
numerous sub groups which competencies can be further divided into.

There has been a lot written about competencies. It is easy to see how people can become
easily confused by what a competency actually is. It is also essential that people in the world of
business have a clear understanding of what different competencies are and, in particular,
which competencies are of interest to them – either as an individual interested in self-
development – or as an employer looking for the best candidate for a job.

3. Competencies can be divided into two distinct types; technical competencies (sometimes
referred to as functional) and personal competencies. As the name suggests, technical
competencies are those which are related to the skills and knowledge that are essential in
order for a person to do a particular job appropriately. An example of a technical competency
for a secretary might be: “Word processing: able to word process a text at the rate of 80 words
per minute with no mistakes.” Personal competencies are not linked to any particular function.
They include characteristics that we use together with our technical competencies in order to
do our work well. An example of a personal competency is: “Interpersonal Sensitivity:
Demonstrates respect for the opinions of others, even when not in agreement.”

4. As you can see from the examples above there is a particular way of expressing a
competency. First the competency is given a title; for example “word processing”. Then a brief
indicator or explanation is given as an example of the person’s aptitude in that competency; for
example “able to word process a text at the rate of 80 words per minute with no mistakes.”

5. Competencies are probably here to stay so it is worth thinking about your own competencies
and trying to categories them; first into the two sub-categories mentioned above and then into
a more detailed list.

11/2 w21/2011
Institución Educativa
Creada mediante Decreto Departamental 320 de Diciembre 29 de
2005.
Fonseca — La Guajira

Business and ethics


Case study – James Carston, Fine Shirtmakers

Set up in the 1920s by James Carston, a Manchester tailor, the company has
remained in the family and is now run by James’s grandson, Paul Carston.
Employing fewer than 50 people, the company has a reputation for producing
high-quality men’s shirts, which it sells by mail order, and has a loyal customer
base. As Paul Carston says, ‘Once someone has tried our shirts, they tend to
come back for more. Our customers appreciate the attention to detail and the
high-quality fabric we use.’ And it’s the fabric they now use that makes the
company almost unique in the world of men’s shirt manufacturers.

When Paul Carston took over running the company in 1999, he inherited a
business that prided itself on using local well-paid machinists rather than
sweatshop labour, and looked upon its employees as members of an extended
family. Paul, a committed environmentalist, felt that the company fitted in well
with his values. The shirts were made from 100 per cent cotton, and as Paul says,
‘It’s a completely natural fiber, so you would think it was environmentally sound’.
Then Paul read a magazine article about Fair Trade and cotton producers. He
was devastated to read that the cotton industry is a major source of pollution, and
that the synthetic fertilizers used to produce cotton are finding their way into the
food chain.

Paul takes up the story. ‘I investigated our suppliers, and sure enough found that
they were producing cotton on an industrial scale using massive amounts of
chemicals. Then I looked into organic cotton suppliers, and found an organization
of Indian farmers who worked together to produce organic cotton on a Fair Trade
basis. Organic cotton is considerably more expensive than conventionally
produced cotton, so I did the sums. I discovered that if we were prepared to take
a cut in profits, we would only need to add a couple of pounds to the price of each
shirt to cover the extra costs. The big risk, of course, was whether our customers
would pay extra for organic cotton.’

Paul did some research into the ethical clothing market and discovered that
although there were several companies producing casual clothing such as T-shirts
in organic cotton, there was a gap in the market for smart men’s shirts. He
decided to take the plunge and switch entirely to organic cotton. He wrote to all
his customers explaining the reasons for the change, and at the same time the
company set up a website so they could sell the shirts on the internet. The
response was encouraging. Although they lost some of their regular customers,
they gained a whole customer base looking for formal shirts made from organic
cotton, and the company is going from strength to strength.

11/3 w21/2011
Institución Educativa
Creada mediante Decreto Departamental 320 de Diciembre 29 de
2005.
Fonseca — La Guajira

Vocabulary and comprehension: match the words and expressions from the text
with their definitions.

Market research techniques


1. Companies carry out Market Research to gather and analyze data to
understand and explain what people think about products or adverts,
to find out about customer satisfaction and to predict how customers
might respond to a new product on the market.
2. Market Research can be categorized under two subheadings –
Quantitative Research and Qualitative Research. The questions asked
with Quantitative Research are structured whereas Qualitative
Research questions are much more open and can often reveal
consumption habits which the researchers hadn’t previously
considered. You carry out Quantitative Research when you need to
know how many people have certain habits and the Qualitative
Research when you need to know why and how people do what they
do.

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3. Companies involved in Market Research include the Research Buyer

Institución Educativa
and the Research Agency. The research agency carries out the
market research in ways previously discussed with their clients – the
research buyer. Sometimes
Creada mediante companies
Decreto only
Departamental need
320 de their
Diciembre own data
29 de
2005.
analyzed, or are simply looking for— advice
Fonseca La Guajiraon how to carry out their
own research. Points that are discussed between the two parties can
include:
• The time duration of the research
• The budget available.

• Who the target groups are


• Predictions of results
• How the results will be helpful.

4. Street Surveys - stopping people in the street


• Phone or postal - people fill in questionnaires and send them back
• Internet surveys - a relatively new technique which functions in a
similar way to other surveys except that a large number of people are
interviewed at the same time.
5
• Am I asking the right groups of people?
• How many people should I speak to in order to get representative
answers to my questions?
• Are my questions easy to understand?
• How am I going to analyze the data?
6
• Focus groups - discussion between a small number of people about a
product, or advert etc. to find out their views or habits
• Personal interviews - in-depth discussions on a one-to-one basis
• CAPI - computer assisted personal interviewing where questions are
‘asked’ by the computer and the answers are typed by the
interviewee directly into the database for analysis
• Observation - this can be used as a complement to asking questions
to see how people do what they do
7
• Are my questions open enough to get personalized answers?
• Have I restricted my target group?
• Do I only need to find out ‘why’ people do what they do or should I
also do some quantitative research?

11/5 w21/2011
Institución Educativa
Creada mediante Decreto Departamental 320 de Diciembre 29 de
2005.
Fonseca — La Guajira

Comprehension: match the headings to the correct


paragraphs

3. ACTIVIDADES DE APRENDIZAJE (GRAMMAR)

USED TO / WOULD

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Used to / Would. Significa 'soler', para hablar sobre el pasado, acerca de algo que solíamos hacer

Used to / would
Institución Educativa
hace tiempo pero que ya no hacemos. I used to smoke when I was younger.

Creada mediante Decreto Departamental 320 de Diciembre 29 de


2005.
Fonseca — La Guajira
Usamos “used to" para hablar de hábitos del pasado. De cosas que pasaban frecuentemente en
el pasado pero que ya dejaron de suceder. Es seguido siempre por el infinitivo del verbo.

Examples:

 John used to smoke a lot, but he gave up.


John solía fumar mucho pero dejó.
 Lord Albert used to go hunting when he was younger.
Lord Albert solía ir a cazar cuando era joven.
 I used to go to school by bike, but now I go by car.
Solía ir a la escuela en bici, pero ahora voy en auto.

El verbo modal "would" también se puede usar para expresar hábitos del pasado

 In class, I would often sit at the back.


En clase, a menudo solía sentarme en la parte de atrás.
 After dinner, my father would always drink a glass of brandy.
Luego de la cena, mi padre siempre solía tomar una copa de brandy.
 As a child, Martin would never talk to strangers.
De niño, Martin nunca hablaba con extraños.

También lo usamos para hablar de cosas que eran verdaderas pero dejaron de serlas

 There used to be a wall here.


Solía haber una pared aquí.
 Mark used to have a dog but he gave it away.
Mark solía tener un perro pero lo regaló.

READING COMPREHENSION

4. RECURSOS

MEDIOS EQUIPOS MATERIALES

 Speaking  Laptop.
 Videobeam.
 Guía del alumno.
 Reading.
 Recording.  English Discoveries
 Gramar.  Video players. soft.

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 Listening.
 Papers.
Institución Educativa
 Writing.

Creada mediante Decreto Departamental 320 de Diciembre 29 de


2005.
Fonseca — La Guajira

5.EVIDENCIAS DE APRENDIZAJE: (EVALUACION)

EVIDENCIA DE APRENDIZAJE CRITERIO DE EVALUACION TECNICA E INSTRUMENTO DE


EVALUACION
Evidencia de conocimiento Speaking, Writing and Listening Quices, workshop, oral
¿Qué aprendí? presentation.
Evidencia de Desempeño:
Dramas Oral presentation. Security.
Exposiciones Cartel. Speech.
Debates
Foros---
Evidencia de Producto:
(Trabajo escrito, un producto Workshop in class (individual One member from the team
(cartelera, afiche, actividad or group no more than three explains all about the
manual, ejercicio físico y/o sts) workshop.
matemático)

6. PREGUNTAS TIPO ICFES:

7. FUENTES BIBLIOGRÁFICAS:

 English Lado Book 3.

 Intouch 3.

 Internet resources web pages: sheraton.com; English discoveries on line, mansioninglés.com;


saberingles.com.ar; britishcouncil.com; colombiaaprende.edu.co, etc.

8. GLOSARIO

OBSERVACIONES

DOCENTE ALUMNO

11/8 w21/2011
Institución Educativa
Creada mediante Decreto Departamental 320 de Diciembre 29 de
2005.
Fonseca — La Guajira

NOTE: también puedes acceder a este documentos y demás actividades


pedagógicas llevadas a cabo en el aula de clase en nuestro sitio web:
www.wayuu21alexandro.blogspot.com y de LUNES a JUEVES desde las
16:00 a 18:00 horas, estaremos en línea a través de la red social:
www.twitter.com/@wayuu21 para aclarar dudas e inquietudes que puedas
tener frente a tus obligaciones escolares con la asignatura.

11/9 w21/2011