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.
Vocabulary and comprehension:  match the words and expressions
Fonseca — La Guajira 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.
3. Companies involved in Market Research include the Research Buyer and the Research
Agency. The research agency carries out the market research in ways previously
discussed with their clients – the research buyer. Sometimes companies only need their
own data analyzed, or are simply looking for advice on 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.

11/4 w21/2011
 
Institución Educativa
Creadaare
Who the target groups mediante Decreto Departamental 320 de Diciembre 29 de 2005.
Fonseca — La Guajira
 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
Used to / Would. Significa 'soler', para hablar sobre el pasado, acerca de algo que solíamos hacer hace
tiempo pero que ya no hacemos. I used to smoke when I was younger.

Used to / would

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:

11/6 w21/2011
 Institución Educativa
Creada mediante Decreto Departamental 320 de Diciembre 29 de 2005.
Fonseca — La Guajira
 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.
 Listening.  Papers.
 Writing.

11/7 w21/2011
 Institución Educativa
Creada mediante Decreto Departamental 320 de Diciembre 29 de 2005.
5.EVIDENCIAS DE APRENDIZAJE: (EVALUACION)Fonseca — La Guajira

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

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.

11/8 w21/2011