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1. IDENTIFICACION:

Periode: FIRST Guía N°: 1

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

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 conmi entorno.

- Comprendo mensajes cortos y simples relacionados con mi entorno y mis interesespersonales.

Teacher:ALEXANDRO DE J. HERNANDEZ RODRIGUEZ

Student………………………………………………………………Grade: 10…………

2. DESARROLLO

INTRODUCCION:

SUBJECTS:

Introduce yourself and give us information about your goals!!!

Asking and giving information about places.

Grammar: present simple tenses in short answers, sentences with yes/no.

Talking about the weather.

BRAINSTORM: read a short tales and make Cmaps.

Technical Vocabulary: business, office, professions, travel, countries, money, etc.

DESEMPEÑO(S):

• Reconoce, utiliza y aplica las estructuras en la construcción de tiemposverbales en presente, pasado y futuro al construir diálogos y escenas queinvolucra escuchar y hablar en inglés.

•

Identifica las ideas principales y secundarias en un texto, comercial, dialogo,carta, memorando en inglés.• Su disciplina y actitud para el estudio es excelente, presta atención y es

muy disciplinado en el desarrollo de la clase.

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• El resultado de las temáticas abordadas durante el periodo y evaluadas enla prueba final fue . . .

3. ACTIVIDADES DE APRENDIZAJE

PARTS OF TEXT

MAIN IDEA

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REFERENCES WORDS

USING THE CONNECTORS

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ADVERSATIVE CONNECTORSAñaden una negación a la frase anteriormente mencionada, una frase opuesta a la otra.Por ejemplo: but, however, yet, still, instead, on the contrary.

but - perohowever - sin embargononetheless / nevertheless - sin embargo

yet / even so - sin embargo, aun así

still - sin embargoinstead - en su lugar, en lugar de elloon the contrary - por el contrario .

DISYUNTIVE CONNECTORSIndican elección, separan o diferencian dos términos. En inglés, algunos de ellos son: or,either ... or .../ neither ... nor .../else / otherwise.

or - oeither...or... - o...o...neither...nor... - no...ni...

whether...or... - si...o...or else... - o sino...otherwise - de otro modo

CONTINUATIVE CONNECTORSSe utilizan para dar continuación a la idea que se está expresando. Son algunosejemplos: then, moreover, furthermore, besides, in addition to.

then - entoncesmoreover - ademásfurthermore - ademásbesides - ademásin addition to - además de

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COMPARATIVE CONNECTORS

Se utilizan cuando una o más oraciones expresan grados de comparación porsemejanza o diferencia. As/ as ... as .../ not as ... as .../ as if/ as though.

as - comoas...as - tan...comonot as...as - no tan..comonot so...as - no tan...comoas if / as though - como sithan - que

Made by DIANA COBO 10B1. WHAT´S THE BEST WAY FROM ROMPOYTO HOSPITAL?

2. WHAT´S THE BEST WAY FROM GUAJIRA UNIVERSITYTO INMACULADA

3. WHAT´S THE BEST WAY FROM UVITA´S SHOPTO POLICE STATION?

READING COMPREHENSION

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ACTIVITY No. 1

What do we mean by relationship-building?When we talk about the competency of relationship-building in theworld of business, we are referring to building strong relationshipswith partners and clients – about using interpersonal skills to

network in an effective way.What does a competent relationship-builder

do?Somebody who is competent at relationship-building focuses onunderstanding the needs of the client and getting the best possibleresults. This competency promotes an ethic of client service and so an understanding andanticipation of a client’s changing needs is essential. Stress and conflict are other issuesthat a competent relationship-builder will manage - keeping composed and acting asmediator when conflicts arise.How can I start to develop the competency of relationship-building?First identify the business plan goals of your department and decide what your role isgoing to be in helping to achieve those goals. You will need to study the business planand learn as much as possible about your clients’ activities, interests and needs. Thisinformation might be available in their own annual reports or in client surveys conductedby your company. Talking to your clients about how you can best meet their needs is alsoa sensible first step to take.Seven steps to becoming an effective relationship-builder:

1. Draw up a plan of what you need to do in order to give your clients what they want. Discussyour ideas with your line manager and then do what is necessary to implement the plan.

2. When the plan has been set in motion, schedule regular meetings with your line manager toreview the progress that you are making and make any necessary adjustments.

3. When you are working as part of a team or group within a department or a company it isimportant to assess your contribution to the group’s work. Think about how your efforts help or

hinder progress.4. Make a weekly analysis of your commitments. Set yourself a goal for each week so that you follow them through. Make an effort to do what you say you are going to do – and also, to do it by the time that you say it will be done. If you get into the habit of doing this it will become likesecond nature.

5. Build up a file of contacts and classify them in a way that is meaningful for your particular work context. Then you will know exactly who to call with any queries or when you need information.

6. Don’t just wait for feedback to come to you, request it from a variety of sources – from your linemanager but also from colleagues, clients and people who you supervise. Listen to what they have to say and act accordingly.

7. Build informal relationships with the people who are working around you. Make a point of greeting people who you normally don’t speak to. Ask them about their interests and make it a

goal to practice small talk with them. Listen to what they say and remember so that you canask about a particular interest the next time you meet.

ACTIVITY No. 2The different ways of complaining are:

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• By phone• By email• By letter

Let’s first take a look at the advantages and disadvantages of each before concludingwhich is the most effective.

Picture this scenario: you have bought a faulty item from a shop and you take it back tocomplain. You go directly to the shop assistant and tell them your problem. They say theycannot help you, which makes you angrier, to the point perhaps where you start insultingthe poor shop assistant. RESULT: This will do you no favors, like getting anycompensation, or even a refund. If you go directly to the first person you see within theorganization you are complaining about, you may be wasting your time as they may bepowerless to take any action or provide you with a solution. So the important lesson to belearnt is to make sure firstly that you are speaking to the relevant person, the one whohas the authority to make decisions.Perhaps you don’t have time to actually go and see the relevant authority in person soyou decide to make a phone call. The problem with complaining by phone is that you maybe passed around from department to department, making you more and more angryuntil you finally give up. Either that or the phone is hung up on you, which leaves youfuming even more. Furthermore, any contact can be denied.

The same applies to emails too, which can additionally be deleted, or even manipulated. This leaves us with the traditional letter. When we first make a complaint the usualresponse is a request to write a letter: “Can you put that down in writing please?”

The advantages of writing a letter of complaint are that:• Written records are still very important, e.g. in legal matters as opposed to a fax or

email.• You have complete control over what is being said, and you can present evidence.• You can be prepared, and plan your letter carefully.• You are able to keep copies of anything sent in writing.• You have time to reflect and/or consult as opposed to complaining on the spot.

So here are some useful points to consider when writing your letter:• State what went wrong exactly. You need to provide concrete evidence, with

documentation, for example a receipt, where possible. Make sure you keep copiesof all correspondence, including relevant documentation. You also need to statewhere, when, who was involved, what was said or done. Photographic or videoevidence boosts your case.

• What do you expect from your complaint? If you are complaining about a situationat work, focus on taking action to improve situations rather than spending yourtime complaining.

• State a time limit for when you expect a reply.• Be assertive, and stay calm .• Make sure you address the complaint to the relevant person.

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Look at this letter of complaint and put the paragraphs in thecorrect order.

4. RECURSOS

MEDIOS EQUIPOS MATERIALES

Speaking

Reading.

Gramar.

Listening.

Writting.

Laptop.Videobeam.Recording.Video players.

Guía del alumno.

English Discoveriessoft.

Papers.

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5.EVIDENCIAS DE APRENDIZAJE: (EVALUACION)

EVIDENCIA DE APRENDIZAJE CRITERIO DE EVALUACION TECNICA E INSTRUMENTO DEEVALUACION

Evidencia de conocimiento¿Qué aprendí?

Speaking, Writting andListening

Quices, workshop, oralpresentation.

Evidencia de Desempeño:DramasExposicionesDebatesForos---

Oral presentation.Cartel.

Security.Speech.

Evidencia de Producto:(Trabajo escrito, un producto(cartelera, afiche, actividadmanual, ejercicio físico y/omatemático)

Workshop in class (individualor group no more that three sts)

One member from the teamexplains all about theworkshop.

6. PREGUNTAS TIPO ICFES:

7. FUENTES BIBLIOGRÁFICAS:

English lado Book 3.

Intouch 2.

Internet resources web pages: sheraton.com; English discoveries on line; saberingles.com.ar;

britishcouncil.com; mansioninglés.com etc.

8. GLOSARIO

OBSERVACIONES

DOCENTE ALUMNO

NOTE: también puedes acceder a documentos y evidencias pedagógicas

desarrolladas en el aula de clase en nuestro sitio web:

www.wayuu21alexandro.blogspot.com y de LUNES a JUEVES estaremos en línea

desde las 16:00 a 18:00 horas a través de la red social

www.twitter.com/@wayuu21 para aclarar dudas e inquietudes que puedas tener

frente a la presentación de obligaciones escolares de la asignatura.

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