INSTITUCIÓN EDUCATIVA DEPARTAMENTAL HERNÁN VENEGAS CARRILLO

TOCAIMA – CUNDINAMARCA

GUÍA DE APRENDIZAJE EN CASA N°__2____

Nombre del Estudiante: Grado: ONCE Grupo:1,2,3

Asignaturas integradas:
Nombre de Los Docentes: YAMILE Whats App: 3172712607 Correo: yavaba@hotmail.com
VARGAS BARRETO

Fecha de Inicial: MARZO 15 2021 Fecha de terminación: ABRIL 16 2021

DBA: CONOCIMIENO MINIMO DEL TEMA Expresa su opinión sobre un tema discutido en clase y
relacionado con su entorno académico.
OBJETIVOS: : Valorar el papel de la globalización en los productos de uso cotidiano.

1.We must create a kind of globalization that works for everyone... and not just for a few.

Nestor Kirchner
Instrucciones
Cordial saludo
La presente guía corresponde a un mes de trabajo por lo tanto se debe tener en cuenta las
instrucciones y orientaciones que se darán para la ejecución de las actividades durante cada semana
en los siguientes medios:
Grupo de WhatsApp (de no pertenecer al grupo de WhatsApp por favor darlo a conocer al número
telefónico 3172712607) o EDMODO para 1001 y 1002, si aún no has ingresado los códigos de
acceso son los siguientes: 1101- x2jfuk 1102- c43q9w 1103 4sixnu
Cada semana los estudiantes deberán acceder durante las horas de clase según el horario para
poder ser apoyados en las actividades correspondientes, se realizarán clases virtuales para apoyar
las temáticas y se darán las observaciones a través del grupo de WhatsApp NOTA Los estudiantes
que no tienen celular, pero utilizan el WhatsApp de sus padres deberán revisar lo que se haya
explicado durante las clases para la aclaración de dudas.
Las actividades serán entregadas semanalmente al finalizar la semana según las indicaciones.
RECUERDEN CADA HOJA DEBE ESTAR MARCADA CON EL NOMBRE COMPLETO Y GRADO
DE LO CONTRARIO NO SERAN VALORADAS. No se permite que peguen de la fotocopia, todo
debe ser desarrollado en el cuaderno
Todas las actividades serán desarrolladas en el cuaderno y el estudiante deberá siempre marcar con
su nombre completo y grado cada hoja antes de tomar las fotos para él envió.
La atención para resolver las dudas será durante la jornada escolar 7.00 a 1:.30 por medio de
WhatsApp. NO SE RECIBIRAN ACTIVIDADES NI SABADOS NI DOMINGOS O FESTIVOSCADA
SEMANA TENDRAN PLAZO PARA ENTREGAR COMO ULTIMA FECHA DE ENTREGA LOS
VIERNES A LA 1: pm

1
semana 5- desde marzo 15 a 19 de marzo

1. ¿qué voy a aprender?

saber: Indaga acerca de sus conocimientos de globalización
Comparte oralmente una postura hacia temas de interés

2. ¿cómo voy a aprender

explore your knowledge fecha de entrega 19 de marzo

globalization (or globalisation) describes the process by which regional economies, societies, and
cultures have become integrated through a global network of communication, transportation, and
trade. the term is sometimes used to refer specifically to economic globalization: the integration of
national economies into the international economy through trade, foreign direct investment, capital
flows, migration, and the spread of technology. however, globalization is usually recognized as being
driven by a combination of economic, technological, sociocultural, political, and biological factors. the
term can also refer to the transnational circulation of ideas, languages, or popular culture through
acculturation.
1.Answer the following questions

1.what areas of life are most affected by globilization?

2.what do we gain from globilization? what do we lose?
3.why do many people oppose globilization? who are they?
4.what sorts of people tend to support globilization?
5.what effect does it have on the environment?
6.how does it affect the english language?
7.do you think people will become more open and tolerant towards each other as a result of
increasing globilization?
8.how is local economy/culture/ trade/politics/tourism/food changing?
9.do you think companies and producers will have to try harder in order to keep up with the increased
competition? will quality therefore improve?
10.do you think countries might lose their individual identities?
11.how might it affect the employment/unemployment?
2.SPEAK TIME Prepárate para la participación en clase acerca de las preguntas anteriores

SEMANA 6- DESDE MARZO 22 A 26

1. ¿QUÉ VOY A APRENDER?

SABER: Reconoce información general y específica en textos narrativos y descriptivos orales y
escritos relacionados con temas académicos de interés.

2
2.¿CÓMO VOY A APRENDER

READING COMPRENHESION
Read the text and do the tasks that follow it.

Why globalization may not reduce inequality in poor countries

Globalization has made the planet more equal. As communication gets cheaper and transport gets
faster, developing countries have closed the gap with their rich-world counterparts. But within many
developing economies, the story is less rosy: inequality has worsened.
Basic theory predicts that inequality falls when developing countries enter global markets. The theory
of comparative advantage is found in every introductory textbook. It says that poor countries produce
goods requiring large amounts of unskilled labour. Rich countries focus on things requiring skilled
workers. Thailand is a big rice exporter, for example, while America is the world's largest exporter of
financial services. As global trade increases, the theory says, unskilled workers in poor countries are
high in demand; skilled workers in those same countries are less coveted. With more employers
clamouring for their services, unskilled workers in developing countries get wage boosts, whereas
their skilled counterparts don’t. The result is that inequality falls.
But the high inequality seen today in poor countries is prompting new theories. One emphasises
outsourcing—when rich countries shift parts of the production process to poor countries. Contrary to
popular belief, multinationals in poor countries often employ skilled workers and pay high wages. One
study showed that workers in foreign-owned and subcontracting clothing and footwear factories in
Vietnam rank in the top 20% of the country's population by household expenditure. A report from the
OECD found that average wages paid by foreign multinationals are 40% higher than wages paid by
local firms. What is more, those skilled workers often get to work with managers from rich countries,
or might have to meet the deadlines of an efficient rich-world company. That may boost their
productivity. Higher productivity means they can demand even higher wages. By contrast, unskilled
workers, or poor ones in rural areas, tend not to have such opportunities. Their productivity does not
rise. For these reasons globalisation can boost the wages of skilled workers, while crimping those of
the unskilled. The result is that inequality rises.
Other economic theories try to explain why inequality in developing countries has reached such
heights. A Nobel laureate, Simon Kuznets, argued that growing inequality was inevitable in the early
stages of development. He reckoned that those who had a little bit of money to begin with could see
big gains from investment, and could thus benefit from growth, whereas those with nothing would stay
rooted in poverty. Only with economic development and demands for redistribution would inequality
fall. Indeed, recent evidence suggests that the growth in developing-country inequality may now have
slowed, which will prompt new questions for economists. But as things stand, globalization may
struggle to promote equality within the world’s poorest countries.
http://www.economist.com/
1. Find in the text words that fit the following definitions
a) large difference ______________

b) things that are produced in order to be sold _____________

c) having or showing the knowledge, the ability _______________

d) wanted, wished for ( when belonging to someone else) _______________

3
 e) obtaining goods or a service by contract from an outside supplier ____________

f) compressing (something) into small folds or ridges ________________

g) someone/a person who is honored with an award for outstanding achievement ___________

2. Explain the meaning of the expressions below as they occur in the text.
a) “(…) developing countries have closed the gap with their rich-world counterparts (…)”

b) “(…) the story is less rosy: inequality has worsened.”

c) “(…) are high in demand.”

3. Answer the following questions. Use your own words as much as possible.
a) Has globalization had the same impact in developing countries?
b) What is the difference in working force between developed and developing countries?
c) How can outsourcing cause inequality among workers in developing countries?
d) Give a brief answer to the question in the title.

SEMANA 7 DESDE ABRIL 5 A ABRIL 9

1.¿QUÉ VOY A APRENDER?
SABER: identificar el uso del segundo condicional
SABER HACER: Practica lo aprendido usando adecuadamente la estructura y el vocabulario visto

TEMA 1 gerundio e infinitivo (debes escribir el tema en el cuaderno)

¿Qué es un gerundio?
Un gerundio es un sustantivo hecho de un verbo. Para formar un gerundio agregas "-ing" al verbo.
Por ejemplo:

En la oración "I swim every day" ("Nado todos los días"), la palabra "swim" es un verbo.
En la oración "I like swimming" ("Me gusta nadar"), la palabra "swimming" es un sustantivo.
Por lo tanto, "swimming" es un gerundio.
Segundo ejemplo:

En la oración "She reads several books a week" ("Lee varios libros por semana"), la palabra "read"
es un verbo.
En la oración "Reading is important" ("Leer es importante"), la palabra "reading" es un sustantivo.
Por lo tanto, "reading" es un gerundio.
Más ejemplos de gerundios: buying, fishing, running, watching, telling, etc.

La palabra "gerundio" tiene su raíz en la palabra latina gerere, que significa "hacer".

¿Qué es un infinitivo?

Un infinitivo es la forma básica del verbo + "to".

Ejemplos: to buy, to fish, to run, to watch, to tell, etc.
Oraciones con ejemplos:

"I want to swim."

4
("Quiero nadar.")
"They asked us to leave."
("Nos pidieron que nos fuéramos.")
"To be, or not to be – that is the question."
("Ser o no ser - esa es la pregunta.")
"The goal is to win."
("La meta es ganar.")
La palabra "infinitivo" tiene su raíz en la palabra latina infinitus, de in- (no) y finitus (terminado,
limitado).
Podrías decir que esto tiene sentido: el infinitivo describe una acción, pero a diferencia de un verbo
regular, no está limitado de ninguna manera.
El verbo regular está limitado al tiempo verbal y el sujeto. Por ejemplos, en la oración "Diana danced"
("Diana bailó") la acción está limitada a Diana y al pasado.
Pero el infinitivo no está limitado. En la oración "To dance is easy" ("Bailar es fácil"), la acción no está
limitada a ningún sujeto ni a ningún tiempo.
Los infinitivos se usan frecuentemente cuando las acciones no son reales, son generales, o son
futuras.
Ejemplos:
(Ten en cuenta cómo el verbo principal subrayado está relacionado con acciones no reales,
generales o futuras.)
Kate agreed to come.
(Kate aceptó venir.)

I hope to see you soon.

(Espero verte pronto.)

We plan to finish this shortly.

(Tienen pensado terminar esto dentro de poco.)

GENERALIDADES

Usos Ejemplos Problemas / Notas

Pon el gerundio:
She left without
Los verbos más f recuentes que solemos encontrar
1. Después de las kissing me. We’re
con el gerundio son:
preposiciones. thinking of going to
Italy.
like, love, hate, enjoy, miss, f eel like, mind, f inish,
I enjoy eating out.
risk, practise, put of f , stop, suggest, can’t help,
2. Después de Do you mind
f ancy, admit, deny, give up, imagine, keep (on),
algunos verbos. giving me your
put of f (postpone), spend time, can’t stand, delay,
address?
regret, avoid, consider, involve, go on (=continue)
Smoking is bad for
3. Como el sujeto de
you. Skiing is
una f rase.
expensive
Pon 'to' + Infinitivo:
1. Para dar una Why did you stop f or spend
respuesta a la working? - To f or to spend
pregunta ‘Why’ (¿por spend more time with
que?) my children. Observa los ejemplos con el negativo ‘not to’:
2. Después de los It’s not easy to find a
adjetivos good man. We hope not to be in the same flat next year.

5
 She decided not to get married.

Los verbos más f recuentes que solemos

encontrar con 'to' + inf initivo son:
I forgot to phone the
3. Después de
bank. She needs to
algunos verbos would like, want, need, decide, hope, arrange,
see you urgently.
expect, plan, f orget, seem, appear, wish, promise,
of f er, ref use, learn, manage, af f ord, agree, f ail,
tend, happen, mean, prepare, pretend, threaten,
attempt.

2.¿CÓMO VOY A APRENDER

ACTIVITY PRACTICE FECHA DE ENTREGA ABRIL 9

1. En la primera hora de clase debes escribir el tema en el cuaderno, debes leer cuidadosamente y
prepararte para realizar las inquietudes que tengas del tema 1 en la segunda hora de clase ya sea
en clase virtual o el grupo de WhatsApp

2. Gerund or Infinitive – Fill in the correct form.

1. ________________ is not allowed here. (fish)
2. I heard the TV set ________________ . (explode)
3. She appeared ________________ very nervous. (be)
4. I keep ________________ you - it was an accident. (tell)
5. Jack is good at ________________ ceilings. (paint)
6. She wondered who ________________ . (ask)
7. It is difficult ________________ him. (understand)
8. She did not know what ________________ from them. (expect)
9. My wife warned us ________________ the table. (not touch)
10. He refused ________________ me what all the fuss was about. (tell)
3. Comment on the picture pointing out the impact of globalization on people’s lives. ( You
may refer to your own experience)use infintive and gerund in your writing

6
4.SPEAK TIME PREPARATE PARA PRESENTAR EL TEXTO DE FORMA ORAL, SI NO PUEDES
PARTICIPAR EL CLASE ELABORA UN VIDEO

SEMANA 8 DESDE ABRIL 12 A 16

1.¿QUÉ VOY A APRENDER?
SABER: Sustenta de manera escrita una postura sobre temas de interés a partir de razones
estructuradas siguiendo un modelo definido.
2.¿CÓMO VOY A APRENDER?

Pon a prueba lo aprendido -WHAT I HAVE LEARNED FECHA DE ENTREGA 16 DE ABRIL

1.Selecciona 5 ventajas y 5 desventajas de la globalización. Busca imágenes que te ayuden a
exponer estas información ( puedes realizar diapositivas o carteles con esta información
2. organiza en ingles a manera de exposición tu escrito usa expresiones como:
Expresiones para predecir y dar Expresiones para justificar
hipótesis • I believe this because…
• I predict / imagine that… • My primary reason for thinking so is…
• Given… I hypothesize that… • Perhaps the most convincing reason for this is…
• If I use …then I predict… will Expresiones para persuadir
happen. • Based on the evidence presented so far, I believe that…
• Based on past results, I predict… • Although some people claim that…, opponents argue
• I deduced …. after analyzing … that….
further. • It is vital to consider…
• I discerned that because…. • The advantages of … outweigh the disadvantages of …
• I foresee …because…. insofar as…
Expresiones para inferir • The statistics are misleading because they do/not show…
• Based on … I infer that … • These [facts/reasons/data] strongly suggest that… Yet
• I infer that… based on… some argue
• My conjecture on… is….
• I anticipate that…

NOTA: QUIENES QUIERAN HACER LA EXPOSICION DURANTE LA CLASE VIRTUAL, DEBEN

PREPARAR EL MATERIAL E INFORMAR A LA DOCENTE
Esta actividad tendrá 2 valoraciones pues debes presenta el escrito y el video
3¿QUÉ APRENDÍ?
Aquí se tendrá en cuenta el cumplimiento y responsabilidad en el desarrollo de las actividades
Recursos
Videos tutoriales, guías de aprendizaje, cuaderno, diccionario de inglés, celular o computado
Web grafía/Bibliografía
https://www.really-learn-english.com/gerunds-and-infinitives-es.html
http://www.mansioningles.com/gram57.htm
https://en.islcollective.com/