LESSON PLAN 2nd PERIOD, 11th grades

INSTITUCIÓN EDUCATIVA LOS FUNDADORES

PLAN DE AULA

DOCENTE: ELIZABETH CARDONA VARGAS     AREA: INGLES  GRADOS: 11( 1,2,3,4)

PERIODO: 2

EJE ARTICULADOR: Escritura: composición de texto con lenguaje en contexto.  Lectura: Resolución de pruebas con ejercicios y preguntas tipo ICFES

ESTANDAR DE COMPETENCIA: : Comprendo variedad de textos informativos provenientes de diferentes fuentes  mediante la resolución de pruebas tipo PRUEBAS SABER 11.

Con mi vocabulario trato temas generales, aunque recurro a estrategias para hablar de hechos y objetos cuyo nombre desconozco.

 Manejo aceptablemente normas lingüísticas, con algunas interferencias de mi lengua materna.

EJE TEMATICO:

LAS ESTRUCTURAS GRAMATICALES PARA LOS DIFERENTES TIEMPOS y LAS PREPOSICIONES

1.NIVELES DE DESEMPEÑO:	COGNITIVO Identifico  y practico los diferentes tipos de preguntas pruebas saber 11 que le permiten desarrollar la interpretación, la argumentación y la propuesta. Identifico y empleo  LAS ESTRUCTURAS GRAMATICALES PARA LOS DIFERENTES TIEMPOS y LAS PREPOSICIONES en la construcción de oraciones mejorando la competencia lexical y gramatical.  Construyo textos de mediana extensión usando le vocabulario relacionado con salud ocupacional, elaboración de artesanías y Riosucio mejorando la competencia lexical y gramatical. PROCEDIMENTAL Observo y comparo diferentes tipos de pruebas saber 11. Analiza textos descriptivos, narrativos y argumentativos con el fin afianzar los conceptos de  LAS ESTRUCTURAS GRAMATICALES PARA LOS DIFERENTES TIEMPOS y LAS PREPOSICIONES  que le permitan prepararse para las pruebas saber 11 ACTITUDINAL En diferentes textos identifico elementos que me permiten apreciar los valores de la cultura angloparlante y sus diferentes estilos de vida. Evidencio mi desarrollo afectivo respetando las reglas para las clases de inglés.
2.DESARROLLO DEL SABER	ESTRUCTURAS GRAMATICALES  Oraciones simples Expresiones afirmativas u oraciones nucleares: Sujeto + verbo principal + complemento He is an architect. She has a headache. Oraciones interrogativas simples (donde el verbo requiere de auxiliar)xx: Aux. +Sujeto + verbo + complemento Does the cat chase away mice? Do Seals live in the poles? Does my grandfather play chess? Oraciones interrogativas (usando palabras o adverbios de interrogación): Adv. interrg. + aux. (verb. Aux.) + sujeto +complemento (verb+...) What do you do? What does she do? Where do you come from? What can I do for you? Todos los tiempos están ordenados de esta forma: AFIRMATIVO NEGATIVO INTERROGATIVO Verb Tobe Verb Tobe: AM (I), ARE(You, We, They), IS (He, She, It) Subject + Verb Tobe + Complement Subject +Verb Tobe + Not + Complement Verb Tobe + Subject + Complement + ? Present Continuous Subject + Verb Tobe + Verb in gerund (with ING) + Complement Subject + Verb Tobe + Not + Verb in gerund + Complement Verb Tobe + Subject + Verb in gerund + Complement + ? Present tense Auxiliary : DO (I, You, We They), DOES(He, She, It) Subject + Verb in present + Complement ------------> Add “s” or “es” if 3rd person Subject + Do or Does + Not + Verb in present + Complement Do or Does + Subject + Verb in present + Complement + ? Past tense Auxiliary : DID Subject + Verb in past + Complement Subject + Did + Not + Verb in present + Complement Did + Subject + Verb in present + Complement + ? Verb Tobe in past Verb Tobe in past: WAS (I, She, He, It), WERE(You, WE, They) Subject + Verb Tobe in past + Complement Subject +Verb Tobe in past + Not + Complement Verb Tobe in past + Subject + Complement + ?[/color] Present Perfect Auxiliary : HAVE (I, You, We They), HAS (He, She, It) Subject + Have or Has + Verb in past participe + Complement Subject + Have or Has + Not + Verb in past participe + Complement Have or Has + Subject + Verb in past participe + Complement +? También les dejo algunas listas de verbos que encontré en Internet, ustedes puedes buscar otros... Lista deverbos:http://dl.dropbox.com/u/49093791/Verbos_ingles.pdf PREPOSICIONES Las principales preposiciones en inglés son: about alrededor de, sobre above por encima de after detrás de, después de among entre (tres o más) at en, junto a before antes de, delante de behind detrás de below debajo de beneath debajo de beside junto a between entre (dos o más) but excepto, pero by por, junto a down hacia abajo except excepto for para, por, durante, desde hace from de, desde in en, dentro de into en, adentro like como, igual a near cerca de of de off de (alejándose), fuera de on en, sobre over por encima de, al otro lado since desde through a través de throughout por todo till = until hasta to a, hasta, hacia under por debajo de up hacia arriba upon (poniendo) sobre, encima with con without sin
3. ACTIVIDADES	La profesora explica y ejemplifica los diferentes tipos de prueba saber, repasa las estructuras de los tiempos gramaticales y preposiciones. Taller de construcciones con estructuras gramaticales. Taller grupal para construir oraciones interrogativas usando auxiliares y WH teniendo en cuenta los referentes del texto LITTLE TREE. Lectura del texto: FOOD –FUEL OR PLEASURE?. A) Responder las preguntas de presaberes. B) Leer la entrevista de Alice y Jackeline para aparear preguntas y respuestas. C) Responder preguntas de la entrevista de ambas. D) Aparear palabras subrayadas con las definiciones. E) Seleccionar la forma correcta de la construcción gramatical. F) Hacer preguntas en presente simple y progresivo a un compañero usando la información del texto. Los estudiantes resuelven ejercicios FOTOCOPIAS SIMULACRO S # 1, 2 con diferentes tipos de preguntas icfes,individuales y grupales .Socialización de las respuestas. Traduccion del texto DENNIS COMPUTER ENGINEER, Ejercicio de selección múltiple.Seleccion de la preposición correcta según el referente subrayado. Ejercicio de sinonimia. Evaluación tipo ICFES. Construcción guía con lenguaje en contexto: Elaboración de artesanías, salud ocupacional y Riosucio. Alimentar el blog personal con la guía construida.
4. CONTEXTOS Y RECURSOS	AULA DE INFORMATICA # 4 http://www.mansioningles.com/gram34.htm http://www.taringa.net/posts/ciencia-educacion/13353838/Estructuras-gramaticales-de-ingles.html http://www.emagister.com/curso-ingles-para-espanoles-pronunciacion-1/estructuras-gramaticales-esquemas-oraciones Fotocopias de simulacros ICFES 2010,2011. Material de Salud Ocupacional SENA. Fotocopias: FOOD –FUEL OR PLEASURE?. New English File. Oxford, Cleve Oxenden,Christina  Lathan-Koenig. 1997. pg 4, 5. Textos sobre Riosucio Diccionarios Computador y video beam. Internet
5. EVALUACION	COGNITIVA: “Pruebas Saber” simulacros, evaluación y socialización de los mismos. EXPRESIVA: construcción de una guía de mediana extensión con lenguaje en contexto y subirla al blog personal. AFECTIVA: Cumplimiento de las reglas de clase. Trabaja con respeto y responsabilidad en las diferentes actividades de la clase.

CAN YOU DO THIS?

It is a hard proof of concentration, can you really do this frame based on mind ability ? At least try to do it, please!!!After that you will give your own concept.

Carnival of the Devil - Riosucio, Colombia

This information is taken from:

http://www.colombia.travel/en/international-tourist/sightseeing-what-to-do/history-and-tradition/fairs-and-festivals/july/the-riosucio-carnival

Every two years, from January 5 to 10, in odd-numbered years, the Carnaval del Diablo, or Devil’s Carnival, is convoked in the town of Riosucio. It is a true specimen of tradition, where the racial mixing of the Colombian people is evident in a great recreational feast where reality is made mock of and becomes transformed by the magic exerted by dances, costumes, words, poetry, and music.

The surprising history of the Riosucio Carnival

Back in colonial times, great enmity arose between two towns: Quiebralomo Real de Minas and La Montaña. The people of the former - one of the richest mining towns of the 16th century and managed by Spaniards in service to their King – were of mixed black and white ancestry; the latter was inhabited by Indians.

After a century of confrontations and thanks to two Catholic priests who threatened the inhabitants of the two towns with eternal damnation if they continued at war, they decided to share their territory and gave rise to the present town of Riosucio.

In 1847, to seal their peace agreement, the Three Magi festivities were celebrated jointly. Soon, they would change their character, because the guardian of peace, who would always be there to remind them of their promise to the priests, was the devil. A mestizo devil who obtained his nourishment from ancestral African dances, Indian ceremonies in honor of the sun and the earth, and the traditions of the Europeans who arrived seeking liberty and found their paradise in America.

The Riosucio Carnival Devil

The Riosucio devil is an example of cultural syncretism that joins elements of the Judeo-Christian devil, but is devoid of evil significance. This devil is only the guardian of the feast. The Carnival’s official website describes him very well:

A state of mind inherited from the aboriginal cultural tradition derived from the mixing of races and cultures that took place in the western part of what is today (the department of) Caldas. A spirit that inspires many things like the preparation of the ears for music and of the body for dancing. The spirit that inspires writers and poets to create verses and songs. [...] As a symbol, he is a faithful reflection of the masquerade of life. He is erected as a central figure to be burned later in playful ceremonial acts. [...] His figure changes with the passage of time and he is never an idol. He lives in the kind hearts of each inhabitant of Riosucio to make the carnival possible.

The Riosucio Carnival: Colombia’s longest carnival

The Riosucio Carnival /Picture: acme-/

The carnival is the longest feast in Colombia and, perhaps, in the world. It begins in July, when the decree that installs the Republic of Carnival is issued. It ends in January with theTestamento (testament), the Entierro del Calabazo (burial of the gourd), and the Quema del Diablo (burning of the devil), which also mark the end of the guarapo or chicha (sugar cane liquors) spell and the end of the devil’s reign until… the next Carnival.

The decrees, the convocation, the devil’s entrance, the carnival groups, and the testament are a succession of events that make the Carnival a unique feast for the senses, a meeting of rivers of people that unite to enjoy a highly esthetic cultural expression.

Candelaria´s Park - Riosucio, Caldas

San Sebastian´s Park-Riosucio Caldas

TASKS ABOUT MAGIC PRECOLUMBIAN GOLD

MAGIC PRECOLUMBIAN GOLD ACTIVITIES

TASK 1. ANTICIPATION

a. Look at the title of this lesson 

Discuss with another student what you think the article talks about. 

b. Write down 10-15 words which you expect to find in the passage.

TASK 2:  INTENSIVE READING

Read carefully the introductory paragraphs of the article.  In front of each of the following sentences write T for true and F for false.  For the statements that are false, provided the correct information.

( ) 1. Spaniards got information about the location of mineral deposits from their Queen in Spain.


( ) 2. For the Indians gold had a religious and social value.


( ) 3. Spaniards preserved the Indian treasures by sending the art pieces to museums in Europe.


( )4. The only purpose of the gold the Indians processed was to pay for articles and food they needed.


( ) 5. Indians for Colombia are famous for the beauty and skill displayed in their metal works.

TASK 3: SYNTHESIZING

Read about the different Indian cultures in this selection.  Fill in the chart with information from the passage.  The first one has been done for you.

Culture	Significance	Representations
Muisca	favor to be requested	Men, women, children, ornaments and scenes of daily life
Tairona
San Agustin
Sinú

TASK 4: INTENSIVE READING

        

Answer the following questions using information from the article

What was the most important use of gold in the Muisca culture?

What are the principal characteristics of the figures made by the Tairona artisans?

What is the role of gold according to the Kogis?

What is the use of gold artifacts in the San Agustin culture?

How are the Muisca and the San Agustin uses of gold different from each other?

What did gold represent for the Sinues?

What did the man advantage of the tumbaga alloy?

Why I did the Indians appreciate copper?

Why is the study of pre-Columbian gold objects and techniques important for History?

TASK 5:  VOCABULARY EXPANSION

In the text are several adjective-noun combinations.  Look at the examples in the table and, with a partner, find other combinations.

ADJECTIVE	NOUN
1. Metalworking	industry
2.Pre—Columbian	artisans
3. Technological	qualities
4.
5.
6.
7.
8.
9.
10.

TASK 6: SEQUENCING EVENTS

With a partner, rearrange in the correct sequence the following steps that describe the melted wax method.

/             / the melted metal is poured into the first opening and the melted wax is “lost” through the second opening.

/             / the model of the piece is prepared in clay and mixed with powdered charcoal.

/             / the finishing details are carved on the wax.

/             / the metal sheet is polished and the result is a perfect piece of jewelry.

/             / once the design is finished, the model is covered with a very thin coat of wax.

/             / when the metal has hardened, the mold is broken revealing the sheet of gold.

/             / the design is drawn in detail over the model.

/             / when the wax has dried, the entire design is covered with more clay and charcoal, leaving a small    opening for the wax and another for the melted metal.

/             /the metal which has entered the clay mold occupies the space left by the melted wax.

TASK 7:  DICTIONARY SKILLS

A.       Write on the lines 5 words taken from the text that you have never seen before.

B.      With a partner guess the meaning of each word according to the context.

C.   Look up the word in the dictionary and write the definition in the space provided.  Then compare both definitions.

1. A. ---------------------------------------------- B.---------------------------------------------------------------------------------------------------- C.----------------------------------------------------------------------------------------------------

2. A.------------------------------------------------ B.--------------------------------------------------------------------------------------------------- C.---------------------------------------------------------------------------------------------------

3. A.------------------------------------------------- B.----------------------------------------------------------------------------------------------------- C.----------------------------------------------------------------------------------------------------

4. A.------------------------------------------------- B.----------------------------------------------------------------------------------------------------- C.-----------------------------------------------------------------------------------------------------

5. A.------------------------------------------------- B.----------------------------------------------------------------------------------------------------- C.-----------------------------------------------------------------------------------------------------

TASK 8: INTEGRATING SKILLS- PROJECT WORK

With the other students in your class plan an art exhibition of pre- Columbian art samples to be placed in a visible area of your school

Each small group of students will be assigned a specific culture.  The group will be responsible for gathering information, making explanatory/descriptive posters and setting up the exhibit.

 Taken from  the text: READING ENGLISH IS FUN 9. UNIVERSIDAD DE CALDAS, Fondo Educativo Panamericano, 1996.

THE MAGIC OF PRECOLUMBIAN GOLD

THE MAGIC OF PRECOLUMBIAN GOLD

The metalworking industry played a very important Role in determining the itinerary and settlement patterns of the Spanish Conquerors of Latin American. The information the Spaniards got from the Indians about the location of mineral deposits marked the direction of the voyages of discovery and conquest. In Colombia the desires of the Spaniards were stimulated by the treasures of the Muisca chiefs and High priest in the Sinú valley, and the gold armor of The Indian warriors from the South of Antioquia and The North of Caldas. They took the religious art of the Indians and reduced it to ingots that were sent to Europe. 

Among the native metal workers of South America, The settlers of today´s Colombian territory achieved the highest artistic expression. The techniques they used and their finely finished products gave them the reputation of the best goldsmiths in America. 

For the Indians, the gold they processed had, more than a commercial value, a deep magical religious significance and in many cases was the distinctive sign of political power and social status. 

MUISCA CULTURE 

For the Muisca society, for instance, gold was closely related to the cult of religion. The majority of objects found in the altiplano are offerings, little figures representing men, women and children, miniature ornaments and scenes from social and political life. During religious ceremonies, each piece offered symbolized the favor to be requested. These requests could be personal or communal, and were deposited in isolated, inaccessible places, but always through the local priest, mediator between the people and their gods. 

TAIRONA CULTURE 

The goldwork of Tairona artisans shows men and animals combined in one piece. Many of their pendants represent human figures with animal attributes: bat-men, jaguar-men and bird-men possible showing the desire of men to identify with these animals. It is also possible that they identified specific social groups with a mythical an ancestral relationship to certain animals. 

For today´s Kogis of the Sierra Nevada, descendants of the Tairona, gold is the symbolic potential of fertility, belonging to all members of society. The Sun, the masculine force par excellence, transmits its creative power to gold. 

SAN AGUSTIN CULTURE 

In San Agustin culture, gold working was also related to ceremonial cult. But different from the Muisca, San Agustin gold produced objects and jewels worn by the chiefs of the tribe when they exercised their authority in matters of life and death. By wearing artifacts of gold, they were transformed in deities, superior beings, living statues with all the might of religious power that commands, defends and guides the tribe. 

SINÚ CULTURE 

Part of the production of the Finzenú gold workers was destined for commerce. In this tribe gold played an important role in the ceremonial activities that helped maintain the social cohesion of the peoples of the different groups that made the tribe. Chiefs and priests dominated the ties between the sacred and the social, since in this society; the political, economic and religious powers were closely linked. For this reason they had the primary right to gold. 

THE METALWORKING INDUSTRY

It originated in the Magdalena and Cauca river valleys. The geological formation of these regions determined the existence of rich gold, copper, silver and platinum deposits. The pre-Columbian artisans worked all types of gold, from a pure twenty four carat to a very low-grade gold that has large copper contents, called tumbaga. The tumbaga alloy has special characteristics related to its melting point that are very important for certain types of work: pure gold melts at 1063 ºC, copper melts at 1083 ºC. The mixture of both metals lowers the melting temperature to 800 ºC, making it easier to reach, and thus, facilitating the manipulation of the metals. 

Pieces of pure copper were also common. It is interesting to consider that copper was very appreciated for its technological qualities and esthetic possibilities, since it permitted a variation of colors and tonalities, depending on its degree of fusion. 

GOLDWORKING TECHNIQUES 

One of the most interesting aspects of pre Columbian gold working is the study of the different techniques used by the aborigines to fashion the pieces that are proof of how advanced their technology was at the time of the conquest. Among these, the Lost Wax Method reached very advanced levels, and b because of it, it was possible to “mass produce”” innumerable le pieces similar to each other, like the beads of a necklace. Today´s jewelers still use this method successfully. 

To cast a piece using the melted wax method, a very fine clay model of the piece is prepared and mixed with powered charcoal, over which the design is drawn in all its details. When the design is completed, the model is covered with a very thin sheet of wax. 

On the wax, the finishing details are carved, like braids, hoops, etc. 

Once the wax has dried up, the entire design is “painted” with a covering of more clay and charcoal, leaving a small opening for the melted metal and another for the wax to drain out. When the metal has melted, it is poured into the first opening. The wax melts immediately and is “lost” through the opening made for that purpose. The metal which has entered the clay mold occupies the space left by the melted wax. The metal is then allowed to cool. 

After the metal has cooled down, the mold is broken, leaving the metal sheet that is then polished. The result is a perfect piece of jewelry. 

This technique permits to create the most delicate wax models, and because the outer casing has to be broken in order to extract the metal piece, each cast is an original creation. 

The intrinsic beauty of pre- Hispanic metal treasures is a reminder of the hundreds of years of efforts towards the perfection of metal working techniques.

Taken from  the text: READING ENGLISH IS FUN 9. UNIVERSIDAD DE CALDAS, Fondo Educativo Panamericano, 1996.