REPÚBLICA DE PANAMÁ

MINISTERIO DE EDUCACIÓN

DIRECCIÓN REGIONAL DE EDUCACIÓN DE SAN MIGUELITO

INSTITUTO RUBIANO

Bachillerado en Ciencias

Nivel: 12

Asignatura: Inglés

¡Respetado Estudiante!

Es para nosotros de gran satisfacción hallar este mecanismo de trabajo para

contactarlo, puesto que nuestra forma habitual de encuentro ha cambiado producto de

la pandemia COVID-19 que afrontamos en el país y a nivel mundial. Es una situación

que ha afectado, incluso, a miles de jóvenes estudiantes.

Hoy despertamos con una nueva realidad, nuestra forma de relacionarnos cambió. Por

tal motivo, el equipo docente del Instituto Rubiano ha preparado un material de

estudio con la idea de no interrumpir el proceso de enseñanza aprendizaje hasta que

las autoridades del Ministerio de Salud (MINSA) y Ministerio de Educación

(MEDUCA) nos recomienden el retorno a nuestras aulas.

Recuerda que este material preparado por tus docentes te brindará la oportunidad de

mantenerte enfocado en tus metas profesionales.

Sin tener que recurrir a gastos de impresión de papel, desarrolla las tareas

contenidas en el plan a tu ritmo, no para una calificación, porque lo importante es

que te mantengas en la práctica y aplicando, de manera digital, los conocimientos

adquiridos.

Mantente revisando nuestra plataforma de encuentro virtual

www.institutorubiano.com para ir actualizándote.

Te invitamos a que te unas a este proceso en la espera de encontrarnos pronto.

INTRODUCCIÓN

Bienvenidos a este espacio académico apreciados socios de aprendizaje. Antes de iniciar deseamos enviarles un fuerte abrazo y los mejores deseos de fe y esperanza para superar esta difícil prueba a nivel mundial.

La guía de auto instrucción se encuentra dirigida a los estudiantes que cursan el duodécimo (12°) grado del Instituto Rubiano que deben hacer la asignatura desde su casa de forma guiada no presencial. En esta guía trabajaremos temas que son parte importante del currículum de duodécimo nivel. Debes leer y analizar cada tema y hacer las actividades incluidas, siguiendo cuidadosamente las instrucciones. El material está presentado de forma clara y sencilla, a la vez que atractiva, de modo que aun cuando los temas y actividades están en inglés, su comprensión es posible para un estudiante de duodécimo nivel. También, puedes hacer uso de un diccionario de inglés - español o de las herramientas en línea que te permitan una mayor comprensión.

OBJETIVES:

• To identify different jobs and occupations in a labor field

• To use adjective to compare and contrast similarities and differences

• To review the function and form of the Simple Present and the Present Continuous

tense

• To analyze grammar and vocabulary in context

• To recognize the importance of developing good study and healthy habits

ACHIEVEMENT INDICATORS

• Describes or explains what each person does in the given professions.

• Understands the difference between Job/ Work/ Career

• Reviews the rules to form the comparative form of adjectives.

• Makes a list of descriptive adjectives and use them in sentences.

• Identifies the uses in context of the Simple Present and the present continuous

• Uses the Simple Present to describe personal routines

• Uses the Present Continuous to describe on going activities

• Relates personal experience to written information

Tema # 1 --JOBS/INTERVIEWS: PROFESSIONS AND OCCUPATIONS

What is the difference among Job/ Work/ Career ?

Today, you are going to learn how to use each one correctly.

JOB (NOUN)

A job is a regular activity that you do, and receive a salary for your activity. It is a specific

profession or an occupation.

You can have a full-time job (40 hours per week) or

a part-time job (around 25 hours per week).

When someone is looking for a job, this is sometimes called the “job hunt” or “job search.” To find a job, you can check the job listings online or in the newspaper – these are small advertisements about job openings (job opportunities). The process of trying to get a specific job – when you send your resume or CV to a company – is called applying for a

WORK (NOUN AND VERB)

The word work is more general than “job” –, “work” refers to general efforts and activities done to accomplish a goal. “Work” can be done both

CAREER (NOUN)

Your career is the total progression of your professional life. It can include many different jobs over the years. You can have a career in (a field) – for example, a career in politics / journalism / teaching / finance. Tomado de: http://www.onestopenglish.com/

Activity #1

Read carefully the instructions and answer the activity.

a) In a sheet of paper or in your notebook, describe or explain what each person does

in the given image professions.

Example: A cook works in a restaurant. He/She makes food.

b) Prepare a résumé to apply for a job.

Tema#2: Comparative adjectives using: Like and alike. The same, similar & different

When we compare things or people, we can use the phrases different, similar, and the same. For today’s English lesson, let’s have a look at how we can use these three phrases. All three are used as adjectives.

HOW TO USE DIFFERENT

• New York and San Francisco are different cities. • Jack and Jenny have different ideas about decorating the living room. • We have different classes on Tuesdays.

HOW TO USE SIMILAR

• A taco and a burrito are similar foods. • Jack and Jenny have similar ideas about painting the house. • Biology and Chemistry majors often take similar classes.

HOW TO USE THE SAME

• Norma Jean and Marilyn Monroe are the same people. • Jack and Jenny have the same ideas about painting the house. • Biology and Chemistry majors often take many of the same classes.

Tomado de: Lee, Vicky. English Plus 11° , Editorial Susaeta. 2009

Activity #2

Use jobs image studied before to make sentences where you find similarities or

differences between one profession and another.

Example: The violinist and the harpist use similar string instruments.

El violinista y la arpista usan instrumentos de cuerdas similares.

Tema #3--SIMPLE PRESENT AND PRESENT CONTINUOUS

EXPLANATION

Both the Simple Present and the Present Continuous express actions at the present, but

their use depends on the type of action and length of time it occurs. For instance, the

Simple Present tense is used to refer to routines in the present, but the Present

Continuous is used to refer to actions occurring at the moment.

There are different time expressions that are commonly used with the simple present and

the present continuous.

Following is a chart the summarizes the main functions and the spelling and grammatical

rules for both, the Simple Present and the Present Continuous tense and the expressions

that are usually used with these verb tenses.

Tense

Form Function Clues

Simple Present

Add -s or- es to verb in the third person. (See spelling rules below )

Permanent states or conditions

✓ I work for an insurance company.

✓ My mother works in a bank.

✓ We love chocolate. ✓ Carmen lives in

Colon.

Scheduled activities ✓ Classes start in

February. ✓ The plane leaves at

9:00a.m.

With likes and dislikes

With verbs like seem, believe, know, hope, need, love, and hate.

Adverbs of frequency—always, usually, sometimes, never

Routines ✓ I usually have

breakfast at 8:00.

✓ Rene sometimes eats at 6:00.

Present Continuous

Use auxiliaries is am are and adding - ing to the main verb

Temporary actions I’m staying at my friend’s

house temporarily.

Actions happening at the moment I’m reading a magazine

right now.

Near future plans I’m traveling to Costa

Rica this weekend.

Time expressions now, right now, at the moment, currently

Functions of the Simple Present

The Simple Present Tense is used to describe routines, permanent states or conditions,

facts, and scheduled activities.

Examples: Routine I walk to school every morning. Tony never has breakfast on weekdays. Permanent conditions or states He is a lawyer. I enjoy music. Scheduled activities School starts in February. The plane arrives at 4:30. Facts Panama is an isthmus in Central America. I have three brothers and a sister.

Activity 1

Look at the examples in the summary chart above to write sentences using the Simple

Present Tense.

Write two sentences describing your weekly routine

__________________________________________________________________

__________________________________________________________________

Write two sentences describing two of your scheduled activities.

__________________________________________________________________

__________________________________________________________________

Write two sentences describing permanent conditions. Use two of the following

verbs: have, like, love, study, live, want or work .

__________________________________________________________________

__________________________________________________________________

Write two facts about yourself.

Tip: You may tell your age, height, or any other physical characteristic.

Example:______I am fifteen years old________.

__________________________________________________________________

__________________________________________________________________

LOOK

Whenever the subject is the third person singular; that is he, she, or it, the verb changes

spelling. Below are the spelling rules for third-person singular verbs in the Simple Present.

1. Add s to form the 3rd person singular of most verbs.

Mary visits her grandmother on weekends.

Tony drives to work every day.

2. Add –es instead of –s in the following cases:

a) When the verb ends in o.

go—goes

do—does

b) When the verb ends in s, sh, ch, x, or z.

reach—reaches

wash—washes

fix—fixes

c) When the verb ends in y ( the y is changed to I before adding es if the y is preceded

by a consonant).

study—studies

cry—cries

marry—marries

Examples:

1. Pat likes pizza with parmesan cheese. 2. Jeannette goes to Penonome on weekends. 3. My brother washes his car every week. 3. The baby cries for food.

Spelling practice. On the line, write the correct form of the verb in the parenthesis. 1. Patricia _________________ ( go ) there twice a week. 2. George always _________________( try ) to arrive everywhere on time. 3. The teacher ___________________( wish ) to speak with you. 4. Marilyn ____________________( study ) in the same class as I. 5. Mr. Walker __________________( teach ) English and mathematics. 6. My brother _________________( paly ) video games all the time. 7. The father __________________( watch ) the kids in the park. Grammar practice On the line, write the correct form of the verb in the parentheses. 1. I ____________________( live ) in a safe neighborhood. 2. Elena __________________( help ) her family with the business. 3. Two police officers ______________________( patrol ) the streets in the mornings. 4. Jean _______________________( love ) tuna and avocado. 5. Delinquency _________________________( continue ) increasing in Panama. 6. Leslie _______________________( watch ) TV in the mornings. 7. You _______________________( carry ) a real heavy bag.

LOOK

Functions of the Present Continuous We use the Present Continuous to talk about temporary events or things happening at the moment. It is used with expressions of time such as right now, now, at the moment, today, this morning, tonight, etc. Examples: Malanie is working at this moment. I’m talking on the phone right now. I cannot go to the movies. I’m babysitting tonight. Present Continuous Tense--Form To form the Present Continuous tense you must use the present form of the verb To Be that corresponds to the subject of the sentence ( am, is, are ) and add -ing to the main verb. Examples:

Simple Present I work at Machetazo. Larissa drives carefully. The students hate monthly exams.

Present Continuous I am working at Machetazo at the moment. Larissa is driving carefully right now. The students are taking a monthly exam today.

Spelling rules The following spelling rules apply when adding –ing to main verbs in the present continuous tense. a. Add-ing to most verbs. go—going

see—seeing

read—reading

b. When the verb ends in –e, eliminate the e before adding –ing. live—living give—giving c. When the verb ends in –ie the –ie is replaced by –y before adding –ing. die—dying lie-lying d. When the verb is a monosyllable that end with a consonant preceded by a vowel followed by a consonant, the final consonant must be doubled. pop—popping tap—tapping e. When the verb ends in consonant-vowel- consonant of an accented syllable, double the last consonant. prefer—preferring begin—beginning Spelling Practice Add –ing to the verbs listed

1. wash _____________________ 2. cook _____________________ 3. make _____________________ 4. ski _____________________ 5. ban _____________________ 6. tie _____________________ 7. chat _____________________ 8. type _____________________ 9. confer _____________________ 10. see _____________________

Grammar Practice Complete the sentences with the correct Present Continuous form of the verb in the parentheses. 1. Mireya ________ ________________________( clean ) her bedroom. 2. I ________ _________________________( study ) French at the Embassy of France. 3. We _______ ______________________( have ) lunch outside. 4. All the birds ________ _______________________( fly ) south. 5. It ________ _____________________________( rain ) very hard. 6. My friends _________ ____________________ ( plan ) to leave for Spain on Sunday. 7. We __________ ____________________( dance ) merengue

Activity 3 Look at the picture and write sentences using the Present Continuous tense to describe what the people in the park are doing.

Example: One woman is doing yoga. 1.______________________________________________________________________ 2.______________________________________________________________________ 3.______________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________ Challenge Use either the Simple Present or the Present Continuous to complete the following sentences. Use the underlined clues. 1. Right now I ____________________________( finish ) a school report. 2. Thomas usually _______________________( study ) at night. 3. Jaime _______________________( like ) sweets. 4. My classmates ________________________ ( eat ) at the cafeteria at this moment. 5. Esther __________________________( live ) in Torrijos Carter. 6. Cecilia and I ________________________ ( have ) a party on Saturday. 7. Carly ___________________________( love ) fruits and yogurt. 8. The cat ______________________( try ) to catch the mouse.

Activity 4-- Reading

A. Before reading

Think What type of student are you?

Put an X in the box that applies to you.

always usually rarely never

I do my homework.

I take notes and keep them organized.

I set goals for my personal and academic progress.

I sleep well before a test.

I keep physically active and relaxed.

Vocabulary

With the help of a dictionary, match the words with the definitions.

What do you think the selection is about?

_________________________________________________

1. flying colors _____ abilities 2. commitment _____ keeping a

schedule 3. praise _____ admiration

expression 4. time-

management _____ successful person

5. skills _____ engagement 6. overachievers _____ ambitious student

or professional 7. careerists ______ excellent results

B. Reading

1. Now read the following selection without using a dictionary and highlight ten

expressions that are new to you and that you want to know.

2. Read the selection again and complete the chart below with the corresponding

information from the selection. You may now use your dictionary.

Good Grades? How? At the end of every school year, we are invaded by a series of articles and news reporting the great amount of students who have failed one or more subjects and many others who failed the school year. To get bad grades in school is more common than ever. Why this happens is analyzed and discussed in more than one government, business or professional forum every year. In contrast, little is mentioned about those students that have passed their school year with flying colors. They are the ones who have consistently showed a high degree of commitment and interest in their studies. They have made themselves and their families proud and are used to receiving the praise from their teachers and mentors. How do they do it? What makes these so called brains, overachievers or careerists (as they have been called lately) get incredible grades compared with those of their less fortunate peers? A webpage sponsored by the City College of Toronto, describes some characteristics that make these students successful. These include the following: Good habits: Good students have, among others, good time-management skills. In other words, they use their time wisely and avoid wasting it. To set goals for

themselves and sticking to them is another example. Finally, they get enough sleep. Contrary to what you might think, they do not spend long nights doing late

homework or projects, but rather sleep the necessary amount of hours to keep

their brains alert.

Great attitude: These “brains” also learn and apply effective studying

techniques that can help them learn better. They have organized notes and desks

neat. Besides, they make sure their study time is well used.

Take care of their health: Outstanding students avoid stressing themselves

out. Instead, they like to stay active by practicing a sport or applying stress

management techniques, such as monitoring their stress levels and eating

healthy.

Common sense: Overachievers like to take school seriously. They see their studies as the door to achieving present and future success, and thus put much effort in doing things right. Contrary to party lovers, these students make of their studies a major part of their daily activities. They are also careful about their appearance and try to keep a professional look. Adapted from “What Makes a Successful Student” ( citycollegetoronto.com)

C. After reading

1. Complete the chart with the information about the selection.

What is the title of the reading selection?

What is the reading selection about?

What is the message or main idea of the reading selection?

What are some examples that the author uses to support these points?

habits attitude health sense

Examples

2. List three things you can do to become a more successful student.

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

• Watch these videos for more reference and explanation

https://www.youtube.com/watch?v=G5QudhJ09xE

https://www.youtube.com/watch?v=AnA_AyqYbUc

Sources:

Lee, Vicky. English Plus 11° , Editorial Susaeta. 2009.

“What Makes a Successful Student” ‹ citycollegetoronto.com ›

http://www.onestopenglish.com/