Вы находитесь на странице: 1из 20

Guía de Aprendizaje

Introducción y
Unidad 1
Página Univ ersidad Continental | Guía de Aprendizaje
2
Contenido
Información de la asignatura .................................................................................. 5
Gradebook............................................................................................................... 5
Tiempo mínimo de estudio ...................................................................................... 5
Presentación de la asignatura ................................................................................ 7
1. Introducción a la asignatura ......................................................................... 7
2. Resultado de Aprendizaje de la asignatura ................................................. 7
3. Metodología .................................................................................................. 8
4. Perfil del autor ................................................................................................ 9
5. Evaluación de entrada .................................................................................. 9
Unidad 1 ................................................................................................................. 11
1. Introducción a la Unidad............................................................................. 11
1.1. Elemento motivador ............................................................................. 13
1.2. Resultado de Aprendizaje.................................................................... 13
1.3. Método.................................................................................................. 14
2. Desarrollo de la Unidad............................................................................... 15
2.1. Semana 1 .............................................................................................. 15
2.2. Semana 2 .............................................................................................. 16
2.3. Foro evaluable (equivalente al producto académico no.1) ............. 18
3. Cierre de la Unidad ..................................................................................... 19

Univ ersidad Continental | Guía de Aprendizaje Página


3
Página Univ ersidad Continental | Guía de Aprendizaje
4
Información de la asignatura
Información del curso Detalles
Teóricas: 2
Horas
Prácticas: 2
Nombre del autor Marco Antonio Meza Pérez Palma
Correo Electrónico mmeza@continental.edu.pe
Teléfono 964677192
Asesor didáctico Paul Gómez Herrera
Correo Electrónico pgomezh@continental.edu.pe
Teléfono 964120963

Gradebook
Actividad Semanas Porcentaje de la actividad
Evaluación de entrada 1 Requisito
Consolidado 1 2 20%
Evaluación parcial 4 20%
Consolidado 2 6 20%
Evaluación final (presencial) 8 40%
Tienes oportunidad de conseguir puntos a favor:
• Si obtienes una nota igual o mayor a 16 en tu autoevaluación, ganarás
un punto (01) en el producto académico de la unidad.
• Si obtienes una nota igual o mayor a 16 en tu contribución al foro, ganarás
un punto (01) en el producto académico de la unidad.

Tiempo mínimo de estudio


Unidad I Unidad II Unidad III Unidad IV
Semana 1 y 2 Semana 3 y 4 Semana 5 y 6 Semana 7 y 8
4 Horas 4 Horas 4 Horas 4 Horas

Univ ersidad Continental | Guía de Aprendizaje Página


5
Página Univ ersidad Continental | Guía de Aprendizaje
6
Presentación de la asignatura

1. Introducción a la asignatura

As in the previous course, theory and practice, at the same time, are the

focus of the present course. The main purpose is reinforcing

communicating skills in English. This goal needs reinforcing basic grammar,

as well as enhancing reading, writing (spelling) and oral comprehension

and production.

Combining topics of different careers, emphasising in aspects related to

globalization, development and innovation among others is really

important in contemporary world. This can be understood considering the

importance of English as a means of world communication in the industry,

commerce, health, science and technology, fact that can not be

ignored.

This second course gives you tools to improve your communication skills

rather than technical details or professional protocols. Language rather

than professional aspects, communication rather than scientific topics are

the tools to enhance, considering the background from the first course.

2. Resultado de Aprendizaje de la asignatura

Al finalizar la asignatura, el estudiante será capaz de comunicar mensajes

orales y escritos en inglés, a través de la lectura, redacción, comprensión

y producción oral; con atención particular en globalización, desarrollo,

innovación, entre otros.

Univ ersidad Continental | Guía de Aprendizaje Página


7
3. Metodología

En el desarrollo de la asignatura se empleará una metodología activa y

experiencial, centrada en el aprendizaje del estudiante. Esto significa

que, en cada unidad, desarrollarás 4 etapas o momentos en los que

vivirás una experiencia de aprendizaje experiencial mediante una serie

de actividades que se describen a continuación:

Para desarrollar cada actividad de aprendizaje, deberán utilizar una

serie de recursos educativos tales como análisis de casos, entrevistas,

visitas de campo, lecturas, videos, presentaciones interactivas y

autoevaluaciones, que te permitirán medir tu avance en la asignatura.

Página Univ ersidad Continental | Guía de Aprendizaje


8
4. Perfil del autor

Perfil del autor Detalles


Nombre completo del Marco Antonio Meza Pérez Palma
autor
Ingeniero Químico- Universidad Nacional del Centro
Título/s académico/s del Perú
M. Sc. Development Studies – University of Bath
• Docente de Inglés con más de 20 años de
experiencia.
• Docente de Inglés del Centro de Idiomas de la
Experiencia académica
Universidad Continental
• Docente Asociado en la Facultad de Ingeniería
Química - UNCP
• Industrial Papelera Atlas – Ingeniero Jefe de
Turno
Experiencia Profesional
• Facultad de Ingeniería Química – UNCP
• Centro de Idiomas – Universidad Continental

Foto (corporativa,
media plano)

5. Evaluación de entrada

Disponible en el aula virtual.

Univ ersidad Continental | Guía de Aprendizaje Página


9
Página Univ ersidad Continental | Guía de Aprendizaje
10
Unidad 1

1. Introducción a la Unidad

Maka Keita, cotton farmer from Mali in Africa

Makais a cotton farmer in Doora village, Mali, West Africa. The village

cotton farmers are fairtrade farmers, and were certified in 2005.

Cotton prices were going down and down until they were below the

cost of making it. People in the village were demotivated and it was very

depressing. But now, we can make a reasonable living. My family can

eat and we have better health.

In the past, children had to walk 10 km to go to school, so really it was

difficult. W e have now been able to build a school. At first, it had two

classrooms. W hen we had more money and wanted to expand, we

asked the government to help us and now there are five classrooms in

total, and every child in the village can go to school.

W e have also built a food storage facility so that we can have a year-

round food supply, and we have installed a pump for drinking water. We

have built a new road, enabling us to travel further than 5 km outside of

the village without difficulty.

Fairtrade means we have to use better farming methods. Before, empty

chemical containers would be used to carry water for us to drink. In

some cases, this led to death. Now, we get rid of waste properly. We do

not burn bushes any more as the smoke was polluting the local area and

killing lots of animals.

Univ ersidad Continental | Guía de Aprendizaje Página


11
I encourage everyone to buy more Fairtrade products if they want to

help improve millions of lives.

Gerardo Arias Camacho, Coffee Farmer, Costa Rica, Central America

Gerardo is a coffee farmer in Llano Bonito, San José, Costa Rica. He is in

charge of the local fairtrade council.

In 1980, the price of coffee fell so low that it didn't cover the cost of

production. Many farmers abandoned their land and went to the cities

to find work. Some even left the country. In the mid-90s, I decided to go

to America to make money and support my family. After eight years, I

had earned enough to buy the family farm in Costa Rica. However,

coffee prices were still so low that I was forced to go back to the

America for another two years to earn more money.

Prices for coffee kept changing, causing us to loose a lot of money. W e

did not have a local school, good roads or bridges. Now we have a

fairtrade council, prices are stable and we receive the right amount of

money for our coffee. W e spend the money on schools, roads and

bridges, and improving the old factory. We have sponsored an

education programme so that our kids can stay in school.

Since Fairtrade, our farms have become more environmentally friendly.

Our coffee is now produced in a maintainable way. We have planted

trees and reduced the use of pesticides by 80% in 10 years. W e used to

cut 50 acres of forest down every year to burn in the ovens at our

factory. Now we have a new oven, which is fuelled by rubbish, including

Página Univ ersidad Continental | Guía de Aprendizaje


12
coffee skins and the skins of macadamia nuts that we buy from farmers

on the other side of Costa Rica. It is a win-win business.

W hen you are shopping, look for the Fairtrade label - you can be sure

that the money is going straight to the farmers. It will help us, but it will

also help people around the world, because the benefits of protecting

the environment are for everyone. It is a matter of helping each other.

1.1. Elemento motivador

Sixteenth-century Spanish soldiers described Peru as a land filled

with gold and silver, a place of untold wealth. Nineteenth-century

travelers wrote of soaring Andean peaks plunging into luxuriant

Amazonian canyons of orchids, pythons, and jaguars. The early-

twentieth-century American adventurer Hiram Bingham told of

the raging rivers and the wild jungles he traversed on his way to

rediscovering the “Lost City of the Incas,” Machu Picchu. Seventy

years later, news crews from ABC and CBS traveled to Peru to

report on merciless terrorists, starving peasants, and Colombian

drug runners in the “white gold” rush of the coca trade. As often

as not, Peru has been portrayed in broad extremes: as the land of

the richest treasures, the bloodiest conquest, the most poignant

ballads, and the most violent revolutionaries [Link].

1.2. Resultado de Aprendizaje

Al finalizar la unidad, serás capaz de emplear terminología para

identificar la importancia de la globalización en la economía y en

la comunicación, a través de la elaboración de textos.

Univ ersidad Continental | Guía de Aprendizaje Página


13
1.3. Método

Página Univ ersidad Continental | Guía de Aprendizaje


14
2. Desarrollo de la Unidad

2.1. Semana 1

Semana 1 Contenido
Título de la semana 1: Globalization in Economy and Communication
By the end of the unit, you’ll be able to use
adequate language to identify the importance
Propósito de la semana
of globalization in Economics and
communication through text construction.
Tema n° 1: Prefixes.
• Trade.
Contenido de la semana
Tema n° 2: Prefixes. Perfect.
• Markets.
Conceptos / palabras Prefixes, Trade, Markets.
clave
Read the text “International Trade” carefully and
answer the questions. Use a dictionary to find the
Material de lectura
obligatorio meaning of new words. (File) [Available in the
virtual classroom]

• Read the text “01_Fairtrade.pdf” carefully.


[Available in the virtual classroom]
Material de lectura
• Use the text “grammar.pdf” in order to know
complementario
grammar issues about prefixes. [Available in
the virtual classroom]

• Visualize the presentation “Presentación


semana 1”

• Read the text


Recurso digital didáctico
“additional_reading_week_1.pdf”.

[Available in the virtual classroom]

Univ ersidad Continental | Guía de Aprendizaje Página


15
Semana 1 Contenido
• Listen the audio named
“01_listening_week_1_audio_trade”, then fill in
the blanks with the words you hear in the text
“01_listening_week_1_trade.docx” [Available
in the virtual classroom]

2.2. Semana 2

Semana 2 Contenido
Título de la semana 2: Globalization in Economy and Communication
By the end of the unit, you will be able to use
adequate language to identify the importance of
Propósito de la semana
globalization in Economics and communication
through text construction.
Tema n.° 3: Modal perfect.
Contenido de la semana
• Markets.
Conceptos / palabras modal, modal perfect, market
clave
• Read the text “Reading n. ° 2” carefully and
answer the questions. Use a dictionary to find
Material de lectura the meaning of new words. (File)
obligatorio 02_reading_exercise_unit_1_week_2.docx

[Available in the virtual classroom]

• Read the text “02_week_2_stock_market.pdf”


then answer the questions.

[Available in the virtual classroom]


Material de lectura
complementario • Use the text “grammar.pdf” in order to know
grammar issues about modal perfect.

[Available in the virtual classroom]

Página Univ ersidad Continental | Guía de Aprendizaje


16
Semana 2 Contenido
• Read the text
“reading_week_2_Modal_Perfects.pdf”

[Available in the virtual classroom]

• Visualize the presentation “02_Presentación


semana 2.pptx”

[Available in the virtual classroom]

• Read the text


Recurso digital didáctico “02_reading_exercise_unit_1_week_2.docx”

[Available in the virtual classroom]

• Read the text “02_week_2_stock_market.pdf”

[Available in the virtual classroom]

• Take the test to check your knowledge.


02_Autoevaluación_unidad_1_semana_2.docx

[Available in the virtual classroom]

Univ ersidad Continental | Guía de Aprendizaje Página


17
2.3. Foro evaluable (equivalente al producto académico no.1)

Criterios Detalles
Foro de la unidad- Affixes: what are they?
tema/asunto
Situación problematizadora W hat is the meaning and usage of affixes?
How are they used?
Referencias Grammar books and handbooks.
Internet.
Indicaciones y rúbrica To participate in the forum, read and go
through all the material, even the
complementary. It is strongly recommended to
participate in the forum after reviewing the
whole material.
Marking scores are based on:
1. The quality of participation, avoiding
the use of I agree or I disagree, as the
only commentary.
2. At least two comments about other
participants contributions.
3. Solid arguments to support your
participation.
4. Respect and politeness.

Página Univ ersidad Continental | Guía de Aprendizaje


18
3. Cierre de la Unidad

OBJETIVO

X Objetivo
Resumir
Repasar
Recomendar
Enlazar conceptos
X Otro: videos and self-assessment material

RECURSO

X Recurso
X Video
Mapa conceptual
Infografía
Línea de tiempo
Mapa mental
Otro: Resolución de caso inicial

In this unit, we learnt about the correct use of prefixes and the modal

perfect by lectures, videos about markets, globalization, economics and

communication. In order to resume this unit, visualize the following video

about prefixes [Link].

Univ ersidad Continental | Guía de Aprendizaje Página


19
Página Univ ersidad Continental | Guía de Aprendizaje
20