Crime and punishment

 Crimen y castigo (Crime and punishment)

Crime and punishment vocabulary

In this part, we are going to study the crime and a punishment and vocabulary related to it.

Crime is an ilegal activity such as murder or robbery.

Punishment is a penalty imposed on someone who is convicted of a crime. It could be, for example, time in prison or a fine.

Note: There is an important difference between criminal law and civil law. Criminal law deals with matters such as murder. Civil law deals with matters such as contracts or divorce. The police are not normally involved in civil law.

A. Types of crime

     The following are the most common types of crime:

B. Types of punishment

     These are the most common types of punishment:

C. Questions related to crime

     The following boxes will present common questions that are asked in contexts related to crime.

1.    Questions from law breakers or suspected criminals

·       Why did you pull me over?

·       Have I done something wrong?

·       Is this illegal?

·       What are my rights?

·       Can I call a lawyer?

·       Where are you taking me?

·       Can I make a phone call?

2.    Questions police may ask a suspected criminal

·       Are you carrying any illegal drugs?

·       Do you have a weapon?

·       Does this belong to you?

·       Whose car is this?

·       Where were you at eight last night?

3.    Informing someone of laws and police procedures

·       You are under arrest.

·       Put your hands on your head.

·       I am taking you to the police station.

·       Please get in the police car.

·       You will have to pay a fine for this.

·       I will give you a warning this time.

·       I'm going to write you a ticket.

·       We'll tow your car to the station.

·       Smoking in restaurants is illegal in this country.

·       It is against the law to do drugs in public.

Critical thinking and media literacy

 Pensamiento crítico y alfabetización mediática 

(Critical thinking and media literacy)

One cognitive skill that is essential in approaching media texts is critical thinking. You, most certainly, know the meaning of the words critical and thinking separately. But combined critical thinking has a special meaning. It is a term applied to the analysis of data or ideas by using observation, experience, reasoning and logic in order to arrive at a conclusion. When we think critically, we try to go beyond understanding just the superficial elements of a text, idea or problem and we try to decipher the implicit intentions or arguments behind them and question these.

Through critical thinking, we can analyze messages to which we are exposed in the media. Critical thinking aims to help us understand the messages that might be implicit, hidden, or subliminal. Let’s take a look at a specific type of critical thinking and analysis that is used particularly in the context of media analysis: media literacy.

Media literacy is all about taking a second look at media texts. This basically means that when we hear or look at media, we can miss elements that are not obvious or explicit. Media literacy is about learning to “read” media in order to find those underlying meanings in a text. By listening or looking twice we will be able to catch information that may contain important clues to these messages. This kind of double-checking can be intentional or accidental. For example, you might have been listening to an artist for many years before you notice that there is a deeper message in the songs. Or, you may intentionally analyze an advertisement to understand the strategies used by the marketer to sell the product.

So why should we develop media literacy?

You cannot always believe what you see. Though some media is based on real events, people, and places, media nowadays have millions of ways of making things that are not real appear so. Special effects, stunt people, camera tricks, editing software and great acting construct images, texts and scenes that appear real but are actually only simulations. Simulating reality can trick viewers into believing that what they are seeing is the truth, and this is most often the objective of the creators, making you believe what you see. Every word, image, sound, and color has a purpose in constructing a strategy to convey a message. Things are not there, or are not omitted, on accident. Media literacy is important because it helps you avoid being manipulated by these strategies.

Media strategies: persuasion and perspective

Media texts have a target audience and specific purposes. Media texts, like other texts, seek to achieve something. Each text has a clear reason for being. Purposes can range from entertaining, to informing, to persuading, to making money, to explaining, to arguing and the text’s purpose is always linked to the target audience. When creators of media texts compose, their characterize the target audience in terms of sex, age, education, economic and social status, occupation, lifestyle, values, beliefs, tastes, etc. Those characteristics shape the construction of a successful media text.

Key concepts and questions to keep in mind

 

Guía de aprendizaje #4

 Evidencia GA4-240202501-AA1-EV02. Mapa mental.

Elaborar un mapa mental que relacione su (Personal Learning Environment) PLE a partir de sus estrategias de aprendizaje de una lengua extranjera y su aplicación a su entorno laboral inmediato.

Guía de aprendizaje #3

 Evidencia: Audio. GA3-240202501-AA1-EV02.

De acuerdo con la temática estudiada en el material de estudio del cuarto nivel elabore un audio en inglés con el fin de identificar sus actitudes, creencias y obligaciones en el contexto laboral y académico.

https://voca.ro/15IESTm1bpS4

Evidencia: Foro. GA3-240202501-AA2-EV03.

Para el desarrollo de la evidencia debe participar en el foro denominado “Sharing life experiences” y a partir de los aspectos de su experiencia laboral manera argumentada y creativa las siguientes preguntas basado en la situación inicial planteada:

Think about an experience at work where you were flexible and adapted to a new situation or a change in the process.

The situation: It was difficult for me to share activities or active breaks with my area colleagues, because there is always a lot of work and I thought that those minutes they took for said activity were going to make me fall behind and this made me seem apathetic in the integrations.

● What was the result of the experience?

I connected with others, learned to communicate better with office colleagues and manage my time better.

● How did your flexibility and adaptability help you to deal with the situation?

It turned adversity into an opportunity to improve and allowed me to do my job in a different way, which allowed me to have more time for other tasks and for my personal life, improving my motivation to work in a group.

● Would you change anything in order to deal in a better way with it?

I would have been a little more patient and tolerant at the beginning of the situation, we must take five minutes for life, we must take advantage of these spaces that companies offer us to clear our minds and share with our second family.

Guía de aprendizaje #2

 Evidencia: Vídeo entrevista virtual GA2-240202501-AA1-EV02.

realicé una presentación de una entrevista de trabajo, postulándose para un empleo relacionado con su perfil profesional. Luego de ser entrevistado intercambie el rol con su compañero para ser el entrevistador.

Durante la entrevista deberá responder las siguientes preguntas:

1. Tell us about yourself

2. What motivates you?

3. What are your hobbies?

4. What are your future plans if you get this job?

5. What are your future goals or what are your career goals?

6. What do you see as a major success in your life?

7. Why did you leave your last job?

8. Where do you see yourself in 5 years?

https://youtu.be/05fs_nKO4-k?si=swBzrEie3AoTsNM1

Evidencia: Crónica. GA2-240202501-AA1-EV03.

Seleccione un personaje icónico y con trayectoria importante en el mundo de acuerdo a su perfil profesional (Ej. En moda un personaje icónico es Agatha Ruiz) y busque en internet información acerca de él (ella), a partir del personaje seleccionado realice una crónica escrita con los hechos más importantes y las situaciones más relevantes en la trayectoria profesional del personaje.

Evidencia: Presentación. GA2-240202501-AA2-EV02.

De acuerdo con la temática estudiada en el tercer nivel realiza una presentación en inglés y en formato vídeo de un lugar turístico de su región por medio de un corto video activando su cámara web con el fin de identificar de forma oral en el cual incluye la descripción y razón de popularidad del municipio o ciudad.

Evidencia: Documento escrito. GA2-240202501-AA2-EV03.

Elabora un documento escrito a modo de correo electrónico donde se realiza la postulación a un puesto de trabajo incluyendo datos relevantes de la hoja de vida y haciendo uso efectivo de la Netiqueta.

Guía de aprendizaje #1

 

Evidencia GA1-240202501-AA1-EV02. Video presentación

De acuerdo con la temática estudiada en el primer nivel escoja un miembro de su familia o un amigo para presentarlo por medio de un corto video en inglés, activando su cámara web, con el fin de identificar de forma oral las características personales sobre edad, nacionalidad, lugar de residencia, hobbies y alguna información relevante sobre las actividades cotidianas que realiza.

Evidencia GA1-240202501-AA1-EV03. Folleto

A partir de los datos, conceptos e investigación obtenida de su programa de formación deberá realizar un folleto en inglés con la información y características de su programa de formación.