02 TIPS FOR CHOOSING A CAREER

Tips for Choosing a Career

Planning for college should begin once you enter high school. Here are things to do each year as you progress through high school.

Choosing a career is one of the most important decisions you will ever make. Most people spend half or more of their waking hours five days a week at their jobs. While selecting a career can be a difficult process, the following tips can make this process easier for you.

1. Extensive reading about potential careers is vital. You will discover details about careers that you were not aware of. It's important to collect vital information such as career descriptions, career outlooks, employment statistics, educational requirements, and potential earnings.

2. Interviewing people in the field is an excellent way to learn about the various aspects of a career. Doing this may also provide good networking opportunities. Informational interviews often change a person's perspective about an occupation. You can find interview candidates by asking friends, teachers, members of an alumni association, and neighbors. You can also contact relevant professional associations and societies and visit appropriate social and professional networking sites online.

3. Internships provide excellent opportunities for acquiring a realistic, clear picture about the daily duties and job satisfaction in a particular occupation. Also, internships provide valuable networking opportunities that may lead to a job. Further, companies often hire interns that perform well.
Volunteering also provides many of the advantages of an internship.

4. Find a mentor. Many colleges and employers have a formal mentoring program. Also, formal mentoring organizations are available that match mentors with individuals. It's a great way to learn about a career, and a mentor can provide valuable networking opportunities. "Mentworking" is a new trend which combines mentoring and networking, and which has shown good results.

5. The possibility for a job being outsourced to foreign countries is an important consideration. Job outsourcing information and forecasts can be collected from sources such as articles on the Internet, magazine articles, college counselors, career counselors, professors, employment agencies, and relevant professional associations.

6. Look for lists of "hot jobs" on the Internet and in magazines. Do this frequently since these lists keep changing. A "hot job" today may not be "hot" next year or the year after. When evaluating these lists, keep in mind your interests, skills, and job satisfaction requirements.

7. Many community colleges have career centers that provide free individual and group career counseling. Career counselors can provide assistance with the self-evaluation process, career selection process, and the job search process.

8. Take into consideration the number of job opportunities in your area for each career you are considering. This is vital if you intend to stay in your current location.

9. The skills required for a career are an essential factor for an individual's potential for success in that career. Write a list of the skills needed for a particular field. Place a check next to each skill you possess. The more checks you make, the more likely this field is right for you.

10. Your aptitudes should be a vital factor in your career selection process. A gratifying career is often built upon a match with what you are naturally good at. Natural strengths allow an individual to work with ease and to acquire expertise faster.

11. Explore the advancement opportunities of each potential occupation. Does advancement require additional education? Will additional education and certification provide you with a significant advantage over the competition? Are supervisory and management opportunities available?

01 HOW TO WRITE A SUMMARY

01 HOW TO WRITE A SUMMARY

Read the passage carefully. Determine its structure. Identify the author's purpose in writing. (This will help you to distinguish between more important and less important information.)

Reread, label, and underline. This time divide the passage into sections or stages of thought. The author's use of paragraphing will often be a useful guide.

Label, on the passage itself, each section or stage of thought.

Underline key ideas and terms.

Write one-sentence summaries, on a separate sheet of paper, of each stage of
thought.

Write a thesis--a one-sentence summary of the entire passage. The thesis should express the central idea of the passage, as you have determined it from the preceding steps.
You may find it useful to keep in mind the information contained in the lead sentence or paragraph of most newspaper stories; the what, who, why, where, when, and how of the matter.

For persuasive passages, summarize in a sentence the author's conclusion.
For descriptive passages, indicate the subject of the description and its key features.
Note: In some cases a suitable thesis may already be in the original passage. If so, you may want to quote it directly in your summary.

Write the first draft of your summary by (1) combining the thesis with your list of one-sentence summaries or (2) combining the thesis with one-sentence summaries plus significant details from the passage. In either case, eliminate repetition.

Eliminate less important information.

Disregard minor details, or generalize them. Use as few words as possible to convey the main ideas.

Check your summary against the original passage, and make whatever adjustments are necessary for accuracy and completeness.

Revise your summary, inserting transitional words and phrases where necessary to ensure coherence.

Check for style.
Avoid series of short, choppy sentences.
Combine sentences for a smooth, logical flow of ideas.
Check for grammatical correctness, punctuation, and spelling.

INGLÉS 5 — 08.2025

PROPÓSITO DEL CURSO INGLÉS 5
Que el estudiante a) lea, b) comprenda, c) redacte, d) resuma y e) esquematice la información presentada en distintos tipos de textos escritos en inglés, en relación a los avances sociales, económicos, científicos y tecnológicos de la humanidad.

RELACIÓN DE INGLÉS CON OTRAS ASIGNATURAS
Inglés apoya a todas las asignaturas que integran la estructura curricular, ya que su dominio permite al estudiante acceder al acervo académico universal en el idioma en el que más se genera información, en el que se puede realizar la consulta de una fuente en inglés y presentar argumentos para el desarrollo de competencias.

QUÉ HABILIDADES SE RECOMIENDA DESARROLLAR?

    COMPETENCIAS DISCIPLINARES BÁSICAS
— Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en el que se generó y en el que se recibe.


— Evalúa un texto mediante la comparación de su contenido con el de otros, en función de sus conocimientos previos y nuevos.


— Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la consulta de diversas fuentes.


— Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.


— Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y conclusiones claras.


— Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural.


— Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa.


— Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información.


    COMPETENCIAS DISCIPLINARES EXTENDIDAS
— Utiliza la información contenida en diferentes textos para orientar sus intereses en ámbitos diversos.


— Propone soluciones a problemáticas de su comunidad, a través de diversos tipos de textos, aplicando la estructura discursiva, verbal o no verbal, y los modelos gráficos o audiovisuales que estén a su alcance.


— Valora la influencia de los sistemas y medios de comunicación en su cultura, su familia y su comunidad, analizando y comparando sus efectos positivos y negativos.


— Transmite mensajes en una segunda lengua o lengua extranjera atendiendo las características de contextos socioculturales diferentes.

FACTORES QUE AFECTAN EL HÁBITO DE LA LECTURA

* Información específica sobre el examen de ingreso a licenciatura.
* Simulador de examen —lectura— en esta página (parte 1).

* Simulador de examen —lectura— en esta página (parte 2). 

 

RECURSAMIENTO INGLÉS 4 — AGOSTO 2025

INGLÉS 4

Lista de verbos aquí.

Lista de adjetivos aquí.

PRONOMBRE PERSONAL SUJETO

Personal pronouns – Exercise 1

3111 https://www.englisch-hilfen.de/en/exercises/pronouns/personal_pronouns.htm

Personal pronouns – Exercise 2

3113 https://www.englisch-hilfen.de/en/exercises/pronouns/personal_pronouns2.htm

Personal pronouns – Exercise 3

3115 https://www.englisch-hilfen.de/en/exercises/pronouns/personal_pronouns7.htm

Personal pronouns - To Learn English 1

https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-5556.php

Personal pronouns - To Learn English 2

https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-5158.php

PRONOMBRE PERSONAL OBJETO

Personal pronouns in English – Object forms – Exercise 1

3125 https://www.englisch-hilfen.de/en/exercises/pronouns/personal_pronouns4.htm

Personal pronouns in English – Object forms – Exercise 2

3135 https://www.englisch-hilfen.de/en/exercises/pronouns/personal_pronouns3.htm

Object Pronouns - English Exercises

http://www.englishexercises.org/makeagame/viewgame.asp?id=1965

Object Pronouns - My English Pages

http://www.myenglishpages.com/site_php_files/grammar-exercise-object-pronouns.php

INGLÉS 4 —PARTICIPIO PASADO

Lista de verbos aquí.

INGLÉS 4 —VOZ PASIVA

Active or Passive in English – Exercise 1

https://www.englisch-hilfen.de/en/exercises/active_passive/active_or_passive.htm

Active or Passive in English – Exercise 2

https://www.englisch-hilfen.de/en/exercises/active_passive/active_or_passive1.htm

Active or Passive in English – Exercise 3

https://www.englisch-hilfen.de/en/exercises/active_passive/active_or_passive2.htm

Word order in Passive – Exercise 1

https://www.englisch-hilfen.de/en/exercises/active_passive/word_order.htm

Word order in Passive – Exercise 2

https://www.englisch-hilfen.de/en/exercises/active_passive/word_order2.htm

Word order in Passive – Exercise 3

https://www.englisch-hilfen.de/en/exercises/active_passive/word_order3.htm

Word order in Passive – Exercise 4

https://www.englisch-hilfen.de/en/exercises/active_passive/word_order4.htm

Passive sentences – Exercise

https://www.englisch-hilfen.de/en/exercises/active_passive/passive_sentences1.htm

Passive sentences in the Simple Present – Exercise 2717

https://www.englisch-hilfen.de/en/exercises/active_passive/sentences_simple_present.htm

Passive sentences in the Simple Present – Exercise 2729

https://www.englisch-hilfen.de/en/exercises/active_passive/form_sentences_simple_present.htm

Ejemplos de Voz Pasiva en tiempos frecuentes

http://www.englisch-hilfen.de/en/grammar/passiv_saetze.htm

INGLÉS 4  —PASADO PERFECTO

Form of the Past Perfect

https://www.englisch-hilfen.de/en/grammar/past_perfect_form.htm

4251 Past Perfect – Sentences – Exercise

https://www.englisch-hilfen.de/en/exercises/tenses/past_perfect.htm

4253 Past Perfect – Negations – Exercise

https://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_negation.htm

4255 Past Perfect – Mixed Exercise

https://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_mix.htm

1399 Questions in the Past Perfect – Exercise

https://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_questions.htm

4439 Past Perfect and Simple Past (Statements) – Exercise

https://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_simple_past.htm

INGLÉS 4 —AUXILIARES MODALES

Explicación en clase.

PRÁCTICA INTENSIVA DE VERBOS EN PASADO SIMPLE AQUÍ.

INGLÉS 4 —CONDICIONAL 2

2025 Conditional sentences, type II – statements – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_statements.htm

2027 Conditional sentences – type II, negations – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_negation.htm

2029 Conditional sentences II – mixed – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_mix.htm

2031 Conditional sentences II – mixed with negations – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_mix2.htm

2033 Conditional sentences II – Exercise – easy

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_mix3.htm

2035 Conditional sentences II – Exercise – medium

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_mix4.htm

INGLÉS 4 —CONDICIONAL 3

2039 Conditional sentences, type I and II, Multiple Choice – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/multiple_choice.htm

2045 Conditional sentences, type III, statements – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_3_statements.htm

2047 Conditional sentences, type III, negations – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_3_negation.htm

2049 Conditional sentences III – mixed – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_3_mix.htm

2051 Conditional sentences III – mixed with negations – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_3_mix2.htm

2053 Conditional sentences III, Exercise – easy

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_3_mix3.htm

2055 Conditional sentences III, Exercise – medium

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_3_mix4.htm

2061 Conditional sentences, type I to III, Multiple Choice – Exercise 1

https://www.englisch-hilfen.de/en/exercises/if_clauses/multiple_choice2.htm

2063 Conditional sentences, type I to III, Multiple Choice – Exercise 2

https://www.englisch-hilfen.de/en/exercises/if_clauses/multiple_choice3.htm

2069 Conditional sentences, all types, special forms – Exercise

https://www.englisch-hilfen.de/en/exercises/if_clauses/multiple_choice4.htm

"Aprender" un idioma...

Secrets of Learning a New Language | Lýdia MACHOVÁ

https://www.youtube.com/watch?v=o_XVt5rdpFY