PROCESO DIRECCIÓN DE FORMACIÓN PROFESIONAL INTEGRAL

FORMATO GUÍA DE APRENDIZAJE

1. IDENTIFICACIÓN DE LA GUIA DE APRENDIZAJE

 Denominación del Programa de Formación:
GESTIÓN DEL TALENTO HUMANO
 Código del Programa de Formación: 112005
 Nombre del Proyecto
DISEÑO DE UN MANUAL DE GESTIÓN DE TALENTO HUMANO CON BASE EN COMPETENCIAS LABORALES, PARA
MIPYMES LOCALIZADAS EN EL MUNICIPIO
DE SOACHA Y MUNICIPIOS DE INFLUENCIA DEL CENTRO DE INDUSTRIAL Y DESARRO
 Fase del Proyecto: DESARROLLO E IMPLEMENTACIÓN
 Actividad de Proyecto:
240201502 - PRODUCIR TEXTOS EN INGLÉS EN FORMA ESCRITA Y ORAL.

 Resultados de Aprendizaje Alcanzar: -LEER TEXTOS COMPLEJOS Y CON UN

VOCABULARIO MÁS ESPECÍFICO, EN INGLÉS GENERAL Y TÉCNICO
-ENCONTRAR Y UTILIZAR SIN ESFUERZO VOCABULARIO Y . . .. -
. EXPRESIONES DE INGLÉS TÉCNICO EN ARTÍCULOS DE REVISTAS,
. -LIBROS ESPECIALIZADOS, PÁGINAS WEB, ETC
-COMPRENDER UNA AMPLIA VARIEDAD DE FRASES Y
VOCABULARIO EN INGLÉS SOBRE TEMAS DE INTERÉS PERSONAL
. Y TEMAS TÉCNICOS
 Duración de la Guía: 1 Trimestre

2. PRESENTACIÓN

El aprendizaje del inglés como segunda lengua es importante para los procesos de desarrollo
mental, personal y social dentro de una cultura en constante evolución.

En esta tercera guía se continuará con temas intermedios como presente simple y continuo, el
tiempo y eventos pasados (anécdotas, historias) formulando preguntas apropiadas en interacciones
prácticas según los estándares internacionales de enseñanza del inglés planteados en el Marco
Común Europeo.

Procesos como los que se vislumbran bajo el marco de la globalización exigen que los sectores de
la economía se preparen para ser cada día más competitivos, por lo que se requiere que los nuevos
aprendices SENA, a través de las diferentes áreas de formación, logren adquirir un alto nivel de
competencia comunicativa con la finalidad de facilitar el crecimiento económico del país.
GFPI-F-019 V03
3. FORMULACIÓN DE LAS ACTIVIDADES DE APRENDIZAJE

3.1 Actividade de Reflexión inicial.

Lee el cuadro de geroglificos, escribe un mensaje usando los símbolos del cuadro,compártelo y
descifra uno de tus compañeros . Luego responde la pregunta [Link] que este tipo de
escritura fue importante,por que o por que no?; comparte tu respuesta con el grupo e instructor.

Read the hieroglyphics chart, write a message using the symbols in the chart then share and guess
with one of your [Link] that answer the following question:Do you think this way of writing
system (hieroglyphics) was important in human history, why or why not?:share your answer with the
group and instructor. (Anexo 1)

 Ambiente Requerido: Convencional.

 Materiales: tablreo, marcadores, video beam.

3.2 Actividad de contextualización.

De acuerdo a la temática revisada en la formación, completar el siguiente cuadro con los verbos
en su forma correcta, luego completar las frases en forma afirmativa,negativa e interrogativa;
socializar las respuestas y hacer correciones de ser necesario.

According to the topic previously seen in class, fill in the chart with the verbs in the correct form,
then complete the sentences using affirmative, negative and interrogative form; Share the
answers and make corrections if necessary.

PRESENT SIMPLE VS. PRESENT CONTINUOUS

Exercise 1

GFPI-F-019 V03
GFPI-F-019 V03
Adding suffix “ED” Classify the following verbs in the chart, according to their past tense
pronunciation:

Wax serve Contemplate waive Walk scream

Decide clone Describe Brush Celebrate

/d/ /t/ /id/

3.2.1 Actividad de contextualización.

Escribe los verbos entre parenstesis en pasado simple

Write the verbs in brackets in Past Simple.

1. My sister _______ (tidy) her

bedroom yesterday morning.
2. We _______ (phone) our
cousins last week.
3. The girls ________ (play) on the
computer last night.
4. I __________ (travel) to Paris
three months ago.

5. John __________ (stay) at his

granny’s house last summer.
6. The film ___________ (end) very late
yesterday.
7. My family __________ (live) in New York
in 1995.
8. You ______________ (clean) your teeth
three times yesterday.
GFPI-F-019 V03
 COMPLETE THE STATEMENTS. USE PAST FORMS OF SUITABLE VERBS

1- Lucy ___________ her birthday presents.

2- Last weekend I _______________ in the mountains for 2 hours.
3- We ___________ the party very much.
4- Ken _____________ to his favourite CD yesterday.
5- My sister _______________ Maths for an exam.
6- They ______________ to the USA in 2003.
7- Dad ___________ his car last weekend.
8- The film finished at 11:30.

Write 6 sentences from exercise 3.2.1 in negative.

1- ________________________________________________
2- ________________________________________________
3- ________________________________________________
4- ________________________________________________
5- ________________________________________________
6- ________________________________________________

3.2.2 Actividad de contextualización.

De acuerdo a la temática revisada en la formación, completar las frases en forma

afirmativa,negativa e interrogativa; socializar las respuestas y hacer correciones de ser necesario.

According to the topic previously seen in class,fill in the gaps using affirmative, negative and
interrogative form; Share the answers and make corrections if necessary.

PROMPTS AFFIRMATIVE NEGATIVE QUESTION

He / phone / a friend / an
hour ago
My father / buy / a jeep /
last week
The girls / wear / skirts /
to the party

I / wash / my hair / last

night
Jane / send / four e-
mails / to Lisa
Lady / carry / heavy
bags / yesterday
morning
They / go / to bed / at
midnight
The children / play /
tennis and basketball /
at the sports centre.
We / visit / our friends /
yesterday evening
The film / end / very late /
last weekend
GFPI-F-019 V03
3.3 Actividad de apropiación del conocimiento.

Escucha la siguiente biografia, completa el texto con los verbos que faltan en pasado, luego observa las
preguntas y respondelas con la información que obtuviste del video.(VER VIDEO 1) ó siga el link para
descargar audio: [Link]

Listen to the following biography, fill in the text with the missing verbs in simple past, after that look at the
questions and answer them with the information provided on the video.

RAFA NADAL

Rafa Nadal ___________(be) born on a Spanish island of Majorca on 3 June

1986 where his family lived. He ___________(start)playing tennis when he
___________ three years old.

Although he is right-handed, he _______________(start) playing left-handed

when he ___________() eight years old. He also really ___________(love) playing
football but he ___________ (stop)because he ___________(need) more time for
school. His uncle Tony ___________(help)Rafa to became a professional.

When Rafa ___________(be)14, the Spanish tennis federation

___________(want) Rafa to leave the island of Majorca and ___________(move)to Barcelona. However, his family
___________(neg.) want this so the Spanish federation ___________(decide) to reduce the financial help for Rafa’s
career. This decision by the Spanish federation of tennis ___________(be)very stupid and very typical.

Rafa ___________(try)to win Wimbledon twice before taking the title from his friend Roger Federer in 2008.
They ___________(play)the longest Wimbledon final ever and hero and former- Wimbledon champion John
McEnroe ___________(call)it the best tennis match in history.

In the same year, Rafa ___________(become)the best player in the world.

Where was Rafa Nadal born? :

Why did Rafa stop playing football? :

Who helped Rafa to become a professional?

When did Rafa win Wimbledon?

GFPI-F-019 V03
3.3.1 ACTIVIDAD DE APROPIACIÓN DE CONOCIMIENTO

El instrutor presentara una serie de verbos en presente los cuales deben ser transformados a pasado simple
usarlos para completar el texto “two sisters and the cat”, los aprendices realizarán una práctica de
comprensión de lectura en la cual deberán responder las preguntas y practicar pronunciación de palabras
claves y vocabulario no conocido.

The instructor will present a serie of verbs in present tense which have to be transformed in simple past, then
using the verbs from the boxes the text “two sisters and the cat” has to be completed, the apprentices will
develop a reading comprehension practice in which they will answer a set of questions and practice the
pronunciation of key words and unknown vocabulary.

buy remember

put on stop
visit

walk say love

TWO SISTERS AND THE CAT

Mrs. Wilson and Mrs. Smith are sisters. Mrs. Wilson lives in a house in Duncan
and Mrs. Smith lives in a condominium in Victoria. One day Mrs. Wilson
___________ her sister. When her sister answered the door, Mrs. Wilson saw
tears in her eyes. "What's the matter?" she asked. Mrs. Smith ______ "My cat
Sammy died last night and I have no place to bury him".

She began to cry again. Mrs. Wilson was very sad because she knew her
sister ___________ the cat very much. Suddenly Mrs. Wilson said "I can bury
your cat in my garden in Duncan and you can come and visit him
sometimes." Mrs. Smith _________ crying and the two sisters had tea
together and a nice visit.

It was now five o'clock and Mrs. Wilson said it was time for her to go
home. She ____________ her hat, coat and gloves and Mrs. Smith put
GFPI-F-019 V03
the dead Sammy into a shopping bag. Mrs. Wilson took the shopping bag and ___________
to the bus stop. She waited a long time for the bus so she _________ a newspaper. When
the bus arrived, she got on the bus, sat down and put the shopping bag on the floor
beside her feet. She then began to read the newspaper. When the bus arrived at her bus
stop, she got off the bus and walked for about two minutes. Suddenly she ______________
she had left the shopping bag on the bus.

Credits:
Story by Laurie Buchanan
Audio version performed by Cam Culham, English Language Centre

Answer the following questions about the previous text “ two sisters and the cat”
1. Where does Mrs. Smith live? ________________________________________________
2. Why is Mrs. Smith upset? ___________________________________________________
3. What did Mrs. Wilson do? ___________________________________________________
4. Who did Sammy the cat live with? ___________________________________________
5. What time did Mrs. Wilson go home? ________________________________________
6. How did Mrs. Wilson go home? ______________________________________________
7. What did Mrs. Wilson forget? ________________________________________________
8. Where did Sammy die? ______________________________________________________

3.3.3 ACTIVIDAD DE APROPIACIÓN DE CONOCIMIENTO

Usando como modelo la corta biografia de Rafael Nadal, los aprendices escribirán su porpia
biografia,incluyendo fecha, lugar de nacimiento y momentos relevantes; el instructor guaira el
desarrollo de la misma revisando deletreo de palabras y uso correcto de estructuras gramaticales
necesarias para dicha actividad.

Using Rafael Nadal´s biography, the apprentices will write a short biography of their own, including,
date of birth, place of birth and relevant events in life; the instructor will be responsible of guiding
the activity, checking vocabulary and the correct use of the grammar along the activity. GFPI-F-019 V03
 Use the following box to write your biography.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________

3.4 Actividades de transferencia del conocimiento.

Observa el video, responde las preguntas propuestas, luego en parejas, crear una conversación similar
a la presentada por el instructor, usa una pagina para crear cartoons, graba tu conversación y presentala
en la formación. (VER VIDEO 2) ó siga el link: [Link]

Watch the video, answer the questions, then in pairs, make a similar conversation, use a web page to
create cartoons, record your conversation and show it to the group.

Watch the video and answer the questions:

1. How was the weather? _________________________________________________________
2. How were the people? _________________________________________________________
3. How was the hotel? ___________________________________________________________
4. I see! How was the food? _____________________________________________________
GFPI-F-019 V03
4. ACTIVIDADES DE EVALUACIÓN

Evidencias de Aprendizaje Criterios de Evaluación Técnicas e Instrumentos de

Evaluación

Evidencias de Producto:  Puede extraer información Observación directa: Rúbrica

adecuada y precisa y
Crear una conversación en tomar nota de una
cartoon pow, usando el diálogo conversación, programa,
modelo, incluyendo infomación de clase, etc.; referido a su
su que hacer profesional. profesión.
 Puede completar frases
basado en información
leída previamente en un
texto.
 Puede relacionar textos en
inglés con imágenes o con
títulos que le sean
adecuados.

5. REFERENTES BILBIOGRÁFICOS

[Link]

[Link]

[Link]

7. CONTROL DEL DOCUMENTO

Nombre Cargo Dependencia Fecha

Autor (es) David Santiago Vargas Instructor Bilinguismo 06/02/2020

8. CONTROL DE CAMBIOS

Nombre Cargo Dependencia Fecha Razón del

Cambio

Autor (es) John Dario Hernández Instructor Bilinguismo 06/02/2020 Actualización

GFPI-F-019 V03