PROCESO DE GESTIÓN DE FORMACIÓN PROFESIONAL INTEGRAL

FORMATO GUÍA DE APRENDIZAJE

1. IDENTIFICACIÓN DE LA GUIA DE APRENDIZAJE

● Denominación del Programa de Formación: Tecnología en Prevención y

Control Ambiental
● Código del Programa de Formación: 222319
● Nombre del Proyecto: Propuesta para la formulación del sistema de gestión
de seguridad y salud en el trabajo (SG-SST) para empresas de los diferentes
sectores económicos del país.
● Fase del Proyecto: En ejecución
● Actividad de Proyecto: Recopilar información para el análisis y diagnóstico
de la situación inicial del SG-SST en la empresa proyecto.
● Duración de la Guía: 60 horas

COMPETENCIA: PRODUCIR TEXTOS EN INGLÉS EN FORMA ESCRITA Y

ORAL
Resultados de Aprendizaje por alcanzar y evaluar (diurno y nocturno):

• 24020150205 - Leer textos complejos y con un vocabulario más específico,

en inglés general y técnico
• 24020150207 - Encontrar y utilizar sin esfuerzo vocabulario y expresiones de
inglés técnico en artículos de revistas, libros especializados, páginas web,
etc.

COMPETENCIA: Interactuar en lengua inglesa de forma oral y escrita dentro de

contextos sociales y laborales según los criterios establecidos por el Marco Común
Europeo de Referencia para las Lenguas

Resultados de Aprendizaje por alcanzar y evaluar en el nuevo programa:

• 04 Implementar acciones de mejora relacionadas con el uso de expresiones,
estructuras y desempeño según los resultados de aprendizaje formulados para
el programa.

2. PRESENTACIÓN

Aprender inglés en estos tiempos de exigencias de toda índole, más que un deber
o implicar un esfuerzo impuesto, debe ser una motivación para que nosotros como
aprendices del Sena, y aún, más allá como personas, que queremos ser cada vez
más competentes, tenemos en el área de bilingüismo la posibilidad de mostrar
nuestra excelencia y competitividad en el mundo laboral

El aprender un idioma extranjero nos permite conocer otras culturas y por ende
contar con diversidad de herramientas para dar respuesta a situaciones laborales
innovadoras y exigentes, a través de otros contextos ricos en posibilidades para
 ampliar nuestra visión de futuro y para recrearnos en los contextos del yo entiendo,
yo puedo y yo propongo métodos y soluciones.

El siglo XXI es sinónimo de globalización, de comunicación instantánea, de

comprensión de signos y símbolos estandarizados, es el encuentro de personas
que hablan idiomas diferentes con necesidades y metas laborales comunes. las
respuestas fluyen constantemente en textos en inglés y en español y somos las
personas, las que les damos significado, somos los que empleados esa información
para solucionar gran variedad de problemáticas.

1. Actividades de reflexión Inicial: WARM UP

I. SIMPLE PRESENT VS PRESENT CONTINUOUS

1. Read the two texts carefully. Then answer the questions.

1. What does Isabel usually do on Saturday mornings?

2. What is she doing this Saturday?
3. What does Mark usually do on Christmas day?
4. What is he doing this Christmas?
5. Underline the verbs in the two texts, compare between the verbs that describe habits
(usually) and the verbs that describe actions at the time of speaking (this Saturday/
Christmas…/ Now …). Then complete the rules:
a) When we describe habits, we put the verb in the …………………………………….
tense.
b) When we describe actions at the time of speaking, we put the verb in the
……………………….…………. tense.
 Complete the text about Leo by putting the verbs in the correct tense.

‘On my birthday I (go/ sometimes) ……………………… out with friends, or I

(go) ………… out to a restaurant with my family. My Mum (make/ usually)
………………………me a birthday cake. My Dad and sisters (get/ usually)
………………………… me birthday presents.’

But this birthday is different! It’s Leo’s eighteenth birthday, so now he’s an
adult. This morning he got a lot of presents. Now he (have)
……………………………a big party with all his friends. They
(dance)… ....................... and (sing) ................................................ They (eat)
……………………………. delicious food and cakes, and
(drink)… ............................................. different sweet drinks. Leo (wear)
………………………………. a blue jumper.

2. Write a short paragraph talking about what you usually do, and what you
are doing right now.

3. Find the words in the wordsearch and write them under the right picture

C E P C H E M I S T S T N
O P O A T G E S A E E G O
P O H S E R A W D R A H I
R H S U P E R M A R K E T
E S - C P E T - S H O P A
S K S R E N O I T A T S T
T O E U E G S E S W S N S
A O H T Y R E K A B O E -
U B T S P O H S - E O H S
R N O S S C A F E Y O C A
A O L S R E H C T U B T G
N H C - S R E K C T P E A
T G N E W S A G E N T S B
 4. Look at the picture and write true or false

1- There is a coffee shop on the corner

2- The bank is between the hotel and the church
3- There is a restaurant next to the church
4- There isn’t a book shop
5- The hotel is between the bank and the bookshop
6- The church is on the corner
7- There are two banks in the picture
8- The coffee shop is next to the bank
9- There isn’t a supermarket in the picture

II. VOCABULARY: BODY PARTS – FILL IN THE CROSSWORD

III. HEALTH PROBLEMS
Choose the correct option.
IV. FEELINGS AND EMOTIONS
Ask students how they are feeling to practice this vocabulary. Then. As an extension,
have them in pairs and discuss how to control your emotions in negative
circumstances.
V. ZERO CONDITIONAL

1. Complete the sentences with a feeling or emotion.

1. If a person has a job interview, he probably feels

2. If a person sees his girlfriend with a man he doesn’t know, he probably feels

3. If a person watches a movie about a serial killer and he is home alone, he

feels
4. If a person does not eat for 48 hours, he probably feels
5. If a person does not talk to his family or friends for a long time, he probably
feels
6. If a person works out and is hot, he probably feels
7. If a person’s cat dies, he probably feels
8. If a person has two jobs and no time to relax, he probably feels
9. If a person cannot keep his eyes open, he probably feels
10. If a person gets cut off on the freeway, he probably feels
2. Complete the sentences with what you do when you feel a certain way.

1. If I’m angry, .
2. If I’m busy, .
3. If I’m hungry, .
4. If I’m jealous, .
5. If I’m lonely, .
6. If I’m scared, .
7. If I’m sleepy, .
8. If I’m nervous, .
9. If I’m thirsty, .
10. If I’m upset, .

VI. FUTURE TENSE – WILL VS. GOING TO

1. Watch the video. When it stops write predictions about what will
happen next: [Link]

☺ Use will or going to

a. E.g., I think the man will crash the car

b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.

2. Listening: Click on the links and do the exercises. Take a screenshot of

the result and paste it in your guide.

• [Link]
• [Link]
age_(ESL)/Future_Simple/Listening_Future_simple_vx1892340uk
• [Link]
age_(ESL)/Films_-
_movies/Going_to_the_Cinema_KET_Listening_xz1978643bi
3. Go around the room and find people with these future plans. Then, try
to find out more information about them:
VII. MODAL VERBS

1. Find the traffic signs and write their number to the descriptions.
Complete the sentences with an appropriate modal from the list.
should, shouldn’t, might, mightn’t, may, may not, must, mustn’t, can, can’t, have to,
don’t have to, will, won’t

□ Major road ahead. You slow down.

□ You be very careful, there is a school close by. There
be children on or near the road.
□ No entry. You enter this road.
□ This road has a dead end, you go through it.
□ Compulsory left turn. You follow the arrow and turn left. You
go straight.
□ There is a height limit. There be an overpass ahead. If you have a
vehicle with height less than 3.5 m you go on. If not, you
use another way to continue your journey.
□ Cyclists use this road.
□ There is a gas station nearby. If you are running out of petrol, you
fill the petrol tank of your car.
□ You go very fast as you are approaching a roundabout.
□ Do you need a telephone? You find one here.
□ You be pretty sure that there be nobody walking
here, as pedestrians be on this road.
□ No parking. You stop and leave your car here for not more than
five minutes.
□ You be careful. Pedestrians be crossing.
□ There is a speed limit. You do more than 50 km/h.
□ You go ahead or you turn to the right but you
turn to the left.
□ While driving you got hungry. Here you have a snack.
□ Not only (you) slow down but you stop.
□ You be very careful. You stop but you
slow down and look around.
□ you feel ill, help is close by.
□ You go ahead, you turn right or left but you
make a U-turn.
□ If you are driving a car you use this road. If you are driving a bullock
cart you use it.
□ You drive in but there be any traffic coming against
you.
□ As a cyclist you enter this road but if you are driving a motor
vehicle you keep out.
□ If your car is lighter than 5t you use this road, if not you
.
□ The road is narrowing. It not be wide enough for overtaking. You
speed, you slow down.

2. Listening: Click on the links and do the exercises. Take a screenshot of

the result and paste it on your guide.

• [Link]
• [Link]
s/MOdule_10*_Our_World_Listening_Activity_bj2307247kt
VIII. USED TO

1. Describe what people used to do and didn’t use to do before the invention
of these items

Light bulbs:
e.g., People used to use candles.
People didn’t use to go to bed late.

Cars

Mobile phones

Computers
EVIDENCIAS POR DESARROLLAR CON EL COMPONENTE TÉCNICO

Desarrollar un video donde se muestre y expliquen los sistemas de potabilización del

Agua.
(Evidencia de desempeño y producto)

1. Look for products that are safe to use.

There are many products that are very safe to use. Some examples would be vinegar
and baking soda. You might want to check on what products are safe and use those
products instead of hazardous household chemicals. They will be safer for your
family, and you will not have to worry about recycling hazardous waste.

2. What Do Warning Labels Mean?

Answer the following questions with a partner.

1. Did you use chemicals at home in your country?

2. Do you use household chemicals here?
3. Why are some chemicals dangerous?
4. What hazardous chemicals are in your house?

3. WORD SEARCH: Do the next word search related to hazardous household

products. Find and print it on:
[Link]
4. Read the label to see if a household chemical is hazardous. Words like
caution, warning, and danger tell how hazardous a product is.

“Caution” means it’s a little hazardous to use, so be careful. “Warning” means it’s
hazardous to use, so be very careful.
“Danger” or “poison” means it’s very hazardous, so be extremely careful!

Flammable - If the label says “fire,” “heat,” “flame,” “combustible,” or “contains

petroleum distillate,” it is flammable.

Toxic - If the label says “poison,” “fatal or harmful if swallowed,” “harmful if inhaled,”
or “harmful
if absorbed through the skin,” the product is toxic.

Corrosive - If the label says “acid,” “lye,” “burns,” or “burns skin or eyes,” it is
corrosive.

Some products are a combination. They may be flammable and toxic, or toxic and
corrosive.

5. Fill in the missing words.

1. Flammable chemicals can start a .

2. Toxic chemicals are harmful if or .
3. Corrosive chemicals can your skin.
4. means that product is dangerous.
5. means that product is a little dangerous.
6. means that product is extremely dangerous.
7. means you breathe something in.
8. means something goes into your body through your skin.
9. is what you do when you eat or drink something.
10. It’s better to use a product that is not _.
11. If you must use a hazardous product, buy .
12. It’s better to use all the toxic product in a container, than it is to
.

6. Read the following guidelines on how to dispose hazardous products. Then

practice the conversation bellow, follow the example.

How to dispose of household hazardous waste? Remember:

- It’s better to use safer products instead of hazardous chemicals.

- If you must use a hazardous chemical, it’s better to use all of it than to throw it
away.
- If you must throw something away, you must dispose of it properly.
Some things are so dangerous, you can’t throw them away or pour them in the sink.
You must keep them in a safe place until you can take them to a household
hazardous waste collection site.

Some things have dangerous chemicals inside. You can’t throw these away:
appliances, fluorescent lights and mercury thermostats. In some communities,
fluorescent lights can be taken to a hardware store, and they will be recycled for you.
Call a hardware store in your area to see if that service is available. If you can’t find
a hardware store to take them, you must save fluorescent bulbs until you can take
them to a household hazardous waste collection site, or special city recycling day.

A company called Honeywell collects mercury thermostats. If you live in MN,

Honeywell will take back any thermostat. If you live outside of MN, they will only
accept Honeywell brand thermostats. There is no charge for this service. Call 1-800-
345-6770, ask for extension 733, and give them your name and address. They will
send you a postage paid envelope. Put the thermostat in the envelope and drop the
envelope in the mailbox. If you do not send the thermostats back to Honeywell, they
must be taken to a household hazardous waste collection site, not thrown away.

Some things you can pour down the sink or the toilet if you live in a city or town and
have a sanitary sewer system. If you don’t have a sanitary sewer system, you have
a septic tank system. If you are in a septic system never pour waste down the sink
or toilet. Take it to a friend’s house or hazardous waste collection site. If you are not
sure whether you have a sanitary sewer system or septic system, call your town hall
or city offices and they can tell you.

Examples:

A: Can I throw pesticides in the trash?

B: No, you can’t. You have to save them for a household hazardous waste
collection day.
A: Can I throw liquid bleach in the trash?
B: No, but you can flush it down the toilet if you have a sanitary sewer system.
A: Can I throw latex paint in the trash?
B: Yes, you can. But you have to dry it out first.

7. Exercise: Now present a proposal to your boss in the Company where you
can explain how to get rid or handle hazardous products. Use the right trash
cans to sort out each product. Describe and support your proposal with
strong arguments.
 Apropiación del Conocimiento

A. Job interview: Get in pairs and prepare a job interview to perform during the
session, don’t forget to talk about your work experience and expectations.
B. Imagine you are a very important company’s manager. Design a manual of
duties and rights for your employees.
C. Plan and prepare a disposable project on how to get rid of hazardous
products in a company.

Actividades de transferencia del conocimiento

Prepare a presentation where you can teach employees about the importance of
reading labels from hazardous products, how to identify them and their risk level
(toxic, flammable etc.).

4. ACTIVIDADES DE EVALUACIÓN

Evidencias de Aprendizaje Criterios de Técnicas e Instrumentos

Evaluación de Evaluación
Evidencias de - Pronunciación Talleres
Conocimiento: Desarrollo de - Fluidez
las actividades y talleres en la - Uso adecuado y
guía de aprendizaje. pertinente del
vocabulario.
Evidencias de Desempeño: - Uso adecuado y Juego de roles
Job interview: Get in pairs and pertinente de
prepare a job interview to estructuras
perform during the session, gramaticales
don’t forget to talk about your explicadas en
work experience and sesión.
expectations. Listas de chequeo
Imagine you are a very
important company’s
manager. Design a manual of
duties and rights for your
employees.
Plan and prepare a
disposable project on how to
get rid of hazardous products
in a company.

Evidencias de Desempeño y
Producto:
Desarrollar un video donde se
muestre y expliquen los
sistemas de potabilización del
agua.
 vertimientos en el diagrama
de entradas y salidas.

5. GLOSARIO DE TERMINOS

Accident: An unintended incident which resulted, or could have resulted in, the
injury or exposure to a substance or contagious disease, of one or more persons.
Act out: Perform a narrative as if it were a play; translate something into action.
Appropriate: Suitable or proper in the circumstances.
Chemical Waste: Any waste generated from the use of chemicals that has the
potential to pose a chemical threat to health, safety and/or the environment.
Choose: Pick out (someone or something) as being the best or most appropriate of
two or more alternatives.

Caution: Great care and attention.

Corrosive: A corrosive substance causes damage by chemical action.

Crossword: A puzzle consisting of a grid of squares and blanks into which words
crossing vertically and horizontally are written according to clues.
Employer: A person who employees one or more persons under contracts of
employment or contracts of training.
Fill in: Put material into a hole, trench, or space so that it is completely full.
Fill out: Add information to complete an official form or document.
Find out: Discover a fact or piece of information.
Flammable: Easily set on fire.
Go around: To pass from place to place.
Inspection: A formal check of physical conditions existing within a defined time and
area against pre-established criteria (checklist).
Look at: To observe attentively.
Match: To be the same or suitable to one another.
Paragraph: A distinct section of a piece of writing, usually dealing with a single
theme and indicated by a new line, indentation, or numbering.
Paste: To stick on or together two or more things.
Set up: Place or erect something in position.
Toxic: Poisonous.
Warm up: To get prepared for any physical or intellectual exercise.
Wordsearch: A puzzle consisting of letters arranged in a grid, containing several
hidden words written in any direction.
Yourself: You personally.

6. REFERENCIAS BIBLIOGRAFICAS
[Link]
[Link]
[Link]

7. CONTROL DE CAMBIOS (diligenciar únicamente si realiza ajustes a la guía)

Nombre Cargo Dependencia Fecha

Autor (es)

8. CONTROL DE CAMBIOS (diligenciar únicamente si realiza ajustes a la guía)

Nombre Cargo Dependencia Fecha

Autor (es)