GESTIÓN DE FORMACIÓN PROFESIONAL INTEGRAL

PROCEDIMIENTO DESARROLLO CURRICULAR

GUÍA DE APRENDIZAJE

1. IDENTIFICACIÓN DE LA GUIA DE APRENIZAJE

1. Denominación del Programa de Formación:

2. Código del Programa de Formación:
3. Nombre del Proyecto:
4. Fase del Proyecto: Planeación
5. Actividad de Proyecto:
a. Presentar un reporte oral y escrito sobre las vacaciones de sus sueños utilizando los conceptos
de gramática y vocabulario desarrollados en el nivel.

b. Reconocer las señales de salud y seguridad en el trabajo que se encuentran en el centro de

formación y clasificarlas dentro del grupo correspondiente según la normatividad vigente.
 Competencia: Comprender textos en inglés en forma escrita y auditiva.
 Resultados de Aprendizaje Alcanzar:
1. Comprender la idea principal en avisos y mensajes breves, claros y sencillos en inglés técnico.
2. Comprender frases y vocabulario habitual sobre temas de interés personal y temas técnicos.
 Duración de la Guía: 60 horas

2. PRESENTACION

Continuando con el proceso de aprendizaje en este nivel se pretende lograr que los aprendices tengan los
conocimientos necesarios para interactuar de forma sencilla dentro de su entorno personal y educativo frente a
situaciones cotidianas ya sean personales o dentro de los ambientes de formación reconociendo estructuras básicas y
vocabulario básico en un contexto familiar y laboral.

Para este nivel los aprendices desarrollaran actividades sobre el uso de presente continuo, uso de should para realizar
recomendaciones, y uso de can para expresar habilidades; aprenderán manejo de conectores y adverbios de
frecuencia; y ampliaran su vocabulario enfatizando familia, ropa y accesorios y señales de seguridad en el trabajo.

¡Este es el momento perfecto para aprender!... realiza todas las actividades con el acompañamiento de tu instructor
de inglés!

3. FORMULACION DE LAS ACTIVIDADES DE APRENDIZAJE

3.1 Actividades de Reflexión inicial.

Actividad Guess who!

Game to be played as a whole class: divide the class in 2 groups, each group need to select 5 famous people (could
be an actor, sports player, cartoon, singer …), and through asking yes or no questions each group try to guess who is

GFPI-F-019 V3
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Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

the famous person; each apprentice in the group has to ask a question, the time is over when all apprentice have
made their question.

The team who guess the famous gets a point and do it all over again.

3.2 Actividades de contextualización e identificación de conocimientos necesarios para el aprendizaje.

Warming Up:

In the classroom ask the students to remember as many verbs as they can and then write them down on the board.
Make couples and have them pick two verbs for each couple. Every couple should make a question and a positive
answer with each verb. One should make a question with the verb and the other should answer it; and vice versa
with the other verb.

Remember to use Do or Does for every question, and answer

For example: A couple picks the verb ‘like’ and ‘watch’. One student could make a question like ‘Do you like cars?’ and
the other’ Do you watch movies’? The answers for each question should be: ‘Yes I do’.

3.3. Actividades de apropiación del conocimiento (Conceptualización y Teorización).

3.3.1. Present simple

In positives statements
 Use the present simple to talk about things which are always true
 Use the present simple to talk about habits and routines
I He Loves Cats
Love Cats
You + She goes to the library
+ go to the library
We It takes a lot of photos.
take a lot of photos
They

Spelling of the third person singular

 Most verbs add s in the third person singular.  If the verb ends in s, sh, or, ch, add es
Wear wears Finish Finishes
Speak speaks Watch Watches
Live lives
 If the verb ends in a consonant + y, the y changes to ies  Have is irregular.
Fly flies Have has.
Study Studies
 But If the verb ends in a vowel +y doesn’t change.  Go and do are different. They add es
Play Plays Go goes
Do does

Activity: Change the following 1st person singular phrases into 3rd person singular phrases.
For example: I like movies : He likes movies // I don’t watch movies : He doesn’t watch movies
1. I watch T.V. every night
2. I play soccer with my friends every weekend
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Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

3. I don’t like to study

4. I sleep 8 hours every night
5. I don’t love my girlfriend
6. I study at SENA
7. I cook some delicious pasta
8. I play videogames with my brother
9. I draw cartoons
10. I eat hamburgers

3.3.2. Auxiliar Do – Does

In negative statements
In negatives use don´t + verb (don´t =do not) or doesn´t + verb (doesn´t=does not)
In questions
Use Do + subject+ verb or Use Does+ subject+ verb for a question.
In short answers use Yes, I/you/we/they do and No, I/you/we/they don’t or Yes, He/she/it does or No, He/she/it
doesn´t
I Love Cats
You go to the library
- Don´t
We take a lot of photos
They walk to school
love Cats
He
go to the library
- She Doesn´t
take a lot of photos
It
walk to school

I + Yes, I do
You drink coffee? You
? Do
We like football? - No, We don´t
They They
He + Yes, He does
drink coffee?
? Does She She
like football? - No, doesn’t
It It

Do / does : emphatic use

We do not normally use do or does in affirmative sentences, but we can use them for emotive or contrastive
emphasis when we feel strongly about something:
She thinks he doesn't love her, but he does love her. He really does!
You do look pretty in that new outfit! Quite stunning!
Are you all right? You do look a bit pale. Do please sit down.
I don't see very much of my old friends now, but I do still email them.
Was that a joke? I do believe you're teasing me!
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Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

When we are using the auxiliaries do and does for contrastive or emotive emphasis like this, we give them extra
stress in pronunciation to make them sound louder, longer or higher in tone. When you see these words in print used
in this way, they will normally be in italics or bold type or in CAPITAL LETTERS.

Activity: do / does : emphatic use. Transform the following phrases into emotive or contrastive phrases. Use do or
does to make it.
Example: He works in a restaurant: He DOES work in a restaurant // We don’t work at night: We DO not work at
night.

1. Mary doesn’t like vegetables 2. We make exercises every night

3. John reads every night 4. I want to learn English

5. My father works very hard 6. They don’t want to watch t.v. all night

7. I study math every weekend 8. Paul loves chocolates

9. The students don’t want to learn English 10. The teacher likes the students