GESTIN DE FORMACIN PROFESIONAL INTEGRAL

PROCEDIMIENTO DESARROLLO CURRICULAR

GUA DE APRENDIZAJE

1. IDENTIFICACIN DE LA GUIA DE APRENIZAJE

Programa de Formacin: Cdigo: Curso Complementario de Ingles

Versin:
Actividad de Proyecto: APLICAR MTODOS,
Nombre del Proyecto:
INTERACTUAR CON OTROS TCNICAS DE PREPARACIN, CONTROL DE
EN IDIOMA EXTRANJERO COSTOS, Y CONTROL DE CALIDAD (FICHAS
SEGN ESTIPULACIONES Cdigo: 240201050 TCNICAS DE PRODUCTO TERMINADO,
DEL MARCO COMN ANLISIS DE REQUERIMIENTO NUTRICIONAL,
EUROPEO DE REFERENCIA ESPECIFICACIN DE MATERIAS PRIMAS.
PARA IDIOMAS.
Fase del proyecto: DIAGNOSTICO, PLANEACIN,
EJECUCIN, EVALUACIN

actividad (es) de Ambiente de MATERIALES DE

aprendizaje: formacin FORMACIN
ESCENARIO DEVOLUTIV CONSUMIB
- basic introductions (Aula, O LE
subjects pronouns and Laboratorio, (Herramien (unidades
possesives taller, unidad ta - equipo) empleadas
productiva) y durante el
adjectives with be
elementos y programa)
countries and condiciones de
nationalities seguridad
- countries and industrial, salud
nationalities. ocupacional y
questions words where medio
and who ambiente.
- describing cities
be + adjective
interesting products Pantallas,
- personal items (Ambiente de computado
plurals aprendizaje o res, video Marcadores
(this/that/these/those) Aula- English beam. . Hojas de
- modern electronics lab) papel.
Lapicero
adjectives and nouns
activities and interests
- every day
final exam
feedback
GFPI-F-019 V3
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUA DE APRENDIZAJE

Resultados de Aprendizaje: competencia:

24020150101 - leer textos 240201050-interactuar
muy breves y sencillos con otros en idioma
teniendo en cuenta la extranjero segn
comprensin de palabras y estipulaciones
Nombres conocidos en
letreros, carteles y catlogos. del marco comn europeo
de referencia para idioma

Resultados de Aprendizaje: competencia:

24020150102 - dar a conocer 240201050-interactuar
datos personales para una con otros en idioma
mejor interaccin con los extranjero segn
dems. estipulaciones
del marco comn europeo
de referencia para idioma

Resultados de Aprendizaje: competencia:

24020150103 - utilizar
expresiones cotidianas de uso
frecuente que resuelvan
necesidades inmediatas en
Un contexto informativo
bsico acerca del aprendiz y
su vida diaria.
240201050-interactuar
con otros en idioma
extranjero segn
estipulaciones
del marco comn europeo
de referencia para idioma

24020150104 - identificar competencia:

palabras y expresiones 240201050-interactuar
bsicas que se usan con otros en idioma
habitualmente relativas a extranjero segn
Informacin personal y estipulaciones
entorno inmediato. del marco comn europeo
de referencia para idioma
Duracin de la gua ( en
horas): 180 horas

2. PRESENTACION

Comprehensive Training of SENA apprentices includes developing the competence of a second language
(English) as a training supplement with the interest of ensuring a comprehensive and quality education.
This Learning Guide is presented as a tool to reach that goal and is designed for supporting apprentices
and English instructors in the formation processes of the Competence: Understand texts in English in
written and listening form.
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUA DE APRENDIZAJE

This Learning Guide focuses on strengthening the skills of reading comprehension and English language for
communication on personnel interests and technical subjects, vocabulary recognition, common
expressions and identification of specific information within different texts.

3. FORMULACION DE LAS ACTIVIDADES DE APRENDIZAJE

Descripcin de la(s) Actividad(es):

Throughout the development of the 20 lessons on compus. Some tecniques will be used such as:

Top-dowm processing: Top-Down Processing is also known as "large chunk" processing and states that
we form perceptions (or focus our attention) by starting with the larger concept or idea (it can even be
the concept or idea of an object) and then working our way down to the finer details of that concept or
idea.

Bottom-up processing is simply about the process moving in the opposite direction. First comes the
response in the body (eyes see the bowl and contents, nose smells chocolate, pickles, and hot sauce,
stomach churns, face grimaces, head turns away). This leads to emotion (repulsion, disappointment)
and the brain's cognition and directive for action (thinking 'That's nasty' and saying 'No thank you.').
As you can see from the chart below, bottom-up processing starts with the body and ends in the brain.

Brainstorming: Process for generating creative ideas and solutions through intensive and freewheeling
group discussion. Every participant is encouraged to think aloud and suggest as many ideas as possible,
no matter seemingly how outlandish or bizarre. Analysis, discussion, or criticism of the aired ideas is
allowed only when the brainstorming session is over and evaluation session begins. See also lateral
thinking and nominal group technique.

Eliciting ideas from pictures: This is a process for generating ideas by means of the usage of the
imagination. . Every participant is encouraged to think aloud and suggest as many ideas as posible.

Rehearsal: Repetition of an action so as to develop or maintain one's skill.

Throughout the development of the 20 lessons on the COOKING program, contextualization of basic
skills instruction contains one or more of the following components:

Interdisciplinary learning: With this interdisciplinary approach, the students would synthesize their
learning in responding to the essay question by pulling evidence from multiple disciplines. They could
respond in a variety of way. Such as essays, workshops or digital content or digital tools

Active learning: is a model of instruction that focuses the responsibility of learning on learners.

Teacher collaboration to identify real world examples: role playing can be for this kind of knowledge
contextualization, because you can use real life examples.
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUA DE APRENDIZAJE

Student collaboration: Effective collaborative learning involves establishment of group goals, as well
as individual accountability. This keeps the group on task and establishes an unambiguous purpose.

Create group roles: Decomposing a difficult task into parts to saves time. You can then assign different
roles. The students might have turns to choose their own role and alternate roles by sections of the
assignment or classes.

Activity 1. Vocabulary and language development: Instructors are going to introduce new
vocabulary and new concepts on COOKING PROCESS, so that students can internalize specific and
useful vocabulary in second language learning.

Activity 2. Interaction Activity. The aim of this activity is to activate previous knowledge through
reading and speaking activities in groups.

Activity 3. Implementation of authentic material in order to promote meaningful learning, using role
plays, presentations, debates, didactic games, and summaries.

Activity 4. Reading comprehension activities in which the instructor will interview students at
random.

Activity 5. Listening comprehension activities, in which the Instructor will provide the students with
both authentic and designed material such as videos, music, dialogues, monologues among others.

In order to enhance the transfer of learning on cooking subjects some techniques and activities
designed will be used as follows:

Action Plan Development: Taking the necessary steps to apply the new concepts and skills from
classroom to workplace.

Application Work: Using examples of the group dynamics course as well as work situations helping
students to conceptualize what was learned about self an about other contexts.

Team learning workshop: Use of team learning enhance the learning process and reinforces the link
between theory and practice. In groups they interact and put in action the contents included in each
subject.

4. ACTIVIDADES DE EVALUACIN

Tome como referencia las tcnica e instrumentos de evaluacin citados en la gua de Desarrollo Curricular
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUA DE APRENDIZAJE

Evidencias de Aprendizaje Criterios de Evaluacin Tcnicas e Instrumentos de

Evaluacin

Evidencias de Conocimiento :

MIDTERM EXAM Achieve 3.5 or more in the Technique:

exam based on contents of
lessons 1 to 9. Question Formulation

FINAL EXAM Achieve 3.5 or more in the Instrument:

exam based on contents of Questionnaire
lessons 11 to 16.
Evidencias de Desempeo:
The student will be able to
-Class activities that promote self- perform a role play in English Technique:
assessment taking into consideration the
Observation
following aspects:
-Group activities IN ENGLISH that
involve all the classmates using the Instrument:
Guide design.
classroom as their stage. This way, Checklist
the instructor can identify Pronunciation features.
strengths and weaknesses before Grammar features.
getting the knowledge evidence.
Performance.
Technique:
Environmental
Evidencias de Producto:
decoration. Observation
- Role play about the topic studied
Roles. Instrument:
during the learning process, taken
to a real-life situation. At this stage, Checklist
students can go to a scenario in
which they potentially can use the
language in their field.

- Written report containing and

using the main topics studied
during the learning process
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUA DE APRENDIZAJE

5. GLOSARIO DE TERMINOS

FRUITS
VEGETABLES
THE KITCHEN
KITCHENWARE
THE LIVINGROOM
FOOD PREPARATION AND RECIPES
FAST FOOD AND SANDWICHES
THE RESTAURANT
AND THE VOCABULARY FROM THE GUIDE BOOK TO WORK. GIVEN BEFORE STARTING THE
PROCESS

6. REFERENTES BILBIOGRAFICOS

WORD BY WORD

ADVANCED GRAMMAR IN USE

WWW.MANSIONINGLES.COM

WWW.AULAFACIL.COM

ENGLISH GRAMMAR FOR COOKING PROCESSES

Evans, V. (2013). CAREER PATHS. Berkshire: Express Publishing.

https://www.sesp.northwestern.edu/docs/publications/9322929394421d01fea4cd.pdf
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUA DE APRENDIZAJE

7. CONTROL DEL DOCUMENTO

Nombre Cargo Dependencia Fecha

Autor (es) EQUIPO DE BILINGUIMO

Len Gallego Instructor Centro de 2016

Servicios y
Alvaro Velazquez instructor Gestin
Empresarial

8. CONTROL DE CAMBIOS (diligenciar nicamente si realiza ajustes a la gua)

Nombre Cargo Dependencia Fecha Razn del Cambio

Autor (es) EQUIPO DE BILINGUIMO

Fanor Orjuela Instructor Centro de Marzo Actualizacin

Servicios y 10 de
Neivis Petro Instructora Gestin 2017
Len Gallego Instructor Empresarial
GESTIN DE FORMACIN PROFESIONAL INTEGRAL
PROCEDIMIENTO DESARROLLO CURRICULAR
GUA DE APRENDIZAJE

GFPI-F-019 V3