GESTIÓN DE FORMACIÓN PROFESIONAL INTEGRAL

PROCEDIMIENTO DESARROLLO CURRICULAR

GUÍA DE APRENDIZAJE

1. IDENTIFICACIÓN DE LA GUIA DE APRENDIZAJE

 Denominación del Programa de Formación: CONTABILIDAD Y FINANZAS

 Código del Programa de Formación: 123112
 Nombre del Proyecto: APLICACIÓN DE PROCESOS DE GESTIÓN CONTABLE. Y FINANCIERA EN
EMPRESAS INDUSTRIALES, COMERCIALES Y DE SERVICIO
 Fase del Proyecto: EVALUACIÓN Y AJUSTES A LOS RESULTADOS DE LA GESTIÓN CONTABLE Y
FINANCIERA EMPRESARIAL
 Actividad de Proyecto: EVALUAR LA PERTINENCIA Y EFICIENCIA DE LA GESTIÓN CONTABLE Y
FINANCIERA
 Competencia: COMPRENDER TEXTOS EN INGLÉS EN FORMA ESCRITA Y AUDITIVA
 Resultados de Aprendizaje Alcanzar: COMUNICARSE EN TAREAS SENCILLAS Y HABITUALES QUE
REQUIEREN UN INTERCAMBIO SIMPLE Y DIRECTO DE INFORMACIÓN COTIDIANA Y TÉCNICA.
 Duración de la Guía: 21 horas de trabajo directo y 18 horas de trabajo independiente
 COGNITIVA: Redactar un párrafo sobre las formas de llegar al trabajo, al establecimiento de estudio y la casa
usando gerundios e infinitivos.
 Procedimental: Pronuncia adecuadamente las palabras y con fluidez presenta la forma de llegar al trabajo,
casa o estudio.
 Valorativo- actitudinal: Entregar los trabajos asignados y hacer las correcciones indicadas por el instructor
para la sustentación final del producto.

2. PRESENTACIÓN

Every English learner knows how to talk about transportation using prepositions. It’s one of the
first things taught in an English class, and it’s taught in the preposition section of most grammar
books.
However, there is also another more common, more natural way of talking about
transportation: use VERBS that express the action instead of ‘by car’ or ‘by train’.

In this guide you will learn about travel and transportation and about matters in your
workshop. You will have the opportunity to improve your grammar skills by doing some specific
activities. Remember you must try to write your own sentences!

3. FORMULACION DE LAS ACTIVIDADES DE APRENDIZAJE

 Descripción de la(s) Actividad(es)

SOCIALIZACIÓN: Means of transportation

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

We are going to work in our socialization; you will have to talk about 2 ways you get to your job or school. Make a short
description and write with your own words why you think that is a good type of transportation. Then read at least 2
descriptions of your partners and give and advice for those types of transportation, let them know what you think.

Contextualización de conocimientos:

Most of us use the public transportation system every day to commute from one place to
another. On some days it may be easy, but sometimes we face problems. Public transport
is a favorite topic of discussion, too. For example, you might need to ask how to get
somewhere, or tell somebody how your trip was.
So, how do you do it? Let's take a look at the phrases and conversation skills that you can
use to discuss things related to transportation.
The sentences with the key phrases are highlighted at the end of the video. Practice all the
phrases at the end to build your fluency.

1. Please check the video and answer the following questions. (The video is in attached files).
a. Where does she need to go to attend the conference?
b. What time leaves the bus to “Las Vegas”?
c. In which station are they going to meet?
d. What is she going to take to get to that place?
e. Why doesn’t she want to change buses?
f. What does he have to do to get to Rock Street?

CONSIDERACIONES

Para poder construir la forma afirmativa del Pasado Perfecto debemos utilizar como auxiliar el verbo TO
HAVE en Pasado Simple y acompañado por el verbo principal en su Pasado Participio (ya sean verbos
regulares o verbos irregulares):

I had bought a new car. Yo había comprado un nuevo auto.

You had cleaned the house. Tú habías limpiado la casa.

He had brought the gifts. Él había traído los regalos.

She had lost the credit card. Ella había perdido la tarjeta de crédito.

Para conocer mas acera del tema, puedes revisar los siguientes sitios web:

http://www.aprenderinglesfacil.es/2008/07/pasado-perfecto-past-perfect-tense.html
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

http://www.curso-ingles.com/gramatica-inglesa/past-perfect.php

Let’s practice with these excercises: coloca en las siguientes oraciones la forma correcta del verbo que se
encuentra entre parenthesis para formar el pasado perfecto.

1. The boys (steal) …………… the bicycles.

2. They (have) …………… a long and uncomfortable trip.
3. The beggar (find) …………… five bottles of beer.
4. He (show) …………… me the content of the parcel.
5. My sister Ann (begin) …………… her diet a week ago.
6. She (think) …………… a good idea.
7. The postman (deliver) …………… my letter.
8. He (retire) …………… from political life.

Alice (leave) …………… her bag on a chair.

Conceptualización y Teorización:

Now we are going to talk about hazards in our workshop. For this activity, you must check the reading: what is a
hazard?

What is a hazard?
How can I recognize Hazards at work?

The first step to protecting yourself is being able to recognize hazards in the work you're assigned and in the
conditions you're working in. There are four main types of hazards:
Physical hazards are the most common and will be present in most workplaces at one time or another. They include
unsafe conditions that can cause injury, illness and death.
They are typically easiest to spot but, sadly, too often overlooked because of familiarity (there are always cords
running across the aisles), lack of knowledge (they aren't seen as hazards), resistance to spending time or money to
make necessary improvements or simply delays in making changes to remove the hazards (waiting until tomorrow or
a time when "we're not so busy").
None of these are acceptable reasons for workers to be exposed to physical hazards.
Examples of physical hazards include:
 electrical hazards: frayed cords, missing ground pins, improper wiring
 unguarded machinery and moving machinery parts: guards removed or moving parts that a worker can
accidentally touch
 constant loud noise
 high exposure to sunlight/ultraviolet rays, heat or cold
 working from heights, including ladders, scaffolds, roofs, or any raised work area
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

 working with mobile equipment such as fork lifts (operation of fork lifts and similar mobile equipment in the
workplace requires significant additional training and experience)
 spills on floors or tripping hazards, such as blocked aisle or cords running across the floor.
Biological hazards come from working with animals, people or infectious plant materials. Work in day care, hospitals,
hotel laundry and room cleaning, laboratories, veterinary offices and nursing homes may expose you to biological
hazards.
The types of things you may be exposed to include:
 blood or other body fluids
 fungi
 bacteria and viruses
 plants
 insect bites
 animal and bird droppings.
Ergonomic hazards occur when the type of work, body position and working conditions put strain on your body. They
are the hardest to spot since you don't always immediately notice the strain on your body or the harm these hazards
pose. Short-term exposure may result in "sore muscles" the next day or in the days following exposure, but long term
exposure can result in serious long-term injuries.
Ergonomic hazards include:
 poor lighting
 improperly adjusted workstations and chairs
 frequent lifting
 poor posture
 awkward movements, especially if they are repetitive
 repeating the same movements over and over
 having to use too much force, especially if you have to do it frequently.
Chemical hazards are present when a worker is exposed to any chemical preparation in the workplace in any form
(solid, liquid or gas). Some are safer than others, but to some workers who are more sensitive to chemicals, even
common solutions can cause illness, skin irritation or breathing problems.
Beware of:
 liquids like cleaning products, paints, acids, solvents especially chemicals in an unlabelled container (warning
sign!)
 vapours and fumes, for instance those that come from welding or exposure to solvents
 gases like acetylene, propane, carbon monoxide and helium
 flammable materials like gasoline, solvents and explosive chemicals.
The Workplace Hazardous Materials Information System (WHMIS) is designed to make sure you have the information
you need to evaluate any hazards and take action to protect yourself.

What if I recognize a hazard at work?

Some hazards, such as unguarded machinery, pose immediate dangers: a worker could lose a finger or arm. Other
types of hazards, such as ergonomic hazards can injure a worker over a long period of time, but the full extent of the
damage (such as chronic strain or a muscle impairment) may not show up until after several months or years of
exposure to the hazard.
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

Both types of hazards need to be fixed. Some require immediate attention because exposure to them can cause
injury to you and fellow workers NOW. They can be quickly fixed by cleaning up the floor, putting a guard back on or
installing a guardrail, for instance. Hazards that can hurt you in the long term also need to be identified and reported
promptly. Interim solutions should be sought right away, such as rotating tasks with other workers, but permanent
elimination of the hazard may take a little more time to achieve.
Once you've recognized a hazard, assessing its potential to cause injury and the extent of the hazard is a necessary
step in determining how the hazard can be addressed.

This information is provided as a public service by the Government of Ontario. Every reasonable effort has been
made to ensure the currency and accuracy of the information presented on the site, but readers should verify
information before acting on it.
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-6-1&mcategory=health
ACTIVITIES:

1. Select the unknown words and write the meaning in Spanish.

2. Write the names of the possible hazards that you find in the reading and add three more.
3. Take the hazard you are most related with and write a description (2 paragraphs) about how you see that
hazard in your workshop.
4. Write a conclusion about hazards and what to do to avoid them.
WHAT ABOUT HAZARDS AT WORK: Find 12 hazards in this restaurant. Put the correct number on the circle.

1. fire on the stove

2. swinging doors
3. hazardous products
4. clutter on the floor
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

5. a spill on the floor

6. an electrical cord on the floor
7. a meat slicer
8. large, heavy boxes on a high shelf
9. raw meat
10. broken glass
11. a broken ladder
12. too many plugs in one outlet

Now let’s check our grammar. Did you know …?

Pasado Perfecto (Past Perfect Tense)

Que el Pasado Perfecto en el idioma inglés es un tiempo verbal que se utiliza para referirnos a una acción que tuvo
lugar en un momento anterior a otra acción, aunque ambas hayan sucedido en el pasado estableciendo un orden
entre ellas, por ejemplo:

The film had finished when she arrived at the cinema.

La película había terminado cuando ella llegó al cine.
(Primera acción: la película había terminado
Segunda acción: ella llegó al cine)Sarah had prepared dinner when her husband got home.
Sarah había preparado la cena cuando su esposo llegó a casa.
(Primera acción: Sarah había preparado la cena
Segunda acción: su esposo llegó a casa)

Transferencia del conocimiento:

In this part of the guide you will have to record two short videos. (3 min each one).

1. First video: Talk about the way you get to the SENA. ( by bus, bike, train, etc).

Second video: You must talk about how you prevent hazards. You will have to describe your workshop and the possible
hazards you can find.

Ambiente Requerido: Ambiente de formación de Lenguas.

Materiales: Aula con mesas y sillas suficientes para el grupo de trabajo, con condiciones de iluminación, temperatura,
ventilación, aseo y aisladas de fuentes de ruido. Notebook, Video beam, Computador portátil con acceso a internet,
Cable HDMI,

4. ACTIVIDADES DE EVALUACIÓN

TEST: transportation
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

Evidencias de Aprendizaje Criterios de Evaluación Técnicas e Instrumentos de

Evidencias de Conocimiento :
Workshop, Test and review past
perfect.
Evidencias de Desempeño:
Explaining ideas from a Reading
activity.
Evidencias de Producto:
Writing a paragraph about the way
you get to the SENA, and a video
about hazards in the workshop.
Evaluación
- Report information from a  Técnica: Asking Questions
video using the correct  Instrumento: Test and check list.
grammar tense.
- Ask and answer questions  Técnica: Assesment Product
about themselves.  Instrumento: check list
- Understand and write  Técnica: Assesment Product
information from a reading  Instrumento: check list
about warnings.
- Write descriptions of
themselves, their profession
and their environment.

- Write a paragraph about ways

of transportation and make a
video where he/she shows the
hazards in the workshop.
- Pronounce suitably vocabulary
and idioms of the language.

5. GLOSARIO DE TERMINOS

Hazard : A hazard is a situation that poses a level of threat to life, health, property, or environment.
Caution: A caution is a formal warning that is given to a person who has admitted the offence

6. REFERENTES BILBIOGRAFICOS

 READING: Ministry of Labour: Ontario -

Webpage: http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-6-
1&mcategory=health
 Youtube video: http://www.youtube.com/watch?v=zR6uN30mypI

7. CONTROL DEL DOCUMENTO

Nombre Cargo Dependencia Fecha

Autor (es) Adriana Catalina Reyna Izquierdo Instructor

 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

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

Nombre Cargo Dependencia Fecha Razón del Cambio

Autor (es)