Primera Guia de Ingles

GESTIÓN DE FORMACIÓN PROFESIONAL INTEGRAL
PROCEDIMIENTO DESARROLLO CURRICULAR

GUÍA DE APRENDIZAJE
1. IDENTIFICACIÓN DE LA GUIA DE APRENIZAJE
 Denominación del Programa de Formación: DISEÑO, IMPLEMENTACIÓN Y MANTENIMIENTO DE

SISTEMAS DE TELECOMUNICACIONES
 Código del Programa De Formación: 821226 V1
 Nombre del Proyecto: DISEÑO, IMPLEMENTACIÓN Y MANTENIMIENTO DE SISTEMAS DE

TELECOMUNICACIONES
 Fase del Proyecto: Ejecución
 Actividad de Proyecto: COMPRENDER Y PRODUCIR TEXTOS EN INGLÉS EN FORMA ESCRITA Y

AUDITIVA
 Competencia: COMPRENDER TEXTOS EN INGLÉS EN FORMA ESCRITA Y AUDITIVA
 Resultados de Aprendizaje a Alcanzar:

* COMPRENDER FRASES Y VOCABULARIO HABITUAL SOBRE TEMAS DE INTERÉS
PERSONAL Y TEMAS TÉCNICOS.
* REALIZAR INTERCAMBIOS SOCIALES Y PRÁCTICOS MUY BREVES, CON UN
VOCABULARIO SUFICIENTE PARA HACER UNA EXPOSICIÓN O MANTENER UNA
CONVERSACIÓN SENCILLA SOBRE TEMAS TÉCNICOS.
* ENCONTRAR VOCABULARIO Y EXPRESIONES DE INGLÉS TÉCNICO EN ANUNCIOS,
FOLLETOS, PÁGINAS WEB, ETC.
* COMPRENDER LA IDEA PRINCIPAL EN AVISOS Y MENSAJES BREVES, CLAROS Y
SENCILLOS EN INGLÉS TÉCNICO.
* COMUNICARSE EN TAREAS SENCILLAS Y HABITUALES QUE REQUIEREN UN
INTERCAMBIO SIMPLE Y DIRECTO DE INFORMACIÓN COTIDIANA Y TÉCNICA.
* LEER TEXTOS MUY BREVES Y SENCILLOS EN INGLÉS GENERAL Y TÉCNICO.
* ENCONTRAR INFORMACIÓN ESPECÍFICA Y PREDECIBLE EN ESCRITOS SENCILLOS Y
COTIDIANOS
 Duración de la Guía: 120 horas
2. PRESENTACION
Para el proceso de aprendizaje del idioma inglés, es necesario identificar en contexto las expresiones y
estructuras gramaticales básicas para lograr tener una comunicación, así como aquellos elementos claves
de uso cotidiano que se encuentran y se derivan dentro del contexto escolar. Para esto, se proponen
actividades que permitan afianzar el reconocimiento, apropiación y utilización de los conocimientos
adquiridos en situaciones que puedan facilitar y garantizar competencias básicas en el idioma al momento
de comunicarse.
GFPI-F-019 V3
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
Tener claras y hacer uso adecuado de las estructuras, permite que se hable comunicándose asertivamente
el mensaje y facilitando el entendimiento y la comprensión del receptor, además, de generar de la misma
manera una retroalimentación efectiva.
3. FORMULACION DE LAS ACTIVIDADES DE APRENDIZAJE
3.1 Actividades de Reflexión inicial.
Antes de comenzar con el desarrollo de las actividades establecidas dentro de esta guía de aprendizaje,
es importante que reflexione acerca de la importancia del inglés en su vida. Comparta con sus
compañeros la respuesta a la siguiente pregunta:
¿Es este idioma un gusto, una necesidad o simplemente un reto personal?
3.2 Actividades de contextualización e identificación de conocimientos necesarios para

el aprendizaje.)
Con el fin de identificar los conocimientos que usted posee sobre el uso de los tiempos simple y progresivo
en presente como tiempos verbales del inglés, responda las siguientes preguntas de forma oral para la
clase:
What are you and your classmates doing right now?
What is your teacher doing at the moment?
What do your parents do on weekends?
What does your bestfriend do on Sundays?
3.3 Actividades de apropiación del conocimiento (Conceptualización y Teorización).
Actividad de Aprendizaje 1.
Emplear correctamente las expresiones relacionadas con los saludos, la presentación

personal y el vocabulario utilizando los tiempos gramaticales del verbo to be.
3.3.1 Complete los espacios en blanco haciendo uso correcto del “verbo to be”:
1. Angelina Jolie is American. She is not French.
2. I am American, too. I am not German.
3. Brad and Angelina are French. They aren’t American.
4. My friend and I are high school students. We aren’t primary school students.
5. The Statue of Liberty is in New York. It isn’t in Washington.

3.3.2 Complete el siguiente diálogo:
Woman: So, you would like to register for our summer classes, is that right?
Boy: Yes please. What do I need to do?
Woman: Well. I'd like to ask you some questions so that I can fill in this form.
Boy: OK.
Woman: First of all, what's your last name?
Boy: It's Davies. That's D-A-V-I-E-S.
Woman: Thank you. And what's your first name?
Boy: Dylan. D-Y-L-A-N.
Woman: OK. And when were you born?
Boy: The 20th of February, 1998.
Woman: OK. Good. And What’s your address?
Boy: It's 34, Dawson Avenue, Westminster.
Woman: Good. And can you tell me your phone number, please?
Boy: Yes, um, 487789.
Woman: Thank you. I need an email address too.

Boy: That's davies232 at hotmail dot com.
Woman: Excellent. Do you belong to any club?
Boy: Yes. I am in the computer club at school.
Woman: Great! Well, I think that's all, thank you.
Boy: Thanks. Bye!
Woman: Goodbye!
Identificar el uso de los artículos definidos e indefinidos de acuerdo a su gramática.
3.3.3 Escriba el artículo correcto en cada oración:
1. I loved the presents I've got.

2. She had a feeling that something good is about to happen.
3. Dan fixed the car, so you can drive it.
4. I am an opera singer.
5. She is a waitress.
6. I have a dog and a cat. The dog is big and the cat is small.
7. The Prime Minister returned from Europe.
8. The biggest problem they have is finishing things on time.
9. You are the best!
10. I found an old coin in the street.
Reconocer y diferenciar el uso de los adjetivos y pronombres demostrativos según si el sustantivo

es singular o plural y si está cerca o lejos. De acuerdo a la gramatica inglesa
Esta actividad consiste en desarrollar los siguientes ejercicios prácticos, con el fin de evidenciar los
conocimientos adquiridos de acuerdo a la orientación suministrada por la instructora:
3.3.4 Escriba “this”, “that”, “these” o “those” según corresponda:
1. Look at this newspaper here.

2. These are my grandparents, and those people over there are my friend's grandparents.
3. That building over there is the Chrysler Building.
4. This is my mobile phone and that is your mobile phone on the shelf over there.
5. These photos here are much better than those photos on the book.
6. That was a great evening.
7. Are these your pencils here?
8. That bottle over there is empty.
9. Those bricks over there are for your chimney.
10. John, take this folder and put it on the desk over there.
Reconocer e implementar los diferentes adjetivos posesivos teniendo en cuenta los pronombres
personales según los lineamientos del Marco Común Europeo.
3.3.5 Complete las siguientes oraciones empleando el adjetivo posesivo correcto:
1. Two students didn't do their mathematics homework.

2. I have a car. Its color is black.
3. They have a dog. Its name is Pancho.
4. Nancy is from England. Her husband is from Australia.
5. Ann and Nadia go to a high school. their little brother goes to primary school.
6. Alan has a van. his van is very old.
7. We go to a high school. Our high school is fantastic.
8. I like singing. My mother sings with me.
9. François and Alain are French. Their family are from France.
10. Mary likes her grandmother. She often visits her.
Identificar y aplicar el uso adecuado de los sustantivos posesivos de acuerdo a sus reglas
gramaticales.
3.3.6 Escriba las siguientes oraciones utilizando la forma correcta del posesivo:
1. The grandfather of my brother: my brother’s grandfather

2. The daughter of my aunt: my aunt’s daughter
3. The son of my uncle: my uncle’s son

4. The sister of my mother: my mother’s sister
5. The niece of my father: my father’s niece
3.3.7 Complete las siguientes oraciones de acuerdo al árbol genealógico de la familia:
1. My mother is my father’s _wife_

2. My mother is my grandmother’s daughter
3. My father is my mother’s husband
4. My father is my grandmother’s son
5. My grandfather is my father’s father
6. My uncle is my father’s brother
Reconocer y aplicar correctamente el uso de las preposiciones in, on, at como preposiciones
de tiempo y de lugar.
IN: EN ON: EN AT: EN
Como preposición de lugar… Como preposición de lugar… Como preposición de lugar…
Lugares cerrados o rodeados Indica que algo está sobre una Lugares generales de la
por él: in the bathroom, in the superficie: on the table, on the ciudad: at the bank, at the
picture, in a hand, in a queue, in floor, on third street. library, at the mall, at the bus
the pool. stop.
Cuerpos de agua:
Lugares delimitados Santa Marta is on the Atlantic’s Expresiones como: At the top,
geográficamente: In a Coast, his house is on the lake. at the bottom, at the end.
neighborhood, in a town, in a
city, in a country.
Como preposición de tiempo… Como preposición de tiempo… Como preposición de tiempo…
Es general: years, months, Es específico: days of the week Es muy específico: hours.
seasons, periods of time, or a specific day.
Expresiones como: at the
moment, at the weekend, at the
same time.
3.3.8 Escriba in, on, at como preposición de lugar en cada oración de la forma correcta:
1. I always keep some extra money in my bag in case of emergencies.
2. I'll read it tonight at home.
3. Do you live in a house or an apartment?
4. Did you learn English in Malta?
5. She grew up on a farm.
6. I read about it in the newspaper.
7. He went for a swim in the river.
8. The dog's sleeping on the carpet.
9. The information is at the top of the page. ( las dos )
The information is on the top of the page. . ( las dos )
10. Were you at the party too?
3.3.9 Escriba in, on, at según corresponda:
1. in September
2. at 12 o’clock
3. in winter
4. on Easter Monday
5. on 4th July, 1776
6. at Christmas
7. on Tuesday
8. at the weekend
9. on my birthday
10. at the end of the week ( las dos )
on the end of the week ( las dos )
3.3.10 Escriba in, on, at correctamente en el espacio en blanco de cada oración; si la preposición no es
necesaria ponga un asterisco (*):
1. Do you usually eat chocolate eggs at midnight?

2. _*__ last week I worked until 9pm * every night.
3. My father always reads the paper at breakfast time.
4. I'll see you on Tuesday afternoon then.
5. Do you usually eat chocolate eggs at Easter? ( las dos )
Do you usually eat chocolate eggs on Easter? ( las dos )
6. John is going to buy the presents * today.
7. I often get sleepy in the afternoon.
8. Mobile phones became popular in the nineties.
9. Luckily the weather was perfect on her wedding day.
10. The trees here are really beautiful in the spring.
Reconocer y hacer uso correcto de los elementos contables y no contables, aplicando

especialmente el vocabulario de comidas y alimentos y la estructura del there is y there are.
3.3.11 Cree la pregunta (Q) o la respuesta (A) según corresponda con información propia:
1. Q: Is there a key under the table?
A: Yes, there is a key under the table.
2. Q: How many eggs are there in the fridge?
A: There are two eggs in the fridge.
3. Q: Are there five pictures on the wall?
A: No, there aren’t three pictures on the wall.
4. Q: Are there two teddy bears in this room?
A: Yes, there are two teddy bears in this room.
5. Q: How many pillows are there on the couch?

A: There are nine pillows on the couch.
6. Q: How much meat is there in the fridge?
A: There is a lot in the fridge.

3.3.12 Complete las siguientes oraciones utilizando some/any de la forma correcta:
1. Are there apples?

Are there any apples?
2. There isn’t sugar in his coffee.
There isn’t any sugar in his coffee.

3. There’s orange juice in the jar.
There’s some orange juice in the jar.
4. There isn’t meet for lunch.
There isn’t any meat for lunch.
5. Would you like coffee or tea?
Would you like some coffee or tea?
6. I need oranges for the cake.
I need some oranges for the cake.
7. He never drinks milk.
He never drinks any milk.
8. I don't need help with the bags, thanks.
I don't need any help with the bags, thanks.
9. There are relatives in Canada.
There are some relatives in Canada.
10. Can you lend me money, please?
Can you lend me some money, please?
Estructurar el tiempo gramatical progresivo o continuo dentro de la forma presente, para dar a
conocer las actividades o acciones que se están realizando en un tiempo determinado.
3.3.13 Utilice la información dada entre paréntesis para crear oraciones en el tiempo presente
progresivo:
1) (we / go to the cinema later)
We are going to the cinema later.
2) (they / work now)
They are working now.
3) (you / not / walk)
You aren’t walking.
4) (they / learn new things)?
Are they learning new things?
5) (when / he / start work)?
When is he starting working?
6) (why / I / stay at home)?
Why am I staying at home?
7) (it / get dark)?
Is it getting dark?
8) (we / not / win)
We aren’t winning
9) (they / not / bring a cake)
They aren’t bringing
10) (the dog / not / play with a ball)
The dog isn’t playing with a ball

11) (why / it / rain now)?
Why is it raining now?
12) (how / she / travel)?

How is she traveling
13) (where / you / work)?
Where are you working?
14) (what / we / watch)?
What are we watching?
15) (you / meet your friend at four)
You are meeting your friend at four
16) (I / take too much cake)?
Am I taking too much cake?
17) (you / think)?
Are you thinking?
18) (we / study this evening)
We are studying this evening
19) (Lucy and Steve / play the piano)
Lucy and Steve are playing the piano.
20) (Sarah / not / tell a story)
Sarah is not telling a story
3.3.14 Describa la acción de cada personaje, utilizando el presente progresivo de los siguientes verbos:
climb, watch, have, swim, play, fly, surf, yell, fall, walk:
1) The boy is climbing the tree
2) The big man is watching his cellphone
3) The children are having fun
4) The chubby man is swimming in the sea.
5) The boys are playing with a ball

6) A seagull is flying in the sky
7) The guy is surfing.
8) Somebody is yelling help.
9) The coconut is falling on the man’s head
10) The old woman is walking at the beach.
Reconocer y aplicar frases en presente simple para describir situaciones referentes a sí mismo y a
su entorno, distinguiendo la diferencia entre las formas afirmativa, negativa e interrogativa.
3.3.15 Complete las oraciones utilizando los verbos entre paréntesis, basado en la gramática del presente
simple contextualizado previamente:
1. She thinks (think) Manuel is (be) crazy
2. They do not know (not know) what to say.
3. Every Monday, Sally drives (drive) her kids to football practice.
4. She washes (wash) her car.
5. She always wins (win) the race.
6. Does John plays (play) football every day?

7. She prays (pray) in church.

8. Jake sometimes goes (go) to the park to spend (spend) time with his family.
9. Do the students learn (learn) English?
10. I am sorry, I cannot hear what you say (say) because everybody (talk) is talking so loudy.
3.3.16 Reescriba las oraciones ubicando los adverbios dados entre paréntesis de la forma correcta:
1. They go to the movies. (often)
They often go to the movies
2. She listens to classical music. (rarely)

She rarely listens to classical music
3. He reads the newspaper. (sometimes)

He sometimes reads the newspaper
4. Sara smiles. (never)

Sara never smiles.
5. She complains about her husband. (always)

She always complains about her husband.
6. I drink coffee. (sometimes)

I sometimes drink coffe
7. Frank is ill. (often)

Frank is often ill
8. He feels terrible (usually)

He usually feels terrible
9. I eat meat. (seldom)

I seldom eat meat
Emplear correctamente las “question words” al momento de formular una pregunta.
3.3. 17 Complete las siguientes preguntas con la question word correcta:
1. where do you live? - I live in London.

2. who's that girl? - She's my sister.
3. how do you go to school? - By bus.
4. what time do banks open? - At eight O'clock.
5. why are you wearing that coat? - Because it's cold!
6. where do you travel on vacation? – I usually go to Spain
7. what is he writing? – He’s writing a novel

8. how often is she studying? – She´s studying every other day.
9. what time are you eating? – We´re eating a half past seven.
10. why are they crying? – Because they discovered the truth.
Reconocer y hacer uso correcto del vocabulario relacionado a los tipos de comida, bebida y
vestuario que se encuentran en un supermercado o centro comercial.
3.3.18 Escriba en ingles el vocabulario de las prendas de vestir:
slipper skirt
jeans
shorts dress
pants shirts
jacket coat
3.3.19 Encuentre en Inglés el vocabulario de comidas y bebidas.


Identificar y diferenciar el uso correcto de los verbos modales “should” y “can” dentro de una
oración.
3.3.20 Complete las siguientes oraciones con “should” o “can” según corresponda:
1. In New York, there's a lot to do. For instance, you can visit Ellis Island or the Statue of Liberty or a
number of other places.
2. Okay, but what do you think I should do while I'm in New York?
3. It's somewhat dangerous to walk at night, you should get a cab home.
4. Can you tell me some fun things to do in your city?
5. In your opinion, should I visit the National Museum?
6. The city tour bus is great! You can ride it sometime!
7. New York is always beautiful; you can go any time of the year!
8. Even though New York is always beautiful, you should go in the spring. It's my favorite season.
9. I bought a new cellphone, it's great. I don't have any cool ringtones, though. I should download
some.
10. I bought a new cellphone and I can download different applications on it.
11. I want to adopt a pet. What do you think, I should get, a kitten or a puppy?
12. In my city, you can take the bus or get a taxi; both services are really good!
13. I can not decide if I am going to buy the blue or the red sweater!
14. I should learn French. I am moving to Paris next year.
15. I can go with you to the beach! My mom said it's okay.
Identificar y diferenciar el uso correcto del pasado continuo frente al pasado simple.
3.3.21 Escriba las oraciones del punto 3.3.14 en pasado continuo:
1. The boy was climbing the tree
2. The big man was watching his cellphone

3. The children were having fun
4. The chubby man was swimming in the sea
5. The boys were playing with a ball
6. A seagull was flying in the sky
7. The guy was surfing.
8. Somebody was yelling help.
9. The coconut was falling on the man’s head
10. The old woman was walking at the beach
3.3.22 Un amigo acaba de regresar de sus vacaciones. Hágale preguntas sobre su viaje, según las
respuestas que él da:
Todd: How was your trip? Aplica
How was your vacation? Aplica
How did you do over vacation? Aplica
Katie: Great! I went to Italy with my family. It was so fun there! We met lots of really nice people and ate
really delicious food.
Todd: Where did you stay?
Katie: We stayed at a hotel on the beach so we woke up every day to the sunrise over the water. Each day
we swam in the ocean and took long walks on the beach. At night, we sat and watched the stars. We saw
so many stars!
Todd: Did anything interesting happen during you vacation?
Katie: Yes! One day, we found a wallet on the beach. We took it to the police department. We told the
police that someone lost their wallet. They took it and we left. The next day they called us, so we went back
to the police station.
Todd: Ooh! What did they tell you?
Katie: They found the owner of the wallet and he wanted to meet us. He was so happy that he got his wallet
back, so he bought us a really nice bottle of wine.
Todd: Oh cool! You made a local friend!
Katie: Yes, we became friends and had dinner that night. The man’s name was Yuri. He told up all about
the town and gave us tips for our vacation. That night, he paid for the meal because he was happy we found
his wallet and got it back to him. We knew we would be friends forever!
Todd: Wow! What a great trip!
3.3.23 ¿Qué tanto entendió del diálogo? Responda las siguientes preguntas acerca del diálogo que acaba
de completar:
1) Who did she travel with?
a) friends
b) family
2) What did she watch every day?
a) sunrise
b) sunset
3) What did she find on the beach?
a) purse
b) wallet
4) What did she do then?
a) go to the police
b) call the police
3.3.24 Escriba los verbos entre paréntesis de la forma correcta (pasado simple o progresivo):
1. Jane waited (wait) for me when I was arriving (arrive).
2. “What were you doing (you/do) this time yesterday?” “I was asleep.”
3. “Did you go (you/go) out last night?” “No, I was too tired.”
4. “Was Carol at the party last night?” “Yes, she was wearing (wear) a really nice dress.”
5. How fast were you driving (you/drive) when the accident happened (happen)?
6. John took (take) a photograph of me while I was not looking (not/look).
7. We were in a very difficult position. We didn’t know (not/know) what to do.
8. I haven’t seen Alan for ages. When I last saw (see) him, he was trying (try) to find a job in London.
9. I was walking (walk) along the street when suddenly I heard (hear) footsteps behind me. Somebody
was following (follow) me. I was frightened and I started (start) to run.
10. When I was young, I wanted (want) to be a bus driver.
3.3.24 Escriba “when” o “while” según corresponda en cada oración:
1. While he was talking on the phone, I was watching TV.
2. He was cancelling his flight when we called him.
3. We were watching a movie when the screen went blank.
4. While she was packing the bags, I was looking for our passports.
5. I was paying attention to the news while my sister was listening to music!
3.4 Actividades de transferencia del conocimiento.
3.4.1 Para esta actividad debe leer el siguiente texto
SALLY AND HER FAMILY’S CHORES
Hi, my name is Sally. My family is small, there is my father, my mother, my sister Joanna and me. We live in
an apartment in a tall building. I help my family with the chores. I make my own bed. I set the table for
dinner while mom cooks. Every Tuesday my parents go shopping for food and I iron my clothes and my
sister Joanna dusts the furniture. My father waters the plants in the house. My mother cooks our meals and
sweeps the floor every night. My father also mops the floor.
1. Sally makes her bed. a. True b. False
2. Every Thursday, Sally’s parents go shopping for food. a. True b. False
3. What does Sally do when her parents go shopping for food?
She iron her clothes.
4. What is the meaning of “dust”? a. Lavar b. Sacudir c. Aspirar

5. A Sally’s father’s chore is:
a. To set the table for dinner

b. To mop the roofs
c. None
3.4.2 Prepare una conversación en Inglés en la que se presente en una entrevista aplicando preguntas de
información personal (Role-play). De esta forma pondremos en práctica habilidades comunicativas básicas
(presentarse, compartir información personal, preguntar y responder). A continuación encontrará un banco
de preguntas con el que podrá enfocar su presentación:
What's your name? Are you married?

My name is Oscar Enrique Contreras Alvarez No, I am not.
Where are you from? What is your marital status?
I’m from Cucuta I’m living together
What's your last name / family name? What do you do? / What's your Job?
My last name is Contreras I’m a seller
What's your first name? Where do you work?
My first name is Oscar I work at Homecenter
Where do you live? Do you like your job?
I live in Cucuta Yes, I do
What's your address? Do you have a boyfriend / girlfriend?
My address is 21 Avenue # 9-16, San Miguel No, I don’t
Neighborhood Do you have any children?
What's your telephone number? Yes, I do
My telephone number is 3214674587 Do you live with your parents?
What's your email address? No, I don’t
My email address is What type of music do you like?
oscar.contreras1025@gmail.com I like romantic music.
How old are you?
I’m 41 years old
When / Where were you born?
I was born in Cucuta on May 15, 1978
Ambiente Requerido: Ambiente convencional.
Materiales: Marcadores, fotocopias
4. ACTIVIDADES DE EVALUACIÓN
Evidencias de Aprendizaje Criterios de Evaluación Técnicas e Instrumentos de

Evaluación
Evidencias de Conocimiento :
Identifica los pronombres personales, Interpreta un texto sencillo y Técnica: Prueba Escrita
adjetivos y sustantivos posesivos. puede construir un mapa
conceptual basado en el mismo. Instrumentos: Cuestionario

Conjuga el verbo to be en presente y
en pasado. Estructura adecuadamente una
opinión sobre un tema conocido
Elabora y responde preguntas en los de su especialidad.
tiempos simple y progresivo del
presente y el pasado. Plantea y responde preguntas
sobre sí mismo.
Aplica la estructura there is y there are
para descripciones generales con el
uso de las preposiciones in, on, at.
Evidencia de Producto:
Escribe diálogos empleando el uso de Escribe y/o presenta Técnica: Valoración de Producto
los distintos temas gramaticales descripciones de sí mismo, su
trabajados durante la formación. profesión y su entorno. Instrumento: Lista de Chequeo
Plantea y responde preguntas

sobre sí mismo.
Elabora resúmenes cortos

sobre textos sencillos, y con
contenido técnico.
Evidencias de Desempeño:
Desarrolla ejercicios de completar

Interpreta un texto sencillo y
relacionando el uso de estructuras Técnica: Observación Directa
puede construir un mapa
básicas con el verbo to be, artículos
conceptual basado en el mismo.
definidos e indefinidos, adjetivos Instrumento: Guía de
posesivos, sustantivos posesivos, Aprendizaje
Pronuncia adecuadamente el
demostrativos, sustantivos contables y
vocabulario y modismos básicos
no contables, preposiciones de lugar y
del idioma.
tiempo, should y can y vocabulario
básico general del inglés.
Sostiene conversaciones con
vocabulario básico y técnico
Crea oraciones en los tiempos simple
aprendido.
y progresivo del presente y el pasado.
Comprende un texto corto sobre una Estructura adecuadamente una

situación determinada en un contexto opinión sobre un tema conocido
real. de su especialidad.
Elabora resúmenes cortos

sobre textos sencillos, y con
contenido técnico.
5. GLOSARIO DE TERMINOS
 Presente Simple: Tiempo verbal que hace referencia a las acciones que se realizan
cotidianamente.
 Presente Progresivo: Tiempo verbal que se emplea para hablar de acciones que se llevan a cabo
en un momento determinado del presente.
 Pasado Simple: Tiempo verbal el cual describe una acción que empezó y terminó en el pasado.
 Pasado Progresivo: Tiempo verbal que se utiliza para hablar de acciones que se estuvieron
realizando en un momento determinado del pasado.
6. REFERENTES BILBIOGRAFICOS
6.1 BIBLIOGRÁFICOS
 English Grammar in Use

 Side by Side
6.2 CIBERGRÁFICOS
 https://learnenglish.britishcouncil.org/es/english-grammar/verbs/verb-be
 https://learnenglish.britishcouncil.org/es/category/grammar/grammar-much-many-lot-little-few
 http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/present-continuous
 https://learnenglish.britishcouncil.org/es/english-grammar/verbs/present-tense/present-simple
 https://learnenglish.britishcouncil.org/es/english-grammar/verbs/past-tense/past-continuous
 https://learnenglish.britishcouncil.org/es/english-grammar/verbs/past-tense/past-simple
7. CONTROL DEL DOCUMENTO
Nombre Cargo Dependencia Fecha

Autor SANDRA LILIANA ALBARRACÍN Instructor Centro CIES 2 de Mayo del 2019
(es) PARDO
MARGARITA MARÍA GUTIERREZ Instructor Centro CIES
CASTRO
MARÍA JAKELIN NIÑO ALFONSO Instructor Centro CIES
8. CONTROL DE CAMBIOS (diligenciar únicamente si realiza ajustes a la guía)
Nombre Cargo Dependencia Fecha Razón del

Cambio
Autor (es)

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GESTIÓN DE FORMACIÓN PROFESIONAL INTEGRAL

PROCEDIMIENTO DESARROLLO CURRICULAR

1. IDENTIFICACIÓN DE LA GUIA DE APRENIZAJE

 Denominación del Programa de Formación: DISEÑO, IMPLEMENTACIÓN Y MANTENIMIENTO DE

 Código del Programa De Formación: 821226 V1

 Nombre del Proyecto: DISEÑO, IMPLEMENTACIÓN Y MANTENIMIENTO DE SISTEMAS DE

 Fase del Proyecto: Ejecución

 Actividad de Proyecto: COMPRENDER Y PRODUCIR TEXTOS EN INGLÉS EN FORMA ESCRITA Y

 Competencia: COMPRENDER TEXTOS EN INGLÉS EN FORMA ESCRITA Y AUDITIVA

 Resultados de Aprendizaje a Alcanzar:

 Duración de la Guía: 120 horas

3. FORMULACION DE LAS ACTIVIDADES DE APRENDIZAJE

3.1 Actividades de Reflexión inicial.

¿Es este idioma un gusto, una necesidad o simplemente un reto personal?

3.2 Actividades de contextualización e identificación de conocimientos necesarios para

What are you and your classmates doing right now?

What is your teacher doing at the moment?

What do your parents do on weekends?

What does your bestfriend do on Sundays?

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

Emplear correctamente las expresiones relacionadas con los saludos, la presentación

1. Angelina Jolie is American. She is not French.

2. I am American, too. I am not German.

3. Brad and Angelina are French. They aren’t American.

5. The Statue of Liberty is in New York. It isn’t in Washington.

3.3.2 Complete el siguiente diálogo:

Boy: Yes please. What do I need to do?

Woman: First of all, what's your last name?

Boy: It's Davies. That's D-A-V-I-E-S.

Woman: Thank you. And what's your first name?

Boy: Dylan. D-Y-L-A-N.

Woman: OK. And when were you born?

Boy: The 20th of February, 1998.

Woman: OK. Good. And What’s your address?

Boy: It's 34, Dawson Avenue, Westminster.

Boy: Yes, um, 487789.

Woman: Thank you. I need an email address too.

Boy: That's davies232 at hotmail dot com.

Woman: Excellent. Do you belong to any club?

Boy: Yes. I am in the computer club at school.

Woman: Great! Well, I think that's all, thank you.

Boy: Thanks. Bye!

Identificar el uso de los artículos definidos e indefinidos de acuerdo a su gramática.

3.3.3 Escriba el artículo correcto en cada oración:

1. I loved the presents I've got.

Reconocer y diferenciar el uso de los adjetivos y pronombres demostrativos según si el sustantivo

3.3.4 Escriba “this”, “that”, “these” o “those” según corresponda:

1. Look at this newspaper here.

3. That building over there is the Chrysler Building.

6. That was a great evening.

7. Are these your pencils here?

8. That bottle over there is empty.

9. Those bricks over there are for your chimney.

3.3.5 Complete las siguientes oraciones empleando el adjetivo posesivo correcto:

1. Two students didn't do their mathematics homework.

1. The grandfather of my brother: my brother’s grandfather

2. The daughter of my aunt: my aunt’s daughter

3. The son of my uncle: my uncle’s son

3.3.7 Complete las siguientes oraciones de acuerdo al árbol genealógico de la familia:

1. My mother is my father’s _wife_

IN: EN ON: EN AT: EN

Como preposición de lugar… Como preposición de lugar… Como preposición de lugar…

Como preposición de tiempo… Como preposición de tiempo… Como preposición de tiempo…

2. ___ last week I worked until 9pm every night.