COMPREHENSIVE VOCATIONAL TRAINING MANAGEMENT PROCESS

LEARNING GUIDE FORMAT

1. Identification of the learning guide.

Agricultural Projects Technician
Training program code: 733402
Development of skills for the management of agricultural projects
the comprehensive rural growth within the framework of the National Agricultural Innovation System SNIA.
Formulation.
●Project activity: Determine the feasibility of market and technical components,
organizational, environmental, and financial of the agricultural project.
●Competence: 240202501 - Interact in the English language in both oral and written forms within contexts
social and labor according to the criteria established by the Common European Framework of Reference
for the Languages.
Learning outcomes to be achieved:
▪ Understand basic oral and written information in English about oneself, about people and about
its immediate context in present realities and life stories.
▪ Describe at a basic level, orally and in writing in English, people, situations, and places accordingly.
with their customs and life experiences.
Duration of the guide: 96 hours

2. Presentation

English as one of the most important contemporary skills with the greatest impact in the world
Labor and social activities are proposed, both general and specific, for the development of competence.
taking into account the integrated learning of the 4 language skills (reading, writing, speaking and
listening) aligned with the Common European Framework of Reference for Languages (CEFR) as a standard of
level of language knowledge and categorization of knowledge into levels of competence in a
language.

For the development of the proposed activities, there will be support from a qualified instructor.
assigned to the program, which will continuously and permanently guide him with the necessary guidelines for the
achievement of learning activities, providing basic tools of a conceptual and methodological type.

Similarly, the instructor will schedule synchronous meetings to provide specific guidance.
related to the topics to be developed in the activities and offer support in case of questions or
inconveniences. The date and time for this will be indicated in due course.

It is important that you organize your time with an average daily work of two hours, given the demand.
what is required for carrying out the activities mentioned in this learning guide and the achievement
of the expected skill levels. Do not forget to review, explore, and appropriate the study material, so
how to delve into the supplementary material.

3. Formulation of learning activities

During the development of the activities, vocabulary and expressions in English must be understood.
personal contexts according to beginner level A1.2 according to the CEFR (The construction of the

GFPI-F-135 V01
different training programs in English use the CEFR as a reference instrument for
to provide the necessary knowledge to reach the level.

Additionally, linguistic and communicative elements are combined according to personal information,
routines, description of places and people, and description of situations that are taking place in the
moment of speaking in the English language, contextualizing the learner in environments that propose a use
improve their overall training in the English language.

In this training program, each of the activities details the evidence to be submitted. The
The submission of evidence will take place during the eight (8) weeks planned for this guide. In the
The following table shows the competition for bilingualism, the timing, and the evidence to be delivered.
according to the associated learning activities:

Weeks/ Week Week Week Week

Week 1 Week 2 Week 5 Week 6
Competencies 3 4 7 8

Video Video interview

Questionnaire Questionnaire
presentation Brochure virtual Chronicle
GAI1- GAI1-
240202501 GAI1- GAI1-240202501- GAI1- GAI1-240202501-
240202501- 240202501-
240202501- AA2-EV01 240202501- AA4-EV01
AA1-EV01 AA3-EV01
AA1-EV02 AA3-EV02

3.1. Learning activity GAI1-240202501-AA1. Identify everyday and future situations.

through an oral and written social interaction.

Learning a second language is facilitated when one starts studying from familiar topics.
What are the situations of everyday life, whether approached from the current moment? To begin with
to interact both orally and in writing about daily life activities, it is required
understand personal and family information making use of structure, vocabulary, and contexts
required.

Duration: 24 hours.

Training material: The support contents for the development of the activity are 'LEVEL 1 - CEFR'
A1.1.

Evidence: below are described the actions and the corresponding evidence that make up the
learning activity:

❖ Evidence Questionnaire GAI1-240202501-AA1-EV01.

Present an online questionnaire (evaluation) to assess reading, listening, and grammatical comprehension.
of the level, which consists of fifteen questions (15) and an approximate time of 45 minutes. Questionnaire
with questions related to the topics of the first level 'LEVEL 1-MCER A1.1'.

Guidelines for the presentation of evidence:

GFPI-F-135 V01
 • To answer the questionnaire (online assessment), refer to the area of the activity.
corresponding and access the space for sending the evidence Questionnaire GAI1-240202501-
AA1-EV01.

❖ Evidence Video presentation GAI1-240202501-AA1-EV02

According to the theme studied in the first level, choose a family member or a friend to
present it through a short video in English by activating your webcam in order to identify
oral form the personal characteristics about age, nationality, place of residence, hobbies, and some
relevant information about the daily activities he/she performs.

For the preparation of the video, consider developing a script or structure through a
tool like PowerPoint, Emaze, Prezi in which some slides with images are available and
texts to account for the character's presentation. During the development of the oral presentation, it is
ideal to present between 3 and 5 slides, where the following elements are included:

●Cover slide (basic learner information, course name, instructor, and name of the
activity) .
●Data slides of the selected character (full name, age, date of birth,
occupation, leisure activities), accompanied by images, phrases, short texts, and elements
graphics that allow you to speak during the presentation.

When I record the video, keep in mind that the photos, images, and texts I use in the slides must
be a visual aid to denote good pronunciation and their initial learning about the topics of the first
level.

For the video broadcast, you must turn on your webcam, show the screen with the
slides created. The recommendation is to use a digital tool that allows you to record the video.
and screen recording tools like: Screencast-o-Matic, Loom, Camtasia, [Link], [Link] and even there are
applications like X Recorder so you can do it from your mobile phone. The important thing is to show
the slides, your webcam, and giving your presentation orally.

Once the video is finished, you should upload it to YouTube or Vimeo, using your personal email account or
institutional; check that there are no display restrictions so that you can share the link
of visualization.

Guidelines for the submission of evidence:

Product to be delivered: document with the learner's information and video link.
Format: Word or PDF with the video URL.
Duration: 2 to 5 minutes.
To send the document, please refer to the corresponding activity area and access the
space for the submission of evidence: Video presentation GAI1-240202501-AA1-EV02.

3.2. Learning activity GAI1-240202501-AA2. Recognize basic information about

current situations through written situations.

Within the language learning processes, expressing what has been learned is one of the most valuable.
contributions. Within this context, topics such as the neighborhood and the activities that are being addressed will be discussed.

GFPI-F-135 V01
doing. It is important to follow the instructor's guidelines on the best way to appropriate the
course material and the correlation it has with the training program.

Duration: 24 hours.

Training material: The support contents for the development of the activity are 'LEVEL 1 - CEFR'
A1.1.”

Evidence: below are described the actions and the corresponding evidence that make up the
learning activity:

❖ Evidence of the preparation of a brochure GAI1-240202501-AA2-EV01.

Based on the data, concepts, and research obtained from your training program, you must carry out a
brochure in English with information and features of your training program. To create the brochure
you can use any digital tool like Canva, Crello, Word, PowerPoint or any other that
get to know and allow you to work creatively.

Estructura: datos personales del aprendiz, mensaje inicial, información básica del programa, expectativas
and interests that are related to their particular interest in studying the training program.

Describe simply and clearly using phrases, vocabulary, and images related to topics of
interest and characteristics of your training program.

Guidelines for the submission of evidence:

●Product to deliver: brochure, make use of grammatical norms and writing using the language
English, furthermore, apply APA rules for referencing and citing information obtained from
different digital resources.
●Extension: trifold brochure between 70 and 150 words.
Format: The brochure must be exported to PDF.
To send the document, please refer to the corresponding activity area and access the space.
for the submission of the evidence: Brochure GAI1-240202501-AA2-EV01.

3.3. Learning Activity GAI1-240202501-AA3. Report opinions on situations

daily and work-related, past and future in social contexts.

Within the development of communicative competence in English, it is essential to give opinions and points of view.
view regarding the situations that the learner faces daily, both in their social context
as your future, immediate, and past work context.

The apprentice is called to be observant and critical, for this reason it is very important that they know the
structure and appropriate vocabulary to give your opinion on different topics related
directly with their professional activity at a beginner level.

It is important to follow the instructor's guidelines on the best way to appropriate the material.
of the course and the correlation it has with the training program.

GFPI-F-135 V01
24 hours

Training material: the support content for the development of the activity is 'Level 2 - CEFR A1.2'.

Evidence: below, the actions and the corresponding evidence that make up the
learning activity:

❖ Evidence Questionnaire GAI1-240202501-AA3-EV01.

Present a questionnaire according to the training content of the second level 'Level 2 - CEFR A1.2'.
The questionnaire consists of fifteen (15) questions and an approximate time of 30 minutes.

Guidelines for the presentation of evidence:

• To answer the questionnaire (online evaluation), please refer to the relevant activity area.
and access the space for the submission of evidence: Questionnaire GAI1-240202501-AA3-EV01.

❖ Evidence Virtual Interview GAI1-240202501-AA3-EV02.

With the support of one of my classmates and once I had appropriated the study material, I made a video, in the
I developed a presentation for a job interview, applying for a position related to...
with your professional profile. After being interviewed, swap roles with your partner to be the
interviewer.

During the interview, you must answer the following questions:

1. Tell us about yourself
What motivates you?
3. What are your hobbies?
4. What are your future plans if you get this job?
What are your future goals or what are your career goals?
6. What do you see as a major success in your life?
7. Why did you leave your last job?
8. Where do you see yourself in 5 years?

To record the virtual interview, you can schedule a synchronous meeting through
Skype, Zoom, Meet or Teams with your coworker and record the interview for
then save it.

Guidelines for the submission of evidence:

●Product to deliver: video of the virtual job interview. Once the recording of the
The interview should upload the video to YouTube or Vimeo, with their personal or institutional email account;
check that there are no viewing restrictions so that I can share the link to
visualization.
●Format: Word or PDF with the basic information of the interviewee, interviewer and the URL of the video. Have
Keep in mind that the video must be guaranteed to be visible.
Duration: 3 to 5 minutes.
To submit the activity, you must go to the corresponding activity area and access the
space for sending the evidence Virtual interview GAI1-240202501-AA3-EV02.

GFPI-F-135 V01
3.4. Learning activity GAI1-240202501-AA4. Express opinions on situations
current, past, and future everyday and work-related activities in social contexts.

In the development of communicative competence in English, it is essential to be able to express

opinions and viewpoints regarding the situations that the learner faces daily, both
in its social context as well as its work context.

The apprentice is called to be observant and critical, for this reason it is very important that they understand the
the structure and appropriate vocabulary to express your opinion about different themes related
directly with their professional work.

It is important to follow the instructor's guidelines on the best way to appropriate the material.
course and the correlation it has with the training program.

24 hours

Training material: the support content for the development of the activity is 'Level 2 - CEFR A1.2'.

Evidence:

❖ Chronic Evidence GAI1-240202501-AA4-EV01.

Select an iconic character with an important career in the world according to their profile.
professional (e.g. in fashion an iconic character is Agatha Ruiz) and searched online for information about
he (she). Based on the selected character, write a chronicle of the most important events.
the most relevant situations in the character's professional career.

Guidelines for the submission of evidence:

●Length: the written document will be a maximum of 1 page and a length between 200 and 500 words,
with Arial font, size 12 and 1.5 line spacing. It is ideal to be careful with grammatical structures.
used must be consistent with the themes studied in the study material.
●Format: document written in Word and must be exported to PDF.
To send the document, refer to the corresponding activity area and access the space.
for the submission of the evidence: Chronicle GAI1-240202501-AA4-EV01.

4. Evaluation activities

Techniques and
Learning evidence Evaluation criteria instruments of
evaluation
Questionnaire in
Evidence of knowledge: Understand vocabulary and expressions in
line.
Questionnaire. English in personal contexts in accordance with
IE-GAI1-240202501-
GAI1-240202501-AA1-EV01. beginner level.
AA1-EV01

GFPI-F-135 V01
 Performance evidence:
Understand basic information in texts in IE-GAI1-240202501-
Video presentation.
English according to beginner level. AA1-EV02.
GAI1-240202501-AA1-EV02.

Product evidence: Understands very simple words and phrases

IE-GAI1-240202501-
Brochure in signs, catalogs or similar uses
AA2-EV01.
GAI1-240202501-AA2-EV01. daily work.
Understand short oral narratives and
Questionnaire in
Evidence of knowledge: written about situations that occur in
line.
Questionnaire. the moment of expression, using
IE-GAI1-240202501-
GAI1-240202501-AA3-EV01. basic vocabulary and grammar according to
AA3-EV01.
beginner level.
Performance evidence:
Provide information about objects and their IE-GAI1-240202501-
Virtual interview.
features. AA3-EV02
GAI1-240202501-AA3-EV02.
Product evidence: Complete forms with information
IE-GAI1-240202501-
Chronicle. personal using vocabulary and grammar
AA4-EV01
GAI1-240202501-AA4-EV01. beginner level chord.

5. Glossary of terms.

reading strategy that seeks to identify the main idea of a text.

difference of 'Topic', this strategy aims to broaden understanding by finding out what is being said
on the topic. Ex.: 'The robots can help in medicine.'

Cardinal numbers: they are the numbers as we know them for counting (one, two, three, etc.).

Ordinal numbers: they are the numbers used to indicate an order, e.g.: first (first, second,
third, etc.

Personal pronouns: they are the words used to indicate the person or entity that performs an action.
action. Personal pronouns will always be followed by a verb (the action). In English they are
common contractions between pronouns and some verbs, like this: “I’m” (contraction of I am), “She’s”
(contraction of she is), etc.

Simple present: verb tense used to indicate actions or situations that

they happen in the present. They can be permanent or changing states, for example: I am Susana. I work
as a doctor.

Present continuous: a verb tense used to indicate momentary actions that are happening at
moment to speak. Its construction requires the use of an auxiliary verb 'to be' and a second verb
(called main verb) ending in '-ing'. For example: I am working at SENA now.

Time prepositions: invariable words (without gender or number) used to indicate or

introducing the moment of an action. In English, for example, the most common are 'in', 'on', and 'at'.

Prepositions of place: invariable words (without gender or number) that are used to indicate or introduce
the place of an action or situation. For example: "In the room", "next to the shop".

GFPI-F-135 V01
Role play: role play is an activity that simulates a situation with two or more characters.
represented by the apprentices. Each one will receive instructions on what is happening and the apprentices
They must develop the situation by acting.

Semiotics: a general theory and science that studies signs, their relationships, and their meaning.

Skimming: reading strategy that consists of a quick read to determine the type of text,
its source and its theme. It does not imply a thorough or careful reading, and can last just a few seconds.

Scanning: reading strategy to find specific information. Similar to 'Skimming', it is not

exhaustive, but focuses on the necessary information.

6. Bibliographic references

Figarola Irigoyen (n.d.) Barcelona, Spain. [Link]

Moure, O. (1999). The accent in the words of two syllables.

URL provided is not a translatable text.

Systems, V. (2013). English: degree superior. McGraw-Hill Spain. Invalid URL format. Please provide valid text for translation.
The provided text is a URL and does not contain translatable content.

7. Document control

Name Cargo Dependency Date

Regional Capital District -
Elkin Rodolfo Expert
Talent Training Center February 2021
Moreno Merchan thematic
Human in Health
Oscar Absalon Designer Industrial Management Center -
February 2021
Guevara instructional Regional Bogotá
Author(s) Silvia Milena
Designer Measurement and Metrology Center
Sequeda February 2021
instructional Regional Bogotá
Cárdenas
Industrial Design Center and the February 2021
Rafael Neftalí Advisor
Manufacturing–Regional
Lizcano Reyes Pedagogical
Santander

8. Change Control (complete only if adjustments are made to the guide)

Name Dependency Date Reason for the change

Author(s)

GFPI-F-135 V01