COMPREHENSIVE PROFESSIONAL TRAINING MANAGEMENT PROCESS

LEARNING GUIDE

1. IDENTIFICATION OF THE LEARNING GUIDE

English Does Work - Level 10

51240096
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Project phase: N/A
Project activity: N/A
Competition:
Interact in English both orally and in writing within contexts
social and labor according to the criteria established by the European common framework of
reference for the languages.
Learning outcomes:
o240202501-01.Report personal and work situations using functions.
linguistic ways to indicate future in the past.
o240202501-02.Communicate purposes, plans, or projects in family environments and
social, with fluency and coherence.
Talk about personal and work plans that will take place in the future.
according to the linguistic function that the sender wants to use.

Duration of the guide: 48 hours.

2. PRESENTATION

In this learning guide, you will find activities aimed at useful bilingual themes for storytelling.
personal and work situations that may occur in the future; they will also be used.
second and third type conditionals to talk about situations that are wished not to have happened
happened.
To achieve the objective of this guide, you must take ownership of the suggested knowledge and
relying on your instructor, who will assist you in developing four skills: reading comprehension
(reading), listening comprehension (listening), written expression (writing), and oral expression (speaking). This
the content will be viewed through the SENA LMS platform, in such a way that it will allow you to learn from
autonomous way and have a collective construction of knowledge.

3. FORMULATION OF LEARNING ACTIVITIES

In this section, the evidence that will allow you to demonstrate the scope of the competence will be described.
of this program at the end of the educational process.

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The delivery of the evidence will take place during the four (4) weeks planned for this guide. In the
In the following table, we observe the skills to be developed that the course English Does Work proposes.
Level 10, as well as the timing and the evidence to be delivered according to the learning activities
associated, along with the projected hours for their respective development:

Weeks Week 1 Week 2 Week 3 Week 4

Competition Evidence

240202501.
Interact in language
English orally Forum -
Timeline - Video
and written inside Situations
Situations Questionnaire presentation - Me
social contexts and Labor and
past with (Reading and would love
labor according to the Personal
projection for the future Listening. (Speaking).AA2-
established criteria (Writing).AA1-
Vocabulary AA1-EV03. EV01.
by the common framework EV02.
EV01.
European of
reference for the
languages.

Hours per week 16 8 8 16

As a requirement for the development of this training program, it is important that you know
the workspace and can use the necessary tools in the LMS, from their role as a learner.
In addition, it is suggested to carry out the following actions:

✔ Update of personal data.

✔ Carry out the 'Diagnosis of prior knowledge' in order to recognize some knowledge.
course initials.

✔ Read the document 'Program Information', which will allow you to understand the objectives, the
activities and the methodology that will be carried out in the course.

✔ Read the document "Timeline", which will allow you to understand the planning designed for
achieve, sequentially, the objectives of the course. Keep in mind that understanding the steps and
recognizing the activities to be carried out will allow you to have an estimate of the time dedicated and,
thus, planning the fulfillment of the requirements according to your available time.

✔ Read this "Learning Guide", which will guide you in the development of the activities.

✔ Additionally, make the presentation in the social forum according to the instructions of your
instructor.

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 Initial reflection activity

READING
In English, there are three grammatical structures that can denote the speaker's intention in a
future time, and they will be essential for being understood and expressing plans on a personal level and
labor. In order to speculate about what could happen, what may have happened and what
we would like it to happen, it is necessary to use conditionals. Many of the constructions
English conditionals use verbs in the past. This usage is called 'the unreal past' because
we use a past tense, but we are not referring to something that has happened
really.

According to the previous reading, reflect on the following questions:

✔ How can I choose the correct structure to refer to a future event?

✔ What is the difference between conditionals?

✔ What are conditionals useful for?

✔ What vocabulary do I need to communicate about work aspects and/or my life?

Note: this initial reflection activity aims to motivate you to carry out the proposed evidence in
this learning guide, for that reason, is not assessable, but it is the starting point for what is given to you
will request in the other evidence.

3.1. Learning activities for the competency: Interact in English orally and
written within social and work contexts according to the criteria established by the framework
common European framework of reference for languages (240202501)

The activities proposed for this competency, in the course English Does Work - Level 10,
allow strengthening their bilingual training at a level close to B2, according to the Common European Framework
Reference for Languages, providing you with the tools to communicate in verb tenses of
past, which broadens the spectrum of information that can be communicated.

3.1.1. Learning activity AA1. Recall personal and work situations to indicate the
future in the past, according to the use of linguistic functions.

In this learning activity, you are expected to start narrating spontaneously,

personal and/or work situations that have happened to you. Remember that if you do not belong to the world
work-related, it will be able to collect stories from other people, friends and/or family. In order to make a
Fluid narration, must use the connectors learned in previous levels of English.
32 hours.
Training materials to consult: to develop this activity adequately, it is recommended
review the content presented in the formative component: 'How is everything going to be like?'
"How is everything going to be?"

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

• Evidence: AA1-EV01. Timeline - Past situations with projection to the future

(Vocabulary).

In relation to the topic studied in the training component (third conditional, modal verbs in the
I created a graphic organizer in the form of
timeline, where events and situations are narrated in chronological order, supported graphically
with photographs, drawings, etc.
To create the graphic organizer, you can use a digital tool, such as Canva,
Invalid input, please provide text to translate.or, including, Word, PowerPoint or any other that you know and allows you
work creatively. You can see an example here:

Figure 1
Timeline TimeGraphics

Note. TimeGraphics is a tool that allows you to create timelines to narrate events in
chronological order.

Structure: in order to elaborate on the evidence in detail, you must take the actions that are
described below:

✔ Work individually.

✔ Establish the format and type of presentation you want to make for your graphic organizer.
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 ✔ Choose the digital tool of your preference that helps you design your graphic organizer.

✔ Present a timeline that showcases events that occurred at a personal and/or professional level.
including:
Personal data of the learner.
Timeline where events are narrated in chronological order, relying on
graphically with photographs, drawings, etc.

General guidelines for the submission of evidence:

Product to deliver: graphic organizer in the form of a timeline. It is recommended to do
use of grammatical rules for correct writing in the English language.
The format: PDF.

Extension: maximum of 5 pages.

To send the evidence, refer to the appropriate activity area and access the
space: Timeline - Past situations projecting into the future (Vocabulary). AA1-
EV01.

• Evidence: AA1-EV02. Forum - Work and Personal Situations (Writing).

When talking about work and/or personal situations that we have experienced and/or heard, we need time.
verbals, connectors, and vocabulary; with this exercise about telling a story or sharing a
experience, we not only express achievements and failures, but we also combine verb tenses and we
we project into the future in light of the success conditions that may arise.

We also know that speaking requires agility in sentence structure, which is why one is asked to
learner who is able to learn, memorize, and manage vocabulary in context.
Knowing this, in order to carry out the present evidence, I reviewed the formative component.
How is everything going to be? and, with the aim of participating in the forum,
choose the owner of the situation; try to make them inspiring experiences and, in some way, us
allow for reflection on mistakes and plan for a better future and/or plans. For the development of the forum,
please note the following actions:

Thematic forum methodology

Criteria when choosing the character and making their participation in the forum:
a) What labor situation has occurred? and/or What personal situation has occurred?
Contextualize, for example: when I was in Rome, while I worked, I studied,
I was traveling and/or doing my internships...

b) What events do you remember the most?

in everything that is feasible: sentence construction, writing, order of ideas.
c) In what order or sequence did these events occur? (Use connectors,
separated paragraphs and work with coherence and cohesion.

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 Elements to consider in the development of evidence:

✔ Contribute individually and collectively from the best writing and acquisition of knowledge
possible.

✔ Participate in the forum, where not only you make your own contribution, but also do
follow up and respond to the comment of at least one of your peers, demonstrating
written comprehension (reading comprehension) in front of the information presented by them.

✔ The participation time will be enabled according to what the instructor indicates.

✔ Maintain an appropriate management of language, use of terms, and organization of ideas.

✔ Take into account the netiquette rules; to remember them, visit the following link:
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de-labeling-to-strengthen-digital-living

General guidelines for the delivery of evidence:

oProduct to deliver: evidence of participation in thematic forum.
oExtension: self-participation, feedback on a peer's participation.
oFor the development of the evidence, refer to the relevant activity area and access the
space: Forum - Work and Personal Situations (Writing). AA1-EV02.

• AA1-EV03. Questionnaire (Reading and Listening).

Present an online questionnaire (evaluation) to assess your reading, listening, and grammatical comprehension.
of the level, which has an approximate duration of 45 minutes.

General guidelines for the submission of evidence:

oProduct to deliver: online questionnaire, with questions according to the topics
related in the formative component: 'How is everything going to be like?'
"Be everything?" from the course English Does Work – Level 10.

oDuration: 45 minutes.
oFor the development of the evidence, refer to the corresponding activity area and access the
Questionnaire (Reading and Listening). AA1-EV03.

3.1.2. Learning activity AA2. Narrate purposes, plans, or projects fluently and
coherence, based on personal or collective situations, according to the context
labor or social.

The purpose of this learning activity is to describe purposes, plans, or projects, fluently and
coherence, based on individual or collective situations, taking into account the work or social context.
Duration: 16 hours.

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Training materials to consult: to properly develop this activity, it is recommended
review the contents presented in the training component: 'I would like to... / Me gustaría...'
Evidence: below are described the actions and the corresponding evidence that make up
the learning activity:

• Evidence: AA2-EV01. Video presentation - I would love to (Speaking).

Past experiences have always been a source of reflection for action in the future. It is well known that
the phrase that one learns from experiences and this is what is intended by evoking situations from
past, to reflect, to analyze and to repair the situations for the future.
In relation to the topic studied in the training component 'I would like to...'
make a presentation in English, through a short video, activating your webcam, in order to
identify, say and describe work and/or family situations that have occurred to you. Keep in mind
that the more descriptive it is, the more chances there are to improve your language skills.
For the preparation of the video presentation with the webcam, keep in mind the drafting of a
script or text that can be presented through a tool like PowerPoint, Prezi or Emaze,
that some slides with graphic supports (photographs, drawings, diagrams, etc.) are available and
texts that accompany them and that serve as support. Keep in mind that the texts you use in the
Slides should be a support to denote good pronunciation and their learning about the themes.
of the course.

The following table presents some tools to create slides:

Tools for creating slides Link

Prezi Unable to access external links.

Emaze Invalid input. Please provide text for translation.

To record the video presentation, it is necessary to turn on your webcam and, simultaneously, show the
screen with the created slides. It is recommended to use a digital tool that allows you to record
both the video and the screen; there are options like Screencast-o-Matic, Loom, recordscreen.io,
scrnrcrd.com, and also applications and programs like aTube Catcher, Camtasia or X Recorder, which
they can be used from your mobile phone. Remember that it is important to show the slides, your camera
web and presenting it orally at the same time.

Tools for recording video Links

Screencast-o-Matic The provided text is a URL and does not contain any translatable content.

Loom Unable to translate a URL.

recordscreen.io https://recordscreen.io/

scrnrcrd.com Unable to access the provided URL.

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Once the video is finished, it should be uploaded to YouTube or Vimeo, with a personal email account or
institutional; ensure that the video has no restrictions when being published so that it can
share the viewing link.
Structure: in order to elaborate the evidence in detail, you must take the actions that are
described below:

Work individually.
Establish the format and type of presentation you want to make for the video and the respective
graphic and text support.
Choose the digital tool of your preference that makes it easier for you to design your graphic support,
text, and that makes it easier for him to record his oral presentation.

Make a presentation where you identify, say, and describe anecdotes that you have heard or that
that have happened to them. Include in your reflection things you would have also wanted to avoid (everything
correctly spoken and written in English.

During the development of the oral presentation, it is ideal to present a minimum of 3 or 4 slides.
totally written in English, where the anecdote and reflections on it are narrated very clearly.
succeeded. Avoid reading and create engaging slides, with little text, that allow you to develop the idea:

Cover slide (course name, basic learner information, activity name and
instructor's name.
Slides where the selected photographs or graphic supports are shown, accompanied by
of phrases, short texts and elements that allow him to speak fluently during the
presentation.
Script or writing of the text that will be mentioned in the audio.

Note: remember that you must be able to change verb tenses as the story requires, use
connectors that denote enthusiasm, try to make the story entertaining and pleasant for the one who reads it
listen.

General guidelines for the submission of evidence:

oProduct to deliver: document with the basic data of the learner, script, reflection and the
link of the video web address.
oFormat: Word or PDF with the URL or link to access the viewing of the created video.
oDuration: 2 to 5 minutes.
o To submit the evidence, please refer to the area of the corresponding activity and access the
space: Video presentation - I would love to (Speaking). AA2-EV01.

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4. EVALUATION ACTIVITIES

Techniques and
Learning evidence Evaluation criteria instruments of
evaluation

Evidence of knowledge:
• Extract main and secondary ideas List of
Timeline - Situations that express future from events check
past events with a projection to
past. IE-AA1-EV01
future (Vocabulary).AA1-EV01.

• Describe past situations in a way

Product evidence and oral and written from the third
performance conditional. List of
• Presents plans or projects taking into account check
Forum - Labor Situations and count the structure of the future tense and the
Personal (Writing).AA1- intonation. IE-AA1-EV02
EV02. • Create texts about predictions and
planes according to their linguistic function.

• Describe past situations in a way

oral and written starting from the third
Evidence of knowledge: conditional.
Questionnaire:
• Presents plans or projects considering
Questionnaire (Reading and
count the structure of the future tense and the IE-AA1-EV03
Listening).AA1-EV03.
intonation.
• Develop texts on predictions and
planes according to their linguistic function.

• Build expressions using

grammatical structures with verbs
modals and connectors to obtain
information in everyday situations.
Product evidence: • Propose plans verbally with
coherence and fluency regarding projects List of
Video presentation - Me in the family and social sphere. check
I would love to. • Use vocabulary and expressions from IE-AA2-EV01
EV01. agreement with the use of the future in contexts
communicative.
• Differentiate between the use of will and be going to.
personal and work information according to
its linguistic function.

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5. GLOSSARY OF TERMS

Expressions to indicate future in the past (was / were supposed to / was / were going to):
they are also used to express lament, past situations, what was thought might happen.
Predictions (will be going to, future continuous): expressions of the future that denote a situation
what is coming.

Third Conditional: the one that requires two sentences to express situations.
unreal and lamenting.
Future tense: a verbal tense used to express the time that is to come or that which
is about to arrive.

Modal verbs in the past (should have, could have, might have, must have, have to): verbs
modal verbs used to accompany expressions of regret or remorse.

6. BIBLIOGRAPHIC REFERENCES

Greenbaum, S. (1996). English grammar. Oxford University.

Understanding and Using English Grammar
Fundamentals of English Grammar
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20Grammar, Third Edition (2003) with Answer Key by Betty S
chrampfer Azar.pdf
Scrivener, J. (2012). Teaching English Grammar. Macmillan Education.
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redir_esc=y
A New English Grammar
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grammar/751C85FEB509D37FB38A2D932F8DCA37

7. DOCUMENT CONTROL

Name Cargo Dependency Date

Capital District - Center
Edith Grande Expert September of
for the Industry of the
Triviño Theme 2022
Graphic Communication.
Regional Santander - Center of the
Óscar Absalón Designer September of
Industry, the Company and the
Guevara Instructional 2022
Services–CIES.
Ana Catalina Advisor Capital District–Center September of
Córdoba Sus Methodological Design and Metrology. 2022

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 Responsible
Regional Santander - Center
Rafael Neftalí Team of September of
Industrial Design and the
Lizcano Reyes Development 2022
Manufacturing.
Curricular
Corrector of Capital District–Center September of
Darío González
Style of Design and Metrology. 2022

8. CHANGE CONTROL (fill in only if you make adjustments to the guide)

Name Dependency Date Reason for the change

Author(s)

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