SERVICIO NACIONAL DE APRENDIZAJE SENA GUÍA DE APRENDIZAJE

SISTEMA INTEGRADO DE GESTIÓNProceso Gestión de la Formación Profesional Integral

Procedimiento Ejecución de la Formación Profesional Integral

Versión: 01

Fecha: 01/08/2013

Código: F004-P006-GFPI

Programa de Formación: INGLÉS Código:Versión:

Nombre del Proyecto: Código:

Fase del proyecto:

Actividad (es) del Proyecto: Actividad (es) de Aprendizaje:

Resultados de Aprendizaje: Competencia:

Resultados de Aprendizaje: Competencia: COMPRENDER TEXTOS EN INGLÉS EN FORMA ESCRITA Y AUDITIVAPRODUCIR TEXTOS EN INGLÉS EN FORMA ESCRITA Y ORAL

Duración de la guía ( en horas):

CONECTORSLos conectores o conjunciones, son el conjunto de palabras que usamos para unir dos o más frases, o dos palabras dentro de la misma oración. Se dividen en varias categorías así:

1- Copulativo: son aquellos que unen algo a lo que ya se mencionó. Los principales son and, not only ….. but also …../ both …… and …../ no sooner … than.

2- Disyuntivo: son aquellos que indican elección, separan o diferencian dos términos: or/ either…. nor/ else / otherwise

3- Condicional: Son los que indican condición para la realización de algo. Los mas usuales son if / wether / unless / provided / as long as / in

GUÍA DE APRENDIZAJE Nº

1. IDENTIFICACIÓN DE LA GUIA DE APRENDIZAJE

2. INTRODUCCIÓN

case.

4- Concesivo: Se utilizan para señalar una objeción o reparo a lo dicho anteriormente. Entre otros están although / though / even though.

5- Conclusivo: Estos conectores reflejan la consecuencia de lo dicho en el texto. Los más frecuentes son therefore / hence / thus / so / consecuently.

6- Continuativo: Se utilizan para dar continuación a la idea que se está expresando. Algunos de ellos son then / moreover / furthermore / besides / in addition to.

7- Adversativo: Añaden una negación a la frase antes mencionada, una frase opuesta a la otra. Entre otros están but / however / nonetheless / / neverless / yet / even so / still / instead / on the contrary.

8- Causal: Introducen causas a nivel del texto cuando una oración cumple la función de ser causa de otra. Algunos son for / because of / due / to / since / as / because.

9- Comparativo: Se utilizan cuando una o más oraciones expresan grados de comparación por semejanza o diferencia: as…. as / not as…. as / as if / as though.

10- Funcional: Los utilizamos para expresar un fin, objetivo o propósito. Entre ellos están so / so that / so as to / in orther to.

A continuación tiene un párrafo con la forma correcta de utilización de los conectores en inglés: Today I woke up and I couldn't stop thinking about him. He's on my mind, all the time. I decided to brush my teeth after eating at least twice, even though my teeth were perfect. I just wanted to look good. As soon as I went out, something hit me like a train, it was the sunlight. It was weird because where I live is always cloudy. I wasn't used to sunny days but I liked it

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anyways, I only got upset because I wore a sweater in vain. As always, I went to school, happy because I could see him, so I was smiling until a car almost killed me. Since then, I know it's not good to be happy all the time.

3.1 Actividades de Reflexión inicial.

1- Choose the correct connector:

1. Lorena seems to be quite clever. ......., she often gets low marks.

        2. The service at this restaurant is excellent. .........., the food is delicious. 

             3. I've never been to Argentina, .........having relatives there.          4. Jody is a careful driver. .........., he’s had several accidents.          5. Cristina loves playing sport, ........ she’s not very good at it.           6. Anna is talented at music.......... art.  

  7. We're studying now   there's an interesting film on TV.

        8. I’d like to talk to you    I know you’re busy.

        9.    her efforts, she failed the exam.

        10.   we were having difficulties, we felt optimistic.

        11. We didn’t win the game   all all our hard work.

S 12. Some people believe in ghosts and supernatural phenomena      

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3. ESTRUCTURACION DIDACTICA DE LAS ACTIVIDADES DE APRENDIZAJE

others are skeptical about all that.

2.        13. She didn’t get the job    her brilliant qualifications.3.        14. “That book you’ve been reading must be very interesting"   " 

, it’s dead boring but I have to read it for school”

4.        15. I’m not going to speak to her  she begs me pardon

5.        16.    the risks thousands of people climb the Everest every year.

6.         17.     I’m thinking of buying a new car.  the old one still works, so I could still use it for a couple of years.

7.        18. The ad was excellent.   , the product didn’t sell very well.

8.         the weather wasn’t really good, the holidays was great!

9.        19. The plane landed   the thick fog that covered the runway.

10      20. The government wants to pass the law.  , the party in the opposition won’t lend them their support to do it.

21. I decided to pack up early   I had enough time to go to the airport by bus.

2.        22. You must always use lots of sun cream   get sunburn.

3.        23. She has put on some winter clothes   to be warm when she goes out.

4.        24. Clara didn’t carry a lot of cash   get robbed.

5.        25.    do it properly, you must follow the instructions.

6.       26. I called an electrician    he would repair the plug in my bedroom.

7.       27. They’ve been working a lot   save the company from bankrupt.

8.       28. My family saved money all year   we could have a special holiday abroad.

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9.       29.    Get vitamins you should eat lots of fruit and vegetables even if you don’t like them much.

10.      30. My son started to wear glasses    read when he was only 5.

2- Rewrite the following sentences using the connector in brackets:

1. Isabel apologized several times. Nevertheless, Pau wouldn’t speak to her. (but)

Isabel apologized several times. But, pau wouldn’t speak to her

2. We decided to walk even though it was raining. (in spite of)

We decided to walk in spite of it was raining

3. Roger works very hard to help his parents. He’s also a good student. (In addition) (Two different sentences)

Roger Works very hard to help his parents. In addition. he’s also a good student

4. I’m keen on Ice cream. In addition, I’m keen on chocolate. (as well as)

I’m keen on Ice cream. As well as, I’m keen on chocolate.

5. You’re late again. Furthermore, you haven’t brought your books. (and)

You’re late again. And, you haven’t brought your books.

6. On the one hand, I’d love to come. On the other hand, I really haven’t got the time. (However)

On the one hand, I’d love to come. However, I really haven’t got the time.

3- En no menos de 10 renglones, resuma la actividad que realiza en el laboratorio de su especialidad; además de utilizar la mayor cantidad de conectores, debe también practicar con el vocabulario correspondiente.

Activities in the lab: the Sorting station

function

The sorting station classifies the parts in three ramps. The Pieces located at the

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beginning of the conveyor are detected by a diffuse reflection sensor. The sensors before the first piece detect the characteristics of the piece (black, red and metallic). The Diverters classifiers operated by short-stroke cylinders let to manage the pieces to the appropriate ramps. A backscatter sensor detects the filling level of the ramps.

Subject: Detection of the material

Optical and inductive sensors detect the color and material of the pieces. Short stroke cylinder stop the piece on the conveyor and it passes for the classification into one of the three ramps.

All modules and components used in this station are part of the modular conveyor system, for example:

Gates classification with short stroke cylinders

sensors

Guide rails

Conveyor Motor

Its modularity makes the sorting station be especially suitable for a project work.

technical data

Working pressure 600 kPa (6 bar)

Feeding voltage 24 V DC

8 digital inputs

4 digital outputs

3.2 Actividades de contextualización e identificación de conocimientos necesarios para el aprendizaje.)

4- describa minuciosamente lo que ve en las siguientes figuras; hágalo por medio de frases explicativas: no menos de 15.

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In the first part we can appreciate the work they do to the fabric, the cut, the measures, and also the size, class, and other aspects. Then we have a woodworker who works with wood. In a table below we can see a doctor, which helps people who have a disease or some reason or want to feel better.in the right side we see a machinist which is working in his job. We can also see that there is a group of people with different professions or occupations. in addition we can see a machinist fitting a tire, one Chef, where we can say that they apart from learning of

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the trade, have culinary studies, not only in the kitchen, also takes traditional dishes (worldwide) kitchen and in turn creates dishes turning them all in Art. Also they are responsible for the cleaning and maintenance of kitchen and equipment. Sous Chef is the second in charge in the kitchen. This under the command of Chef. Generally this on subject content in a Drink academic career. In a restaurant or hotel chef is used to designate the head (French chef) cooking. The chef is responsible for a number of people who develop tasks and help in the preparation of the dishes, but they are not fully responsible for the final flavor of these, finally we can find a man working in a industrial processes, those people almost always have to programate those machines to start to work in it.

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

Utilice el vocabulario que corresponda a las diferentes profesiones u oficios que se tienen en cuenta en el punto 3.2, para explicarla con frases sencillas ligadas por medio de los conectores más utilizados en la lengua inglesa, los que se explican de manera clara y concisa al inicio de la guía.

WOODMAKER: THEY FIX WOOD, ON THE OTHER HAND, THEY DOCTOR: THEY SAVE LIVES , HOWEVER, THEY ALSO TALK WITH THE PATIENTSNURSE: THEY INJECT TO THE SICK PEOPLE, IN ADDITION, THEY HELP TO THE DOCTORS WITH THE PATIENTSELECTRICIAN: THEY WORK WITH LINKS, IN ADDITION, THEY RETURN THE LIGHT IN A HOUSE OR APARTMENTMECHANIST: THEY PUT TIRES IN A CAR, IN ORDER TO, THE CAR BE WORKING AS WELL AS THEY WANT.SUPERMARKET OWNER: THEY BUY MERCHANDISE TO THE SELLERS, HOWEVER, THEY ALSO MANAGE THE BUSINESSFABRIC WORKERS: THEY CUT THE CLOTH, ON THE OTHER HAND, THEY SELL THE FABRICS FOR THE DEALERS.

3.4 Actividades de transferencia del conocimiento.

Checking the vocabulary about my profession:

Comenzará a crear un documento visual con 10 fotografías de actividades que tengan que ver con su área técnica, procure ser usted mismo quien tome las fotografías de dichas actividades y comience a buscar el o los términos involucrados.

PICTURE ENGLISH TERM

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Car diagnosis computer

HE IS…

DISEGNING A PROYECT.

FIXING A DAMAGE OF THE MACHINE.

CALIBRATING A TIRE.

MAKING GRAFIC DESIGNING FOR THE CAR.

A control panel of the stations

WE CAN CONTROL THE MACHINE IN HERE.

WE CAN MAKE TO MOVE A ROBOT WITH THE PANEL.

WE CAN SET SOME CHARACTERISTS OF A MACHINE.

There is a saving station

WE CAN SAVE SOME PIECES IN THAT MACHINE WHEN WE WANT.

WE CAN CLASSIFY THE PIECES IN A SPACE.

WE CAN SEND ELECTRIC SIGNAL TO OTHER MACHINES.

WE CAN CARRY PIECES TO OTHER STATION.

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There is a sorting station

WE CAN CLASSIFY SOME PIECES LIKE: REDS, BLACKS AND METALLICS.

WE CAN PROGRAMME THAT STATION THROUGH THE COMPUTER.

WE CAN MAKE TO MOVE THAT STATION USING AN SPECIAL PROGRAM.

THE SORTING STATION WORKS WITH NEUMATIC AND ELECTRICIAN.

There is a handling robot

WE CAN MAKE TO DO SOME MOVEMENTS WITH HIS ARM.

WE CAN PROGRAMME THAT ROBOT TO MOVE TO WHAT EVER PLACE ONE PIECE.

WE CAN PROGRAMME THAT ROBOT TO TAKE UP SOME ELEMENTS.

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There is a processing station

WE CAN PUT A PIECE IN THE ELECTRIC PLATE AND IT DRILLS THE PIECE.

THE PROCESSING STATION CAN PRESS THE PIECES TO KNOW IF IT IS THE CORRECT WAY TO PUT IT.

WE CAN VERIFY IF THE PIECE IS UBICATED CORRECTLY.

WE CAN DETECT THROUGH A SENSOR IF THE PIECE IS RED, BLACK OR METALLIC.

There is a distribution station

THE DISTRIBUTION STATION CARRY THE PIECES TO ANOTHER MACHINE.

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THE DISTRIBUTION STATION DETECT IF THE PIECE IS RED, BLACK, OR METALLIC.

THIS STATION CLASIFY THE KINDS OF PIECES WE CAN FIND.

There is a handling station

THE HANDLING STATION TAKES THE PIECES FROM THE PROCESSING STATION.

THIS STATION IS VERY USEFUL ALREADY IT TAKES THE PIECES PUT IT TO BE PROCESSED.

THE HANDLING STATION CHOOSE THE PIECES AND SORT IT BY COLORS.

There is a Robotino view

WE CAN SEE THE ROBOTINO VIEW, WHICH WORKS DOING DIFFERENT MOVEMENTS.

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THIS MACHINE UBICATES THE PIECES IN THE PROCESSING STATION TO BE PROCESSED AND VERIFIED.

THE ROBOTINO IS CONTROLED BY A PLC.

THE ROBOTINO ALSO IS CONSIDERED ONE OF THE BEST MACHINES WE HAVE IN THE LAB.

There is a desktop

WE CAN PROGRAMME WITH THE COMPUTERS AND SEND ALL THE INFORMATION WE NEED.

WE CAN INSTALL SPECIAL PROGRAMS TO START TO WORK WITH THE MACHINES.

THE COMPUTER IS VERY IMPORTAN FOR OUR PROYECT IN THE LAB.

THE COMPUTERS WE USE ARE SPECIALLY CONFIGURED TO USE WITH PLC FESTO.

Actividades de evaluación.

Evidencias de Aprendizaje Criterios de Evaluación Técnicas e Instrumentos de Evaluación

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Evidencias de Conocimiento :

Evidencias de Desempeño:

Evidencias de Producto:

The student gives a detail description about previous knowledge of the topic

The student participates actively in all proposed activities giving responses with arguments

The student demonstrates understanding of the themes by giving the final product

Observación directa, Guía de aprendizaje, lluvia de ideas, preguntas de sondeo, Conocimientos previos y evidencia final.

Instructor, Aprendiz, Proyecto Formativo, Ambiente de aprendizaje.

SORTING STATION

DISRTIBUTION STATION

CONFIGURE

MOVEMENTS

TRY

CHOOSE

SEND

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4. RECURSOS PARA EL APRENDIZAJE

5. GLOSARIO DE TERMINOS

ELECTRICIAN

WOODMAKER

PIECES

NURSE

HANDLING STATION

SAVING STATION

PROCESSING STATION

HANDLING ROBOT

ELECTRIC PLATE

ROBOTINO VIEW

TO PROGRAMME

http://www.myenglishteacher.net/

http://www.eslvideo.com/index.php

http://www.mansioningles.com/

http://www.saberingles.com.ar/

English Grammar book.

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6. BIBLIOGRAFÍA/ WEBGRAFÍA

7. CONTROL DEL DOCUMENTO (ELABORADA POR)

Claudia Marcela Bertrand Vanegas

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