GESTIÓN DE FORMACIÓN PROFESIONAL INTEGRAL

PROCEDIMIENTO DESARROLLO CURRICULAR

GUÍA DE APRENDIZAJE

CONVENIO SENA- FUSA – 2017- GUÍA DE APRENDIZAJE -14- INGLÉS

INSTRUCTOR: MARÍA IVONNE GUERRERO GAMBA

APRENDIZ_______________________________________________________________________

FICHA: ____________________________________

1. IDENTIFICACIÓN DE LA GUÍA DE APRENDIZAJE

Denominación del Programa de Formación: COMUNICACIÓN COMERCIAL

Código del Programa de Formación: 524113

Nombre del Proyecto: ELABORACIÓN DE UNA CAMPAÑA PUBLICITARIA PARA UN ANUNCIANTE

ESPECÍFICO

Fase del Proyecto: Planeación

Actividad de Proyecto: ESTABLECER UNA ESTRATEGIA DE MERCADEO PARA LA AGENCIA

PUBLICITARIA
Competencia: PRODUCIR TEXTOS EN INGLÉS EN FORMA ESCRITA Y ORAL

Resultados de Aprendizaje Alcanzar: IDENTIFICAR FORMAS GRAMATICALES BÁSICAS EN TEXTOS

Y DOCUMENTOS ELEMENTALES ESCRITOS EN INGLÉS
Duración de la Guía: 6 HORAS

2. PRESENTACION: With this new guide we are going to start a new part of the class process. We are
going to use what we have learned and what we are going to learn to produce texts
in English.

In the first step we will study the past simple tense to talk about the history of the
marketing and the publicity.

3. FORMULACION DE LAS ACTIVIDADES DE APRENDIZAJE

3. 1. ACTIVIDADES DE REFLEXIÓN INICIAL:

1. Do you know something about the history of the marketing and/ or the
publicity?

2. Do you know where the ads appear for the first time?

3. In your country which were the first ads used for?

1
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

3.2 ACTIVIDADES DE CONTEXTUALIZACIÓN E IDENTIFICACIÓN DE CONOCIMIENTOS NECESARIOS PARA

EL APRENDIZAJE.)
Let’s check some information related to the use of the past tense in English:

Taken from:
https://www.google.com.co/search?hl=es&biw=1280&bih=918&tbm=isch&sa=1&q=the+past+simple&oq=the+past+simple&gs_l=psy-
ab.3..0j0i30k1j0i24k1l2.682180.686800.0.687520.23.19.0.0.0.0.117.1772.13j5.18.0.dummy_maps_web_fallback...0...1.1.64.psy-
ab..7.16.1582...0i5i30k1.0.alDxvWQl4u4#imgrc=zdNghFtDRY2ymM:

1. Do the activities in the extra paper 1 ( was- were)

2. Do the activities in the extra paper 2-3 ( regular/
irregular)
3. Practice the verb list in the extra paper 4 and
participate in the activity.

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

3.3 ACTIVIDADES DE APROPIACIÓN DEL CONOCIMIENTO (CONCEPTUALIZACIÓN Y TEORIZACIÓN).

Open Questions are an important part of using the past tense to read and understand texts, as well as
speaking about event that happened before.
What- where- when- why- who……..

WH- did- subject- verb – complement?

1. Read the text

2. Complete the questions using wh
3. Answer the questions

__________ did people in the U.S.A. do the

first ad?

__________ company did have its name on an ad for the first time?

______________ did people accept easily tobacco – related advertisements at that time?

_____________ did the first real brand emerge?

The first known advertisement in the United States was for the snuff and tobacco products
of PLorillard and Company and was placed in the New York daily paper in 1789.
Advertising was an emerging concept, and tobacco-related advertisements were not seen as any
different from those for other products: their negative impact on health was unknown at the time.
Local and regional newspapers were used because of the small-scale production and
transportation of these goods. The first real brand name to become known on a bigger scale in
the USA was "Bull Durham" which emerged in 1868, with the advertising placing the emphasis on
how easy it was "to roll your own".[1]
The development of color lithography in the late 1870s allowed the companies to create attractive
images to better present their products. This led to the printing of pictures onto the cigarette
cards, previously only used to stiffen the packaging but now turned into an early marketing
concept.[2] By the last quarter of the 19th century, magazines such as Punch carried
advertisements for different brands of cigarettes, snuff, and pipe tobacco. Advertising was
significantly helped by the distribution of free or subsidized branded cigarettes to troops
during World War I and World War II.
Taken from: https://en.wikipedia.org/wiki/Advertising

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

3.4. ACTIVIDADES DE TRANSFERENCIA DE CONOCIMIENTOS:

1. Watch a video in https://www.youtube.com/watch?v=VjzHHSTG7ck and write a
review using sentences in past : affirmative and negative
Example: The production Era started in 1900
The companies didn’t focus on selling things

3.5. ACTIVIDADES DE EVALUACIÓN:

1. Read the sentences and complete them using verbs in the past tense:

Work - play - find - use - sell - have - is - design

The first forms of publicity

a. Egyptians_ _________papyrus to make sales messages and wall posters.
b. In the ruins of Pompeii and Arabia scientists _______________ Commercial messages and
political campaign displays.
c. Lost and found advertising on papyrus _________common in Ancient Greece and Ancient
Rome.
d. In many parts of Asia, Africa, and South America, people ___________Wall or rock painting
for commercial advertising as another manifestation of an ancient advertising form.

e. In ancient China, the earliest advertising known was oral, as recorded in the Classic of Poetry
(11th to 7th centuries BC) . They ________ bamboo flutes to sell candy.

f. In Europe, as the towns and cities of the Middle Ages began to grow, and the general
population was unable to read, instead of signs that read "cobbler", "miller", "tailor", or
"blacksmith" they ____________ image associated with their trade such as a boot, a suit, a
hat, a clock, a diamond, a horse shoe, a candle or even a bag of flour.

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

g. They also ___________Fruits and vegetables in the city square from the backs of carts and
wagons and some street callers (town criers)______________ announcing the whereabouts
for the convenience of the customers.
Adapted from: https://en.wikipedia.org/wiki/Advertising#19th_century

2. Write about the things you and other people did last week at university or at work
using affirmative and negative statements:

Examples: On Monday I designed some papers for Last week the secretary didn’t send mails from my
the class. Office

3. Design a Time line about the history of advertising and publicity

a. Include the different periods in history
b. Use pictures and texts
c. Use verbs in past simple tense In the texts
d. Use affirmative and negative statements
e. Use colorful material to make a better job
f. The size of the paper used should be: 1.12 x 30 centimeters.
 Find an example of a time line in “ supporting materials” in the blackboard

g. Prepare an oral presentation of the time line

You will be evaluated with the following checklist

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

Check list Yes No Punctuation

1. Accurate information and originality

2. Design and creativity

3. Use correctly the past simple tense

4. Oral presentation

Evidencias de Aprendizaje Criterios de Evaluación Técnicas e Instrumentos de

Evaluación

Evidencias de Conocimiento :

Complete las frases utilizando Completa frases y textos Ejercicios de aplicación

verbos en pasado simple cortos con contenido técnico en Completar frases
relación a su área de estudio.

Evidencias de Desempeño:
Describe eventos y narra
Escriba frases afirmativas y anécdotas de su vida Redacción de frases
negativas sobre lo sucedido la
profesional.
semana pasada en su trabajo o
lugar de estudio usando el pasado
simple.

Evidencias de Producto:
Realice y presente a la clase una
línea de tiempo sobre la historia y
evolución del marketing
Elabora una línea de tiempo
sobre la historia del marketing
Observación- Revisión
utilizando el tiempo pasado
Lista de chequeo
simple

Presenta oralmente la línea de

tiempo a su clase.

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

4. GLOSARIO DE TÉRMINOS:

HAPPEN BEFORE
LAST SNUFF
TOBACCO UNKNOWN
GOODS BRAND
LITHOGRAPHY PUNCH
TROOPS PAPYRUS
WALL POSTERS DISPLAYS
COBBLER MILLER
TAILOR STREET CALLERS

5. REFERENTES BIBLIOGRÁFICOS:
https://www.google.com.co/search?hl=es&biw=1280&bih=918&tbm=isch&sa=1&q=t
he+past+simple&oq=the+past+simple&gs_l=psy-
ab.3..0j0i30k1j0i24k1l2.682180.686800.0.687520.23.19.0.0.0.0.117.1772.13j5.18.0.du
mmy_maps_web_fallback...0...1.1.64.psy-
ab..7.16.1582...0i5i30k1.0.alDxvWQl4u4#imgrc=zdNghFtDRY2ymM:
https://en.wikipedia.org/wiki/Advertising
https://www.youtube.com/watch?v=VjzHHSTG7ck

https://en.wikipedia.org/wiki/Advertising#19th_century

7. CONTROL DEL DOCUMENTO

Nombre Cargo Dependencia Fecha

Autor (es) María Ivonne Guerrero G Instructor

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

Nombre Cargo Dependencia Fecha Razón del Cambio

Autor (es)

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017
GESTIÓN DE FORMACIÓN PROFESIONAL INTEGRAL
PROCEDIMIENTO DESARROLLO CURRICULAR
GUÍA DE APRENDIZAJE

Extra paper 1

8
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

Extra paper 2-

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

Extra paper -3

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017
 SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE

Extra- paper 4

Elaborado por MARIA IVONNE GUERRERO GAMBA- Instructor bilingüismo – CONVENIO SENA- FUSA- 2017