INTEGRAL VOCATIONAL TRAINING MANAGEMENT PROCESS LEARNING GUIDE

FORMAT

Learning guide : 6. Safety and health at work

PRESENTADO POR:

Andrea Victoria Hernández Pinzón

Astrid Mayerli Barbosa Ariza
Fenny Johanna Barrero Rico 
Luz Andrea González Ariza
Natalia Sánchez Sánchez
Wendy Jhiceth Renteria Cantero

INSTRUCTORA: PAOLA ANDREA RAMOS

SAFETY AND HEALTH MANAGEMENT AT WORK

SERVICIO NACIONAL DE APRENDIZAJE SENA

JUNE 2023
1. IDENTIFICACIÓN DE LA GUIA DE APRENDIZAJE

Denominación del Programa de Formación: Tecnología en Gestión de la Seguridad

y Salud en el Trabajo
Código del Programa de Formación: 226236
Nombre del Proyecto: Propuesta para la formulación del sistema de gestión de
seguridad y salud en el trabajo (SG-SST) para empresas de los diferentes sectores
económicos de país.
Fase del Proyecto: En ejecución
Actividad de Proyecto: Recopilar información para el análisis y diagnóstico de la
situación inicial del SG-SST en la empresa proyecto.
Duración de la Guía: 60 horas

COMPETENCIA: PRODUCIR TEXTOS EN INGLÉS EN FORMA ESCRITA Y ORAL

Resultados de Aprendizaje por alcanzar y evaluar (diurno y nocturno):

● 24020152008 - Relacionarse con hablantes nativos en un grado suficiente de fluidez

y naturalidad, de modo que la comunicación se realice sin esfuerzo por parte de los
interlocutores
● 24020150201 - Reproducir en inglés frases o enunciados simples que permitan
expresar de forma lenta ideas o conceptos.
● 24020150202 - Identificar formas gramaticales básicas en textos y documentos
elementales escritos en inglés

2. PRESENTACIÓN

Aprender inglés en estos tiempos de exigencias de toda índole, más que un deber o
implicar un esfuerzo impuesto, debe ser una motivación para que nosotros como
aprendices del Sena, y aún, más allá como personas, que queremos ser cada vez más
competentes, tenemos en el área de bilingüismo la posibilidad de mostrar nuestra
excelencia y competitividad en el mundo laboral

El aprender un idioma extranjero nos permite conocer otras culturas y por ende contar
con diversidad de herramientas para dar respuesta a situaciones laborales innovadoras
y exigentes, a través de otros contextos ricos en posibilidades para ampliar nuestra
visión de futuro y para recrearnos en los contextos del yo entiendo, yo puedo y yo
propongo métodos y soluciones.

El siglo XXI es sinónimo de globalización, de comunicación instantánea, de

comprensión de signos y símbolos estandarizados, es el encuentro de personas que
hablan idiomas diferentes con necesidades y metas laborales comunes. las respuestas
fluyen constantemente en textos en inglés y en español y somos las personas, las que
les damos significado, somos los que empleados esa información para solucionar gran
variedad de problemáticas.

I. Actividades de reflexión Inicial: WARM UP PAST CONTINUOUS TENSE

Don’t forget to check some vids to contrast the use and difference between the Past
simple and Past continuous tenses: https://www.youtube.com/watch?v=VLj Dbz-CWk
II. PRESENT PERFECT TENSE

Don’t forget to check out some exercises related to the use of common expressions in
the present perfect tense such as: already, yet, since and for:
https://www.uv.mx/personal/damorales/files/2013/01/Present-Perfect-Tense.pdf
 III. THE WORLD OF WORK

Job Interview – Interview a classmate

Part A. Read the questionnaire carefully and answer the questions about yourself. 1.
Tell me about yourself. Describe your personality.
2.What are your strengths? Best skills?
3. What is your major weakness?
4. What are your career goals? Future plans?
5.What things are most important to you in a work
situation?
6.What would be your dream job? Why?
7.What do you think, is the worst job in the world?
8.Would you describe yourself as a workaholic?
9.Where do you see yourself being in five years? Ten years?
10.When you were a child, what job did you want to have when you were older? Why?
11.What jobs in your country are considered to be good jobs? Why? 12.If you had a
choice, would you prefer to work alone or as part of a team? Why? 14. What are your
hobbies?
15. What salary are you expecting?

Part B. After you have answered the questions about you, interview a partner. When
you have finished the oral practice, write a short paragraph about his/her answers on
the interview.

Example:
I interviewed Leslie Adkins. She is 21 years old and lives in Toronto. She defines herself
as a responsible and hard-working woman. She said she always studies hard and does
her homework. She is good at computers and knows how to use Microsoft Excel. Her
weakness is that she is talkative and likes to gossip. Furthermore, In the future she
wants to study for a Master’s degree. She plans to start her own business selling
clothes. On the other hand, she wants a job near her home. And she wants to work with
friendly people. In addition, she likes to work alone because she works harder alone.
Her hobby is cheerleading. Finally, she expects a salary between $1.200 and $1500 per
month.

IV: DIVERSE ENVIRONMENTS - LISTENING ACTIVITY

Click on the links and do the exercises. Take a screenshot of the result and paste it in
your guide:

Agree and disagree:

https://learnenglish.britishcouncil.org/skills/speaking/intermediate-b1/agreeing-and
disagreeing
Conversations: https://learnenglish.britishcouncil.org/skills/listening/pre
intermediate-a2/four-conversations

At the party: https://learnenglish.britishcouncil.org/skills/listening/pre-intermediate

a2/an-invitation-to-a-party
DIVERSE ENVIRONMENTS - LISTENING ACTIVITY

Agreeing and disagreeing | LearnEnglish

Four conversations | LearnEnglish
An invitation to a party | LearnEnglish
V: WRITING A PARAGRAPH

Answer the following questions with your partner:

-- Do you like writing?

- Answer: I do enjoy writing, but I do it infrequently.

- How often do you write and what type of texts do you write, e.g., poems,
songs, journals, essays?

Answer: I write whenever I need to vent or express something to myself, which

is why I mostly write in journals.
Escribo cada vez que necesito desahogarme o decirme algo por eso escribo mas que
todo diarios
- What type of strategies do you use when writing, e.g., reading before
writing, brainstorming etc.?
- Answer:Learning about the topic before writing, organizing ideas
beforehand, and revising the written content multiple times
A. PARAGRAPH STRUCTURE
A paragraph is a group of sentences that discuss one main idea.
In formal academic English, paragraphs have three main parts.

Taken
from: https://images.app.goo.gl/sWZZifngxmeKimu99

B. PARAGRAPH OUTLINE GUIDELINES

1. Choose a topic.
2. Use pre-writing techniques (e.g., brainstorming, research) to generate ideas about
the topic.
3. Organize your ideas (mind map, outline).
4. Construct a topic sentence with controlling ideas.
5. Begin constructing the paragraph outline (see below).
● Think of 2-4 points you want to make about the topic sentence.
● For each of the points use two or more specific details that explain, describe and/or
support that point.
6. If necessary, modify or change the topic sentence to fit the specific detail.
7. Write a concluding sentence that summarizes, offers a solution, comes to a
conclusion, makes a recommendation or prediction, based on the information in the
paragraph.
8. Write your first draft. Check the connectors.
9. Proof, read and check your work.

C. IDENTIFY THE THREE PARTS OF THE PARAGRAPH IN THE EXAMPLE:

D. WRITING A TOPIC SENTENCE

Every good paragraph has ONE topic sentence, which gives the general topic of whole
paragraph. Remember to use a topic sentence, most preferably as the first sentence of
the paragraph.
Example 1:
Forest Gump is a very touching movie. It shows that it is possible to enjoy life without
being stingy, materialistic, or ruthless. It helps us to realize that there are many people
among us that were born with various defects. That fact makes me think how fortunate I
am to be totally healthy. The movie also contains a love story between Forrest Gump
and a girl who does not think of him as a serious partner because of his defect;
however, they

eventually get married. Moreover, we see love between mother and son where Forest's
mom even slept with the school principal in order to give the son a chance of going toa
normal school. All those things make me think of this movie as a very moving story.
D. ACTIVITY
• Working in groups in 10 minutes.
• Read the following paragraphs.
• Fill in the blanks with the best topic sentences for the paragraphs.

Paragraph 1: Do you find the Beautiful snow?

I agree that snow is beautiful when it falls. However, after a few days, the snow is not
beautiful anymore. It starts to melt, and the clean streets become messy. It is difficult to
walk anywhere because the sidewalks are too slippery. Snow also causes traffic
problems: some roads are closed; other roads are hard to drive on safely. Drivers have
more accidents on snowy roads. I understand why some people like snow, but I do not
like it very much.

Paragraph 2: Skills of a Good teachers

First, good teachers are patient. They never rush their students. Good teachers explain
things without getting bored. They are organized. They plan what happens in every
class. Good teachers are also encouraging. They help students understand the subject.
Finally, good teachers a fair. They treat all students the same. These are some of the
most important qualities of a good teacher.

Paragraph 3: Difference between a European and American universities

In European universities, students are not required to attend classes. In fact, professors
in Germany generally do not know the names of the students enrolled in their courses.
In the United States, however, students are required to attend all classes and may be
penalized, if they don’t. Furthermore, in the European system, there is usually just one
comprehensive examination at the end of the students’ entire four or five years of study.
In the American system, on the other hand, there are usually numerous quizzes, tests
and homework assignments and there is almost always a final examination in each
course at the end of the semester.
E. WRITING SUPPORTING SENTENCES
Supporting sentences are the ones that develop the topic sentence. They give
information that explains and expands the topic of the paragraph. They also answer the
questions who? what? where? when? why? how? in order to develop the main idea.
Finally, good supporting sentences have different goals.

What are the different goals of supporting sentences?

Explain The family moved from the village to the capital for economic reasons.

Describe She lived in a lovely three-storey castle surrounded by a forest.

Give facts More than 10% of the university’s student population is international.

Exemplify Different types of fruit grow in California, such as oranges and

grapefruit

Define Many tourists visit Bangkok, which is the capital and largest city in
Thailand.

You don’t have to use them all in the same paragraph. The type of supporting
sentences you will use depends on the purpose of your paragraph. The main aspect to
keep in mind is that all supporting sentences must be connected and related to the topic
sentence of your paragraph.

Here you have an example:

I have a dream to visit Alaska. The weather is beautiful there. I love cold weather. When
the temperature is low, I have energy! I also want to visit Alaska because I love nature.
Alaska looks so pure and natural. I dream about its scenic landscape. In addition, there
are wild animals. Finally, I want to learn important information about the native people of
Alaska. Their culture sounds very interesting to me. I hope to visit this wonderful state
soon.

F. ACTIVITY Now is your chance to put it into practice. Choose one topic sentence from
activity D and develop three supporting sentences for it.
Topic Sentence: Good Teachers.

Good teachers have many qualities and skills like good communication, active listening,
collaboration, adaptability, empathy and patience. Other characteristics of effective
teaching include an engaging classroom presence, value in real-world learning,
exchange of best practices and a lifelong love of learning.

Good teachers are important in education because they contribute to student learning
and skill development in the classroom and in students' personal lives. Also the
teachers teach values and life perspectives, since through their teachings they can
make students distinguish between right and wrong and have critical thinking.

G. WRITING THE CONCLUDING SENTENCE

We have learnt that a paragraph contains a topic sentence, a few supporting details and
a concluding sentence. All paragraphs begin with a topic sentence and end with a
concluding sentence. A concluding sentence asserts the main idea of the paragraph
and, while elaborating the conclusion, it connects the topic sentence and the ideas
presented in the supporting details. In this lesson, we shall learn how to write a
concluding sentence or how to draw conclusions on the ideas presented in a paragraph.

A concluding sentence sums up the information that is presented in a paragraph. It

completes the paragraph and restates the main idea. While approaching the conclusion
linking words or phrases like therefore, thus, resulting, hence, in brief, to sum up, on the
whole and in the end are very often used.

The Human Body

The human body is a wonderful piece of work that nature has created. It is not
beautiful like the body of a butterfly or peacock, but it is shaped practically. It
can do many types of work which other animals cannot. It is not strong like the
body of a tiger. But in place of physical strength, it has a big and sharp brain. By
using this brain, the human physique has been able to overcome many of its
limitations. By sitting in an aeroplane, it flies faster than a kite, by riding a
motorcycle it travels faster than a leopard, and by firing a machine gun it fights
much better than a tiger. In spite of all this, the human body suffers from many
diseases because it has a weakness for habits such as smoking, drinking and
overeating. When it is healthy the body can give great pleasure but when it is
sick it can cause great pain. The wise man would always keep his body fit
because a healthy mind can work only in a healthy body.

Obviously, the last sentence of the paragraph is the concluding sentence. It connects
the topic sentence and the supporting details by contrasting the strengths and the
weaknesses of the human body. By means of argument, it extends the logic that the
human mind can work wonders only in a healthy body.

H. ACTIVITY

It is time to finish your paragraph. Write the concluding sentence for the supporting
sentences created in activity F.

Therefore, love for the profession is of great importance to play a great role in the lives
of students and that not only the knowledge acquired remains, but also the experiences
and memories of a good guide who guided them through critical thinking and good life
choices.

Each teacher plays an important role in academic, social and cultural development, day
after day teachers dedicate many hours of their lives to their students, with whom they
share, guide, contain and teach.

Educating is the best tool for social transformation, which is why teachers contribute
directly to changes in our society.

I. ACTIVITY

Now it is your turn. Choose a topic you are interested in and write a paragraph. Write
the topic sentence, the supporting ideas, and the concluding sentence in a logical order,
elaborating with examples to further explain your topic sentence. Remember, to develop
your ideas fully, a paragraph should consist of 5-10 sentences.

Topic Sentence: Mental Health in Modern Times: Mental health is something that
has gained more importance nowadays, as it seems that after the 2019 and 2020
pandemic, which forced us into confinement, many mental health problems that were
hidden behind the routine of our lives have come to the surface.

Supporting sentences: We should start by observing and getting to know the different
programs created especially for this situation. In my country, Colombia, the different
healthcare entities have provided more attention to these cases, taking into account the
characteristics of the different populations, their ages, and the needs demanded by
each of them,

Concluding sentence: which has had a significant and positive social impact, leading
to continuous improvement every day.
VI. CONNECTORS

Logical connector is a connector which link the semantical unit of language. Logical
connectors are used to join or connect two ideas that have a particular relationship.
These relationships can be: sequential (time), reason and purpose, adversative
(opposition, contrast and/or unexpected result), condition.

1- Even if: despite the possibility that; whether or not.

Example: Even if I had time and money, I wouldn't travel around the world.

2- Whereas: in contrast or comparison with the fact that; while at the same time.
Example: Hugh is very hard-working whereas his brother is lazy.

3- Otherwise: something or anything else; in other circumstances Example: He must

pass the exam, otherwise, his parents will be mad at him.

4- Therefore: for that reason; as a result of something that has just been mentioned

Example: He was injured and therefore unable to work.

5- Because of: by reason of

Example: Last winter my children's school was closed for two weeks because of heavy
snowfall.

6- So that: in order that

Example: I'll help her with math so that she can pass the exam. 7- Even though:

despite the fact that

Example: She left him even though he was a very good husband. 8- Afterwards: after

something that you have already mentioned

Example: I have to help my mother in the garden afterwards I can go to the cinema.

9- Unless: except on the condition that

Example: Unless it stops raining we will not go for a walk.

10- Although: despite the fact that; even though

Example: I'll try to help them in the garden although I have got little time. Exercise:
Choose one of the three connectors in the brackets in each exercise.

1. you saved a lot, you wouldn't be able to afford that house. (Therefore, So that, Even
if)

- So that You saved a lot, you wouldn't be able to afford that house.

2. your chances are small; you should try to do it. (Even if, Afterwards, Otherwise)

- Even if your chances are small; you should try to do it.

3. He eats only healthy food his sister gorges herself with junk food. (whereas, because
of, therefore).

- He eats only healthy food whereas his sister gorges herself with junk food.

4. You should learn more, you might fail your exams. (although, otherwise, because of).

- You should learn more although,you might fail your exams.

5. Martha wanted to work in England, she studied English hard. (otherwise, even
though, because of).

- Martha wanted to work in England,even though she studied English hard.

6. he was very tired, he worked very hard. (Although, So that, Afterwards).

- Although he was very tired, he worked very hard.

7. Slice this meat and you can boil it for thirty minutes. (afterwards, although, because
of).

- Slice this meat and afterwards you can boil it for thirty minutes.

8. I cooked dinner my friends wouldn't have to eat out. (unless, so that, otherwise).

- I cooked dinner so that my friends wouldn't have to eat out.

9. I learned so much, I didn't manage to pass my exam. (Even though, So that, Because
of).

- Even I learned so much, I didn't manage to pass my exam.

10. we're at the bus station by seven o'clock, we'll miss our bus. (Whereas, Therefore,
Unless).

- we're at the bus station by seven o'clock, we'll Therefore miss our bus.
11. the weather was windy; we went for a walk. (Even though, Otherwise, Therefore).

- Therefore the weather was windy;we went for a walk.

12. I like horror films my friend prefers comedies. (therefore, unless, whereas).

- I like horror films whereas my friend prefers comedies.

VII. PUNCTUATION MARKS

Punctuation marks are used in writing to separate sentences and their elements and to
clarify meaning.

1. Comma (‚) When a subordinate (less important) clause comes before the principal
clause. e.g., If you do not go‚ help me.
1.1- To separate phrases in apposition (describing the same Person or thing mentioned
earlier) from the rest of sentence. e.g., Mr. Brown‚ the doctor‚ said that he travelled to
Canada.
1.2- To separate items in the same list. e.g., She travelled to America, Canada‚ and
Australia.

2. Full stop (.) A full stop is used at the end of the sentence and the next sentence
begins with a capital letter e.g., Ali felt tired. He went to bed. 2.1- An abbreviation ends
in a full stop and with acronyms. e.g., Etcetera→ etc. Mr. B.B.C.

3. Colon (:) The use of a colon indicates that what follows is an explanation of what
precedes it. e.g., They have some news about the story: John's father has arrived.
3.1- It is also used to introduce a list of the items. e.g., To travel, you need the following
items: a passport, a visa, an application and the correct fee.

4. Semi colon (;) A semi colon is used to join two independent but related clauses or
sentences. e.g., She is a good writer; she has published several books. 4.1- It can also
separate clauses of conjunctive adverbs such as however, therefore, moreover... e.g.
We shouldn't go to the fair; however, I do hear that they have good funnel cakes.

5. Quotation mark (‘’) Quotation marks are used for material that is quoted or
emphasized. e.g., Ali said, ‘I cannot finish my quiz’
5.1- Quotation marks are used to set off the title of short works of writing. e.g., the
television show, ‘Cheers’ (Truss: 2003).

6. Apostrophe (') An apostrophe is used to refer to possessive singular or plural. e.g.,

The boy's books. (singular) e.g. The boys' books. (plural)
6.1-An apostrophe is used always to be included when telling the time. e.g., It is eight
o'clock. *short for: (eight of the clock)
6.2-An apostrophe is used to show letters are missing in words (omission). e.g.,
You're→ You are e.g. I'm→ I am (Truss:2003).

7. Exclamation mark (!) 1- An exclamation mark is used to signal the expression of

strong emotions such as: a-Excitement: e.g. I can't wait! b-Panic: Ex/ Help me! 7.1- An
exclamation mark is used to add an emphasis to the sentence. e.g., There's a fly in my
Soup. There's a fly in my Soup! (Snooks:2002).

8. Ellipsis (...) 1-An ellipsis is used to show that the speaker has been cut off
abruptly(interrupted). e.g., ‘Whatever you do, don't...’ 2-An ellipsis is used to indicate a
trailing off in speech or thought. e.g., We could do this ... or maybe that…

9. Slash (/) 1-Slash is used with fractions. e.g., 1/2 = one-half e. g. 2/3 = two-third
2-Use a slash to separate the day, month, and a year in dates. e.g., He was born on
18/3/1987(Jane:2008).

10. Question mark (?) 1-Ues question mark at the end of any direct questions. e.g.,
Who is your teacher? 2-Use a question mark at the end of a tag question (a statement
followed by a short question). e.g., You speak English, don't you? (Jane:2008).

11. Hyphen (-) 1-A hyphen may separate, in some cases, the prefix from the second
part of words. e.g., co-opt, T-shirt. 2-A hyphen may join some compound words. e.g.,
twenty-one. (ibid)

12. Parentheses (( )) 1-parentheses or brackets are often used to include extra or

additional information into a sentence. e.g., The library (which was built in the
seventeenth century) needs to be repaired. 2-Parentheses give additional, but non
essential information in a sentence. e.g., France, America, and Spanish (but not
Chinese) may be studied here.

13.Square Brackets 1-Square brackets are used to clarification, to help the reader
understands the sentence. e.g., She drove 60 [mile/hour] on the highway to town.

14. Dash: Dash is used to indicate a break, often informally, or to add Parenthetical
information. 8 e.g. They received a prize —and a certificate as well. 2- An En–Dash is
used to indicate a range. e.g.,1939–1945 (Net:1)

Check some vids on the topic: https://www.youtube.com/watch?v=pEaeP9Px464

https://www.youtube.com/watch?v=RPL8iij1X2A.

VIII. WRITING AN APPLICATION LETTER

The following application letter template lists the information you need to include in the
letter you submit with your resume when applying for a job. Use the application
template as a guideline to create customized letters to send to employers with your
resume.

Contact Information

The first section of your letter should include information on how the employer can
contact you. If you have contact information for the employer, include that. Otherwise,
just list your information.

Your Personal Information

First Name and Family Name

Street Address

City, State, Zip Code

Phone Number

Email Address

Date

Employer Contact Information (if you have it)

Name

Title

Company

Address

City, State, Zip Code

Salutation

Dear Mr./Ms. Last Name or Dear Hiring Manager:

Application Letter Content

Your application letter will let the employer know what position you are applying for, why
the employer should select you for an interview, and how you will follow-up.
First Paragraph:

The first paragraph of your job application letter should include information on why you
are writing. Mention the job you are applying for and where you found the position. If
you have a contact at the company, include it.

Middle Paragraphs:

The next section of your cover letter should describe what you have to offer the
company. Make strong connections between your abilities and the requirements listed
in the job posting. Mention specifically how your skills and experience match the job.
Expand on the information in your resume, don't just repeat it. Try to support each
statement you make with a piece of evidence. Use several shorter paragraphs or bullets
rather than one large block of text.

Final Paragraph:

Conclude your application letter by thanking the employer for considering you for the
position. Include information on how you will follow-up. State that you will do so and
indicate when (one week's time is typical). You may want to reduce the time between
sending out your resume and follow up if you fax or email it.

Complimentary Close:

Sincerely,

Signature

IX. ABSTRACT WRITING

What is an Abstract?

The term refers to a condensed form of a text. Technically it is made of a set of short
and organized sentences (150 to 350 words) that comprehensively describe,
synthesize, and represent the main ideas of a more extensive work.

It is one of the most important sections of an article, whose mission is twofold: on the
one hand, to inform about the content of the text and on the other attracting the reader's
attention. Usually precedes the introduction of a research document, but it must be able
to be understood in isolation and independently of the article body.
How to write an Abstract?

Read the full article, highlight the phrases and key statements of each section. Then,
move them to a new document and try rewrite them in your own words to create unique
and cohesive paragraphs. Of all the results, select ONLY those findings that you think
could attract a potential reader interested in your field of work.

The text that includes the main ideas is not properly an abstract, but it can serve as a
starting draft. Do not worry if it is too long, it’s better to reduce a text than expand it (it is
easier to delete ideas or phrases already written than invent or add new ones).

Structure of an Abstract

Introduction - Why was the study done?

Material and methods - What was done and how?

Results - What are the results?

Discussion and / or conclusions - What do these findings mean and what impact do
they have?

Check the vid for some tips: https://youtu.be/WRYchBAdllk

ACTIVITIES

Product: In your project groups, according to the previous information, write the abstract
using technical vocabulary and send the final document in English.

Development: Present and socialize your abstract content using graphic aids in front of
the whole class.

Punctuation Marks in English: In writing, the correct use of punctuation marks is an

important technique used by writers to convey meaning in a clear and simple way. In
this research, the most widely used punctuation marks in writing have been discussed
with examples. The aims of the research are to investigate the errors made by students
their performance of punctuation marks, and to identify the most difficult types of them
on the part of the students/subjects under investigation.

Evidencia de desempeño

Exercise 1: Find the components (Background, Aims, Methods, Results, Conclusion,

Keywords) of the abstract below:

Abstract

The use of more than one code of language among the Malaysian English language
instructors and ESL learners in the context of formal classroom settings is widely
acknowledged (Then & Ting, 2009). Many factors contribute to the occurrence of
code-switching or in other words, there must have been certain communication
purposes associated which cause code switching to occur. This study aims to uncover
the attitudes of ESL learners towards the functions of code switching employed by
English language instructors at tertiary level. It addresses two research questions: (1)
What do ESL learners think about code switching in the English classroom? (2) When
does code switching best function in the English classroom for the ESL learners?
Forty-five diploma students were randomly selected as the respondents for this study. A
survey questionnaire which focused on the students” attitudes, usage and opinion
towards code switching in the classroom was utilized in the study. It was found that
most of the ESL learners have positive attitudes towards code switching. The ESL
learners were also reported to believe that code switching facilitates them in
understanding the target language. The findings suggest that the use of code switching
is necessary when the situation requires the use of first language in the classroom to
enable the learners to become more confident in mastering English.

Keywords

Code-Switching; Learner's Perception; Upper-Intermediate Level

Exercise 2:

1. Look at the Components of an Abstract again and order the sentences to form an
abstract.

2. Decide which keywords you would use for this abstract.

3. Decide the type of the abstract.

1. Abstract

* The participants were 30 volunteer students, 15 males and 15 females who have
recently graduated from the Biology Department of Red Tree University.

* The participants were asked what influence biology education has on their attitudes
regarding world peace and humanity.
* The results indicated that biology education has some positive impacts on attitudes of
the students regarding humanity and world peace.

* The responses of the participants indicated that, at the end of four-year biology
education, they have more self- awareness and have greater capacity to love human
beings and all the living creatures.

* The aim of this study was to examine whether biology education has any impacts on
attitudes in terms of humanity and world peace.

* In addition, they reported they had the feeling that they could contribute to world
peace.

* Biology has always been a beneficial discipline for human beings.

2. Keywords: Biology, education, students, humanity, world.

3. Type of the abstract: impacts of the biology education on attitudes in terms of

humanity and world peace.

EVIDENCIAS POR DESARROLLAR CON EL COMPONENTE TÉCNICO

Diseñar y socializar una presentación de la caracterización-contextualización de la

empresa proyecto, incluir el abstract o resumen del proyecto. (Evidencia de desempeño
y producto)

4. ACTIVIDADES DE EVALUACIÓN

Evidencias de Criterios de Evaluación Técnicas e

Aprendizaje Instrumentos de
Evaluación
 Evidencias de -Pronunciación Talleres
Conocimiento: Des
arrollo de actividades y -Fluidez
talleres propuestos en la Video
guía de aprendizaje. -Uso adecuado y
pertinente del
Diseñar y socializar una vocabulario.
presentación de la Listas de chequeo
caracterización --Uso adecuado y pertinente
contextualización de la de estructuras gramaticales
empresa proyecto, incluir el explicadasen sesión
abstract o resumen del
proyecto. (Evidencia de
desempeño y producto)

5. GLOSARIO DE TÉRMINOS

Abstract: A short piece of writing containing the main ideas in a document.

Apply for: Make a request to be part of a company.

Connector: a thing that links two or more things together.

Goal: Something that you hope to achieve.

Guidelines: A set of rules or instructions that are given.

In regard of: As concerns, with the aim to.

Keyword: a significant word from a title or document used especially as an index to
content.

Outline: Give a description of the main facts or points involved in something.

Paragraph: a subdivision of a written composition that consists of one or more

sentences, deals with one point, or gives the words of one speaker, and begins ona
new usually indented line.

Screenshots: An image of the display on a screen, used when showing how a program
works.

To focus: To give attention, effort, etc. to one particular subject.

6. REFERENTES BIBLIOGRÁFICOS
https://www.studocu.com/es/document/universitat-jaume-i/ingles
juridico/practica/writing-an-abstract-exercises-1-2/4761801/view

https://www.merriam-webster.com/

https://www.oxfordlearnersdictionaries.com/

https://www.deakin.edu.au/ data/assets/pdf_file/0011/810596/Guide-to-essay
paragraph-structure_Deakin-Study-Support.pdf

http://www.laspositascollege.edu/smartshops/assets/docs/SmS_Handout_Paragra
phStructure.pdf

https://www.hamilton.edu/documents/writing-center/Paragraphs.PDF

http://www.qu.edu.qa/static_file/qu/students/documents/writing-resources-pdf
Paragraph-file.pdf

https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english
91807.php

http://ccs.upf.edu/wp-content/uploads/Guia-2.-Abstract-compressed.pdf

https://leo.uniandes.edu.co/index.php/menu-escritura/sub-puntuacion

7. CONTROL DEL DOCUMENTO

Nombre Cargo Dependencia Fecha

Autor (es)

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

Nombre Cargo Dependencia Fecha Razón del Cambio

Autor (es)