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Tarea 4

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Information about Tarea 4

Published on March 8, 2014

Author: maluinaranjo

Source: slideshare.net

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Por María Luisa Naranjo López

Apertura • percepción global del fenómeno a estudiar • seleccionar situaciones que permitan al estudiante vincular experiencias anteriores

Desarrollo  búsqueda de información en torno al tema o problema planteado desde distintos puntos de vista  análisis amplio y profundo y arribar a síntesis parciales a través de la comparación, confrontación y generalización de la información

Culminación  reconstruir el fenómeno, tema, problema, etc., en una nueva síntesis Clasificación de Pansza et al en “Instrumentación Didáctica”

Propósito  Que los alumnos escriban textos para referirse a experiencias de su pasado en el idioma inglés

Apertura  En lluvia de ideas los alumnos mencionan qué elementos son necesarios para poder decir en inglés una anécdota o situación ocurrida en el pasado. Se hacen notas de palabras clave en el pizarrón.

Algunas ideas tentativas que los alumnos podrían mencionar  Names of the characters  Plot  Verbs in past (regular and irregular)  Connectives  Inspiration  Talent

Desarrollo Los alumnos leen en voz alta un texto en inglés en el que se narra una historia.

Strange Lights A few years ago, while I was driving across Eastern Canada, something very unusual happened. I still don’t understand what happened. While I was driving at night through thick, heavy fog, I noticed flashes of light in the sky. They were moving from the sky onto the road in front of my truck. I was driving slowly, and I couldn’t see very well, but those lights were as bright as daylight, and they were blue. It was definitely not lightning. Now here’s where the story gets weird. I was getting tired of driving in the fog, so I pulled off the road and stopped at an all-night restaurant for travelers.

I walked and sat down at the counter. When the server came to my table, she laughed and asked me how I got such a bad sunburn. I didn’t know what she meant, but my face suddenly felt really hot. I went into the restroom and looked at myself in the mirror. My face was bright red! I splashed cold water on it and held a towel to my skin. My hands were also burned. I was very puzzled and a little frightened. I went back to my table and ordered something to eat. I was feeling weak and extremely tired, and I wasn’t hungry anymore. After I forced myself to eat a few bites of food, I checked into a nearby motel, where I slept for about 24 hours. After that, I didn’t see any more light flashes, and the “sunburn” on my face and hands disappear after a few days. Even now, I wonder about those flashes of light – I’ll never forget them!

Los alumnos relacionan una lista de palabras con sus significados, comparan respuestas con un compañero.

Match the words with the meanings 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Fog Notice Lightning weird tired Pull off Counter Sunburn Splash Towel Puzzled Frightened Weak Check into _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ a) b) c) d) e) f) g) h) i) j) k) l) m) n) A long flat surface over which goods are sold A thick cloud of very small drops of water in the air Afraid; feeling fear Feeling that you would like to sleep or rest Flash of very bright light in the sky caused by electricity Not physically strong Pay attention Piece of fabric or paper use for drying things The condition of having painful red skin because you spent too much time in the sun To go to a desk in a hotel and tell an official there that you have arrived To leave the road in order to stop for a short time To make something wet by making water fall on it Unable to understand something Unusual or different; not normal

Los alumnos contestan preguntas sobre la lectura y se comparan respuestas. What did the narrator notice while he was driving? What did he do when he got tired of driving? Why did he splash water on his face? How did he feel in that moment? Where did he go after the restaurant? Did he see more flashes after that night?

Los alumnos hablan de algún evento inusual o extraño que les ocurrió o del que escucharon y eligen uno interesante sobre el que escribirán.

Culminación Los alumnos relatan en forma escrita el evento que eligieron en equipo.

Los alumnos intercambian sus historias y las leen para evaluarlas de acuerdo con una rúbrica.

Los alumnos leen en voz alta algunas de las historias que escribieron y expresan su opinión.

Bibliografía  CCH (2011) Segundo Acercamiento a los Programas de Inglés I a IV. México, UNAM.  Pansza et al. “Instrumentación didáctica”  Rivers & Farnoaga (2009) Touchstone 2 workbook. Cambridge University Press. Pag. 72

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