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Por MarĂ­a Luisa Naranjo LĂłpez
Apertura
• percepción global del fenómeno a

estudiar
• seleccionar situaciones que permitan
al estudiante vincular experiencias
anteriores
Desarrollo
ď‚— bĂşsqueda de informaciĂłn 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
comparaciĂłn, confrontaciĂłn y
generalizaciĂłn de la informaciĂłn
CulminaciĂłn
ď‚— reconstruir el

fenĂłmeno, tema, problema, etc., en
una nueva sĂ­ntesis

Clasificación de Pansza et al en “Instrumentación Didáctica”
PropĂłsito
ď‚— Que los

alumnos
escriban textos
para referirse a
experiencias de
su pasado en el
idioma inglés
Apertura
ď‚— 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 pizarrĂłn.
Algunas ideas tentativas que los alumnos
podrĂ­an 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 algĂşn
evento inusual o extraño que les
ocurriĂł o del que escucharon y
eligen uno interesante sobre el
que escribirán.
CulminaciĂłn
ď‚—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
rĂşbrica.
Los alumnos leen en voz alta
algunas de las historias que
escribieron y expresan su
opiniĂłn.
BibliografĂ­a
ď‚— CCH (2011) Segundo Acercamiento a los Programas de

Inglés I a IV. México, UNAM.
 Pansza et al. “Instrumentación didáctica”
ď‚— Rivers & Farnoaga (2009) Touchstone 2 workbook.
Cambridge University Press. Pag. 72

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Tarea 4

  • 1. Por MarĂ­a Luisa Naranjo LĂłpez
  • 2. Apertura • percepciĂłn global del fenĂłmeno a estudiar • seleccionar situaciones que permitan al estudiante vincular experiencias anteriores
  • 3. Desarrollo ď‚— bĂşsqueda de informaciĂłn en torno al tema o problema planteado desde distintos puntos de vista ď‚— análisis amplio y profundo y arribar a sĂ­ntesis parciales a travĂ©s de la comparaciĂłn, confrontaciĂłn y generalizaciĂłn de la informaciĂłn
  • 4. CulminaciĂłn ď‚— reconstruir el fenĂłmeno, tema, problema, etc., en una nueva sĂ­ntesis ClasificaciĂłn de Pansza et al en “InstrumentaciĂłn Didáctica”
  • 5. PropĂłsito ď‚— Que los alumnos escriban textos para referirse a experiencias de su pasado en el idioma inglĂ©s
  • 6. Apertura ď‚— En lluvia de ideas los alumnos mencionan quĂ© elementos son necesarios para poder decir en inglĂ©s una anĂ©cdota o situaciĂłn ocurrida en el pasado. Se hacen notas de palabras clave en el pizarrĂłn.
  • 7. Algunas ideas tentativas que los alumnos podrĂ­an mencionar  Names of the characters  Plot  Verbs in past (regular and irregular)  Connectives  Inspiration  Talent
  • 8. Desarrollo Los alumnos leen en voz alta un texto en inglĂ©s en el que se narra una historia.
  • 9. 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.
  • 10. 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!
  • 11. Los alumnos relacionan una lista de palabras con sus significados, comparan respuestas con un compañero.
  • 12. 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
  • 13. 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?
  • 14. Los alumnos hablan de algĂşn evento inusual o extraño que les ocurriĂł o del que escucharon y eligen uno interesante sobre el que escribirán.
  • 15. CulminaciĂłn ď‚—Los alumnos relatan en forma escrita el evento que eligieron en equipo.
  • 16. Los alumnos intercambian sus historias y las leen para evaluarlas de acuerdo con una rĂşbrica.
  • 17. Los alumnos leen en voz alta algunas de las historias que escribieron y expresan su opiniĂłn.
  • 18.
  • 19. BibliografĂ­a ď‚— CCH (2011) Segundo Acercamiento a los Programas de InglĂ©s I a IV. MĂ©xico, UNAM. ď‚— Pansza et al. “InstrumentaciĂłn didáctica” ď‚— Rivers & Farnoaga (2009) Touchstone 2 workbook. Cambridge University Press. Pag. 72