1. Clave: VABMI-ENP7
Ma. Cristina Vázquez Baltazar
Profesora de Inglés
ENP 2
1. DEFINICIÓN DE AUTONOMIA
Autonomous learners assume responsibility for determining the purpose, content,
rhythm and method of their learning, monitoring its progress and evaluation its
outcome. (Holec, 1981:3)
2. PLAN DE CLASE PARA FOMENTAR LA AUTONOMÍA
Nombre de Objetivo Material Descripción/Tiempo
la actividad T=Teacher, Ss=Students
1. Produc- Desarrollar la Poster 20 minutos
ción Oral habilidad oral T. says: “Don´t write, just listen”
I have a friend, Tom, who had a week holiday last year.
He didn’t want to go to any places.
Let’s see what happened during that week.
T. says and point out the picture:
On Monday, he went to the bank and took some money out.
T. models the phrase at a normal speed, then distorts and isolates it.
Ss repeat it chorally and individually. Then T. and ss repeats the
same action with each example of the story.
T. says:
On Tuesday, he went to the park and saw Kate.
On Wednesday, He wrote and invitation and sent it to Kate.
T asks ss at random. quot;What happened on Monday, Tuesday and
Wednesday?
T. says:
On Thursday Kate accepted the invitation to the park.
T. asks ss at random “what happened on Thursday.
SS answer.
T. says:
On Friday, he went to Sangrons´
And bought a big box of chocolates.
T. repeats the same procedure for Friday and Saturday..
T. says:
On Saturday, They went to the park and ate all the chocolates.
T. asks the whole story to one student.
T. asks and draw a church:
Guess, “What happened on Sunday”
Ss. may answer:
“They got married”
T. answers: “NO”
T. discover the picture and says:
On Sunday They went into the hospital because they had indigestion.
T. asks ss to ask her.
T. asks ss the whole story.
T. asks ss the past form of each verb in the story and writes them on
the board. She asks ss “Who accepted the invitation to the park?
Kate did.
T. emphasizes the auxiliary did for past tense. Then, she writes the
whole sentence and asks ss at random to make a question and give a
negative answer.

2. 10 minutos.
2. Desarrollar la Hand-out
T. says: Tom called me and he said that he and Kate had a lot of
Producción habilidad
invitations. Let´s find out what they did yesterday.
Escrita escrita
T. gives ss the hand-outs.
T. gives instructions
T. monitors the task
Ss do the task
T. asks Ss the answers.
HAND-OUT is enclosed.
3. Compren- Desarrollar la Hand-out 10 minutos
T. says:
sión Auditiva habilidad
Listen Tom’s mother and his aunt talking on the phone.
auditiva
T. gives ss the hand-outs.
T. gives instructions
T. monitors the task
Ss do the task
T. asks Ss the answers.
HAND-OUT is enclosed.
10 minutos
4. Compren- Desarrollar la Hand-out
T. introduces the topic by asking her ss some questions to active their
sión lectura habilidad
ss previous schemata.
lectora
T. says:
Tom told me that Kate likes to read a lot. So she sent me a very
interesting text. Well, you´ll read it and answer some questions.
T. gives the hand-out
Ss. do the task
T. monitors the task
T. asks ss the answers
T. checks them.
Hand-out is enclosed.
(VER ANEXOS)
3. REFLEXION SOBRE LOS RESULTADOS ESPERADOS
Se planeó una clase de 50 minutos para alumnos de 4° grado de preparatoria,
nivel principiantes. La introducción del tema se llevó a cabo en 20 minutos,
totalmente en inglés; no se permitió a los alumnos tomar notas para que
desarrollaran la memoria y la producción oral fuera de una manera natural y fluida.
Las siguientes tres habilidades (producción escrita, comprensión auditiva y lectora)
que desarrollaron los alumnos en forma autónoma, las realizaron en 10 minutos
cada una. Por lo tanto, siempre se esperó que los alumnos lo hicieran en forma
exitosa, ya que la introducción fue bien elaborada y les proporcionó bases firmes
para obtener resultados óptimos en las siguientes actividades, al sólo seguir
instrucciones y ser monitoreados por su profesor para llevarlas a cabo en el
tiempo estipulado y casi sin errores.

3. ANEXO 1
Hand-out para producción escrita
FIND WHAT PEOPLE DID YESTERDAY
1.Did Tom and Kate eat hamburgers and French fries, and drink a coke?
2.Did George play a tennis match?
3.Did Mr. and Mrs. Blake go to the theater?
4.Did Norma see a movie?
5.Did John dance at the disco?
ANEXO 2

4. Hand-out para comprensión auditiva
Fill in the blanks with the correct form of the verb in past tense.
Mother: Hi, Mary, I have great news. Tom has got a girl friend. Her name is
Kate. She’s a wonderful girl.
Aunt : Where_______he (1 meet)___________ her?
Mother: Well, he (2 have) _________ one week-vacation two moths ago. He
(3 stay)___________ here. So one day he (4 go)_______________to the
park near our house and (5 meet)_______________her.
Aunt: Oh, I see. (6 spend) ________they ___________a lot time together
during the last two moths?
Mother: Of course. To know each other better, they had to. They (7 swim) ______
many times together at our club. Then, they (8 cook)_______________a
delicious barbecue for both families two weeks ago. Last weekend, they
(9 prepare) ___________ apple juice and all of us (10 drink) _________it.
Besides other things, they seemed very happy.
Aunt: Oh dear, it’s too late; I’ll call you back, bye.
Mother: Bye, I wait for your call soon.
ANEXO 3

5. Hand-out para comprension lectora
LOUIS BRAILLE
Back in the early 1800s, blind people
had no way to read books. Young
Louis Braille was blind, and he
needed a new way to learn in his
school in Paris, France. When Louis
was 10, a soldier named Charles
Barbier visited his school and talked
about his invention called “night
writing”. It was a code of raised dots
that let soldiers share top-secret
information on the battlefield without
even speaking. This new way of
reading tiny bumps by touch excited
Louis. He trimmed Barbier’s 12 dots
into 6, making the system simpler. In
1829, when he was 15, Louis Braille
published the first-ever book in braille.
To read more, try “The World at His
Fingertips: The Story of Louis
Braile” by Barbara O’Connor.
Publisher: Carolrhoda Books.
Grades 2 - 5
Read the article. Are the sentences true or false?
In the 1800´s, blind people didn’t have any opportunities to read books. True False
Louis Braille was a normal child. He went to school and learned a lot. True False
Charles Barbier, a soldier, didn’t invent a code to read at night. True False
Soldiers at the battle could read top secrets with the “night writing” code. True False
Braille shortened Barbier´s system. True False
Braille wrote the first-ever book in “night writing” code. True False