¿Cómo diseñar una secuencia didáctica teniendo en cuenta la didáctica del
inglés y el contexto de los estudiantes de la región?
Secuencia didáctica elaborada por:
Diego sinisterra guerra
Julián Andrés lema
Lizdey carolina Otalvaro z
Jeisson serna alzate
Ciencias de la educación
Licenciatura en lenguas extranjeras
Tuluá, valle-Colombia
En inglés cuando comparamos dos objetos, usamos los adjetivos y sus tres grados: positivo,
comparativo y superlativo. A través de este corto lesson plan tendremos en consideración aspectos
importantes, los cuales quizá están siendo olvidados por muchos de los maestros hoy en día, entre
ellos brindar una clase completamente en inglés.
Se abordarán de manera articulada cada una de las asignaturas vistas en el semestre, proponiendo
de manera visible los elementos que logramos identificar en cada una de ellas, con el objetivo de
diseñar actividades adecuadas para esta temática.
Razonamiento matemático: Pensamiento numérico y espacial
Emplearemos tres tipos de pensamiento en el ejercicio número E.1, E.2 y E.3 estos son el
pensamiento numérico, espacial y geométrico, Encarna Castro (2008) expresa que hay que hacer
énfasis en los procesos cognitivo de los estudiantes por medio de los siguientes pensamientos.
Pensamiento numérico: se contemplan los aspectos como la naturaleza y características de los
aprendizajes numéricos, también como los errores y dificultades que se presentan en dichos
procesos, así como las semejanzas y diferencias en la construcción de los conocimientos por parte
de diferentes individuos y los componentes culturales que influyen tanto en la construcción de los
conocimientos como en los modos de abordar la enseñanza de los mismos.
Pensamiento espacial: Los alumnos disponen de conocimientos y habilidades geométricas
básicas como: reconocer las figuras y cuerpos geométricos elementales en objetos del medio y en
modelos, algunas de sus características esencial es también el poder medir y determinar las
diferencias Acuña Soto. (1995)
En el ejercicio F1 se expone una comparativa entre dos importantes ríos (Nilo y Magdalena) en el
cual los estudiantes deberán comparar sus respectivas longitudes apoyados en los principios del
pensamiento numérico y espacial, también colocando a los educandos en un contexto de la vida
real ya que estos ríos son parte del entorno cultural interno y externo.
En cuanto a los ejercicios F2 y F3 son casos similares, en estos además de comparar
características como longitud y tamaño, también se pueden contrastar por medio del pensamiento
espacial las diferentes características físicas de los objetos.
Práctica pedagógica II: como mejorar las habilidades de escucha
Harmer (2006) menciona dos tipos de listening, el intensivo y el extensivo. El primero trabaja
aspectos específicos como lo son la gramática y la pronunciación, mayormente se realiza bajo la
supervisión de un tutor o docente, algunas de las actividades realizadas en este punto son
entrevistas y noticias. El segundo es aquella actividad que el estudiante realiza fuera del aula
escolar y que es desarrollada por placer. No necesariamente tiene un docente o tutor,
esencialmente son videos de internet, canciones o series de televisión.
La actividad F consiste en reproducir una canción la cual contiene adjetivos comparativos y
superlativos, esto con el fin de lograr unir los dos tipos de listening mencionados anteriormente
para que los estudiantes disfruten y apropien la actividad de manera lúdica.
Lingüística Aplicada:
Tomando en cuenta la teoría de del monitor, establece que la adquisición o aprendizaje de una
segunda lengua se da de forma consciente o inconsciente, esta última puede darse por diferentes
medios, como lo son T.V, internet, radio, series, canciones, entre otros. Este proceso inconsciente
hace que el aprendiz se enfoque más en el mensaje que se está transmitiendo. La parte de
aprendizaje es un proceso más formal, esta se logra por medio de la escuela o la universidad y está
más enfocada en cómo se transmite el mensaje. Krashen (1988).
Epistemología e historia de la educación:
Entre las obras que escribió Juan Amos Comenio, la de mayor interés es su Didáctica Magna, uno
de los primeros libros escritos sobre el tema de educar a los niños y dirigir bien la escuela. A través
de sus distintas obras, propuso un método didáctico.
Comenio dio inicio a los textos ilustrados para niños, con figuras de animales y acciones,
graduados de fácil a difícil, haciendo que el alumno pudiera entender con mayor facilidad.
Fue el primero que presentó una metodología de la educación basada en la unión de la
pedagogía con la didáctica. Con este sistema quería dirigir la progresión moral e
intelectual del alumno. Abbagnano, N.y Visalberghi, A.(2003)
Por lo tanto tomamos la decisión de incluir dentro de nuestro lesson plan figuras o imágenes,
porque también creemos que tienen un mayor impacto en lo que concierne con el aprendizaje.
Describing Our Environment
Lesson plan
Information about the class: learners are high school students from institucion educativa aguaclara_
currently, they are coursing a diurnal high school in (seventh grade) there are 25 women and 12 men, (13
years old average)
Main aim: by the end of this lesson plan our students will be able to identify and tell comparisons when
describing some basic and specific things related with their environment. ss will make sentences to
produce their own ideas about the topic and involve it
Subsidiary aim:
-to work on productive skills development by speaking and writing exercises
-ss are going to exchange information about famous person such as singers, actress, actors and wrestlers
Personal aim:
Take to the students to achieve the knowledge through of the raised activities, give to the students clear
instructions for creating a new knowledge by themselves
Professional competences
Communication
I can describe daily situation of the real life and compare it with others
I am able to work in a team
I can create basic sentences using comparatives and superlatives.
Materials (Referenced)
Activity 2 was taken from
https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/grammar-games-comparatives-and-
superlatives-worksheet.pdf
Activity 3 was taken from
https://www.teach-this.com/images/resources/comparative-and-superlative-practice.pdf
Assumptions: the students could recognize some adjectives because they have seen them previously.
Instructions given to the students in Spanish could be better understood by them.
anticipated difficulties with materials, solutions:
activities and tasks:
Ts are going to explain through picture and
students may not understand the language images, making emphasis in the words,
used in the activities as the structure of structure and all the elements that they need
sentences, superlatives and articles to understand the topic
(the most expensive)
(speediest – miss article at the beginning)
Stage Stage Aim Procedure Interac Time
Warm up -help the students -First the teacher mentions the T- Ss 15 min
(compare the know the topic title of the subject
characters) that is going to be -then T will distribute a series of
treated copies to each student with two
- activate the characters (Tom & Jerry)
minds of students -the sheet contains adjectives
- With the with their corresponding
purpose of translation
knowing the -these adjectives are
previous characteristics corresponding to
knowledge of the both characters each student will
student on the create a sentence in Spanish
subject comparing the qualities and
physical characteristics of both
based on the adjectives given
above (if the students are able to
write it in English, they can do
it)
Methodological Help to the The professor will dictate the T – Ss 25 Min
focus students to get theoretical bases in Spanish about
deeply into the the topic that will be taught that
Explanation topic day (comparative and
superlative)
1) the rules of the
comparatives that are
adjectives monosyllabic,
short adjectives, long
adjectives, ending in "Y"
and the irregular ones
will be explained
2) the rules of the
superlatives are
explained: they are used
to describe an object that
is at the top end of an
interior quality: (the
largest - the smallest),
each one will be made the
corresponding structure
3) a table of easy Ts-SS
comprehension will be
written on the board with
the rules of the
comparatives and
superlatives, which the
student will write in his
notebook
Teamwork and students will Students in groups of 4 people Ss – Ss 45 Min
check learn and will be given a pack of 5
recognize the photocopies with the subject that
basic structure has been explained these contain
of comparatives 5 exercises
and superlatives
Exercise A: taking into account
students will be sheet # 1 the students will write
able to perform the 3 exceptions of the adjectives
simple "given above".
sentences based
on the structure Exercise B: students must fill in
the adjectives box with their
corresponding form
Exercise C: The students will
observe the text, then they will
put underline the adjectives and
superlatives that they will find in
the text. Then they will write it
in the following table taking into
account the aforementioned rules
and then Ss are going to classify
the 8 adjectives given to the rule
which they belong to
Exercise D: at this point the
students will be given 6 points (a
- f); in each one they will have
an adjective and two animals, the
student must create a sentence
for each point
Exercise E “1, 2, 3 ”: SS will
look some pictures with specific
information and then they are
going to describe using the
information given. Ts-Ss
Exercise F: at the end of this
activity, Ts will give to each
student a piece of sheet, which
includes a song lyrics, so Ss are
going to listen a song, and they
should fill the gaps. In order to
know and improve their listening
skills.
This song includes vocabulary
related with the topic.
Some of these activities that we are going to use are taken from the internet and the others were made by
ourselves.
All lesson plan was based on MINISTERIO DE EDUCACIÓN DE COLOMBIA templates and
documents upload in the drive
COMPARATIVES
AND SUPERLATIVES Overview
This lesson is ideal for teaching or reviewing comparative and superlative
adjective forms and structures. The lesson contains a grammar review
and exercise based on comparative and superlative adjective forms as
well as an exercise about using comparatives and superlatives in
questions. The students then go on to do a comparison activity.
Afterwards, students create a dialogue using the language from the
lesson, which they then present to the class.
Answer key
Adjective Comparative Superlative
Good better best
Bad worse worst
Far farther farthest
pretty prettier prettiest
easy easier easiest
Big bigger biggest
light lighter lightest
heavy heavier heaviest
Fast faster fastest
reliable more reliable most reliable
slow slower slowest
new newer newest
Dry drier driest
happy happier happiest
Old older oldest
Nice nicer nicest
compact more compact most compact
tasty tastier tastiest
bitter more bitter most bitter
advanced more advanced most advanced
suitable more suitable most suitable
Comparatives and Superlatives
Adjectives are used to describe nouns. If two nouns are being compared to one another, we use
comparative adjectives. When comparing three or more nouns, we use superlative adjectives. (Los
adjetivos son usados para describir sustantivos. Si dos sustantivos están siendo comparados con
otro, usamos los adjetivos comparativos. Cuando comparamos tres o más sustantivos, usamos
adjetivos superlativos).
Adjective form Comparative form Superlative form
Only one syllable, ending in E.
Add -st: widest, finest, cut-
Add -r: wider, finer, cuter
Examples: wide, fine, cute est
Only one syllable, with one vowel
and one consonant at the end. Double the consonant, and add -er: Double the consonant, and add -
hotter, bigger, fat- ter est: hottest, biggest, fattest
Examples: hot, big, fat
Only one syllable, with more than
one vowel
or more than one consonant at the Add -er: lighter, neater, faster Add -est: lightest, neatest, fastest
end.
Examples: light, neat, fast
Two syllables, ending in Y.
Change y to i, then add -er: happier, Change y to i, then add
Examples: happy, silly, lonely sillier, lonelier -est: happiest, silliest, lone- liest
Two syllables or more, not ending in
Use more before the adjective: Use most before the adjective:
Y.
more modern, more most modern, most interesting,
interesting, more beautiful most beautiful
Examples: modern, interesting,
beautiful
TOM AND JERRY
Tom is Tall Tom es alto Jerry is small Jerry es pequeño
Tom is lazy Tom es peresozo Jerry is fast Jerry es rapido
Tom is furry Tom es peludo Jerry is agile Jerry es ágil
Tom is astute Tom es astuto Jerry is intelligent Jerry es inteligente
Tom is clumsy Tom es torpe Jerry is shy Jerry es penoso
Tom is ferocious Tom es feroz Jerry is weak Jerry es débil
Tome is Strong Tom es fuerte Jerry is energetic Jerry es energético
Write four sentences using the adjectives above. You can write in English or in Spanish.
EXERCISE A
These adjectives don't follow the rules above. What are their comparative and superlative form? (Estos
adjetivos no siguen las reglas de arriba, ¿cuáles son sus formas comparativas y superlativas?).
Good
Bad
Far
EXERCISE B
Write the comparative and superlative forms of the adjectives below.
(Escribe las formas comparativas y superlativas de los siguientes adjetivos).
Adjective Comparative Superlative
cheap cheaper cheapest
beautiful more most
beautiful beautiful
pretty
easy
big
light
heavy
fast
reliable
slow
new
dry
happy
old
nice
compact
tasty
bitter
advanced
suitable
warm
EXERCISE C
Read and find (Lee y encuentra).
Find the comparative and superlative adjectives and write them in the boxes.
(Encuentra los comparativos y adjetivos y escríbelos en los espacios en blanco).
This is my family. I am taller than my brother and sister but my
dad is the tallest. My mum is a vet and my dad is a teacher. I
think being a vet is more interesting than being a teacher
because you work with animals. I want to be an astronaut – I
think this is the most interesting job! Being a vet is easier than
being a teacher though, because teachers have to correct lots
of homework. My job is the easiest – I’m a student!
taller
We can use comparatives and superlatives to compare things and to say
which thing is top in a group.
one syllable: tall – taller – the tallest
two syllables with ‘y’: easy – easier – the easiest
two or more syllables: interesting – more interesting – the most
interesting Be careful! good – better – the best / bad – worse – the
worst
Write the adjectives in the correct group. Can you write
the comparative and superlative form too?
short intellig heavy fast
ent
big lazy dangero happy
us
one syllable two syllables with ‘y’ two or more syllables
short, shorter, the shortest
EXERCISE D
Write sentences about the animals using comparatives and superlatives.
(Escribe las oraciones sobre animales usando comparativos y superlativos).
a. fast: mouse / cheetah / cat
_The cat is faster than the mouse but the cheetah is the fastest.
b. intelligent: dolphin / dog / chimpanzee
_
c. short: giraffe / horse / penguin
_
d. heavy: hippo / elephant / blue whale
e. dangerous: shark / mosquito / rabbit
f. lazy: koala / cat / dog
_
EXERCISE E
Make sentences using superlatives and comparatives. Pay attention to each picture and their
information bellow. (Haz oraciones usando superlativos y comparativos. Presta atención a
cada foto y su información).
1)
Nile river 6.650 km Magdalena river 1.528km
(Large)
2)
Green apple red apple
(Big) - (strong)
3)
(Square) (Triangle)
EXERCISE F
Fill the gaps with the correct word that you have heard
(Llena los espacios con la palabra correcta que escuches)
One
Three Dog Night
One is the __________ number that you'll ever do
Two can be as bad as one
It's the ___________ number since the number one
No is the ___________ experience you'll ever know
Yes, it's the __________ experience you'll ever know
'Cause one is the loneliest number that you'll ever do
One is the loneliest number, whoa-oh, _______ than two
It's just no good anymore since you went away
Now I _______ my time just making rhymes of _________
One is the loneliest number
One is the loneliest number
One is the loneliest number that you'll ever do
One is the loneliest
One is the loneliest
One is the loneliest number that you'll ________ do
It's just no good anymore since you ______away
One is the loneliest (number)
One is the loneliest (number)
One is the loneliest number that you'll ever do
One is the loneliest (number)
One is the loneliest (number)
One is the loneliest number that you'll ever do
One (one is the loneliest number that you'll ever do)
(Number)
One is the loneliest number that you'll ever do
(Number)
One is the loneliest number that you'll ever do
Conclusiones
Llegado a este punto queremos señalar que esta secuencia didáctica elegida tendrá un
alto impacto de eficiencia en nuestros alumnos, hemos tomado como referentes algunos
pedagogos y rescatado algunas recomendaciones y/o que ellos han elaborado y hemos
decido articularlas en nuestra secuencia didáctica ya que son cosas que se han dejado
de utilizar u olvidado en las clases de inglés.
Referencias bibliográficas
Abbagnano, N.y Visalberghi, A.- Historia de la pedagogía (2003)
-Herrán, A. de la (2008). Didáctica general. La práctica de la enseñanza en
Educación Infantil, Primaria y Secundaria. Universidad Autónoma de
Madrid
-Krashen, S. (1985). Second language acquisition, New York.
-Mallart i Navarra, J. (2008). Didáctica general. La práctica de la enseñanza
en Educación Infantil, Primaria y Secundaria
Harmer, J how to teach English. (2006)
Lineamientos curriculares para el área de matemáticas. Ministerio de
Educación Nacional, Colombia.
