Tareas docentes para favorecer el desarrollo de la comprensión lectora en las clases de inglés (página 2)
Enviado por Carlos Viltre Calderón
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Post reading
5-According to what you have read. Do you consider sports are important? Why?
6-The teacher wants to know what has been taught by means of the following questions:
a) Do you like practice sports?
b) What kind do you prefer?
c) How often do you practice sports?
d) Would you like to become in a sport-man–woman?
e) Mention some Cubans sport-women or men names.
f) What sport event is celebrating in this moment in Cuba and in the world?
g) Is there any Cuban-team participating in any world event?
h) Expose what you know about their results.
7-Write the name of some sport men- women from Banes and say in what sports they (were) (are) distinguished?
Task 5
Unit: 4 Hobbies
Type: Reading Comprehension. Topic: The Music as Hobby. Lesson: 9.
Objective: To comprehend a text about Lennon"s life, and become cultivated person at free production level.
Grammar: verbs in present and simple past.
Prepositions: with, of; demonstrative pronomb that, this.
Adverbs: after, even, truly.
Method: Practical conscious.
Teaching media: Text, video of Lennon"s song Image.
Text: John Lennon
Some people colled John Lennon the thinking man"s Beatle. He was serious and creative author. Many young people of the 60th and 70th decade thought he spoke for them.
Lennon was born on October 9th, 1940, in Liverpool, England. During his child-hood he listened to the music of rock and roll, singers as like Elvis Presley, Jerry Lee Lewis and a little Richard. At 15th when he was in art school, Lennon started his first band, The Quarry-men. The band included Paul McCartney, George Harrison, and Ringo Start, too .The Quarry-men later changed their name to the Silver Beatles and then The Beatles.Between1958 and 1962 the group played in night clubs in Liverpool and Hamburg, West Germany, then The Beatles made a record colled "I Wanna Hold Your Hands".
Many people think that Lennon was the most important singer, musician and song-guitar of Beatles band .On December 9th, 1980, a young man killed in New York Park. (Taken from Spectrum II. 105- p)
Pre reading
1-To invite them to listen and watch the video with the song of John Lennon, Image and ask them what is the content of this song. (To establish the talking)
While reading
2-Read the text and say true T or false F.
a) __Lennon visited The United States of America.
b) __He wrote many important songs.
c) __Lennon was born in Germany.
d) __ Band had other name.
e) __He studied in England.
3- Into the text find out the answers of these questions.
a) Was he a big musician?
b) Did he study economic?
c) Where was Lennon born?
d) Where did he start to work?
e) Who were in his band?
f) What are themes of his songs?
Post reading
4- Was Lennon an important man? Why?
5-Imagine you are a musician .What kind of music would you like to write?
6-What topic about would you like to write? Why?
7-Investigate and Write a report about some important personality of music from Banes, you can visit the municipal library, The Catholic Church, or Radio Banes Broad Casting.
Task 6
Unit: 6 Pastimes.
Type: Reading Comprehension Topic: A love letter lesson: 9
Objective: To comprehend a text about love fostering their personal relation-ship, solidarity and become cultivated person, at free production level.
Lexicon: verbs in present and past; find, to be, confused, wanted, wrote, forget, know; expressing existence there is; modal verb, could, can, might.
Grammar: Prepositions; with, maybe, of; demonstrative pronomb that, this.
Adverbs: after, ever, truly.
Method: Practical conscious.
Teaching media: text, recorder.
Teaching media: text, board, song of Celine D. “Have you ever been in love.´´
Text: A love letter
Rosy:
I am in love with you, or what? We broke up two years ago, and you are still on my mind. The phone sometime rings and I still find myself thinking: maybe that"s Rosy ; when a car pulls into the driveway, or the door-bell rings unexpectly: maybe tha´s Rosy. Good grief-sometimes I wish I could forget you, and then I find myself worrying that you might forget me.
Love is not something I can figure out. There is no mathematical formula for love, no concise Oxford definition. If being confused is a sign of being truly in love, then maybe I"m in love If time is the test of true love, then it"s you and truly in love with. I guess what I"m trying to say is that you are the only girl who ever had me thinking about marriage.
I guess that"s the reason I wrote this letter. No matter what happens, I wanted you to know that. Your: Alex. (Taken from, Taboo and Issue, mimeographed material, 995. 32- p.)
Pre reading
Teacher will play the song of Celine D. “Have you ever been in love,´´ invite them to listen to what is about it. Ask the following questions for motivating them about topic.
a) Have you ever been in love?
b) How have you felt when you are in love?
c) Have you ever loved someone without being loved in return?
d) What did you do?
e) Have you ever written a love letter?
f) Are you honest and sincere in your letters of love?
(Say. let"s see what this boy writes to this girl).
While reading
2- Read the Alex"s letter and answer the following questions:
a) Who is Rosy?
b) Does he think about something more important than his love?
c) What does he compare love to?
d) Is she the girl he wants to marry with?
e) Do you think he is in loves with her? Why?
3- Read the letter again and find out another way to say.
a) You haven"t come out of my mind.
b) I love you deeply.
c) I just want to marry one woman as like you.
d) That"s why I wrote this letter.
Post reading
(The teacher will say)
4- I"m sure all of you have whom to write a love letter ,that"s why, I want you to close your eyes, concentrate and let your feelings come out for one simple reason: you are going to write a short love letter to someone you love very much. At the end we will select the most romantic one to place it on the board. (The teacher will help them to organize ideas.)
Task 7
Unit: 7 Important personalities.
Type: Reading Comprehension. Topic: A Big Cuban. Lesson: 8
Objective: To comprehend a text about Marti"s life, fostering the patriotism, and love for Cuban Heroes, and become cultivated person, at production level.
Content: values and to keep Marti though as Cuban paradigm.
Lexicon: Adjectives; beautiful, wealth, brave, intelligent, friendly, special.
Grammar: Prepositions; because, between, of, on from.
Verbs: verbs in past tense, (to be), was, were.
Adverbs: after, as.
Values: solidarity, patriotism, internationalism, ant imperialism.
Method: Practical conscious.
Teaching media: Text, picture of Martí.
Text: Our Marti
José Martí was born in Havana on January 28th, 1853. His parents Mariano and Leonor had five children, four girls and a boy José nick-named (pepe).He was a great student and since he was very young he felt the freedom"s necessity for his lands-country and for it fought all his life.
Marti was one of the most virtuous men of his epoch. Always showed his spirit strong and brave with a highest intelligence disposed to offer his friends and partners. was a man of low, worked hard as a teacher and a journalist; teaching a lot of knowledge and denouncing all of things bad that existed in Cuba, spoke and dominated the Latin, English and French at the perfection. He had a special friendly and love for Maria Mantilla, he named her, -¨my dear dougther¨- in letters written by him are present many values and principles with a deep patriotism, ant-imperialism and Latino American brother-hood one of the most representative is his poem Abdala recollected in his complete plays. He felt special love for the Cuban children.
He organized and directed the Cuban Independence War, was able to appreciate the values of each person and recognize the clearest virtues of human being by the defense of his occupied lands-country. Martí died on May 19th, of 1895, East Region of Cuba in Dos Rios; in combat facing the enemy. Today is well known as the most all Cuban Universal. (Taken and adapted from Cristo Vive., mimeographed religious Material, Banes. 2007).
Pre-reading
!- Show a picture of Marti and to say, well now let"s write three representative values in this big man. (Students will write three values of Martí and will express orally)
2-Select from the following titles the Martí"s written.
a) __The Little Prince.
b) __The Golden Age.
c) __Three Heroes.
d) __Our America.
e) __Romance of Bad Girl.
f) __Rosa"s Little Shoes.
g) __Abdala.
h) __Heart.
(They must select the items b, c, d, f, and g)
While reading
3-Read the text again and choose the central idea of the text.
a) __The plays of Martí.
b) __His love by Maria Mantilla.
c) __Martí"s life.
d) __Martí as a patriot.
(They must mark the item c)
4- From the text answer the following questions.
a) Was Martí an intelligent man?
b) Where he was born?
c) Did he love for Cuba?
d) What were some of his professions?
e) What does he reflect in his written?
f) What did Martí do for the Cuban independence?
Post reading
5-After you have analyzed the text:
-What future did Martí want for Cuba?
– How was fulfill nowadays, express your ideas?
6-Find out information about independents heroes from Banes, write a report.
(Visit the municipal History Office, municipal Library, and Combatant Association of Cuban Revolution in Banes)
Task 8
Unit: 7 Important personalities.
Type: Reading Comprehension. Topic: Great Person English. Lesson: 8
Objective: To comprehend a text about Shakespeare"s life, and become cultivated person fostering their solidarity, patriotism, Internationalism, at free production level.
Content: Shakespeare"s Life.
Grammar: Prepositions; because, between, of, on from.
Verbs: verbs in past tense, (to be), was, were.
Adverbs: after, as.
Method: Practical conscious.
Teaching media: text
Text: Great Person
William Shakespeare was born in Stratford on–Avon, on April 23rd, 1564. He married with Anne Hathaway at eighteen, they had three children. At twenty–one they moved to London where he worked very strong as a play writer and an actor at the Glove Theater. He is not on the actors list after 1603, so he probably stopped acting at this time, because he was already famous for his written.
He wrote his first play Henry VI in 1590-91, after that he wrote his most famous play Romeo and Juliet, his last play was wrote in 1612;The Tempest. After that he left London and went back to live in Stratford. He died in 1616. His plays are successful today. (Taken from Tabloide Universidad para todos.Curso de Ingles, 2006. 22- p.)
Pre reading
1- (Ask them) Mention some personality from England, write on board.
2- Do you know why April 23rd is the Language"s day?
(Students must express their ideas)
While reading
3·- Read the text and say true or false according to the text. Justify the false one.
a) ___He was born in London.
b) ___He wrote many plays.
c) ___People liked his plays.
d) ___He travelled through England.
e) ___He performed in many occasions.
4- Read the text again and answer:
a) Where was Shakespeare born?
b) Was he a merchant?
c) When did he go to London?
d) When did he write his first play?
e) What were his professions?
Post-reading
5-Using the information from the text compare with other important Banes´ writer life and elaborate a report about his-her life (Looking for the information in the municipal library).
Task 9
Unit: 8 Environment
Type: Reading Comprehension. Topic: Danger for Beauty. Lesson: 8
Objective: To comprehend a text about care of the environment fostering their love towards the Cuban natural wealth, as Cuban element, at free production level.
Content: care and conservation of the environment, rules and prohibitions for the Cuban endangers species as like: parrots, carpinteros, tocororo, zunzún; polimitas; jutía conga; etc.
Lexicon: Adjectives –beautiful, wealth.
Grammar: Prepositions; because, between, of, on from.
Verbs: located, (to be) are, were, built, serve, stand, know.
Adverbs: after, even, as.
Method: Practical conscious.
Teaching media: text.
Text: Danger for Beauty
Cuba, likes all the countries in the world, has a large number of endangered species among its flora and fauna. The immense forest that Christopher Columbus found when he arrived to Cuban shores in 1492 had almost disappeared, the Cuban Government reinforces the rules and regulations to protect the environment, as planting new forest, the prohibitions to capture some species, specially during their meeting season creating a first barrier to avoid the continuation of destruction our nature. Our national strategy on environmental education has been added so the population of the archipelago can go to know better the wealth they posses and the harm they do themselves when they carry out predatory actions against nature. (Taken and adapted from Habanera Magazín. La Revista de Cuba y sus Amigos. La Habana, Cuba.28- p)
Pre reading
(Brain storming) Cuban animals or plants (to write on board) The students are going to mention some Cuban animals or plants name, the teacher will introduce the topic to the material they are going to read, asking questions like: (Write on board) (Answers can be in Spanish)
Do we have endanger species in Cuba?
Are the Cuban forests in the way to disappear?
What does our government do to protect the environment?
Is it important to protect the forests and animals? Why?
The teacher says: Then, let"s read the text to find out the answers to these questions.
While Reading
The students are going to read the text in order and going to answer the following questions from the pre –reading stage, on English.
2 – Answer these questions.
a) Do we have endanger species in Cuba?
b) Are our forests in the way to disappears?
c) What does our government do to protect the environment?
d) Is it important to protect the forests? Why?
3- Match the following word with their definition.
a-Endangered b-Forest c-Harm d-Wealth e-Environment |
|
Post reading
4- After having analyzed the article, can you tell the meaning of phrase that serves as the title?
5- Write some measures for protecting the environment of your community and how to get out and discuss with your class-mates.
6-Find out and write the name of some animals and plants that have their habitat in the North Part of Holguín. (Consult the book, Especies de Animales y Plantas Endémicas de Cuba, from the author, Dr. Roig y Mesa)
Task 10
Unit: 10 All in all
Type: Reading Comprehension. Topic: A Delicious Beverage. Lesson: 8
Objective: To comprehend a text about benefices of tea fostering their personal health, and become cultivated person, at free production level.
Lexicon: furniture, Nowadays, benefices, coups, jewel, heart, blood, youth.
Grammar: verbs in present and present continuous, simple past.
Prepositions: with, of; demonstrative pronomb: that, this.
Adverbs: after, so.
Method: Practical conscious.
Teaching media: text.
Text: The Tea and the Health
When we talk about tea we think in a typical English saloon with all of furniture, accompanied of crackers, biscuit, some sandwiches. Truly the tea come from China, where were used to calm the headaches, to cure the diphtheria, the hepatitis. Nowadays we know, it can prevent many sickness mainly referred to the heart and today is one of the most popular beverage around the world. England has adopted as part of its culture.
We know so few about benefices of the tea for our health. In China it produces one of the most expensive and unknown kind of tea, the white tea, which is known as the elixir of youth, because prevent the formation of badness cells, has a down of taninos and teina (alkaloid equivalent to the coffee). The green tea is the jewel, it not ferments, conserve those entire vitamin, components, antioxidants and medical properties of its rams. The black tea is produced in India and Sri Lanka. The red tea Is considered as the most idoneouos in China because acts over our functional energies and helps to diminish the cholesterol level, unweak the metabolism of the liver, reduce uric acid and the triglycerides, desintoxic, depure the organism and prevent the digestives difficult, helps to solve the hypertension. The consume of tea prevent others sickness as like the heart attack, better up the mucus, the diabetes and the skin, provokes lost of fat, powerfully the immunologic system, to eliminate liquids and prevent caries, thanks to the big quantity of polyifhenoles, vitamins, minerals and amino-acid contend in its preparation, is very important if it want to conserve all properties: water to a temperature between 50 and 90 grades, without get to swarm is ideal to know that two coups of green tea has the same content in vitamin C than in a glass of the orange juice. The tea relax and wide the arteries, increases the blood through to the heart, favour the digestion, inhibit the mouth"s bacterial production and is an excellent stimulator. It recommended just a little spoon of tea by every coup and let it to settle by three or five minutes before to drink it, is great to drink it in the afternoon or at nights. (Taken and adapted from: Bohemia No 8.– La Habana.Cuba. Ed: Política, 2008.28.-p)
Pre-reading
(Ask to the students)
1- What kind of beverage do you prefer?
a) __Coffee
b) __Chocolate
c) __Tea
d) __Milk
1.1 Which one is the healthiest?
2- (Ask to the students the following questions orally) Answers can be in Spanish.
a) Do you like tea?
b) Do you know the benefices of tea?
c) What do you know about tea?
While reading
3- Read the text and say true or false in case of false justify your answer.
a) __ Tea helps to share people.
b) __Tea is used in Cuba.
c) __It"s commercialized in England.
d) __ Tea is not good.
e) __Many people drink tea.
4- Read the text again and find out the answers of the following questions.
a) Where is tea come from?
b) What kinds of tea are mentioned in the text? Mention it.
c) How does it can be prepared?
d) When is the best moment for drinking tea?
e) Is the tea good for the health? Why?
5- Read the text, and then find out other way to say.
a) -High blood pressure.
b) -The tea must be drunk warm.
c) -Stomach problems.
d) –Energizer.
e) -It is a beverage very used in all countries.
Post-Reading
6- Visit to the doctor"s family and ask her–him about the benefices of some Cuban plants and what sickness can be preventing them. Elaborate a report with this information and present to your classmates.
Task 11
Unit: 10 All in All.
Type: Reading Comprehension Topic: Body talk. Lesson: 9
Objective: To comprehend a text about health, fostering their personal health, and become cultivated person, at free production level.
Content: To keep a good health.
Lexicon: husband, health, high blood pressure, heart disease.
Grammar: verbs in present and present continuous and simple past.
Preposition: with, of; demonstrative pronomb that, this.
Adverbs: after, fortunately, even, truly.
Method: Practical conscious.
Teaching media: text.
Text: Hypertension (From body talk)
Hypertension and you
Dear Dr. Quinn: my husband is thirty-nine years old and his blood pressure is high. He says that his father has high blood pressure too. What causes it and what can my husband do about it?
Answers:
Dear worried: doctors don"t always know what causes high blood pressure, also called hypertension. More men than women have it, it usually begins in middle or old age, and it sometimes runs in families. If you are heavy, loosing weight can sometimes help. Some people"s blood pressure goes dawn when they give up salt. Fortunately, it is possible to control high pressure today with proper medicine. High blood pressure can lead to serious problem, like heart disease so it is very important to control it. (Taken from Spectrum II. 17. -p)
Pre reading
1- Read the title of the text and answer.
What do you think the article is going to be about? (Ideas should be copied on the board). Text: Hypertension.
a) __Sport and body.
b) __Vacations.
c) __Health.
d) __Children.
(They must select item c)
While reading
2- Read the text and determine which of the ideas appear in the article.
a) __Hypertension is another name for the blood pressure.
b) __Women have high blood pressure more often than men do.
c) __High blood pressure usually starts when person is around twenty"s.
d) __your blood pressure may go dawn if you loose weight.
e) __Eating salt is good for the hypertension.
f) __People with high blood pressure usually feel sick.
3- Read the text again and Answer these questions from text:
a) Do doctors know what causes of the hypertension are?
b) Is good to be fat?
c) Who are more problems with the hypertension?
d) What causes can provoke the hypertension?
e) Is possible to control it?
f) Can the hypertension provoke other sickness? Which are them?
Post reading
4- After you have analyzed the article answer.
a) Do you think hypertension is dangerous disease?
b) What must a person do if he-she suffers from hypertension?
c) Does any member of your family suffer from high blood pressure?
d) What do you suggest for keeping a good health? Expose your reasons?
5-Investigate with the family doctors or nurse the native sickness from Holguín province.
Resultados:
Del análisis realizado se evidencian las inconsistencias epistemológicas que existen en el proceso de enseñanza– aprendizaje de la comprensión lectora en Inglés en la secundaria básica, dado por insuficientes orientaciones metodológicas y las tareas docentes para tratar lo relacionado con los niveles de de la comprensión de textos que se ofrecen para solucionar la problemática existente.
Las insuficiencias detectadas con la aplicación del diagnóstico sobre la comprensión lectora en los estudiantes de secundaria básica, corroboraron las deficiencias y demandaron la preparación de tareas docentes.
Las tareas docentes propuestas, fueron aplicadas de forma creadora, sistémica, profesional y flexible, favorecieron el desarrollo de la compresión lectora en la asignatura de Inglés, así como también contribuyó a la optimización del proceso de enseñanza y aprendizaje de esta habilidad al exigir que los estudiantes transiten por los diferentes niveles de comprensión. Dichas tareas ofrecen una solución para la didáctica de lenguas extranjeras.
Es significativo señalar que después de aplicar las tareas docentes propuestas se obtuvieron los siguientes resultados:
El 20 % de los estudiantes presentan un desarrollo totalmente adecuado de la habilidad de comprensión lectora
El 70 % presentan un desarrollo parcialmente adecuado de dicha habilidad. Esto significa que más del 60 % de la muestra alcanzó en la prueba de salida más del 89,6 % de los puntos a otorgar. Lo que expresa un mejoramiento en el trabajo del estudiante con la comprensión de textos escritos en idioma inglés.
Los principales logros en el desarrollo de la comprensión lectora fueron los siguientes:
El 70,5 % logró un mejor desempeño en la tarea.
El 50, 3% logró determinar las ideas principales y discriminó las ideas relevantes de las irrelevantes.
El 70,5% demostró dominio del vocabulario en el idioma de la especialidad en el año objeto de investigación.
El 60 % logró interpretar ideas y frases.
El 35, 5 logró valorar el texto en general y asumió posiciones al respecto.
El 54,5 % logró realizar resúmenes en inglés sobre el texto utilizado.
Los resultados obtenidos fueron los siguientes:
El 93,75% de los nueve profesores, coinciden en que las tareas y los textos favorecen el desarrollo de la comprensión lectora fundamentado en los siguientes criterios referidos en el párrafo anterior:
Son motivadores, responden al contexto donde se implementan, son asequibles a los estudiantes, contribuyen al desarrollo de la creatividad del educando, refuerzan el trabajo con las otras habilidades del idioma, constituyen un reto para el estudiante, estimulan la búsqueda de información, favorecen el trabajo independiente de los estudiantes, se refuerzan aspectos de la cultura de Banes.
El nivel de motivación del colectivo pedagógico para darle tratamiento a la comprensión lectora se elevó a partir de la implementación de las tareas docentes previstas.
Se profundizó en las preparaciones metodológicas para utilizar de forma eficiente las potencialidades que ofrecen los contenidos de otras asignaturas de manera tal, que logren en los estudiantes el desarrollo de la comprensión lectora en inglés como idioma extranjero.
A manera de resumen se puede afirmar que se produjo un desarrollo en el aprendizaje de los estudiantes en relación con el tratamiento de la comprensión lectora, reflejándose en: ascenso de los conocimientos por parte de los estudiantes en relación con diferentes contenidos tratados.
Entre los elementos que se consideraron importantes, se mantuvo la calidad de la clase y el uso adecuado de textos que resultaron nuevos e interesantes para los estudiantes.
El interés por parte de los profesores de lograr avances significativos en el aprendizaje de los estudiantes, por existir ejercicios desarrolladores que propicien la atención a partir del diagnóstico aplicado del contenido, teniendo en cuenta las posibilidades reales de cada estudiante, se fortaleció el trabajo en cuanto a la atención a los estudiantes con dificultades en el aprendizaje.
Conclusiones
El análisis integral de los resultados alcanzados en los distintos momentos de la investigación conduce a formular las conclusiones siguientes:
1. Las concepciones que históricamente se han aplicado para el desarrollo de la comprensión lectora en inglés en la Secundaria Básica, no permitían obtener los resultados deseados en la asignatura inglés.
2. Las tareas docentes presentadas resultaron novedosas.
3. Las tareas docentes son pertinentes para generar cambios positivos en cuanto al desarrollo de la comprensión lectora en idioma inglés.
4. De esta forma, se contribuyó a que lo estudiantes alcanzaran mayores niveles de competencia comunicativa en el idioma extranjero.
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Autor:
MSc. Luis Mesa Jara
Filial Universitaria Municipal de Ciencias Médicas. Banes.
MSc. Carlos Viltre Calderón
Centro de Estudios en Investigaciones Educativas. Universidad de Ciencias Pedagógicas: "José de la Luz y Caballero". Holguín.
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