COLEGIO TRINIDAD CAMACHO PINZÓN - CITE

AÑO 2021

O AS ÁREA / ASIGNATURA GRADO PERIODO TEMÁTICA Y/O UNIDAD TIEMPO ESTIMADO

TEMÁTICA

INGLÉS DÉCIMO CUARTO ESTRUCTURA DE TEXTOS

DOCENTES Luz Ángela Fonseca Ruiz Cel. 3223692622 Plataforma Classroom

Con mi vocabulario trato temas generales, aunque recurro a estrategias para hablar de
ESTANDAR hechos y objetos cuyo nombre desconozco. Manejo aceptablemente normas lingüísticas
con algunas interferencias de mi lengua materna. Selecciono y aplico estrategias de
lectura apropiadas para el texto y la tarea.

COMPETENCIAS Pragmática –

Analizo diferentes tipos de textos y los organizo según su estructura y funcionalidad.

OBJETO DE APRENDIZAJE
(Desempeño)
TRANSVERSALIDAD Lecto- escritura

RECOMENDACIONES COVID-19

Para evitar la propagación del COVID-19 es importante seguir estas recomendaciones, ¡hacerlo salva vidas!

• Lávese las manos con frecuencia. Use agua y jabón o un desinfectante de manos a base de alcohol.
• Manténgase a una distancia segura de cualquier persona que tosa o estornude.
• No se toque los ojos, la nariz o la boca.
• Cuando tosa o estornude, cúbrase la nariz y la boca con el codo flexionado o con un pañuelo.
• Quédese en casa si se siente mal.
• Si tiene fiebre, tos y dificultad para respirar, solicite atención médica. Llame con antelación.
• Siga las instrucciones de su organismo sanitario local.

ANTES DE EMPEZAR

El presente archivo contiene el objetivo del taller, la explicación, actividad de práctica, actividad evaluativa y evaluación
de la guía, en la parte inicial encontrarán la explicación relacionada con organización de textos en inglés. En la segunda
parte, encontrarán la actividad de práctica y finalmente la actividad evaluativa, estos talleres pueden ser realizados en
hojas de Block cuadriculadas, en el cuaderno de inglés o las pueden imprimir y trabajar en ellos, los trabajos deben ser
enviados, a la plataforma CLASSROOM, al WhatsApp (3223692622) Para aquellos estudiantes que no tienen
conectividad deben enviar sus talleres y trabajos en físico a los lugares dispuestos por los directivos de la Institución. Si
hay alguna dificultad deben comunicarse en la jornada escolar (6:45 am a 1:15 pm) a través de los grupos de WhatsApp
o plataforma institucional. Para la calificación de este taller se tendrá en cuenta los siguientes criterios de evaluación:
Puntualidad, Presentación del trabajo, Coherencia y contenido.

¿QUÉ VOY A APRENDER?

El desarrollo de esta guía tiene como objetivo que el estudiante lea, analice y estructure diferentes tipos de textos a
través de diferentes organizadores gráficos.
LO QUE ESTOY APRENDIENDO

¿Qué es la estructura de un texto?

La estructura de un texto es el modo en que sus partes se encuentran dispuestas, esto es, el orden interno que
presenta y que se rige por dos condiciones básicas:

 La coherencia: Las partes del texto deben poder comprenderse, deben ser legibles y deben transmitir una idea
clara
 La cohesión: Dichas partes deben unirse de manera armónica, deben fluir y formar parte de una unidad.

Escribir es casi siempre un asunto complicado, dado que la transcripción de nuestras ideas a palabras escritas amerita un
proceso de planificación y un método muy distinto a la improvisación hablada. Para ello, es indispensable manejar bien
la estructura del mismo, que, atendiendo a la coherencia y cohesión, podemos diferenciar respectivamente en:

 Estructura interna del texto, que tiene que ver con la distribución de las ideas dentro de sus respectivos
párrafos, de modo tal que el mensaje que se quiera dar sea comprensible y lógico.
 Estructura externa del texto, que tiene que ver con el ordenamiento de los párrafos en segmentos reconocibles
del texto, para plantearle al lector un recorrido ordenado y metódico de las ideas.

La estructura externa, sin embargo, dependerá casi siempre del tipo de texto que estemos construyendo, dado que
tendremos en mente un cometido final muy diferente, si lo que escribimos es un relato, un ensayo o un reportaje
periodístico. Incluso existen casos muy específicos de textos que se rigen, necesariamente, por un esquema
predeterminado o un patrón de presentación.

¿Qué tipos de texto hay?

Cuando hablamos de texto, naturalmente nos referimos a un cuerpo de escritura, o sea, a un conjunto finito de palabras
organizadas en oraciones y frases, que a su vez integran un conjunto distinto de párrafos ordenados. Todo lo que se
escribe es texto, pero no necesariamente del mismo modo. Así, debemos distinguir entre los modos diferentes en que
puede darse el texto, o sea, los tipos diferentes de texto que hay:

 Textos expositivos. Son aquellos en los que se busca transmitir información al lector, a través de datos, citas y
explicaciones, sin por ello asumir abiertamente una postura frente a lo dicho, o sea, sin opinar, ni favorecer
alguna interpretación o punto de vista. Eso no quiere decir que siempre se trate de textos objetivos, pero sí que
guardan las formas respecto al modo en que la información puede comprenderse. Son ejemplo de este tipo de
textos los reportajes periodísticos, las entradas de enciclopedia y los libros de texto escolar.
 Textos argumentativos. Son aquellos en los que se construye un punto de vista respecto al tema en cuestión, a
través del uso de argumentos, ejemplos convenientes o información objetiva, todo puesto al servicio de
convencer al lector de que interprete las cosas tal y como se le propone. Son textos que buscan convencer,
demostrar o comprobar algo. Algunos ejemplos de textos argumentativos son las columnas de opinión en los
diarios, los editoriales periodísticos o los discursos políticos.
 Textos narrativos. Son aquellos en los que se cuenta una historia o un relato de distinta extensión y naturaleza,
empleando más o menos recursos estilísticos o literarios para embellecerlo o para generar un mayor impacto.
Esto quiere decir que hay relatos más apegados a lo real, y otros en cambio más imaginativos, pero ello no
representa ninguna diferencia sustancial respecto de la estructura del relato. Son ejemplos de este tipo de
textos las novelas, las crónicas periodísticas y los relatos infantiles.

- Fuente: https://concepto.de/estructura-de-un-texto/
PRACTICO LO QUE ESTOY APRENDIENDO

Directions: Read the passages. Identify the text structure. Write information from the passage into the appropriate
graphic organizer.

Passage #1 – Chemical and Physical Changes

All matter, all things can be changed in two ways: chemically and physically. Both chemical and physical changes affect
the state of matter. Physical changes are those that do not change the make-up or identity of the matter. For example,
clay will bend or flatten if squeezed, but it will still be clay. Changing the shape of clay is a physical change, and does not
change the matter’s identity. Chemical changes turn the matter into a new kind of matter with different properties. For
example, when paper is burnt, it becomes ash and will never be paper again. The difference between them is that
physical changes are temporary or only last for a little while, and chemical changes are permanent, which means they
last forever. Physical and chemical changes both affect the state of matter.

Passage #2 – The Best PB & J Ever

When I got home from school after a long boring day, I took out the peanut butter, jelly, and bread. After taking the lid
off of the jars, I spread the peanut butter on one side of the bread and the jelly on the other, and then I put the two
pieces of bread together. After that, I enjoyed it while watching “Cops” on the TV. I swear, that was the best peanut
butter and jelly sandwich I ever ate.

Passage #3 – Bobby Fischer

Robert James Fischer was born in Chicago but unlocked the secrets of chess in a Brooklyn apartment right above a candy
store. At the age of six he taught himself to play by following the instruction booklet that came with his chess board.
After spending much of his childhood in chess clubs, Fischer said that, “One day, I just got good.” That may be a bit of an
understatement. At the age of 13 he won the U.S. Junior Chess Championship, becoming the youngest Junior Champion
ever. At the age of 14 he won the U.S. Championship and became the youngest U.S. Champion in history. Fischer would
go on to become the World Champion of chess, but he would also grow to become his own worst enemy. Instead of
defending the title, he forfeited it to the next challenger without even making a move, and the rise of a chess superstar
ended with a fizzle.

Passage #4 – Save the Tigers

Dr. Miller doesn’t want the tigers to vanish. These majestic beasts are disappearing at an alarming rate. Dr. Miller thinks
that we should write to our congress people. If we let them know that we demand the preservation of this species,
maybe we can make a difference. Dr. Miller also thinks that we should donate to Save the Tigers. Our donations will help
to support and empower those who are fighting the hardest to preserve the tigers. We owe it to our grandchildren to do
something.

Passage #5 – The Great Recession

Many people are confused about why our economy went to shambles in 2008. The crisis was actually the result of a
combination of many complex factors. First, easy credit conditions allowed people who were high-risk or unworthy of
credit to borrow, and even people who had no income were eligible for large loans. Second, banks would bundle these
toxic loans and sell them as packages on the financial market. Third, large insurance firms backed these packages,
misrepresenting these high-risk loans as safe investments. Fourth, because of the ease of acquiring credit and the rapid
growth in the housing market, people were buying two or three houses, intending to sell them for more than they paid.
All of these factors created bubbles of speculation. These bubbles burst, sending the whole market into a downward
spiral, causing employers to lose capital and lay off employees. Consumer spending then plummeted and most
businesses suffered. The economy is like a big boat, and once it gets moving quickly in the wrong direction, it’s hard to
turn it around.

Passage #6 – Screen Protector

Before applying the screen protector, clean the surface of your phone’s screen with a soft cloth. Once the surface of
your screen is clean, remove the paper backing on the screen protector. Evenly apply the sticky side of the screen
protector to your phone’s screen. Smooth out any air bubble trapped on between the protector and the phone screen.
Enjoy the added protection.

Which passage is chronological?

Put information from the passage onto the graphic organizer.

Passage Name:

Which passage is compare and contrast? Put information from the passage onto the graphic organizer.

Passage Name:

What is being compared & contrasted?

Ways Different
Ways Similar
1.
1.

2.
2.

3. 3.
Which passage is sequence?
Put information from the passage onto the graphic organizer.

Passage Name:
4.

3.

2.

1.

Which passage is cause and effect?

Put information from the passage onto the graphic organizer.

Passage Name:

CAUSE #1

EFFECT

CAUSE #2
 Which passage is problem and solution?
Put information from the passage onto the graphic organizer.

Passage Name:
SOLUTION

PROBLEM

SOLUTION

Which passage is chronological?

Put information from the passage onto the graphic organizer.

Passage Name: ___________________________

COMO SÉ QUÉ APRENDÍ (EVALUATION ACTIVITY)

Directions: Read the passages and on a sheet of paper, put the information from each passage into an
appropriate graphic organizer. The following graphic organizers are examples. Feel free to make
changes if necessary. Each is used at least once.
1. The Age of the Dinosaurs

Dinosaurs existed about 250 million years ago to 65 million years ago. This era is broken up into three periods
known as the Triassic, Jurassic and Cretaceous periods. The Triassic Period lasted for 35 million years from
250-205 million years ago. Planet Earth was a very different place back then. All the continents were united to
form one huge land mass known as Pangaea. The Jurassic Period was the second phase. The continents began
shifting apart. The time scale for this famous period is from 205 to 138 million years ago. The Cretaceous
Period was the last period of the dinosaurs. It spanned a time from 138 million to about 65 million years ago.
In this period the continents fully separated. However, Australia and Antarctica were still united.

2. Vicious Predators

The Cretaceous Period was filled with dangerous predators, but two of the most feared hunters were the tyrannosaurs
rex and the velociraptor. The tyrannosaurs rex was one of the largest carnivores to ever walk the Earth. He was 20 feet
tall and weighed seven tons. His jaws could crush down with 3,000 lbs. of force, enough to smash the bones of his prey.
The velociraptor was very small compared to rex. Raptors only stood three feet tall and were seven feet long, weighing
merely 35 pounds. But the velociraptor was fast. Scientists think that raptors could run 24 miles per hour and turn on a
dime. Both dinosaurs used their jaws to kill prey, but the raptor had a secret weapon: a retractable toe claw that he
pulled out like a knife to slash at his prey. Both dinosaurs had eyes on the front of their heads, which helped them track
prey. If these two dinosaurs had fought, it would be difficult to say which would win; however since raptors died over
ten million years before the first tyrannosaurs was born, scientists don’t believe such a fight ever occurred.

3. Creating a Dinosaur Sculpture

Materials: pipe cleaners, clay, non-toxic paint

Wouldn’t you like a scary dinosaur model on your desk to protect your pencils and textbooks? You can easily
make one by following these simple directions. First, bend your pipe cleaner to make the frame of your
dinosaur. I suggest you create a tyrannosaurus frame by using one long pipe cleaner as his neck, spine, and
tail, and then bend another into a u-shape to make his feet. Wrap the feet around the spine piece. Next, roll
out clay to wrap around the pipe cleaners. Let the clay dry overnight. The next day you may want to paint
your dinosaur using non-toxic paint. His eyes should be white, but feel free to color your dinosaur as you wish.
Nobody really knows how dinosaurs were colored, so don’t let anyone tell you that your dinosaur can’t be
pink. Lastly, put him on your desk and watch as he or she scares away bullies and pencil thieves.
4. What Happened to the Dinosaurs?

There are many theories about why the dinosaurs vanished from the planet. One theory that many people
believe is that a gigantic meteorite smashed into the Earth. Scientists believe that the meteorite was very big
and that the impact may have produced a large dust cloud that covered the Earth for many years. The dust
cloud may have caused plants to not receive sunlight and the large plant eaters, or herbivores, may have died
off, followed by the large meat eaters, or carnivores. This theory may or may not be true, but it is one
explanation as to why these giant reptiles no longer inhabit the Earth.

5. Fossil Mishap

It’s important to think critically about the information that you receive, or else you may be led astray. For
example, the brontosaurus is a type of dinosaur that never really existed. Many people still believe in the
brontosaurus today, but the “brontosaurus” is actually the body of an apatosaurus with the head of a
camarasaurus. This concocted creature was made from two mismatched fossils. Had more people thought
critically about these findings, analyzing the components that were presented, entire generations of school
children may not have been misinformed; therefore, think critically about the information that people tell
you, even if it’s information you find on a book or in a worksheet. Keep these problems in mind when
conducting your studies.

6. Dino the Dinosaur

One day Dino the Dinosaur decided to go for a walk to the watering hole. It was a sunny day and the sky was
blue and clear. Dino was thinking about his girlfriend Dina when he saw a pack of wild lizards and animals
running through the plains in a frenzy. Dino tried to ask the critters why they were running, but they just kept
running. Dino scratched his dinosaur head and continued walking toward the watering hole. Soon after, Dino
heard a loud thumping noise like the slow beat of a drum. The earth shook and fruit fell from the trees, but
Dino was so deep in thought over his girl Dina that he didn’t even notice. The thumping grew louder and
louder as Timmy the Tyrannosaurs Rex approached Dino. Dino kept thinking about his girl Dina until the
moment Timmy ate him.
QUÉ APRENDÍ

REFLEXIONO SOBRE LO QUE APRENDÍ. SEÑALO DONDE CORRESPONDA LO HAGO LO HAGO A VECES Y NECESITO AYUDA
BIEN PUEDO MEJORAR PARA HACERLO
Leo e interpreto adecuadamente textos.
Desarrollo los talleres y tareas asignadas con empeño y puntualidad.
Escucho y aprehendo con facilidad los contenidos desarrollados.
Consulto y profundizo sobre los temas presentados, preparo
evaluaciones y repaso contenidos.
Realizo traducciones coherentes aplicando estructuras gramaticales sin
utilizar el traductor.
Desarrollo las actividades dedicando el tiempo y compromiso necesario
para aprender y no por la calificación.
Desarrollo las actividades asignadas demostrando autonomía,
honestidad y esfuerzo, comprendiendo que el aprendizaje es individual y
soy yo el responsable de este.
Presento mis trabajos completos, ordenados, pulcros, con letra legible,
sin tachones y cumpliendo con las indicaciones del docente.
NOTA FINAL
 EVALUACIÓN DE LA GUIA
CRITERIOS UTILIZADOS siempre casi algunas nunca
siempre veces
Presentación, La guía es ordenada y se desarrolla de manera clara y        
estructura coherente
y actividades de guía La guía utiliza un lenguaje apropiado y de fácil comprensión        
Las imágenes y tablas usadas en la guía son ilustrativas y de        
fácil manejo
Los ejemplos usados facilitaron la comprensión del tema de        
estudio.
Los procedimientos realizados son claros, coherentes y        
facilitaron la comprensión del tema.
Las actividades planteadas son claras y relacionadas con el        
tema de estudio.
Sitios web y Son de fácil acceso        
herramientas virtuales Son sencillos de manejar        
utilizados en la guía Son didácticos e ilustrativos        
Son apropiados y relacionados con el tema de estudio        
La guía y el desarrollo Motiva y despierta el interés de los estudiantes por        
de las clases aprender
Disminuyen los problemas de comportamiento en el aula        
de clase
sugerencias y comentarios: