Implementacion Institucional de La Propuesta de Maestria de La Docente Mireya Dominguez Gomez

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IMPLEMENTACION INSTITUCIONAL DE LA PROPUESTA DE MAESTRIA

DE LA DOCENTE MIREYA DOMINGUEZ GOMEZ: TEXT INTERACTION AND THE
EFFECTS ON EIGHT GRADE STUDENT EFL READING COMPREHENSION.
INTERACCION TEXTUAL Y LOS EFECTOS EN LA COMPRENSION

LECTORA EN INGLES.
AREA DE INGLES JORNADA MAÑANA DE LA IETECI DE PALMAR DE VARELA.
BEALSY LOPEZ BARRIOS
LIBIA RUA RUA
MIREYA DOMINGUEZ G.
ROCIO GUZMAN IBAÑEZ
INSTITUCION EDUCATIVA TECNICA COMERCIAL E INDUSTRIAL
PALMAR DE VARELA
2018
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RESUMEN
Este proyecto tiene como objetivo implementar a nivel institucional la propuesta de
lectura en inglés - Text interaction and the effects on eight grade student EFL reading
comprehension ( Interacción textual y los efectos en la comprensión lectora en inglés)
realizada por la docente Mireya Domínguez Gómez durante su Formación en Maestría en la
Enseñanza del Inglés como beneficiaria del Programa Maestrías del departamento del
Atlántico (2015-2017). La propuesta de lectura permite dinamizar el Enfoque Textual de
Género (genre based approach and text –based syllabus) con el objetivo de desarrollar la
competencia lectora la adquisición de conocimiento de los recursos semánticos del discurso
construyendo significado interpersonal a través del trabajo colaborativo. Los resultados del
estudio corresponden a la investigación realizada con los estudiantes de 8º grado 2016 de la
IETECI de Palmar de Varela respondiendo positivamente a la efectividad del enfoque en el
desarrollo de la competencia lectora. Los enfoques del diseño del curso de lectura son:
hermenéutico, cognitivo y enfoque funcional y socio-cultural. Los temas de enseñanza
están conectados con los estándares de inglés del MEN y los derechos básicos de
aprendizaje del inglés. La metodología de enseñanza corresponde al ciclo de enseñanza del
enfoque de género (construcción del contexto de lectura, deconstrucción del texto, re-
construcción del texto y trabajo independiente); los recursos de apreciación del texto a
través de actividades de apoyo para lectura y vocabulario.
Ciertamente, la combinación de los elementos de la teoría de apreciación textual y
teoría de género favorece el proceso de escritura de los estudiantes. Esta propuesta de

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implementación institucional tiene como propósito beneficiar a todos los estudiantes de la
IETECI desarrollando la competencia lectora a través de este enfoque de lectura.

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TABLA DE CONTENIDO.
1. INTRODUCCION 6
1.1.Pregunta de investigación
1.1.1 Pregunta Principal 9
1.1.2 Sub Preguntas 9
1.2.Objetivo General 9
1.3.Objetivos Específicos. 9
2. JUSTIFICACION 10
3. MARCO LEGAL. 15
4. MARCO CONCEPTUAL. 19
4.1 ENFOQUE DE GENEROS TEXTUALES. 24
4.2 TEORIA DE APRECIACION TEXTUAL. 27
5. METODOLOGIA 29
6. DISEÑO DE LA PROPUESTA PEDAGOGICA DE LECTURA EN INGLES
BASADO EN EL ENFOQUE DE GENEROS. 30
6.1 Metas y objetivos 30
6.2 Objetivos específicos 31
6.3 Secuencia de contenidos conectados con los temas de lectura. 33

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6.4 Estructura proporcional de contenidos de lectura. 34
6.5 Planeación de Unidad de lectura. 38
6.6 Rejilla- contenidos basados en lectura de textos 41
7. CRONOGRAMA DE ACTIVIDADES 45
8. RECURSOS 49
9. CONCLUSIONES. 50
ANEXOS 51
BIBLIOGRAFIA.
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1. INTRODUCCIÓN
El plan de mejoramiento de Inglés, en nuestra comunidad educativa, busca
fomentar continuamente nuevas y diferentes estrategias para formar y proyectar
personas competentes que sean capaces de solucionar dificultades, de asumir los
cambios, que sean capaces de construir y direccionar las directrices que demarcan su
vida hacia ambientes agradables donde crezcan y satisfagan sus necesidad. Cuando se
tiene la firme convicción que la educación agrega valor y seguridad al desarrollo no
solo personal sino interpersonal, se convive con un permanente proceso de
mejoramiento integral que posibilita a los niños y jóvenes promover acciones de alta
calidad de un aprendizaje que tiene como fundamento la investigación y en parte un
nuevo descubrimiento utilizando las diferentes habilidades propias del idioma
extranjero (Inglés), lo avances tecnológicos, la información y e l manejo de los
mismos, además de sus propios criterios de tal forma que conduzcan a evidenciar los
logros y los avances en las pruebas de estado que son programados por el MEN.
El equipo que integra las acciones de mejoramiento, está conformado por el
rector que orienta los procesos de cambio, los coordinadores quienes impulsan
permanentemente el proceso, los docentes quienes asumen los procedimientos,
adecuando recursos y metodologías, facilitando los procesos, los padres de familia y
por supuesto, el compromiso de los estudiantes, quienes a final de cuentas, s on los
que muestran resultados de proceso.

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La enseñanza de un inglés comunicativo es vista como una actividad práctica más que
una noción teórica. Se pretende que a través de una aproximación integrada de las cuatro
habilidades del lenguaje a saber, lectura, escucha, expresión oral y escritura el estudiante
adquiera las herramientas necesarias para poder entender el idioma extranjero inglés y estar
en capacidad de expresar su pensamiento en un nivel básico. Para tal fin, se ha diseñado un
programa cuidadosamente especificado y organizado en unidades que combina funciones,
estructuras gramaticales, vocabulario, pronunciación y habilidades comunicativas. La
gramática y el vocabulario son sistemáticamente categorizados y presentados de acuerdo
con las temáticas contenidas e n cada unidad. Pero además, se dinamizan propuestas de
aulas con resultados significativos que se hacen necesarias implementar de manera
institucional para lograr mayores beneficios. La propuesta “Interacción textual y los efectos
en la comprensión lectora en inglés” dinamiza los factores requeridos para lograr un nivel
competente de lectura y aprendizaje del inglés.
Con el dominio de una lengua extranjera, las barreras comunicativas se rompen al tener
la capacidad para acceder de manera fácil a diferentes fuentes de información que se
encuentre codificada en una lengua diferente a la materna. Esta habilidad se convierte en
una ventaja en la medida en que el individuo se mantiene actualizado sobre hechos o
eventos importantes que ocurran en otro país, los cuales son difundidos a través de los
medios masivos de comunicación, los cuales hoy en día le brindan la oportunidad de

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interactuar con el otro y compartir sus opiniones al respecto, enriqueciendo a su vez sus
esquemas conceptuales y conocimiento del mundo.
Lo anteriormente expuesto pone en evidencia que el mundo actual se caracteriza por la
comunicación intercultural, por el creciente ritmo de los avances científicos y tecnológicos
y por los procesos de internacionalización. Estas circunstancias plantean la necesidad de un
idioma común que le permita a la sociedad internacional acceder a este nuevo mundo
globalizado.
El Enfoque de género (Rose & Martin, 2012) es un medio para el mejoramiento de la
competencia lectora. La interacción con diferentes tipos de textos (Boccia, 2013;
Derewianka, 2003; Feez, 1998; Martin & Rose, 2007; Rose & Martin, 2012) le da la
oportunidad al estudiante de adquirir vocabulario y analizar los propósitos de los autores;
así como indagar contextos e inferencias, mejorando niveles de comprensión. Por esta
razón, el objetivo de la propuesta fue estudiar la efectividad de usar el Enfoque de Género
en el desarrollo de la comprensión lectora en inglés. El objetivo específico fue explorar
como el enfoque de género ayudo a los estudiantes a desarrollar su apreciación del texto a
partir del análisis de los recursos de apreciación. Ciertamente, anticipamos que los
resultados de esta implementación beneficiarán a los estudiantes de la IETECI y a los
docentes quienes pueden reflexionar sobre su práctica docente y la importancia de motivar
el proceso lector en inglés y así alcanzar las metas establecidas por el MEN.
A continuación, se presentan las preguntas y objetivos de la propuesta:

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1.1.Pregunta de la investigación.
Se formula la siguiente pregunta de investigación teniendo en cuenta las
necesidades de los estudiantes de la IETECI con respecto a su proceso lector en inglés.
1.1.1. Pregunta principal.
¿Cuál es la efectividad de usar el enfoque de género en el desarrollo de la
comprensión lectora en inglés de los estudiantes de la Institución Educativa Técnica
Comercial e Industrial (IETECI) de Palmar de Varela?
1.1.2.. Sub-preguntas
¿Cómo el enfoque de género ayuda a los estudiantes a motivarse en el proceso de
lectura?
¿Cuál es la efectividad de usar el enfoque de género en el desarrollo de las aptitudes
e intereses de los estudiantes hacia la lectura en inglés?
¿Cómo la pedagogía del enfoque de género ayuda a los estudiantes a desarrollar su
apreciación del texto a partir del análisis del lenguaje (recursos de apreciación discursiva)
1.2. Objetivo General
El objetivo general de la investigación es:
Estudiar la efectividad de usar el enfoque de género en el desarrollo de la comprensión
lectora de la IETECI de Palmar de Varela.
1.3. Objetivos Específicos
Los objetivos específicos de la propuesta son:

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1. Explorar como el enfoque de género ayuda a los estudiantes a motivarse en el
proceso lector en inglés.
2. Analizar el impacto de usar el enfoque de género en el desarrollo de los
sentimientos e intereses hacia la lectura en inglés.
3. Explorar como el enfoque de género ayuda a los estudiantes a desarrollar su
apreciación del texto a partir del análisis del lenguaje (recursos de apreciación
discursiva).
2. JUSTIFICACION
Las recientes necesidades formativas de las y los estudiantes, surgidas en la sociedad
de la información y del conocimiento del siglo XXI; los importantes cambios sociales,
económicos, políticos, científicos y culturales que esta sociedad está afrontando
actualmente y deberá hacer frente en los próximos años plantean a la escuela y por ende al
profesorado importantes y acuciantes retos a los que es preciso dar respuesta,
especialmente al profesor de idioma extranjero, por ser esta un área instrumental de primer
orden para la socialización y la adquisición de nuevos conocimientos. Como consecuencia
de la nueva realidad sociocultural en la que estamos inmersos, se plantean importantes
retos para la consecución de metas que trascienden el ámbito institucional y local, algunas
de estas son:
* La superación de los modelos científicos lingüísticos vigentes y el auge de nuevas
ciencias del lenguaje, que confluyen en su preocupación por el uso comunicativo y

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funcional de la lengua, así como los aportes de la psicolingüística y la psicología cognitiva
que permiten conocer cómo se producen los aprendizajes para que estos sean
significativos, lo cual exige al docente una preparación científica multidisciplinar, acorde
con los nuevos objetivos de la Didáctica de la Lengua.
* El sistema educativo debe ofrecer una formación pragmática y funcional, acorde a
las necesidades de la comunicación y de la sociedad en la que viven los educandos.
* Los procesos de formación permanente, e investigación con inquietudes
innovadoras y creativas para las y los docentes, de acuerdo con la evolución constante de
la sociedad y del conocimiento, de manera que los contextos educativos se transformen en
escenarios vivos, atractivos y motivadores para todos.
* La implementación de modelos activos de enseñanza, en donde el aula se convierta
en un espacio vivo de interacción comunicativa y el profesor, en un investigador de su
propia práctica pedagógica.
* La suficiente sensibilidad estética por parte de los profesores de Lengua y
Literatura, de manera que despierten en las y los estudiantes el gusto y el placer por la
lectura.
La adopción de una actitud positiva de apertura al plurilingüismo y a la educación
multicultural entre otras. En la actualidad el aprendizaje del idioma Inglés se hace
necesario ya no como idioma extranjero sino como una segunda lengua a raíz del mundo
evolucionario y competitivo tanto a nivel local como global. Por ello se puede decir que
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esta tarea de aprender Inglés no es una simple asignatura más dentro de las otras que
componen un plan de estudio de un currículo, sino que es un área indispensable tanto para
los estudiantes como para los profesionales ya que por medio del Idioma Inglés se
presenta un sin número de oportunidades para tener acceso al conocimiento tecnológico y
científico, además obtención de empleo en cualquier lugar del mundo.
Por lo tanto, debe tenerse en cuenta los enfoques, estándares y sugerencias del
M.E.N., en los lineamientos curriculares, prácticas educativas, enseñanza de idiomas
adicionales de la Academia Internacional de la Educación. Considerándose además que el
conocimiento del Idioma Inglés es uno entre los requisitos para ingresar a la Educación
Superior.
De la misma manera es indiscutible adoptar una propuesta innovadora con metodología
y estrategias que hagan asequible a los educandos el conocimiento y apropiación del
Idioma tanto oral como escrito, en una forma descomplicada para el maestro y el
estudiante. Que en el desarrollo de las actividades escolares además de enseñar y
aprender, maestros y estudiantes se disfruten de esta tarea.
A continuación se presenta el análisis comparativo de los resultados por niveles de
inglés Saber 11 2016-2017 en las Instituciones beneficiadas en formación docente del
departamento.
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En la siguiente gráfica se establecen las metas del MEN Colombia Bilingûe 2018: un
35% de nivel A2 y un 8% de nivel B1.
El análisis comparativo de los resultados por municipios reporta a 6 municipios (30%)
que mejoraron sus resultados. Mientras que 14 (70%) desmejoraron sus resultados.
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Este contexto, sugiere un plan de mejoramiento en cada una de las instituciones;
específicamente nuestra institución podría beneficiarse de la propuesta en mención para
lograr mejores resultados en los procesos de aprendizaje del idioma inglés.
Los resultados de los simulacros Saber 11-2018 IETECI Jornada Mañana muestran
claras evidencias de bajo nivel (41%) en competencia lectora en inglés por lo cual se hace
necesario iniciar desde los niveles inferiores procesos de fortalecimiento efectivos que
dinamicen positivamente el aprendizaje del inglés.
RESULTADOS DEL SEGUNDO SIMULACRO SABER 11-2018 IETECI JORNADA MAÑANA
DESEMPEÑO POR CURSO DEL SEGUNDO SIMULACRO SABER 11-2018

L. CRITICA C NATU P.
N° CURSO MAT SOC INGL
LEN FIL PRO QUI BIO FISI PRO GLOB
1 11° 01 52 52 45 48 55 53 45 51 57 40 256
3 11° 02 46 49 42 46 48 48 43 46 53 39 236
2 11° 03 47 51 48 50 54 48 45 49 54 44 247
4 11° 04 44 46 39 43 52 44 41 46 46 41 223
PROMEDIO 2° 47 50 44 47 52 48 44 48 53 41 241
PROMEDIO 1° 39 45 42 44 37 41 54 44 42 47 212
SABER 11-2017 51 54 52 50 51 257
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3. MARCO LEGAL
El Plan Integral del Área de Inglés se fundamenta en los principios de la Constitución
Política, artículo 67, sobre el derecho a la educación que tiene toda persona, en las
libertades de enseñanza, aprendizaje e investigación. De conformidad con la Ley General
de Educación, Ley 1 15 de 1994: Artículo 21 literal M. debe ser objetivo de la educación en
inglés "la adquisición de elementos de conversación y de lectura al menos en una
lengua extranjera”. Artículo 22 literal L. como objetivo específico el PIA debe integrar "la
comprensión y la capacidad de expresarse en una lengua extranjera".
Para el logro de los objetivos de la educación básica se establecen áreas obligatorias y
fundamentales del conocimiento y de la formación que necesariamente se tendrán que
ofrecer de acuerdo con el currículo y el Proyecto Educativo Institucional. Según lo
establecido por la ley 115, artículo 23, numeral 7, humanidades: lengua castellana e
idiomas extranjeros se encuentran en el grupo de áreas obligatorias y fundamentales. La
resolución 2343 de 1996 señala horizontes de desarrollo integral humano tanto personal
como grupal y social y tiene el propósito de orientar los procesos pedagógicos en las
instituciones educativas, presenta lineamientos curriculares y los indicadores de logro
currículo. Estándares Básicos de Competencias de lenguas extranjeras Inglés, 2006, están
enmarcados en el trabajo que ha realizado el Ministerio de Educación Nacional para la
formulación de Estándares Básicos de Competencias y en su programa Nacional de
Bilingüismo. El referente teórico que ofrece el texto Marco Común Europeo de Referencia
para las Lenguas: enseñanza, aprendizaje y evaluación, d escribe de forma integradora lo
que tienen que aprender a hacer los estudiantes de lenguas con el fin de utilizar una lengua
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para comunicarse, así como los conocimientos y destrezas que tienen que desarrollar para
poder actuar de manera eficaz. La descripción también comprende el contexto cultural
donde se sitúa la lengua. El marco de referencia define, asimismo, niveles de dominio de la
lengua que permiten comprobar el progreso de los alumnos en cada fase del aprendizaje y a
lo largo de su vida. Cabe anotar como orientaciones al proyecto se tienen los "Lineamientos
Curriculares, idiomas Extranjeros", publicados en 1999, que son la guía para el desarrollo
curricular (conceptos básicos, enfoques, pedagogía de las lenguas extranjeras; supuestos
que permitieron el diseño de los indicadores de logro; nuevas tecnologías); los "Estándares
2006" , que además de las competencias comunicativas propuestas en los lineamientos
(lingüística, pragmática, sociolingüística), incorpora las competencias generales enlazando
la enseñanza del inglés con los propósitos de la educación y en los Derechos Básicos de
Aprendizaje (DBA), recientemente propuestos por el Ministerio de Educación Nacional.
EL Ministerio de Educación Nacional publica los estándares en competencia
ciudadana con el propósito de habilitar a los niños, niñas y jóvenes para la convivencia, la
participación democrática y la solidaridad. Se desarrollan en los niveles de básica primaria,
básica secundaria y media académica.
De igual manera la formación de competencias laborales generales en todos los estudiantes
de la educación media y básica es uno de los objetivos de la política de la articulación de la
educación con el mundo productivo propuesta por el Ministerio de Educación Nacional.
Así pues, con base en los sustentos legales antes mencionados se hace la siguiente reflexión
con el ánimo de sustentar y corroborar el aporte que hace la asignatura de inglés a los fines
de la educación colombiana:
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Todos los aportes culturales, los avances y producción científicos y tecnológicos tienen
sus soportes en la identidad cultural de cada país y región. La mente humana opera dentro
del contexto específico de cada individuo con los parámetros y los enfoques que su
pensamiento y lenguaje le ofrecen. De tal forma, si el individuo tiene el manejo de otra
lengua, su mente está más abierta a la percepción; a la comprensión, al manejo adecuado
del conocimiento global, las notas de actualidad científicas y tecnológicas, a la exploración
investigativa, y a su vez esto propicia mayor capacidad creativa y artística, pues amplía la
capacidad comparativa y de ubicación de sus intereses, rasgos individuales y sociales a
manifestar.
La adquisición de una lengua extranjera (inglés) facilita al individuo la comprensión,
comparación y el análisis de sus circunstancias socio - políticas en relación con los países
industrializados, que ejercen influencia y dominio sobre el suyo, esto lo lleva a una mejor
ubicación y a dar respuestas acordes con las situaciones. Interactúa con mayor facilidad,
dándole oportunidad de demostrar con su desempeño ejemplar la adquisición del
conocimiento tanto en la lengua extranjera como en la materna, haciendo más factible la
socialización de los deseos e inquietudes. Aunque difícilmente se llega al conocimiento
global del inglés, si se abren las posibilidades de avances para poder llegar a interpretar,
analizar y producir de acuerdo con su contexto y sus recursos, ofertas productivas y de
desarrollo cultural, tecnológico y económico, regional, nacional y porque no mundial. Si el
trabajo se viene entonces gestando desde sus inicios y supuestamente se tendrán unas bases
lo suficientemente sólidas, que dependen en gran medida de las concepciones presentadas a
los chicos por el docente encargado y el aprendizaje a estas culturas debe estar totalmente
estructurado para obtener una mejor compresión y calidad de vida.

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A nivel mundial, hay gran cantidad de información en inglés acerca del deterioro de
nuestro planeta tierra, de manera que, conociendo nuestra riqueza natural y nuestra
posibilidad de contribuir a la salvación del hábitat humano, el manejo del inglés abre las
puertas a la proyección, ya que facilita la comunicación, interpretación, análisis y
expresión.
Desde el área de humanidades (inglés se posibilita el conocimiento, la interpretación y
la aplicación del lenguaje técnico en áreas específicas del campo laboral en el que se han de
desempeñar de una manera óptima nuestros estudiantes.
A través de los medios de comunicación constantemente se informan las estadísticas en
salud mundial, las situaciones de pobreza y hambre, las condiciones de higiene ideales para
superar estos problemas, todo este bagaje informativo, llega a nosotros en inglés. Con una
adecuada interdisciplinariedad (interacción, integración) con otras áreas (ciencias naturales,
ciencias sociales) y un manejo constante desde el preescolar hasta undécimo grado de la
mayor cantidad de aspectos propios de su región y cultura en lengua inglesa, se posibilita
un intercambio de ideas y propuestas que bien planteadas pueden proyectarse y ser eficaces
a nivel mundial. Si nuestra cotidianidad se expresa en ambas lenguas, la cotidianidad
del otro no nos resultará tan lejana.
La capacidad, la habilidad, la competencia comunicativa en inglés, propician la
interrelación, en intercambio y la producción con enfoques variados y con capacidad de
crear pensando en la cultura humana más que en lo específico (hacer normas universales).
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4. MARCO C ONCEPTUAL
Ante la problemática socio-cultural y económica, el compromiso es abrir desde
la escuela posibilidades de crear hombres y mujeres capaces de asombrarse ante los
procesos del cambiante mundo moderno y hacerse partícipes de su desarrollo
mediante soluciones pertinentes: hablar una lengua extranjera... el camino de la
comunicación. El idioma inglés en nuestro contexto ha adquirido mayor auge en las
circunstancias educativas actuales. Asimismo, hoy por hoy, es considerado como la
segunda opción lingüística, después de la lengua materna, el castellano. Y la que
permitirá la apertura al conocimiento p ara intercambiar información con hablantes de
otros países, dando así lugar al intercambio cultural.
A través del m anejo de otra lengua (Inglés), los niños, niñas y jóvenes tendrán la
mente más abierta a la percepción; a la comprensión, al manejo adecuado del
conocimiento global, las notas de actualidad científicas y tecnológicas, a la
exploración investigativa, y a su vez esto propicia mayor capacidad creativa y
artística, pues amplía la capacidad comparativa y de ubicación de sus intereses,
rasgos individuales y sociales a manifestar. Por tanto, es preciso tener en
consideración los aspectos más importantes que forman parte del aprendizaje de
lenguas, que en forma general, s on e l eje transversal para todo tipo de
conocimientos, y a que a través de ellas se puede apropiar el individuo, de toda clase
de conocimientos, los cuales deben ser procesados a partir de la base del
conocimiento que se supone va adquiriendo con el avance e n su desempeño escolar
desde el preescolar. Este hecho supone e l avance por una serie de estadios que
corresponden de manera específica al estudio, aprendizaje, apropiación y uso de un

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segundo idioma, que para el caso colombiano es e l idioma Inglés, p ara lo cual es
pertinente considerar las implicaciones del aprendizaje de una segunda lengua. En
primer lugar, se debe entender que en este sentido se debe optar por la formación de
individuos c on la capacidad de desarrollar su “competencia comunicativa” en una
segunda lengua, lo cual de hecho supone, fortalecer y potenciar su lengua materna,
en la medida que su nivel de desarrollo cognitivo le permite establecer los respectivos
niveles de contraste que existen entre ambas lenguas, como elementos fundamentales en
los procesos de aprendizaje de las distintas áreas del conocimiento e n los niveles de
educación básica primaria, media y media técnica. Entonces, en este sentido, es
pertinente considerar las siguientes apreciaciones tomadas de los lineamientos
curriculares para el área, que e n términos concretos n os orienta en el sentido del por
qué s e debe enfatizar en e l estudio de una segunda lengua:
El conocimiento de una lengua extranjera a partir del Ciclo de Primaria supone
respecto de precedentes reglamentaciones y a partir de la Ley General de Educación, un
cambio estructural, que obedece a razones de mercados lingüísticos y a razones
psicopedagógicas.
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Las primeras resultan obvias: quien no domina varias lenguas es considerado e n
determinados ámbitos profesionales y sociales como un individuo casi analfabeto.
L as segundas razones son e l resultado de estudios realizados p or diversos grupos,
han demostrado, que e s posible aventurar teorías y modelos didácticos que
describen con cierta exactitud en qué consisten los procesos de desarrollo
interlingual y de desarrollo intercultural, ejes en el proceso de enseñanza aprendizaje
de las lenguas extranjeras.
En este sentido tomamos como punto de partida que para el aprendizaje de
idiomas, se tienen como aspectos básicos el fortalecimiento de las cuatro
habilidades comunicativas que dentro de un contexto conocido como “Método
Natural” se aplican para el aprendizaje de la lengua materna, todo individuo sigue
en un orden lógico y secuencial, las e tapas de: Escuchar, Hablar, Leer y Escribir.
En este orden, t al como sucede con la lengua nativa de cada individuo, se puede
orientar el estudio de u n nuevo idioma, enriqueciendo de forma simultánea e l
conocimiento y estudio de la primera lengua. Entonces, para darle seguimiento al
proceso del estudio del idioma en e l orden de las habilidades comunicativas, se
requiere de un referente auditivo constante que permita al individuo en formación,
acostumbrarse a los nuevos sonidos, vocablos y expresiones que le permitan
reconocer esos elementos constitutivos del nuevo idioma, p ara que con el desarrollo
de un estricto plan de trabajo se logre paso a paso, el aprendizaje y apropiación
que le permitan repetir (Hablar), para que luego, en u n nivel de mayor desarrollo
cognitivo, se pueda dar el paso a la lectura y a la escritura que s on l as e tapas
de mayor exigencia en el proceso de estudio de los idiomas. El aprendizaje
simultáneo de diversas lenguas no perturba los demás aprendizajes sino que los
favorece. Así mismo un conocimiento apropiado de la lengua materna contribuye

22
a que las representaciones que se hacen los individuos sobre los procesos y las
estrategias de su adquisición facilitan el aprendizaje de otras lenguas y la reflexión
sobre la incidencia de los factores individuales en dichos procesos. (Lineamientos
Curriculares para Idiomas Extranjeros, Capítulo 2. Numeral 2.1)
Así pues, con b ase en los debidos sustentos legales se propone un plan de
acción con el ánimo de sustentar y corroborar el aporte que hace la asignatura
de inglés a los fines de la educación colombiana: Este plan de estudio (área) está
orientado de una forma transversal hacia el mejoramiento de las habilidades
comunicativas del ser humano (hablar, leer, escuchar y escribir) siguiendo los
Lineamientos Curriculares propuestos por la ley 115 de 1 994, los Estándares de
competencias básicas en inglés y los Derechos Básicos de Aprendizaje, partiendo
de la necesidad de la creación y desarrollo de un proyecto que fomente la
competencia comunicativa para que los y las estudiantes estén en la capacidad de
argumentar, interpretar y proponer diversos tipos de códigos lingüísticos tanto en
la institución como fuera de ella y de esta manera puedan estar preparados en los
ámbitos sociocultural y científico donde se destaca la comunicación como factor
indispensable para la v ida misma. Las tareas de comunicación que se pretende
trabajar con este proyecto configuran un conjunto de acciones que tienen una
finalidad comunicativa concreta dentro de un ámbito específico. Para su
realización, se activa la competencia comunicativa, se ponen en juego diversas
estrategias y se utilizan diferentes destrezas lingüísticas y discursivas de forma
contextualizada. Por lo tanto, las actividades en las que s e u san tanto en el
lenguaje español como en el inglés, están enmarcadas en ámbitos que pueden ser
de tipo público (todo lo relacionado con la interacción social cotidiana), personal
(relaciones familiares y prácticas sociales individuales), laboral o educativo.

23
La competencia comunicativa, que se desarrollará en el proceso de realización
de tareas de comunicación, incluirá las siguientes sub competencias:
1. Competencia lingüística. Se refiere a la sensibilización a los dialectos o
discursos. (elementos semánticos morfosintácticos y fonológicos),
2. Competencia sociolingüística (convenciones sociales, intencionalidad
comunicativa, registros.) Competencia lingüística. Se refiere a la
sensibilización a los dialectos o discursos. (elementos semánticos
morfosintácticos y fonológicos),
3. Competencia sociolingüística (convenciones sociales, intencionalidad
comunicativa, registros.)
4. Competencia Pragmática. Se refiere al u so de las reglas contextuales de la
comunicación. ( como el contexto influye e n la interpretación del
significado)
5. Textual: Se refiere a los mecanismos que dan coherencia a un enunciado, al
uso de conectores y a la estructura el discurso.
6. Sociolingüística: S e refiere a la sensibilización a los dialectos o discursos.
El enfoque del área de lengua extranjera (Inglés) es de carácter semántico
comunicativo al cual se busca proporcionar mediante una serie de habilidades que le
permita al estudiante poder hablar, leer, escribir y escuchar comprensivamente en
una segunda lengua mediante el método de la enseñanza comunicativa de la lengua
en donde sus principios y técnicas la ubican como un eje alrededor del cual pueden
ganarse un quehacer pedagógico comunicativo e innovador aplicándolo a través de
una motivación intrínseca con inventiva y producción libre mediante la estimulación
de vivencias con las cuales el estudiante se va perfilando desde lo cognoscitivo,

24
valiéndose de competencias fundamentales como la interpretación, argumentación y
proposición llevándolo hasta el perfil de un individuo socio cultural preparado para
los retos personales y profesionales en un futuro. Sus precursores Krashen y Terrel
(Enfoque Natural, 1983) proponen este método que no debe centrarse en la
gramática y facilita el empleo de juegos, diálogos, canciones, dramatizaciones y
charlas, diversificando de esta manera la clase y reduciendo cada vez más las
distancias entre el hablante y la segunda lengua.
El enfoque de lectura y sus referentes teóricos y conceptuales se especifican en
la tesis de la docente “ Text interaction and the effects on eight grade students EFL
reading comprehension, 2017) lo mismo que los resultados de la investigación.
4.1 ENFOQUE DE GENEROS TEXTUALES.
El siguiente ciclo muestra tres etapas para el proceso lector: Deconstrucción,
Reconstrucción y Construcción independiente la cual combina las habilidades de
lectura y escritura en el programa de Leer para Aprender, Estos ciclos de lectura
fueron aplicados con resultados positivos por los autores del enfoque Rose & Martin
(2012) en Australia, con estudiantes con índices muy bajos de lectura. El proceso
pedagógico durante el ciclo de lectura se centra en una interacción constante el
docente y el estudiante brindando actividades de apoyo para la comprensión textual
abordando diferentes procesos de pensamiento que le facilitan al estudiante el
desarrollo de la competencia lectora en inglés.

25
Figure 2: Teaching/learning cycle for genre writing (Rose &Martin 2012, p. 308)
Según Feez (1998), la meta principal de este enfoque es ayudar a los aprendices a ser
conscientes de los géneros y explicándoles el propósito del texto, la organización y las
características de los textos. El enfoque de género es integrado en el aula de clase a
través del ciclo curricular el cual guía a los estudiantes a ser independientes al usar el
lenguaje involucrando discusiones de análisis e integrando construcción individual de
textos- escritura genuina.
A continuación se definen las etapas del ciclo de lectura:
Etapa 1. Construcción del contexto: los estudiantes son introducidos en el
contexto social de un modelo autentico de un tipo de texto para ser estudiado,
identificando el registro del texto.
Etapa 2. Modelando y deconstrucción el texto: los estudiantes son introducidos
en el patrón estructural y rasgos del lenguaje del modelo textual.
Etapa 3: Reconstrucción del texto: los estudiantes comienzan a contribuir en la
construcción del ejemplo del tipo de texto.
Etapa 4. Construcción independiente del texto: los estudiantes trabajan
independientemente con el texto.

26
Etapa 5. Relaciones textuales. Los estudiantes estudian otro texto en el mismo o
context similar.
Las actividades de cada una de las etapas del ciclo de lectura basado en enfoque
de género se detallan en la planeación de unidad y planes de clase desarrollados durante
la investigación, documento adjunto a esta propuesta.
A continuación se relacionan los géneros y cada una de sus etapas propuestos por
Derewianka 1991 y Rose & Martin 2012.
Géneros y etapas.
Genre Purpose Stages

Stories recount recounting events Orientation
narrative resolving a Record of events
complication in a Orientation
story Complication
exemplum judging character Resolution
or behavior in a Orientation
story Incident
anecdote sharing an Interpretation
emotional Orientation
reaction Remarkable events
in a story Reaction
Histories autobiographical recount recounting life Orientation
events Record of stages
biographical recount recounting life Orientation
stages Record of stages
historical recount recounting Background
historical events Record of stages
Explanations sequential explanation explaining a Phenomenon
sequence Explanation
conditional explanation alternative causes Phenomenon
and effects Explanation
factorial explanation explaining Phenomenon:
multiples causes outcome
consequential explanation explaining Explanation factors
multiple Phenomenon: cause
effects Explanation: consq.
Procedures procedure how to do Purpose
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experiments and Equipment

observations Steps
procedural recount recounting Purpose
experiments and Method
observations Results
Reports descriptive report classifying and Classification
describing a Description
phenomenon Classification
classifying report classifying and Description: types
describing types Classification
of Description: parts
phenomena
compositional report describing parts
of
wholes
Arguments Exposition arguing for a Thesis
point Arguments
of view Reiteration
discussion discussing two or Issue
more points of Sides
view Resolution
Text Review evaluating a Context
responses literary, visual Description of text
or musical text Judgement
interpretation interpreting the Evaluation
message of Synopsis of text
a text Reaffirmation
Critical response challenging the Evaluation
message of a text Deconstruction
Challenge
(Adapted from Derewianka 1991; Rose & Martin 2012, p. 130)
4.2. TEORIA DE APRECIACION-VALORACION DE TEXTOS.
La propuesta de lectura también se apoya en la teoría de apreciación o valoración
textual de los autores Martin & White 2005. El desarrollo de esta teoría durante el
proceso lector le brinda a los estudiantes la oportunidad los recursos del lenguaje
utilizados por el escritor del texto para lograr su propósito.

28
La siguiente figura muestra las tres regiones de apreciación: motivación,
sentimientos y graduación; y cada una de ellas con sus correspondientes categorías de
sentimientos.
Particularmente esta propuesta se enfoca en los recursos de apreciación de actitud:
afecto, juicio y valoración; identificando los recursos lingüísticos del escritor para lograr
el propósito al expresar una reacción emocional en un texto. La dinamización de un
amplio vocabulario de adjetivos y adverbios ayudará a los estudiantes a comprender el
texto.
Monogloss
ENGAGEMENT
Attribution
Heterogloss
APPRAISAL
Modality
Affect
ATTITUDE Judgement
Appreciation
Force
GRADUATION
Focus
An overview of appraisal resources (Martin & White, 2005, p. 38)

29
5. METODOLOGIA.
La metodología de la implementación de la propuesta se desarrolla según el ciclo
de investigación propuesto por Griffe, 2012 y el cual dinamiza las etapas de
diagnóstico, exploración respuesta inicial, creación de un plan, realización del plan,
evaluación y reporte de resultados. Los docentes tendrán la oportunidad de involucrarse
en un proceso de resignificación de sus prácticas pedagógicas para la enseñanza del
inglés y mejoramiento del proceso lector.
Report Initial Awareness
Evaluate Exploration
Do the Plan Initial Response
Create a Plan
Figure 5 Research cycle, from Griffe, 2012, p.212

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6. DISEÑO DE LA PROPUESTA PEDAGOGICA DE LECTURA EN INGLES
BASADO EN EL ENFOQUE DE GENEROS.
6.1.METAS Y OBJETIVOS:
Goals and Objectives.
TARGET GOAL (language content-subject content- skills)

Goal Development of reading competence.
General Students should be able to identify the organizational structures and

Objective language features of the genres.
To identify what kind of appraisal resources the writer employs to achieve
the purpose of the text.
LEARNING GOAL (attitude, awareness, strategies, language-learning)
Goal Development of discourse semantic resources construing interpersonal

meaning
General To identify what kind of appraisal resources the writer employs to achieve
objective
the purpose of the text
HUMAN GOAL (values and relations)
Goal Development of respect for diversity through group work.
General Students should be able to recognise the value of diverse abilities and
objective opinions.
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6.2 OBJETIVOS ESPECIFICOS:
Specific objectives
TARGET GOAL (language content-subject content- skills)

Goal: Development of reading competence.
Students should be able to:
General
Identify the organizational structures and language features of the genres.
Objective
Identify what kind of appraisal resources the writer employs to achieve the purpose of the
text.
Specific Objectives Students should be able to

Identify the past form verbs to refers to past events in a story text.
Recognize the function of sequential connectors in a text.
Increase their vocabulary of adjectives in second language.
Get familiar with the vocabulary of a story text.
Increase their vocabulary in English recognizing the meaning of the words with the
suffixes: ing- less- ful
Identify the stages and purpose of a story and represent the main ideas in a graphic
organizer.
LEARNING GOAL (attitude, awareness, strategies, language-learning
Goal: Development of discourse semantic resources construing interpersonal meaning.
General objective: To identify what kind of appraisal resources the writer employs to achieve the purpose of
the text
Specific Students should be able to
Demonstrate their reading comprehension answering questions during the reading process.
32
Objectives: Identify the appraisal items in a text using color coding, involving the categories of
attitude: affect.
Analyze the positive and negative author’s feelings in a text.
Identify attitudes toward behavior in a text.
Analyze the meanings construing evaluations of things and events in a text.
Recognize the wording for positive and negative feelings.
Recognize the function of the attitude as appraisal resource in language.
Recognize the wording for Behaviors in a text and discover the author purpose.
Identify the function of Affect as appraisal resources in language. Identify the appraisal
items in a text using color coding, involving the categories of attitude: judgement
Analyze how a character or behavior is judging in a story.
Recognize in a text the way the author evaluate personality and behavior of a story
character.
HUMAN GOAL (values and relations)
Goal Development of respect for diversity through group work
General Objective
Students should be able to recognize the value of diverse abilities and opinions
Specific Students should be able to
Objective Participate respectfully during the class.

Listen to others during reading discussion.
Express agreements or disagreements about a topic respectfully.
Improve English reading comprehension by doing reflections about the topics of the text.
Develop independent reading habits.
Develop collaborative work.
Develop respectful response to texts.
Work in groups to develop citizen’s skills and collaborative work.
Discuss about citizen issues from a text.
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6.3 SECUENCIA DE CONTENIDOS CONECTADAS CON LOS TEMAS DE
LECTURA.
Syllabus sequence connecting genre and teaching points
GENRE TEACHING POINTS
Stages of an anecdote text: orientation, remarkable event and reaction.

Stories: Register of the text.
Kinds of affect. positive, negative, behavioral, mental, relational, reaction,
Anecdote text. indirect, insecurity, dissatisfaction, unhappiness.
Human development topics: Respect and solidarity.
Past tense verb form.
Sequential connectors.
Adjectives for descriptions.
Adjectives (Positive and negative) Feelings: Qualities, processes and comments.
Sufixes: ing- less- ful-
Lexis related to the text.
Present and Past events.
Wording for appraisal resources: affect.
Expressions for opinions and interaction.
The exemplum text: orientation, incident and interpretation.
Register of the text.
Kinds of feelings: judgement,
Stories: Social esteem and social sanction
Human Development: Respect and solidarity
Exemplum text. Moral Values.
Esteem and Sanction.
Lexis related to the text.
Causal connections: because of, result in, appears to, becomes.
Adjectives to express positive or negative judgements.
Lexical devices about the topic.
Formation of words: suffixes and prefix, root.
Discover social issues.
Esteem and sanction wording.
The stages of a recount text: orientation and record of events.
Stories: Register of the text.
Kinds of feeling:
Recount text. Appreciation, reaction composition and evaluation in a text.
Citizens’ competences
Reaction and valuation
Lexical items related to the recount.
Past tense events.
Sequential connectors.
Suffix –ing for adjectives.
Wording for positive and negative appreciation.
Lexis related to the texts.
Chronological sequence.
Vocabulario about citasen.
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6.4 ESTRUCTURA PROPORCIONAL DE CONTENIDOS DE LECTURA.
La siguiente tabla presenta la estructura proporcional de los contenidos de lectura
en inglés para desarrollar del grado 6º a 11º, los cuales están conectados con los
estándares y derechos básicos de aprendizaje del inglés.
ENGLISH READING LEARNING BASIC RIGHTS CONTENTS

BASIC STANDARS
6th- 7th grade 6th grade 6th-7th grade
Participates in a short conversation where he/she Instructions.
Understand written
provides his/her name, age and basic information to Main and specific
instructions for daily
teachers, friends and acquaintances information.
activities (linguistic-
Requests and provides clarification on how names What? Who? Where?
pragmatic)
and unknown words are spelled. And (addition)
Understand literacy text, Understands and uses familiar words and short But (Contrast)
academic text and general phrases about routines, daily activities and First, Second…. (order)
interest text written in a preferences. For example, the student understands or Word meaning and
simple language (linguistic, can produce a text. context.
pragmatic and sociocultural) Understands instructions related to class, school, and Main idea,
community activities and expresses them in oral and Specific information.
I can find out general and written form to evidence his/her understanding. Cultural elements in a text.
specific information of a Describes the basic characteristics of people, things, Description.
short and simple text ( and places found in his/her school, city or community Narrative
linguistic and pragmatic) using short phrases and sentences. Plot- characters- setting.
Answers questions related to “what, who and when”
Understand the function of
after reading or listening to a short simple text whose
connectors such as and
topic is connected to familiar events. For example,
(addition), but (contrast),
whenever the student reads or listens to a text, he/she
first, second (chronological
can answer questions.
order) in simple sentences.
Writes basic personal information in pre-established
(linguistic, pragmatic)
forms that request information such as name, age,
Consider the importance of date of birth, gender, nationality, address, phone, etc.
reading as an important Understands the subject and general information of a
habit of personal short simple text using aids such as images, titles, and
development. key words. For example, after reading a short text,
the student shares ideas with his/her classmates on
Identify the correct meaning the topic.
of words in the dictionary
according to the context 7th Grade
Participates in short conversations providing
Apply reading strategies information about him/ herself as well as about
according to the purpose of familiar people, places and events using simple
the text. (pragmatic) phrases and sentences previously memorized.
35
Identify cultural elements Describes people, activities, events and personal

such as costumes and experiences orally using simple phrases and
celebrations in simple texts. sentences previously rehearsed with his/her
(pragmatic, sociocultural) classmates and teacher
Writes short and simple texts about familiar actions,
Identify the action, character
experiences, and plans using a sequence of images
and the setting of narrative
and a pre-established model for the text
texts (pragmatic)
Understands the main idea and details related to
8th 9th. Grade activities, places, and people in a short descriptive
text through familiar words and phrases.
Identify the Orientation, Recognizes specific information in written and oral
complication and resolution texts related to objects, people, and actions when they
(pragmatic) are familiar to the student and the related information
is presented slowly.
Recognize the description Gives and follows instructions, recommendations,
purpose in short narrative and suggestions about topics related to his/her
texts pragmatic) immediate context.
Describes actions related to a subject in his/her
family or school environment using simple sentences
Identify arguments in an
and images.
argument text about familiar
topics (linguistic, pragmatic)
8th Grade
Requests and provides information about experiences
Understand relations of
and plans in a clear and brief manner using his/her
addition, contrast,
own information or information about familiar
chronological order, cause
situations. Likewise, the student uses familiar
and effect in simple texts.
vocabulary and may ask for assistance from 8th- 9th
(linguistic and pragmatic)
classmates and/or the teacher.
Explains in written form different familiar situations Narrative
Identify the idea connections
and facts in a coherent and simple manner. The Main and specific idea
in a text. (linguistic,
student can establish relationships of addition, Narrative
pragmatic)
sequence, and cause and effect as well as simple description
comparisons. Cause and effect
Identify relations of meaning
Recognizes specific information in short oral and Addition
of a familiar text (linguistic,
written texts on topics of general interest. The student Contrast
pragmatic).
uses different reading strategies such as: previewing Order
(images, titles, subtitles, etc.), prediction, the Cause and effect.
Represent the information of
underlining of key words and Spanish cognates, and Purpose of the text.
a text that compare or
the identification of the general idea of the text Types of texts.
contrast objects, animals and (skimming). Stages of the texts.
people in a graphic organizer
Exchanges information about academic and general Cultural elements in a text.
interest topics, through simple conversations,
dialogues, and role-plays. In these conversations, the
Consider the importance of student may express opinions in a simple manner
reading as an important using previously studied models.
activity for personal life. Makes recommendations to people in his/her
community about what to do, when and how, based
Understand implicit on daily situations in his or her family life, school or
information of familiar and local environment.
interesting texts (pragmatic) Makes brief presentations on academic topics related
to his/her school environment or community
Identify the text structure of including in the presentation: relevant facts, specific
descriptive, narrative and
36
argumentative texts details, and specific vocabulary pertinent to the topic.

(pragmatic) Prior to giving the presentation, the student prepares
and receives advice from his/her classmates and/or
Identify cultural elements of teacher.
simple texts. (sociocultural) Expresses emotions and feelings about a situation or
specific topic related to his/her family or school and
10th- 11th. Grade. presents supporting reasons in a clear and simple
Identify key words in a text manner.
that allow to understand Briefly narrates current facts, daily situations or
general meaning (linguistic, personal experiences orally and in written form. To
pragmatic) do so, the student considers the sequence of actions
and the clarity of ideas and receives advice from
Identify the author’s point classmates and/ or the teacher.
of view (pragmatic)
9th Grade
Express critical ideas about
the author’s point of view.
Explains the reasons behind plans and actions related
Identify the value of other to his/her personal, school and community
cultures that let me to environment. The student structures explanations
construct my identity appropriately, uses connectors between ideas, checks
interpretation. for spelling, and employs proper pronunciation to
communicate ideas
Consider the importance of Recognizes cause and effect relationships in short
reading as a mean of acquire written texts on academic topics. The student takes
information of different into account vocabulary, connectors, and prior
areas that develop my knowledge when identifying the relationships.
knowledge. Summarizes information s/he has read or listened to
Apply a variety of reading on academic and school related topics through a
strategies according to the structured written text.
text purpose (pragmatic) Makes short presentations on academic topics of
interest using a clear structure and organization
Analyze descriptive, Expresses his/her opinion on an academic topic
narrative and argumentative discussed in class by quoting information presented
texts with the purpose of by his classmates, other people, or that comes from
understanding main and other sources.
specific ideas. Exchanges information about academic and general
interest topics in a conversation.
Deduce information from a
text (pragmatic)
Identifies the type, purpose, and parts of a short
In a text, identify the written or oral text and shares ideas from the text
elements that allow me to with classmates.
appreciate the American Produces medium length texts making
culture (pragmatic, recommendations or suggestions related to situations
sociocultural). of academic, social, or personal interest.
10th Grade
Understand a variety of
informative texts from Recognizes general and specific information in
different sources. written and oral opinion texts and discussions on
familiar topics.
Explains ideas presented in an oral or written text
about topics of interest or that are familiar through
37
the use of previous knowledge, inferences or

interpretation
Redacta textos narrativos, descriptivos y expositivos
relacionados con temas de su interés o que le resultan
familiares.
Writes narrative, descriptive and explanatory texts
related to topics of interest or that are familiar to
him/her.
Composes clear and well-structured oral or written
messages taking into consideration the context in 10th- 11th Grade
which they are produced.
Exchanges opinions on topics of personal, social or Main and specific idea.
academic interest in a natural and coherent manner Writer’s point of view.
using familiar expressions. Inferences
Holds spontaneous and simple conversations on Purpose of a text.
topics of personal or academic interest. Narrative,
Responds to questions and inquiries after an oral Description,
presentation on general or academic topics of interest Argumentative.
using information previously consulted and Expository texts.
organized. Writer’s opinión.
11th Grade
Identifies the purpose of medium length oral and
written texts related to topics of general and
academic interest and shares it with others using
his/her knowledge about the structure of texts.
Explains orally and in written forms the causes and
effects as well as the problem and the solution of a
situation by defining the relationship between ideas
to be explained and using appropriate language.
Identifies opinions of the author in oral and written
texts related to his/her school environment using
prior knowledge related to the topic as well as the
structure of the text.
Writes opinion texts about academic topics using a
clear and simple structure
Expresses his/her position on a familiar topic in
written and oral form, taking into consideration
his/her audience.
Expresses orally his/her point of view about a
controversial subject previously studied through the
selection or organization of information from reliable
source and use of clear and structures ideas.
Maintains previously prepared formal discussions
about academic topics.
Narrates personal experiences or familiar stories in
oral or written form through the use of details related
to situations, places, people, and actions
Adapted from MEN documents (2005)

38
6.5.PLANEACION DE UNIDAD DE LECTURA.
UNIT OF WORK Nº 1
BASIC
GOALS STANDA ENGLISH OBJECTIVES CONTENTS COMPETENCES
RDS LEARNIN
G RIGHTS
The competences to be
Develop Identify Recognize Students should UNIT 1: Reading developed in relation with these
ment of orientation, specific be able to identify stories: What we did/ specific objectives are
reading complicati information the organizational what took place/ respectively:
competen on and in oral and structures and What feelings.
ce. resolution written short language features Communicative Competence:
in a text about of the genres. TEXT 1. The Linguistic Competence
Develop narrative topics of anecdote text (knowledge and usage of
ment of text. personal To identify what (Personal recount) language formal elements).
discourse interest. kind of appraisal Stages of an anecdote
semantic Recognize resources the text: orientation, Learners are able to:
resources the Express writer employs to remarkable event and
construin purpose of emotions achieve the reaction. Identify the function of the verb
g a and feelings purpose of the Register of the text. past form to refers to past
interpers description about a text. Appraisal resources in events in a story text.
onal in short situation or the text: attitude. Recognize the function of
meaning. narratives specific Students should Affect: positive, sequential connectors in a text.
texts. topic related be able to negative, behavioral, Identify the function of
Develop to his/her recognise the mental, relational, adjectives in the stories.
ment of family or value of diverse reaction, indirect, Pragmatic Competence
respect Write school. opinions to insecurity, (discourse and language
for narrative negotiate dissatisfaction, functions).
diversity texts about Briefly meanings. unhappiness. Identify the stages and purpose
through personal narrate of a story and represent the
group experience current facts, Appreciation. Reaction, main ideas in a graphic
work. s and daily composition and organizer.
current situations or valuation in a text. Demonstrate their reading
facts. personal comprehension answering
experiences Judgement: Social questions during the reading
Organize orally and in esteem and social process.
short and written form. sanction Analyze the positive and
coherent Language features: negative author’s feelings in a
paragraphs Use of first person text.
regarding pronouns in the text. (I, Identify attitudes toward
formal we). behavior in a text.
elements Past tense events Analyze the meanings
of the Adjectives (positive construing evaluations of things
language. and negative). and events in a text.
Lexis related to the Recognize the function of the
. text. attitude as appraisal resource in
Wording for appraisal language.
. resources: attitude. Recognize the wording for
The summary Behaviors in a text and
The graphic organizer. discover the author purpose.
Human development Identify the function of Affect
topics: Respect and as appraisal resources in
solidarity. language.
Analyze how a character or
behavior is judging in a story.
39
Recognize in a text the way the

author evaluate personality and
behavior of a story character.
Sociocultural Competence
(interaction and culture and
appropriate language usage)
Participate respectfully during
the class.
Listen to others during reading
discussion.
Express agreements or
disagreements about a topic
respectfully.
Express opinions about the
topics of the text.
Demostrate independent
reading habits.
Assume collaborative work.
Demonstrate respectful
response to texts.
Work in groups to develop
citizen’s skills and
collaborative work.
Discuss about citizen issues
from a text.
40
RESOURCES METHODOLOGY EVALUATION

The evaluation is viewed as a process
During this lesson, most of the resources The genre- based approach regarding the goals, objectives and
are designed and prepared by the teacher. guides the teaching practice of competences proposed in this unit.
The materials facilitate the development this unit. According to Feez
of the activities proposed in this unit. For (1998) the main goal of this Self-assessment:
example: approach is to help learners to Since the beginning of the lesson,
be aware of the genres students will know the aims to be
Photocopies with the selected text types to providing them explicit accomplished on this unit. Thus, at the
read in this unit: knowledge about the end of the lesson they will be able to
purposes, text organization analyze their performance based on these
Text 1. A Scary Night (an anecdote by and features of texts. The aims and identify to what extent they have
genre-based approach is achieved them. They will also have to
Huang YiPeng from
integrated in the classroom identify aspects of language covered in
https://www.vtaide.com/png/scary4.htm through the idea of the the lesson that still need improvement. A
curriculum cycle which self- assessment rubric will be used.
).
guides the learners to be
independent using the Assessment:
language involving analysis Observation: Students’ performance
Text 2. 3rd Floor Girls Restroom ( an
discussion and joint throughout the whole lesson.
anecdote by Mlah17 from individual construction of Checking understanding through concept
texts. and comprehension questions.
http://www.yourghoststories.com/real-
Checking students’ progress by setting
ghost-story.php?story=23602 Stage 1. Building the context: individual tasks. An assessment rubric for
students are introduced to the the tasks will be used.
Set of cards with pictures that represent
stories. social context of an authentic
model of the text type being Criteria:
studied, identifying the The four skills (Listening, Reading,
The reading texts on a power point slides.
register of the text. Speaking, and Writing) will be assessed
(The PPT are shared in the blog of the
based on the aims of the lesson as well as
class and some reading activities:
Stage 2. Modelling and the student’s ability to use the target
http://ietecienglishway.blogspot.com.co/)
deconstructing the text: language accurately and the quality of the
students are introduced to the interaction.
A sequencing worksheet about each story. structural pattern and
language features of the The students will be able to identify the
model. stages of an anecdote text and a news
report text.
Labelling activity with the words of the
Stage 3. Joint constructing of The students will be able to analyze
stage of the text (anecdote).
the text. Students begin to deeply a story text, identifying the setting,
contribute to the construction characters, and plot in a story.
Large sheets of art paper to write stages of
of whole examples of the text- The teacher provides a brochure with
the text and illustrations.
type. another story text and a set of activities
A game about the text types using
where students: write events of the story
envelopments with clues, and a block of Stage 4. Independent
notes. construction of the text: in order; identify the story’s characters,
students work independently
setting, plot, and appraisal resources;
A poster for analysis of text types with the text.
elements. design and fill a graphic organizer with
Stage 5. Linking related texts. information about the structure and
A worksheet (with paper of different Students study other text in
colors) with three short stories, and charts the same or similar contexts. elements of the story to use it for a
to complete.
discussion and presentation in class.
A collaborative learning
A diagram to summarize the main environment is assumed in the Students create the graphic organizer
elements and stages of the story (this class in the form of a dialogue about a story and the appraisal resources
diagram is created by the teacher with the between teacher and student
technological resource from a web page and scaffolding. in the text, in the English lab using the
webspirationclassroom.com )
A brochure with the story and activities

41
related to the structure and elements of it. technological resource in

webspirationclassroom.com)
Students write their own text types
(anecdote) taking into account the stages
of the genre and the wording of appraisal
resources to accomplish the text purpose.
6.6 REJILLA – CONTENIDOS BASADOS EN LECTURA DE
TEXTOS.
THE GRID- TEXT- BASED SYLLABUS.
La rejilla describe la meta, tipo de texto, tema, lenguaje, vocabulario,
habilidades y actividades.
42
GOAL TEXT- TOPIC LANGUAGE VOCABUL SKILLS ACTIVITI

TYPES FEATURES ARY ES
1.Target Goal; Stories: Stages of a Past tense verb Adjetives for Analysis of Identify the
Development Anecdote narrative form. descriptions an anecdote stages and
of reading text. text: text. purpose of
competence orientation, Sequential an anecdote
remarkable connectors. Identificatio text and
event and n of a represent
reaction reaction in a the main
story. ideas in a
graphic
Representati organizer.
on of ideas
of a text.
2. Learning Stories: Appraisal Kinds of Adjectives Analysis of Identify the
Goal: resources of affect.: (Positive and positive and appraising
anecdote affect. positive, negative) negative items in a
Development text. negative, Feelings: feelings in a text using
of discourse behavioral, Qualities, text. color
semantic mental, processes coding,
resources relational, and Analyze the involving
construing reaction, comments. meanings the
interpersonal indirect, construing categories
meaning. insecurity, Suffixes: emotional of attitude:
. dissatisfaction, ing- less- ful responses: affect.
unhappiness feelings.
Past tense
events
3 Human Stories: Human Lexis related Listening to A team

Goal: Anecdote development to the text. others. game about
text. topics: Analyzing appraisal
Development Respect and Present and reasons. resources in
of respect for . solidarity. Past events. a text and
diversity Expressing identificatio
through group Wording for agreements n of the
work appraisal or stages of a
resources: disagreemen given text
affect. ts working
Expressions respectfully. cooperativel
for opinions y
and interaction

TYPE FEATURES ARY ES
43
The Stages of the Lexis related Analysis of Identify the

1.Target Goal: Stories: exemplum exemplum to the text. an stages and
Exemplu text purpose. text: exemplum purpose of
Development m text text. an
orientation Adjectives
of reading exemplum
competence to express Identificatio text and
Causal positive or n of a represent
connections: negative judging of a the stages in
because of, judgements character in a graphic
result in, a story. organizer
appears to,
Representati
becomes.
on of ideas
of a text.
Appraisal
resources for Express
judgement. opinions
about the
topic
proposed in
the text.
2. Learning Kinds of Appraisal Lexis related Analyze Identify the
Goal: Stories: feeling: resources of to the text. how a appraisal
Exemplu judgement, judgement: Adjectives character or items in a
Development m text for behavior is text using
normality,
of discourse Social personality judged in a color
semantic . esteem and capacity and story. coding,
and behavior
resources social tenacity, involving
construing sanction veracity and Analyze the the
interpersonal propriety meanings categories
meaning. construing of attitude:
moral judgement.
evaluations
of behavior:
character
3. Human Appraisal Lexical Develop A jigsaw

Goal: Stories: Human devices social and activity
Developmen Affect and about the citizenship about
Development Exemplu t: Respect judgement topic. skills. appraisal
of respect for m text and resources:
diversity solidarity Esteem and Formation of Express affect and
through group sanction words: agreements judgement
w Moral suffixes and and in a story,
Values. Discover prefix, root disagreemen working
social issues ts about together.
moral
evaluation
of behavior.

TYPE FEATURES ARY ES
44
1.Target Goal: Stories: The stages Register of a Lexical Recognize Identify the
recount of a recount text. items related the language stages and
Development text text: Field, tenor, to the of the story. purpose of a
of reading orientation context. recount recount text
competence and record Past tense Identify the and analyze
of events. events. contexts of its register
Sequential the story. in a map
connectors mind.
Identify the
resources
. for a .
recount.
2. Learning Recognize
Goal: Stories: Kinds of Reaction Suffix –ing the language Identify the
recount feeling: Composition for for appraisal
Development text appreciation and valuation adjectives. appreciation ítems in a
of discourse in a text. . recount
semantic . Wording for Analyze the using color
resources . positive and way writers coding,
construing negative evaluate involving
interpersonal appreciation things in a the
meaning. text. categories
of attitude:
Analyze appreciation
how the
writers is
Construing
aesthetic
quality:
value
3.Human Stories: Citizens’ Chronological Lexis related Develop Work in

Goal: factual competences sequence to the text. independent groups to
Recount reading discuss the
Development text habits register of a
of respect for Recount text
diversity and the
through group appraisal
work resources
for language
evaluation,
completing
a reading
worksheet.
45
7. CRONOGRAMA DE ACTIVIDADES
Las actividades para la implementación de la propuesta de lectura se realizaran en

tres fases brindando a los docentes del área de inglés de la jornada de la mañana que se
sensibilicen de la propuesta, adquieran conocimiento pedagógico del enfoque de lectura,
planeen sus actividades de proceso lector, ejecuten el plan de acción y presenten sus
resultados. Se hace necesario 1 hora semanal exclusiva al plan lector de inglés a partir
de la planeación realizada para cada grado. Los materiales y textos deben ser textos
genuinos y conectados a la tipología textual establecida por el MEN para cada grado.
Los docentes deben diseñar sus planeaciones siguiendo los formatos establecidos para
evidenciar las actividades pedagógicas en cada grado.
46
IMPLEMENTACION INSTITUCIONAL DE LA PROPUESTA DE MAESTRIA DE LA

DOCENTE MIREYA DOMINGUEZ GOMEZ: TEXT INTERACTION AND THE EFFECTS ON
EIGHT GRADE STUDENT EFL READING COMPREHENSION.
INTERACCION TEXTUAL Y LOS EFECTOS EN LA COMPRENSION LECTORA EN
INGLES.
ACTIVIDADES FECHAS DE RESPONSABLES SEGUIMIENTO

REALIZACIÓN
REUNIONES DE AREA - FEBRERO 5-12-19- Mireya Domínguez documento Drive

y PRESENTACION de de 2018 Rocío Guzmán Ibañez compartido con
la propuesta, (4HORAS) Bealsy Lopez todos los docentes.
cronograma y sus Libia Rua Rua
objetivos.
Familiarización en el MARZO 5-12-19-26 Mireya Domínguez Revisión de planes

equipo DE (4 HORAS) Rocío Guzmán Ibañez de asignatura de
DOCENTES DE Bealsy Lopez inglés.
INGLES de los Libia Rua Rua
ESTANDARES Y
Derechos Básicos de
Aprendizaje de
inglés 6º-11º.
(competencia
lectora)
ANALISIS DE
ABRIL 9-16-23-30 de Mireya Domínguez Entrega de formatos
INSTRUMENTOS
PARA LA 2018 Rocío Guzmán Ibáñez para identificar
REALIZACION DE LA Bealsy López elementos del
PROPUESTA (4 HORAS) Libia Rúa Rúa proceso- discusiones
y comentarios.
Socialización de
Mayo 7-14-21-28 Mireya Domínguez Exploración de
Planeación de
4 horas textos para cada
unidad con base al
grado- planeación de
enfoque de género-
unidades de lectura.
Diseñar cronograma Mireya Dominguez Revisión de textos

de actividades para Junio 4-11 Rocío Guzmán Ibáñez propuestos para
la implementación
47
de la propuesta en 2 horas Bealsy López cada grado y

cada grado. Libia Rúa Rúa planeación de
actividades.
Apropiación de los
fundamentos JULIO 16-23-30 Mireya Domínguez Revisión de
teóricos del Enfoque 3 horas Bealsy López planeación de
de Géneros. Rocio Guzmán unidad de lectura.
Etapas y actividades Libia Rúa.
48
Comunidad de Agosto 6-13-20-27 Mireya Domínguez Sintesis y

aprendizaje de 2018 Rocío Guzman conclusiones de los
socialización de 4horas Bealsy Lopez documentos.
documentos Libia Rua
sugeridos para la
implementación de
la propuesta-
Enfoque de géneros-
competencia lectora-
Implementación de Septiembre 3-10-17- Mireya Domínguez Reporte y valoración

los plan lector en 24 Rocío Guzman de actividades de
inglés texto 1- 1 hora Bealsy López lectura. Reporte del
semanal en cada Libia Rúa. cronograma.
grado.
Reporte y valoración
Implementación del Octubre 1-8--22-29 Mireya Domínguez de actividades de
plan lector en inglés- Rocío Guzman lectura. Reporte del
texto 2- 1 hora Bealsy Lopez cronograma.
semanal. Libia Rúa.
Evaluación de las
actividades del plan Reporte y valoración
lector en ingles. Noviembre5- 26 Mireya Domínguez de actividades de
Socialización de Rocío Guzman lectura. Reporte del
experiencias Bealsy Lopez cronograma.
significativas por Libia Rúa.
grado. Concurso de
textos en inglés.
49
8. RECURSOS.
Para la realización de la implementación de la propuesta de este proyecto de inglés
se hace necesario la disponibilidad de recursos pedagógicos tales como libros en inglés,
diccionarios, computadores, tablero digital, video beam, fotocopias, carteleras,
Cartulinas, marcadores, resaltadores, conexión a internet. La institución cuenta con la
mayoría de estos recursos.
Entre el recurso humano, los docentes y estudiantes, coordinadores y Rector que
deben asumir compromiso frente a la implementación.
8.1 PRESUPUESTO.
Para la implementación de la propuesta se elaborará un presupuesto con base en las
actividades programadas por cada uno de los docentes del área de inglés y las jornadas
de socialización experiencias significativas incluyendo algunos estímulos para docentes
y estudiantes. Este presupuesto será elaborado al inicio de cada año escolar y
direccionado a al Consejo Directivo de la IETECI de Palmar de Varela.

50
7. CONCLUSION
Esta propuesta de implementación y mejoramiento “Interacción textual y sus
efectos en la comprensión lectora en inglés”, es una oportunidad a través de la cual
el área de Inglés planifica y organiza un proceso centrado en los aprendizajes y
las metodologías utilizadas con el propósito de alcanzar los niveles de desempeño y
competencias en inglés propuestos por el MEN; en ésta se establecen metas de
aprendizaje y las acciones que habrá que desarrollar para alcanzarlas de manera
positiva. Según los lineamientos dados por el MEN " Las instituciones educativas
colombianas tienen el reto de mejorar la calidad de la educación que brindan, para
ofrecer estudiantes competentes y seguros, para que el país tenga un recurso
humano preparado que nos permita progresar y desempeñarnos bien en un mundo
cada vez más exigente y globalizado.
Mejorar es una necesidad humana y, al igual que las personas, las instituciones
educativas mejoran cuando se lo proponen, cuando tienen una visión clara del camino
que van a seguir, cuando se evalúan y cuando fijan horizontes y metas claras. Las
buenas instituciones han llegado a ser buenas después de un trabajo dedicado de padres,
estudiantes y docentes. Con estas instituciones comprobamos que el mejoramiento se
puede hacer, que implica soñar una realidad necesaria y posible; igualmente creer en los
estudiantes que son su desafío, y actuar en forma persistente para obtener los resultados
esperados a pesar de las dificultades que se presenten." En nuestra institución y más
específicamente en el área de inglés es prioritario el tema del mejoramiento continuo,
pues tenemos como meta convertirnos en el área con los mejores promedios en las
pruebas de estado.
51
ANEXOS_ PLAN DE CLASE Appendix 7 (Domínguez, 2017)
Name of the teacher: Mireya Dominguez Class / grade: 8º Number of students: 49
Average ages of students: 13-14 Unit/Topic: reading stories -Text 2. A Scary Night Level of
students: A1
Allotted time for the development of the lesson: 8 sessions: 2 hours per session (16 hours)
Standards:
Develop the reading competence through the analysis of anecdote texts (stories).
Acquire strategies to identify the structure and elements of anecdote texts (stories).
Interpret and use resources and material designed for reading comprehension of anecdote texts (stories)
Write narrative texts about personal experiences and current facts.
Organize short and coherent paragraphs regarding formal elements of the language.
Basic Learning Rights:
Recognize specific information in oral and written short text about topics of personal interest.
Express emotions and feelings about a situation or specific topic related to his/her family or school.
Briefly narrate current facts, daily situations or personal experiences orally and in written form.
General objective:
By the end of the unit 8th grade students will be able to write a short story, in least three paragraphs about a personal
experience following the features of an anecdote text.
Specific objectives for this lesson:
At the end of the lesson students will be able to:
Be familiarized with anecdote texts, noticing how feelings arise from the events that occur in a story.
Apply a reading strategy targeting text structure, such as prediction and meaning from context.
Read and understand an anecdote paying attention to the overall structure and elements of it.
Identify the stages of an anecdote text, following this order: orientation, remarkable event, and reaction.
Analyze deeply an anecdote text, identifying the appraisal resources (attitude).
Practice writing skill understanding the structure of an anecdote, expressing emotions and integrating linguistic features.
Write an anecdote following the stages of this genre and sharing an emotional reaction.
52
Assumed Knowledge:
Simple verb tenses.
Wh questions.
Linguistic knowledge that will be developed in this class:
Structure of an anecdote text: orientation, remarkable event, and reaction.

Elements of an anecdote text: character, setting, events and feelings.
Appraisal resources in a text: attitude (affect, appreciation and judgement).
Reading strategies targeting text structure: predict text structure, meaning from context, use graphic organizers and visuals
resources, ask and respond focusing questions, discuss and create presentations based on text information.
Linguistic features: past tense verb functions, adjectives to express appreciation and affect, conjunctions ( when), adverbs
for sequence ( then, finally):
Structure: See/ hear someone+ gerund (v-ing)
I just saw someone going in there not too long ago.
Example target structure:

Which sounds did you hear?
I heard the wind blowing, I heard a man singing, I heard someone crying, and I heard someone laughing.
Who did you see?
I saw a woman running, I saw someone walking, and I saw someone going into the house.
Adjectives:
The experience: scary- amused
The scene: dark, stormy, tapping sounds
The character: scared, shocked, amused
Examples for adjectives:

It was a dark and stormy night.
I felt very scared.
It was too dark to see anything.

53
I felt too frightened.
I am still amused.
Connecting words (then, soon, finally).

Then I remembered that they were at a fancy dress party.
Soon the footsteps died off.
Finally I felt asleep.
Then I remembered that I did not use the flash.
Past verb forms and timelines:
Simple past Tense.

Past Progressive.
Materials that will be used in this lesson:
Set of cards with mystery situations that represent feelings. Small paper with a list of verbs of sounds to mimic. A recording
of a story in sounds ( rainy, thunder, sound of aliens). A text on a power point slide. Photocopies of the text and highlighters
or color pens to mark words or phrases in each sentence as they read: red markers for affect, green marker for appreciation).
A sequencing worksheet. Labelling activity with the words: orientation, remarkable event, and reaction. Large sheets of art
paper to write stages of the text and illustrations. A poster for analysis of anecdote text elements. A diagram to summarize
the main elements and stages of an anecdote.
54
Appendix 8 Lesson Plan Template 2 (Domínguez, 2017)
LESSON PLAN TEMPLATE
Name of the teacher: Mireya Dominguez Class / grade: 8º Number of students: 49
Average ages of students: 13-14 Unit/Topic: reading stories -Anecdote Text 1(3rd Floor
Girls Restroom)
Level of students: A1
Allotted time for the development of the lesson: 14 horas (7 sessions of 2 hours)
Standards:
Develop the reading competence through the analysis of anecdote texts (stories).
Acquire strategies to identify the structure and elements of anecdote texts (stories).
Interpret and use resources and material designed for reading comprehension of anecdote texts (stories)
Write narrative texts about personal experiences and current facts.
Organize short and coherent paragraphs regarding formal elements of the language.
Basic Learning Rights:
Recognize specific information in oral and written short text about topics of personal interest.
Express emotions and feelings about a situation or specific topic related to his/her family or school.
Briefly narrate current facts, daily situations or personal experiences orally and in written form.
General objective:
By the end of the unit 8th grade students will be able to identify the structure and elements of anecdote texts, analyzing
at least an anecdote.
Specific objectives for this lesson:
At the end of the lesson students will be able to:
Be familiarized with anecdote texts, noticing how illustrations show a sequence of events that occur in a story.
Read and understand an anecdote paying attention to the overall structure and elements of it.
Identify the stages of an anecdote text, following this order: orientation, remarkable event, and reaction.
Analyze deeply an anecdote text, identifying the appraisal resources.
Apply a reading strategy targeting text structure, such as prediction.
Write an anecdote following the stages of this genre and sharing an emotional reaction.
55
Linguistic features: past tense verb functions, adjectives to express appreciation and affect, conjunctions ( when and
since), prefix (un-) and suffix (- ly)
Adjectives:
The experience: scary, personal, unknown, weird
The scene: empty
The character: scared, cold.
Examples for adjectives:
It was an empty place.
It was a personal.
It was a weird experience.
It was a ghost story.
I was scared and cold.
Prefix (un-) Suffix (-ly) Examples: unknown, unfortunately.
Past verb forms and timelines:
Present Perfect Progressive.

Simple present (review).
Simple past Tense.
Past Progressive.
Assumed Knowledge:
Simple verb tenses.
Wh questions.
Linguistic knowledge that will be developed in this class:
Structure of an anecdote text: orientation, remarkable event, and reaction.

Elements of an anecdote text: setting, characters, and plot and feelings.
Appraisal resources in a text: attitude (affect, appreciation and judgement).
Reading strategies targeting text structure: predict text structure, use graphic organizers and visuals resources, ask and
respond focusing questions, discuss and create presentations based on text information.
Materials that will be used in this lesson:
Set of cards with pictures that represent a story. A text on a power point slide. A sequencing worksheet. Labelling
activity with the words: orientation, remarkable event, and reaction. Large sheets of art paper to write stages of the text
and illustrations. A game “Discovering the Mystery”: envelopments with clues, and a block of notes. A poster for
analysis of anecdote text elements. A diagram to summarize the main elements and stages of an anecdote.
56
Class Stage: Objective Teacher’s procedure and Activities Materials Allotted time and
students will perform Type of interaction
The students The teacher gives to each of the Set of cards with 5 minutes
CONTEXT- will be able students a set of cards with pictures pictures that represent T-S
to be that represent events of a story. stories.
WARM-UP S-S
familiarized
AND Students have to organize the situations
with story
INTRODUC and share in pairs the sequence that
texts,
TION OF they consider adequate for the story.
noticing how
THE TOPIC.
illustrations
show a
sequence of
events that
occur in a
story
The students In order to familiarize the students Some slides of ppt 15 minutes
BUILDING will be able with the text and the topics of this with scaring pictures
UP to be lesson, the teacher shows the students on the digital board.
SUBJECT familiarized some scaring pictures with mystery
MATTER with the kind sounds on some slides of ppt. Then the
KNOWLED of text they teacher asks them some questions:
GE are going to students express their thoughts and

read in the feelings.
lesson. How do you feel looking these
pictures?
Do you believe in ghosts?
What ghost stories do you know?
How do you feel if you see a ghost?
Have you ever been so afraid or
nervous? When?
Where do these kinds of stories
usually happen?
57
The students 8 hours
DECONSTR will be able The teacher presents the anecdote text The text “3 rd
Floor T-S
UCTION to read and “3 Floor Girls Restroom” which is
rd
Girls Restroom” on a
S-T
understand displayed on the board. The teacher power point slides.
an anecdote asks the students to make predictions
“3 Floor
rd
about the text from the title of the text
Girls (3rd Floor girls Restroom) and the
Restroom” source of the text
paying (www.yourghoststories.com). She
attention to asks:
the overall According to the title “3rd Floor Girls
structure and Restroom” What do you think the text
elements of is about? Give me a synonym of
it. restroom, please.
Photocopies with the
Who writes this text?(students look
selected anecdote
for the text’s author)
Students will
text.
Where was this text published?
be able to
(students points the text’s source)
apply a
What kind of texts can you read from
reading
this kind of website? (students’
strategy
comments)
targeting
text
The teacher tells the students that they
structure,
are going to read that girl’s personal Highlighters or color
such as
experience with a ghost. pens to mark words
prediction.
Next, the teacher gives a photocopy of or phrases in each
the text to the students. Then the sentence as they read:
teacher reads the text clause by clause, red markers for
and asks some students to read each affect, green marker
clause aloud. The teacher also helps for appreciation and
The students
them with the pronunciation of any blue markers for
will be able
word they need. judgement)
to identify
The teacher focuses on the reading of
the stages of
each clause to guide the students’
an anecdote
comprehension. (Students are asked to
text
read aloud each sentence of the text
following
and the teacher makes the students
this order:
focus their attention on the meaning of
orientation,
each sentence and ask them to say
remarkable
what they understand).
58
event, and The teacher elaborates with the

reaction. students the intention of each stage of
the anecdote.
Linguistic features will be taught by
the teacher as soon as they appear in
the text: past tense verbs functions,
The students
adjectives that express affect and
will be able
appreciation), conjunctions (when,
to analyze
since).
deeply an
Learners will be guided to highlight
anecdote
appraisal resources of attitude: affect
text,
and appreciation.
identifying
the appraisal
During the reading of the first stage
resources of
of the text (Orientation) the teachers
attitude.
asks the students to read sentence by
sentence and makes them to focus
their attention on specific linguistic
features, asking these questions while
they were reading.
Is the author writing about someone
else or about herself? How do you
know it?
What has the girl been doing?
What did she do?
When did experience happen?
The teacher focuses on the
explanation of the verb tenses forms
of the first paragraph: “have been
reading”, “decided”, “happened”, and
“was”. The students recognize the
function of the past tense in the text.
They also focus on the words “still”,
“unknown”, “college”, and students
are guide to know the meaning from
the context.
The teacher guides the students to
explain with their own words what
they have understood from each
sentence and the first paragraph.
59
The teachers asks the students to read

the second paragraph and each of their
sentences focusing on the linguistic
features and meanings asking these
questions:
Where is she living now? Do you

know where California is?
What school did she study? Where
Philippines are? And where Manila is?
(Technological device may be used
for searching information or a map).
What kind of experience did she have
there? “Weird”? Students try to give
the meaning from context.
What kind of experience can she share
in that internet blog “Ghost Stories”?
A strange story, maybe?
Why did she get early to school?
Teacher points out on the verb tenses

forms of the second paragraph: “am
now living”, “happened”, “was”,
“come”, “go”, “have”, “read” and
“review”. The teacher makes the
student notice the function of those
verb forms to tell events in the past
and for the present to express routines.
The teacher points out word such as
“now” vs “usually” to explain the
students the actions that occurs at the
moment and actions that occurs as a
routine or daily activities. Students
recognize the activities that girl did at
school.
The teacher and students summarize
the information given by the writer in
this stage which is recognized as the
Orientation of an anecdote text.
60
During the reading of the second stage

of the text
Remarkable events) the teacher
asks the students to
read sentence by sentence and
makes them to focus
their attention on specific
linguistic features asking
these questions while they are
reading the
information in the sentences:
Where did she go in the 3rd floor?
When did she go there? At night or in
the afternoon?
Who did she see there?
Did anybody else see the person the
girl saw? Why?
Did the girl see a ghost? Why do you
think that?
How did she feel?
The teacher focuses on the functions

of the verb form tenses of the third
and fourth paragraph of the text while
students are reading each sentence.
Students analyze the sentences where
those verb forms are used regarding
the intention of the girl while telling
the story. The teacher explains the
differences between an action which
ended in the past and an action which
was doing in the past as a progressive
form (-ing). The use of the connector A large paper to
“when” is explained pointing those diagram the anecdote
sentences where it is used. Students stages and write the
recognize that “when” is used to relate elements.
or connect two actions in the past, and
not only for asking questions. Students
interpret these verb forms in the
61
sentences of this stage: “took”, A sequencing

“was/were”, “decided”, “got”, worksheet about the
stopped”, “used”, “go”, “did”, “was anecdote “3rd Floor
washing”, “looking”, “heard”, Girls’ Restroom”
“closed”, “did not feel”, “laughing”,
“talking”, “was drying”, “saw”. Labelling activity
The teacher also helps the students to with the words: 20 minutes
understand some expressions in the orientation, S-S
text which students can deduce their remarkable events,
meaning from the context: “since”, and reaction.
“mostly”, “unfortunately”, “did my
business”, “latched”, “there not too
long ago” “weird”, “goosebumps”,
“wonder” Those sentences are
paraphrased to clarify meanings.
Next, the teacher and the students 35 minutes
summarize the events ordering them Large sheets of art
S-S
in a chronological way. The teachers paper.
S-T
makes the students recognize that
those events were remarkable and
meaningful for the girl. Students
recognize the girl’s feelings.
During the reading of the third stage

of the text (Reaction), the teacher asks
the students to read sentence by A game
sentence and makes them to focus “Discovering the 15 minutes
their attention on specific linguistic Mystery”: T-S

features, and asks them these envelopments with S-T
questions: clues, and a block of
What did the girl feel when she saw notes.
the ghost?
Could she talk to the students who
were in that restroom? A poster for analysis 15 minutes
Did her classmates believe her story? of anecdote text S-S
Did she go to that restroom again? elements.
The teacher continues the detailed A

40 minutes
analysis of the text pointing out the diagram to
linguistic features used in the two last summarize the main S-S
62
paragraphs of the texts while the elements and stages

students read each sentence. The of the anecdote “3rd
students are guided to interpret the Floor Girls’
reaction of the girl explaining Restroom” Mystery
15 minutes
appraisal resources to notice the girl’ in the Night”
feelings. These verb form functions
are analyzed while the sentences are
read by the students: “was trying”,
“asked”, “don’t know”, “I’m going 30minutes
to”, “don’t want”, “know”, “feel”,
S-S
“try”, “said”, left”, “shared”,
“believed”, “dreaded”, “am still
thinking”, “experience”. Teacher
guides the students to recognize the
author’s intention when using these
verb tenses.
Besides, some expressions and words
are deduced from context: “scared”,
“cold”, “right away”.
The teacher and students make a chart 30 minutes

on the board completing with S-S
information related to the elements of
the anecdote: orientation, events and
reaction.
The students receive a sequencing

worksheet to put in order some events 30 minutes
that happened in the anecdote “3 rd
S-S
Floor Girls’ Restroom”. They
compare their answers with a partner,
and finally, all the students give
opinions to conclude with the
appropriate order of events. (guided)
Each student has a copy of the
anecdote, and some labels with the
words: orientation, remarkable event,
and reaction. They have to label what
they consider the anecdote begins,
where they find a problem situation,
63
and where they can read a reaction.

(guided)
Students share their own resolved

photocopies in groups of three, discuss
the solution, and make a conclusion
about the possible stages identified.
(guided)
On large sheets of art paper each

group present their conclusion about
the possible stages identified; they
have to use also an illustration that
shows relation with each stage. (free)
The teacher gives feedback and makes

conclusion reinforcing the features of
each stage in an anecdote text. The
students ask questions and are coming
to a complete understanding of the
overall structure of an anecdote text.
The students stay for a game of
“Discovering the Mystery”. Some
students receive an envelope with
some clues about the story, and the
others receive questions and a block of
notes where they have to take notes of
the clues that they find. The questions
and clues are related to the setting,
character, and plot and feelings of the
“3rd Floor Girls’ Restroom” story
(guided)
All the class gives information to

complete a poster about the
orientation, events, and reaction in the
story “3rd Floor Girls restroom”.
(guided)
64
In order to put together the knowledge

about structure (orientation,
remarkable events, reaction), and
elements of an anecdote text (setting,
character, plot, and feelings), students
work with a diagram related to the
story
“3rd Floor Girls ‘Restroom”. After
that, in groups, students share and
discus to define one for the entire
group, a relator present the diagram
and summary the events of the
anecdote using the diagram. (free)
65
The students 8 hours
DECONSTR will be able The teacher presents the anecdote text The text “3 rd
Floor T-S
UCTION to read and “3 Floor Girls Restroom” which is
rd
Girls Restroom” on a
S-T
understand displayed on the board. The teacher power point slides.
an anecdote asks the students to make predictions
“3 Floor
rd
about the text from the title of the text
Girls (3rd Floor girls Restroom) and the
Restroom” source of the text
paying (www.yourghoststories.com). She
attention to asks:
the overall According to the title “3rd Floor Girls
structure and Restroom” What do you think the text
elements of is about? Give me a synonym of
it. restroom, please.
Photocopies with the
Who writes this text?(students look
selected anecdote
for the text’s author)
Students will
text.
Where was this text published?
be able to
(students points the text’s source)
apply a
What kind of texts can you read from
reading
this kind of website? (students’
strategy
comments)
targeting
text
The teacher tells the students that they
structure,
are going to read that girl’s personal Highlighters or color
such as
experience with a ghost. pens to mark words
prediction.
Next, the teacher gives a photocopy of or phrases in each
the text to the students. Then the sentence as they read:
teacher reads the text clause by clause, red markers for
and asks some students to read each affect, green marker
clause aloud. The teacher also helps for appreciation and
The students
them with the pronunciation of any blue markers for
will be able
word they need. judgement)
to identify
The teacher focuses on the reading of
the stages of
each clause to guide the students’
an anecdote
comprehension. (Students are asked to
text
read aloud each sentence of the text
following
and the teacher makes the students
this order:
focus their attention on the meaning of
orientation,
each sentence and ask them to say
remarkable
what they understand).
66
event, and The teacher elaborates with the

reaction. students the intention of each stage of
the anecdote.
Linguistic features will be taught by
the teacher as soon as they appear in
the text: past tense verbs functions,
The students
adjectives that express affect and
will be able
appreciation), conjunctions (when,
to analyze
since).
deeply an
Learners will be guided to highlight
anecdote
appraisal resources of attitude: affect
text,
and appreciation.
identifying
the appraisal
During the reading of the first stage
resources of
of the text (Orientation) the teachers
attitude.
asks the students to read sentence by
sentence and makes them to focus
their attention on specific linguistic
features, asking these questions while
they were reading.
Is the author writing about someone
else or about herself? How do you
know it?
What has the girl been doing?
What did she do?
When did experience happen?
The teacher focuses on the
explanation of the verb tenses forms
of the first paragraph: “have been
reading”, “decided”, “happened”, and
“was”. The students recognize the
function of the past tense in the text.
They also focus on the words “still”,
“unknown”, “college”, and students
are guide to know the meaning from
the context.
The teacher guides the students to
explain with their own words what
they have understood from each
sentence and the first paragraph.
67
The teachers asks the students to read

the second paragraph and each of their
sentences focusing on the linguistic
features and meanings asking these
questions:
Where is she living now? Do you

know where California is?
What school did she study? Where
Philippines are? And where Manila is?
(Technological device may be used
for searching information or a map).
What kind of experience did she have
there? “Weird”? Students try to give
the meaning from context.
What kind of experience can she share
in that internet blog “Ghost Stories”?
A strange story, maybe?
Why did she get early to school?
Teacher points out on the verb tenses

forms of the second paragraph: “am
now living”, “happened”, “was”,
“come”, “go”, “have”, “read” and
“review”. The teacher makes the
student notice the function of those
verb forms to tell events in the past
and for the present to express routines.
The teacher points out word such as
“now” vs “usually” to explain the
students the actions that occurs at the
moment and actions that occurs as a
routine or daily activities. Students
recognize the activities that girl did at
school.
The teacher and students summarize
the information given by the writer in
this stage which is recognized as the
Orientation of an anecdote text.
68
During the reading of the second stage

of the text
Remarkable events) the teacher
asks the students to
read sentence by sentence and
makes them to focus
their attention on specific
linguistic features asking
these questions while they are
reading the
information in the sentences:
Where did she go in the 3rd floor?
When did she go there? At night or in
the afternoon?
Who did she see there?
Did anybody else see the person the
girl saw? Why?
Did the girl see a ghost? Why do you
think that?
How did she feel?
The teacher focuses on the functions

of the verb form tenses of the third
and fourth paragraph of the text while
students are reading each sentence.
Students analyze the sentences where
those verb forms are used regarding
the intention of the girl while telling
the story. The teacher explains the
differences between an action which
ended in the past and an action which
was doing in the past as a progressive
form (-ing). The use of the connector A large paper to
“when” is explained pointing those diagram the anecdote
sentences where it is used. Students stages and write the
recognize that “when” is used to relate elements.
or connect two actions in the past, and
not only for asking questions. Students
interpret these verb forms in the
69
sentences of this stage: “took”, A sequencing

“was/were”, “decided”, “got”, worksheet about the
stopped”, “used”, “go”, “did”, “was anecdote “3rd Floor
washing”, “looking”, “heard”, Girls’ Restroom”
“closed”, “did not feel”, “laughing”,
“talking”, “was drying”, “saw”. Labelling activity
The teacher also helps the students to with the words: 20 minutes
understand some expressions in the orientation, S-S
text which students can deduce their remarkable events,
meaning from the context: “since”, and reaction.
“mostly”, “unfortunately”, “did my
business”, “latched”, “there not too
long ago” “weird”, “goosebumps”,
“wonder” Those sentences are
paraphrased to clarify meanings.
Next, the teacher and the students 35 minutes
summarize the events ordering them Large sheets of art
S-S
in a chronological way. The teachers paper.
S-T
makes the students recognize that
those events were remarkable and
meaningful for the girl. Students
recognize the girl’s feelings.
During the reading of the third stage

of the text (Reaction), the teacher asks
the students to read sentence by A game
sentence and makes them to focus “Discovering the 15 minutes
their attention on specific linguistic Mystery”: T-S

features, and asks them these envelopments with S-T
questions: clues, and a block of
What did the girl feel when she saw notes.
the ghost?
Could she talk to the students who
were in that restroom? A poster for analysis 15 minutes
Did her classmates believe her story? of anecdote text S-S
Did she go to that restroom again? elements.
The teacher continues the detailed A

40 minutes
analysis of the text pointing out the diagram to
linguistic features used in the two last summarize the main S-S
70
paragraphs of the texts while the elements and stages

students read each sentence. The of the anecdote “3rd
students are guided to interpret the Floor Girls’
reaction of the girl explaining Restroom” Mystery
15 minutes
appraisal resources to notice the girl’ in the Night”
feelings. These verb form functions
are analyzed while the sentences are
read by the students: “was trying”,
“asked”, “don’t know”, “I’m going 30minutes
to”, “don’t want”, “know”, “feel”,
S-S
“try”, “said”, left”, “shared”,
“believed”, “dreaded”, “am still
thinking”, “experience”. Teacher
guides the students to recognize the
author’s intention when using these
verb tenses.
Besides, some expressions and words
are deduced from context: “scared”,
“cold”, “right away”.
The teacher and students make a chart 30 minutes

on the board completing with S-S
information related to the elements of
the anecdote: orientation, events and
reaction.
The students receive a sequencing

worksheet to put in order some events 30 minutes
that happened in the anecdote “3 rd
S-S
Floor Girls’ Restroom”. They
compare their answers with a partner,
and finally, all the students give
opinions to conclude with the
appropriate order of events. (guided)
Each student has a copy of the
anecdote, and some labels with the
words: orientation, remarkable event,
and reaction. They have to label what
they consider the anecdote begins,
where they find a problem situation,
71
and where they can read a reaction.

(guided)
Students share their own resolved

photocopies in groups of three, discuss
the solution, and make a conclusion
about the possible stages identified.
(guided)
On large sheets of art paper each

group present their conclusion about
the possible stages identified; they
have to use also an illustration that
shows relation with each stage. (free)
The teacher gives feedback and makes

conclusion reinforcing the features of
each stage in an anecdote text. The
students ask questions and are coming
to a complete understanding of the
overall structure of an anecdote text.
The students stay for a game of
“Discovering the Mystery”. Some
students receive an envelope with
some clues about the story, and the
others receive questions and a block of
notes where they have to take notes of
the clues that they find. The questions
and clues are related to the setting,
character, and plot and feelings of the
“3rd Floor Girls’ Restroom” story
(guided)
All the class gives information to

complete a poster about the
orientation, events, and reaction in the
story “3rd Floor Girls restroom”.
(guided)
72
In order to put together the knowledge

about structure (orientation,
remarkable events, reaction), and
elements of an anecdote text (setting,
character, plot, and feelings), students
work with a diagram related to the
story “3rd Floor Girls ‘Restroom”.
After that, in groups, students share
and discus to define one for the entire
group, a relator present the diagram
and summary the events of the
anecdote using the diagram. (free)
Practice The teacher models anecdote text Flash 120 minutes
JOINT writing skill writing and guides the students’ cards with the scenes S-T
CONSTRUC understandin writing process collaboratively of the anecdote.
TION g the (planning, drafting, editing, and final A map

structure of draft). Teacher gives the students an mind to generate
(PREPARAT
an anecdote, envelope with 8 flash cards of the ideas
ION AND
expressing scenes of the anecdote. The students,
CONSTRUC
emotions in groups of 5, receive the images.
TION)
and Students look at them, organize them
integrating and answer some questions to elicit
linguistic some vocabulary to help them and ask
features. some questions to predict the story:
When did happen?
What time did it happen?
Where was the woman?
Tell 8 actions in the story using the

past tense (to elicit the verbs they are
going to use)
73
What things did she see? Or hear?
How did she feel?(to elicit feelings

and emotions)
What did she do? (to elicit actions for

reaction).
For the drafting, the teacher asks the

students to propose the starting of the
story writing on the board the
students’ ideas about the orientation of
the story (students collaborate on the
writing of the anecdote with
appropriate written expressions, using
the previous stages of the text and
applying the linguistic features
practice during this lesson). The
students writes the clauses they create
about the events and reaction on the
board
For editing, the teacher asks the

students to read aloud the clauses
encouraging them to read regarding
the correct use of linguistics features
and spelling. The teacher points out
any mistake and helps them to do
some correction.
For the final draft the students write

the text on their notebooks and ask
them to propose a title for the text.
They also can propose some extra
details for the story.
INDEPENDE The students Students write their personal anecdote,

NT will be able expressing their emotions and
Rubric
CONSTRUC to write an remarkable events, following the
for writing evaluation
TION anecdote stages of this genre. The text will be
of the personal
text graded according to a rubric to help
anecdote.
following the students to apply specific items for
this order: the text (grammar usage, coherence,
orientation,
74
remarkable cohesion, genre features, spelling, and

events, and genuine text.
reaction.
75
Appendix 9 Rubric of evaluation of written text
Final Anecdote Text Rubric

Criterion 4.6-5 (Advance) 4.0-4.5 ( 3.9-3.5 (Basic) 2.9 or less (Below
Proficient ) Basic)
Orientation (10%) The text contains The text The text The text does not
The orientation contains the introduces an contain the
stage. The orientation unusual event that orientation stage.
description of the stage. The happens since the
situation is clear. situation is not beginning in the
An unusual or described story but the
strange event is clearly. An context is not
included at the unusual event described.
beginning of the happens in the
text. The main story since the
characters are beginning.
described. The
reader can become
engaged in the
story.
Remarkable The events are The writer The writer The remarkable
events (10%) chronologically narrates the narrates the event stage only
organized. The events events but the shows two events
events are clearly chronologically reader can not that happened
described. The but doesn’t show follow the
writer shows their feelings. sequence of the
feelings about the events.
events.
Reaction) (10%) The writer presents The writer The reader cannot The text has no a
the solution of the explains in at follow the reaction stage.
situation in at least least three solution of the
three sentences and sentences how situation. The
shows his/ her was the solution writer only
reaction describing of the situation. expresses his or
a feeling after the her feeling.
solution of the
situation
Linguistic The 90% of the The 80% of the The 50% of past The 70% of past
features past tense past tense verb past tense verb tense verb forms tense verb form
forms) forms are used forms are used are used with are used
(10%) correctly. The without mistake. visible mistakes. incorrectly.
writer also uses at The writer uses The writer does
least three at least one time not connect the
expressions for the expression of the sentences with
past and adverbs of past. adverbs of
sequence to sequence.
76
connect the
sequence of events.
Spelling and 90% of the spelling The 80% of The spelling of The writer does
punctuation completely suits words are the text is not not take into
(10%) the English written accurate. Some accounts the
language. incorrectly. words are written correct spelling in
End punctuation, Some end incorrectly. End English.
commas in series. punctuation and punctuation and No end
commas in commas in series punctuation or
series are is rarely used. commas are used.
usually used.
77
Appendix 10 Deconstruction text 1 A Scary Night
Title for prediction: What can happen in

APPRECIATION: describing a dark, stormy
A Scary Night
a scary night? night with flash of lightning and tapping
sounds
Context of the ORIENTATION
story: at night,
information It was a dark and stormy night. I was about to go to bed when I heard a tapping sound on my
about the Personal:
character who
window. "Who's there?" I shouted. Suddenly there was a flash of lightning; I saw a face at the
watches window. It looked like an alien ... an alien that I had seen on the television show, "the X files." “I”, “my”
amazing “me”
stories. He saw AFFECT: scared, too
an alien.
REMARKABLE EVENTS frightened, confused boy
I felt very scared. I ran to my bed and pulled my blanket over my head. I started to shout for my
Past events parents but there was no reply. Then I remembered that they were at a fancy dress party.
Cronological I peeped out of my blanket but it was too dark to see anything. Then I heard footsteps. They were
order, getting louder and louder. It was dark but I knew the way to my drawer where I kept my camera. I
connecting
words: Then,
ran there and took out my camera and started to take pictures in the direction of the window.
soon, finally Soon the footsteps died off.
The grandfather clock struck ... Dong ... It was 12 midnight. I went back to my bed and tried to
sleep. But I could not sleep. I felt too frightened. I sat up; my mind was full of thoughts. Time
passed ... one o'clock, two o'clock, three o'clock, and four o'clock. Finally, I fell asleep.
Conjunctions: when REACTION
I woke up only after eight and decided to investigate. I found some footprints outside my bedroom
window. I measured them with a tape and found them to be exactly the same size as my father's
shoes. The footprints ended at the door of my house. I then went to town to get the film
Personal developed. But when I saw the photos I was shocked. They were black and I could hardly see
response,
decisions, anything. Then I remembered that I did not use the flash.
feelings: AFFECT: a nervous, shocked boy
scary vs
humorous When I reached home I told my father the whole incident and he started to laugh. I started
experience laughing too when he told me that he had dressed up as an alien for the party. Today, I am still
amused to think I was so afraid of my own father.
AFFECT: happy and amused
The text’s autor (story writer) boy

Story Copyright by Huang YiPeng
https://www.vtaide.com/png/scary4.htm
Source of the text: Funny short stories for kids
78
Appendix 11 Deconstruction Text 2 - 3rd Floor Girl Restroom
3rd Floor Girls Restroom

APPRECIATION (scary, personal
Personal, First person (I, my, me) Stage 1 Orientation
experience; empty place)
I have been reading some scary and kind of similar experiences about the unknown here in
your ghost stories website. So I decided to share my own personal experience that
Since
Context happened when I was still in college.
of the
story I am now living here in California and my weird experience happened when I was 3rd yearWhen: connecting
college at the Lyceum of the Philippines in Manila. I usually come in a little earlier before past events
my first class and go straight to the library to read or review if I have a test or graded (conjunction)
recitation in any of my subjects.
Stage 2 Remarkable event

79
One afternoon (I took evening classes when I was in 3rd year since mostly my major
subjects was on nighttime) on my way to the library, I felt an urgency to use the restroom. I
was already in the 3rd floor since the library was located there; I stopped by and went to the
Prefixes
nearest restroom. Unfortunately, when I got there it was packed since the class was just and
Past events over, so I decided to go to the other end restroom which to my surprise was empty. I suffixes:
seldom used the restroom on the 3rd floor since mostly my classes were downstairs on theUnknown
,
Localization second or first floor. unfortun
, connecting ately,
words I went straight to the first cubicle and did my business. When I'm done as I was washing mostly
my hand and looking at the mirror, another student passed by behind me and went straight
to the last cubicle. I even heard the latched when she closed the door. I did
not feel anything weird and as I was drying my hand two more students came in and they
were even laughing and talking loud. To my surprise one of them went straight to the last
cubicle which, still surprised me more, wasn't locked! I felt goosebumps and wonder; I
just saw someone going in there not too long ago. Affect (surprised, nervous girl)
Stage 3 Reaction
I was trying to gather my wit's and was about to say something when the other girl asked
me if I was okay. I didn't know what to say or how I was going to answer her question
and I didn't want to scare them, but all I knew at that moment was I felt weird and scared
and cold. I just tried to smile at her and said “I'm okay” and left the restroom right
Personal away. AFFECT (scared girl)
response
, I shared my experience to some of my close friends and classmate and they believed in me
feelings, and even tried to use that restroom which I dreaded not to use again. Until now I'm still
decisions thinking about it and what I experienced. AFFECT(nervous, thoughful,
confused girl)
By Mlah17
The text’s author (user’s profile in the internet blog)
http://www.yourghoststories.com/real-ghost-story.php?story=23602
Source of the text (website for scary

stories)
80
References
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1

IMPLEMENTACION INSTITUCIONAL DE LA PROPUESTA DE MAESTRIA

INTERACCION TEXTUAL Y LOS EFECTOS EN LA COMPRENSION

AREA DE INGLES JORNADA MAÑANA DE LA IETECI DE PALMAR DE VARELA.

BEALSY LOPEZ BARRIOS

LIBIA RUA RUA

ROCIO GUZMAN IBAÑEZ

INSTITUCION EDUCATIVA TECNICA COMERCIAL E INDUSTRIAL

Este proyecto tiene como objetivo implementar a nivel institucional la propuesta de

comprehension ( Interacción textual y los efectos en la comprensión lectora en inglés)

realizada por la docente Mireya Domínguez Gómez durante su Formación en Maestría en la

Atlántico (2015-2017). La propuesta de lectura permite dinamizar el Enfoque Textual de

competencia lectora la adquisición de conocimiento de los recursos semánticos del discurso

estudio corresponden a la investigación realizada con los estudiantes de 8º grado 2016 de la

IETECI de Palmar de Varela respondiendo positivamente a la efectividad del enfoque en el

hermenéutico, cognitivo y enfoque funcional y socio-cultural. Los temas de enseñanza

aprendizaje del inglés. La metodología de enseñanza corresponde al ciclo de enseñanza del

través de actividades de apoyo para lectura y vocabulario.

Ciertamente, la combinación de los elementos de la teoría de apreciación textual y

teoría de género favorece el proceso de escritura de los estudiantes. Esta propuesta de

implementación institucional tiene como propósito beneficiar a todos los estudiantes de la

IETECI desarrollando la competencia lectora a través de este enfoque de lectura.

1.1.1 Pregunta Principal 9

1.1.2 Sub Preguntas 9

4.1 ENFOQUE DE GENEROS TEXTUALES. 24

4.2 TEORIA DE APRECIACION TEXTUAL. 27

6. DISEÑO DE LA PROPUESTA PEDAGOGICA DE LECTURA EN INGLES

BASADO EN EL ENFOQUE DE GENEROS. 30

6.1 Metas y objetivos 30

6.2 Objetivos específicos 31

6.3 Secuencia de contenidos conectados con los temas de lectura. 33

6.4 Estructura proporcional de contenidos de lectura. 34

6.5 Planeación de Unidad de lectura. 38

6.6 Rejilla- contenidos basados en lectura de textos 41

El plan de mejoramiento de Inglés, en nuestra comunidad educativa, busca

fomentar continuamente nuevas y diferentes estrategias para formar y proyectar

personas competentes que sean capaces de solucionar dificultades, de asumir los

tiene la firme convicción que la educación agrega valor y seguridad al desarrollo no

solo personal sino interpersonal, se convive con un permanente proceso de

calidad de un aprendizaje que tiene como fundamento la investigación y en parte un

nuevo descubrimiento utilizando las diferentes habilidades propias del idioma

extranjero (Inglés), lo avances tecnológicos, la información y e l manejo de los

El equipo que integra las acciones de mejoramiento, está conformado por el

permanentemente el proceso, los docentes quienes asumen los procedimientos,

adecuando recursos y metodologías, facilitando los procesos, los padres de familia y

por supuesto, el compromiso de los estudiantes, quienes a final de cuentas, s on los

que muestran resultados de proceso.

en capacidad de expresar su pensamiento en un nivel básico. Para tal fin, se ha diseñado un

programa cuidadosamente especificado y organizado en unidades que combina funciones,

estructuras gramaticales, vocabulario, pronunciación y habilidades comunicativas. La

gramática y el vocabulario son sistemáticamente categorizados y presentados de acuerdo

aulas con resultados significativos que se hacen necesarias implementar de manera

competente de lectura y aprendizaje del inglés.

la capacidad para acceder de manera fácil a diferentes fuentes de información que se

encuentre codificada en una lengua diferente a la materna. Esta habilidad se convierte en

una ventaja en la medida en que el individuo se mantiene actualizado sobre hechos o

medios masivos de comunicación, los cuales hoy en día le brindan la oportunidad de

esquemas conceptuales y conocimiento del mundo.

Lo anteriormente expuesto pone en evidencia que el mundo actual se caracteriza por la

comunicación intercultural, por el creciente ritmo de los avances científicos y tecnológicos

y por los procesos de internacionalización. Estas circunstancias plantean la necesidad de un

El Enfoque de género (Rose & Martin, 2012) es un medio para el mejoramiento de la