INTEGRACIÓN DE TECNOLOGÍA EN LA CLASE DE INGLES

Sharim Victoria Torres Acevedo

Universidad de Puerto Rico

Recinto de Rio Piedras

TEED 3018

INFORMACIÓN DE LA ESCUELA: Escuela Ramón Vila Mayo- Grados 10,11 y 12

Región: San Juan

Distrito: 3

Grado 11

Grupo 1 y 7

Maestro cooperador: William Garcia

Clase: Inglés

TECNOLOGIAS DISPONIBLES:

Dos proyectores In-Focus en toda la escuela

Un televisor en el salón de clases

DVD player

VCR

Una computadora

Internet

PROCESO Visité la directora de la escuela para solicitar hacer mi

práctica docente.

Hable con el posible maestro cooperador quien estaba inseguro sobre cooperar conmigo.

Me permitió hacer mi practica con los grupos 11-1 y 11-7.

Comencé a dar clases en septiembre del 2009.

Trabaje cinco cuentos, cuatro áreas de gramática tipos de poesía y varios aspectos de la poesía.

El área donde integre la tecnología fue en el área gramatical de los Sustantivos (nouns).

PLAN DE LA

CLASEI. Área: Gramática

II. TEMA: SUSTANTIVOS

1. Propios

2. Comunes

3. Posesivos

4. Concretos

5. Abstractos

6. Singular

7. PluraloReglas para palabras que terminan en s,z,x,ch y sh.

8. Regular

9. IrregularesoComo pluralizar sustantivos que terminan en y, f, y o.

10. Sustantivos que no cambian

11. Ablaut

III. MATERIALES

1. Libreta con definiciones y reglas para distintos tipos de sustantivos

2. Copia de dialogo

3. Lista de sustantivos abstractos.

4. Computadora con Programa de Audacity

5. Bocinas

6. Micrófono

GROUP 1

Character # 1: I just __________ (abstract noun) to eat __________ (noun for a type of food) so much. Don’t you?

Character # 2: No way! I rather eat __________ (noun for another type of food, plural form) made by my auntie, __________ (proper noun).

Character # 3: Oh please! __________ (noun for a type of food, used in 1st line of character #1) is not that bad.

Character # 2: I rather eat twelve cooked __________ (plural noun for a type of insect).

Character # 4: I heard that those __________ (plural form of insect) taste like __________ (plural form of box).

Character # 3: You are the weirdest __________ (singular form of people) I know.

Character # 1: Aw! __________ (proper noun for character # 3), don’t be so mean. ___________ (noun for hate) comes out of you because you are a hater.

Character # 3: Whatever! I need to go to the mall and buy new __________ (singular form of pants).

Character # 1: Only after we eat__________ (noun used in first sentence for a type of food) because we know __________ (proper noun for Character #2) __________ (abstract noun contrary to hate, plural form) that.

Character # 4: I’m in the mood to eat _________. (plural form of potato) and _________ (plural form of marshmallow).

Character # 2: You always make weird __________ (plural form of mix).

 

GROUP 2

Character # 1: I can’t wait to go to __________ (noun for a place) and see the beautiful green __________ (plural form of grass), the __________ (noun for a color) __________ (plural form of sky), and the grazing __________ (plural form of ox). It is relaxing.

Character # 2: Yeah! And I want to ride my favorite __________ (singular form of horses). Her name is __________ (proper name). I miss her.

Character # 3: But that same day is the premier of a __________ (singular form of movies) I want to watch.

Character # 4: I have been waiting to watch __________ (proper noun for movie title) ever since I finished watching the __________ (singular form of televisions) __________ (singular form of series).

Character # 3: Whoa! I __________ (abstract noun) that __________ (plural form of series). Seems like we are at __________ (plural form of crossroads).

Character # 2: Never mind! I have to babysit the __________ (plural form of child) of my __________ (common noun for a person) that __________ (singular form for days).

Character # 1: Well then I will go watch the __________ (singular for movies) with __________ (proper noun for character # 3) and __________ (proper noun for character # 4).

Character # 2: Sorry for being the __________ (singular form of gangs) breaker.

GROUP 3

Character # 1: I had a scare last __________ (noun for dark hours of the day). I was walking to my __________ (common noun for a place) when I heard something moving in the __________ (plural form of bush)

Character # 2: Who did you think it was? __________ (proper or common noun for a person or thing)!

Character # 3: _____________ (proper name for character # 1) thought it was the ____________(singular form of mathematics) _____________ (common noun) coming to haunt him/her with the _____________ (singular form of grades).

Character # 4: Or worse! She thought it was _____________ (common noun for a person or thing).

Character # 2: That was not funny! If I had _____________ (plural form of tomato) I would throw them at you!

Character # 4: _____________ (proper noun for character #2) has no sense of __________ (abstract noun)

Character # 3: Maybe it was a group of wild _____________ (plural form of goose) ready to attack you. Now, that is scary.

Character # 1: _____________ (singular form of congratulations)! Of all the __________ (plural form of guess), yours was the best!

 

Character # 3: Thank you. I am filled with _____________ (abstract noun) by this recognition.

GROUP 4Character # 1: My _____________ (plural form for foot) hurt from _____________ (proper

noun that names a class) class.

Character # 2: I twisted my _____________ (singular form for ankles) during my _____________ (noun that names a sport) practice.

Character # 3: I guess we won’t be able to go to the _____________ (proper or common noun for a place) if you and _____________ (proper noun for character number #1) are in so much _____________ (abstract noun, opposite for pleasure).

Character # 1: Suddenly, my left _____________ (singular form of feet) is healed! Now my right _____________ (singular form of feet) is filled with __________ (abstract noun, opposite of bad) too.

Character # 4: It’s a _____________ (singular form of miracles)! Uh oh! The gym (singular form of gyms) class _____________ (singular form of teachers) heard you.

Character # 2: Now you have no excuse. You are going to have to participate in the __________ (noun that describes a sport) _____________ (singular form of tournaments).

Character # 3: I forgot that would be this _____________ (noun that describe a late time of day)!

Character # 4: Tonight, when you look upon the _____________ (singular form of skies) and wish upon a _____________ (singular form of stars), wish to break your _____________ (plural form of finger) so you won’t have to take the next __________ (proper noun describing a class) _____________ (noun describing a type of evaluation).

 

 

GROUP 5

Character # 1: Did you see that ____________ (common noun for a thing)?

Character # 2: Yes I did. Isn’t that suppose to be in the _____________ common (noun for a place).

Character # 3: You are confused! That is not what you think it is. That is a ________________ (common noun for another thing).

Character # 4: But why does it have red (noun for a color) ______________(singular form of shorts) on.

Character # 1: Maybe because it is the _________(singular for mascots) of the basketball (noun of a sport) __________ (singular of teams).

Character # 3: That is so weird. Why can’t it be a __________ (common noun for an animal or thing).

Character # 2: No it is not! It is funny. I like___________ (plural form of the noun used in the first line of character # 3).

Character # 4: I need to buy some ________ (singular form of shorts) like that.

Character # 2: I saw those in the ____________ (proper noun for a title) ___________ (singular form of magazines). Those have been in ____________ (singular for styles) for the past three __________ (plural for season).

Character # 1: I saw _________ (proper noun for a person) wearing them.

Character # 4: Who would have thought that this type of __________ (singular for clothes) could look good on a drawing of a ___________(singular form of the noun used in the first sentence of character # 3).

GROUP 6Character #1: I got surprising news (singular form of news). I saw ___________

(possessive proper noun for character #2) awesome pet!

Character #2: Yes, I have a new pet _____________ (common noun that names a type of animal). It’s name is _____________ (proper noun).

Character # 3: You named the _____________ (singular form of animals) after a _____________ (singular form of presidents) of _____________ (proper name of a country)!

Character # 1: Yes, I ____________ (abstract noun) that name.

Character # 4: That _____________ (plural for species) is cute when they are _____________ (plural form of baby).

Character # 2 I want to have a pet _____________ (common noun of another animal) and I will name it _____________ (proper noun).

Character # 5: When I hear that name it brings me _____________ (noun for happy).

Character #1: Why?

Character #5: I read a _____________ (singular form of series) of _____________ (plural form of book) and that name reminds me of a _____________ (singular form of characters) from _____________ (proper or common noun of a place).

Character # 3: I heard about that. It’s about _____________ (plural form of alien) that work in space _____________ (singular form of headquarters).

Character #4: My __________ (common noun of a person), ____________ (proper name for that person), has those ___________ (plural of book) somewhere on the __________ (plural of shelf) in his/her _________(noun for a place).

III. ESTANDAR

Escritura: El estudiante se comunicara

efectivamente a una variedad de audiencias con

propósitos distintos de escritura a través del uso

apropiado de la gramática y vocabulario

expresivo apropiado para su edad.

Escritura 11.1- El estudiante analizara y seleccionara

palabras apropiadas para transmitir significado;

incorpora transiciones, gramática correcta, sintaxis y

estilo.

IV. OBJETIVOS

1. Al finalizar esta clase el estudiante habrá completado un dialogo de manera creativa y habrá demostrado uso apropiado de los sustantivos

a) Demostrara la habilidad de utilizar sustantivos correctamente dependiendo del contexto.

b) Analizara cuando utilizar cierto tipo de sustantivo.

V. PROCEDIMIENTO

Discusión de la evaluación Seguir reglas- 10 puntos Trabajo en equipo- 10 puntos Gramática- 5 puntos Pronunciación 5 puntos fluidez- 5 puntos Proyección- 5 puntos

El estudiante escogerá el grupo al que pertenecerá para completar grupos de 4 estudiantes. El estudiantes se reunirá en su grupo.

VI. DESARROLLO DE LA ACTIVIDAD

El estudiante recibir un dialogo en ingles con blancos donde debe ir sustantivos. Al lado de cada blanco, entre paréntesis habrá la instrucción del tipo de sustantivo que se espera en el blanco.

El dialogo debe ser completado con sustantivos dentro de 15 minutos.

Cada grupo de estudiantes grabara su dialogo frente a la clase con el programa Audacity manejado por la maestra.

VII. CONCLUSION

El estudiante observará su proyección al mirar su tono de voz mientras graba su parte en el diálogo.

Analizará su desempeño.

Editara su diálogo grabado.

REFLEXIÓN

La estrategia de grabar al estudiante durante un dialogo ya ha sido utilizada por mi maestro cooperador. Sin embargo, el estudiante no tuvo la oportunidad de observar su tono de voz mientras gravaba y tampoco podía editar su dialogo ya que las grabaciones eran en casete . Con Audacity, ver el tono y editar la grabación se hizo posible.

Las funciones de Audacity pueden servir en el salón de clases para que el estudiante pueda aprender a hablar el idioma mas claro y con fluidez. Tambien podra comparar y mejorar sus destrezas en el idioma.