FORMATO PLANEACIÓN DE

CLASES
Escuela Británica de Idiomas Código: GACA-F-17 versión Fecha implementación: 11/02/2020
S.A.S. :2

Docente: Nicolas Cerquera Angarita Fecha de la clase: 03/07/2021

Idioma: Ingles Nivel: A1-A2
Tipo de clase: (What a weird Day!)
Experience regular ( ) Experience Professional ( ) Taller de escritura ( x ) Salida de Inmersión ( )
Cupos: 8 Salón: Virtual
Objetivo General: ¿Qué obtendrá el estudiante en esta clase?
Los estudiantes serán capaces de:
- Sequencing events or ideas
- Retelling
- Using connectors
- Constructing a paragraph
Recursos:
- Preguntas introductorias
- Video: “People Share Hilarious Childhood Stories” - https://www.youtube.com/watch?v=ilsm8W6nrKw
- Lapiz
- Papel

ETAPAS DESARROLL
O

Los estudiantes responderán de manera grupal las siguientes preguntas introductorias:

1. Have you ever had a weird day?

Introducción 2. What things made that day weird?
3. What things could have changed to make it a weirder day?
4. Did it happen at work or at home?

Presentació Parte A
n
El docente muestra el video “People Share Hilarious Childhood Stories” y pregunta a los estudiantes que
información lograron captar del video. Después el docente introduce la idea de una conjunción temporal:

Temporal Conjunctions: “Words that help the speaker set an event or action in an specific moment in time”

El docente muestra una lista de conjunciones temporales que se usaran en clase.

 As: Used to talk abut an action that happen right after another in quick succession normally
interrupting the first one.
 After: Used to describe an action that happened when the other action finished.
 as soon as: When a condition was met the following action occurred.
 at first: Used when an action was done but information was missing or was not fully
complete
 at once: When the action is done completely at the moment it is referred to, pretty much
instantaneously.
 Before: Period of time which precedes a particular event or time.

GACA-F-17/V2
  Finally: At the end of a process or chain of events
 Just: Recently, when an event happened a couple of seconds ago.
 Meanwhile: When an event is occurring separately but at the same time.
 Next: Normally used in a succession of events to express one goes after another.
 Now: To describe an event that is happening at the moment of speaking
 Since: To express an event that has been happening since an specific moment in the past

Parte B

El docente pedirá a los estudiantes completar 6 oraciones que utilizan las conjunciones temporales mostradas

1. I _____ finished my homework! I want to have some time to relax ______ working so hard
2. I work hard in the company. ______ Jeff keeps slacking in his desk. ______, he looks like he works
hard but ____ a couple months working he just sleeps!
3. _____ I was little I loved star watching. _____ I’m an astronomer
4. Finish your homework, ______! Clean your room ______ and _______ wash the dishes!
5. Can you believe it? ________ I walked through that door she started yelling at me!
6. ______ I was preparing the breakfast, I heard a loud noise upstairs. My cat had _____ fell from the
beam on the roof!

El docente pedirá a un par de estudiantes que lean la siguiente anectdota:

“So this still baffles me, but when I was a kid, we moved into a new house, and — while the realtor
was showing us around — I saw a lady sitting at a white dresser in a pink room. She even waved at
me. When I asked my mom who it was, she just brushed me off because she was trying to listen to
the realtor. The weirdest part of this was that, once we moved in, we found that there were no rooms
painted pink in the house. My family just brushed the whole thing off, despite my being adamant of
what I saw.

Anyway, fast-forward a few years, I'm in high school at this point, and we start renovating the house.
While stripping the wallpaper in the master bedroom, we found out it was painted pink. This still
low-key freaks me out.”

Después el docente pedirá a los estudiantes que puedan identificar en el texto las conjunciones
temporales que hayan notado.

Parte C

El docente pregunta a los estudiantes las siguientes preguntas:

1. What is an anecdote?
2. What kind of information an anectdote must have?
3. Temporarily, how is the best way to narrate an anecdote?

El docente mostrará el modelo y las partes de anécdota que los estudiantes deberán emular siguiendo un
modelo que será presentado por el profesor:

1. Introduction: Setting of the situation

2. Development: The action or chain of events that were normal for the specific circumstance
3. Climax: The unexpected result or circumstance, the mistake or the problem that arouse.
4. Conclusion: The consequence of the climax in the narration and what the person learn from it

“Last year I was walking with my friend in the city center. We were walking rather slowly in the sidewalk, as
soon as we reach the corner of a tall building, we heard some police sirens. At first, I thought that the police
patrol was going to another place. I Just finished thinking that when I heard a loud crashing noise behind me
and my friend, they were robbing the building we were at! After noticing the robbers, my friend and I run

GACA-F-17/V2
 away 4 blocks away. I will never forget to pay attention to my surroundings again.”

El docente pedirá a los estudiantes que escriban una anécdota que les haya ocurrido y lo que aprendieron o
podrían haber aprendido de ella, similar al modelo compartido por el docente con anterioridad. Los estudiantes
deben realizar esta anécdota usando las conjunciones temporales vistas.

“Last year I was walking with my friend in the city center. We were walking rather slowly in the sidewalk, as
Práctica
soon as we reach the corner of a tall building, we heard some police sirens. At first, I thought that the police
patrol was going to another place. I Just finished thinking that when I heard a loud crashing noise behind me
and my friend, they were robbing the building we were at! After noticing the robbers, my friend and I run
away 4 blocks away. I will never forget to pay attention to my surroundings again.”

El docente les pedirá a los estudiantes que presenten sus propuestas uno a uno y fomentara la participación de
Producción los demás estudiantes mediante preguntas -máximo 2 intervenciones por presentación-.

El docente pedirá a cada estudiante que comparta la experiencia -anécdota- que desarrollo con el resto de la
Cierre clase.

Fecha de recibido:

Firma de aprobación:

GACA-F-17/V2