1. PROBLEMÁTICA QUE CONVOCA.

Se ha evidenciado que a pesar de la importancia que el idioma inglés ha ganado en

los últimos años, muchos estudiantes siguen apáticos frente a su aprendizaje así sea en

lo más básico, también es cierto que es en los grados décimo y undécimo donde se nota

una mayor aceptación y compromiso por parte del educando y de los acudientes a

apropiarse más de este idioma. Al ser encuestados para que opinen sobre las causas de

esa apatía, ellos manifiestan estar aburridos de las clases tradicionales, pues les resulta

tedioso soportarnos hablando y escribiendo durante 60 minutos ya que los profesores

siempre trabajemos clases magistrales, les da sueño, dicen.

2. JUSTIFICACIÓN.

La principal razón por la que pienso que la literatura es una gran herramienta para la

enseñanza del inglés como lengua extranjera se debe muy significativamente a mi

experiencia personal en cuanto a mi acercamiento a los libros; ya que siempre me han

proporcionado un gran apoyo y ayuda en muchos momentos claves de mi vida y mi

formación. En cuanto a cómo puede influir la literatura a la hora aprender e interiorizar

una segunda lengua, considero que de esta forma se puede romper los esquemas de las

clases tradicionales a las cuales los estudiantes les tienen poco interés, y se presta para

que cada uno de ellos desarrollen sus habilidades de acuerdo a sus inteligencias

múltiples, de este modo; se puede despertar en los estudiantes una verdadera

motivación hacía un idioma extranjero como el inglés. Tal y como lo decía Gardner en

su Teoría de las Múltiples Inteligencias todas las personas poseen habilidades tanto
mentales, cognitivas, emocionales, al igual que diferentes talentos que se desarrollan a

niveles diferentes (Gardner 1993). Aun así, es importante resaltar que el nivel de

aprendizaje e interiorización, depende mucho de la motivación que surge del interés

personal que cada individuo desarrolla y es imposible hacerlo sí aquello que se le

presenta, no es cercano o significante para ellos; por lo tanto, la lectura o el uso de la

literatura puede ayudar a que los educandos expresen sus ideas y opiniones a través de

experimentar con la segunda lengua de una manera más propia y confiada.

Todo lo anterior lo sostiene José Luis Pinillos en su artículo Motivación y

Aprendizaje: todos sabemos que los deseos de aprender ayudan a la tarea de educar…

por otra parte, también está claro que cada quien tiene una manera muy diferente de

aprender de acuerdo a los incentivos que el contexto pretenda influenciar, por tanto

cada quien adopta su propia postura (Pinillos 1960).

3. PLANTEAMIENTO DEL PROBLEMA.

Este proyecto está dirigido a estudiantes del grado Cuarto y Octavo, para promover

y motivar el aprendizaje de una lengua extranjera a través de la lectura y la literatura, de

esta forma incentivar su interés y motivación; así mismo, procurar que los educandos

experimenten con el idioma de una manera tranquila y natural, se espera que

reconozcan vocabulario que ayude a reforzar los temas trabajados con la docente titular.

Incentivar el aprendizaje del idioma inglés a través de la literatura en los estudiantes

del Grado Cuarto y Octavo del Colegio Tercer Milenio, para que así ellos puedan

reconocer vocabulario y realizar interacciones simples con el idioma.

 4. OBJETIVO GENERAL.

* Utilizar la literatura como método de enseñanza para los estudiantes del Grado

Octavo del Colegio Tercer Milenio, para ayudarlos a reconocer cierto vocabulario que

les permitan realizar interacciones simples y sencillas dentro del aula de clase.

5. OBJETIVOS ESPECÍFICOS.

* Reconocer vocabulario relacionado con las temáticas trabajados en clase,

utilizando la literatura como herramienta de enseñanza-aprendizaje.

* Realizar interacciones simples que permita que los estudiantes realicen un uso

básico y sencillo del lenguaje.

* Utilizar el vocabulario para expresar ideas y opiniones de una forma simple y

sencilla.

* Reforzar los temas trabajados con la maestra titular, para facilitar la asimilación

de los contenidos.

* Reflexionar acerca de los temas, ideas, dudas, preguntas y aportes que surjan en el

transcurso de las sesiones.

 5. ¿CÓMO SE LLEVARÁ A CABO EL PROYECTO?

Teniendo en cuenta lo aprendido el Curso de la Evaluación Diagnóstica Formativa y

los Estándares del Ministerio de Educación Nacional, este Proyecto de Aula:

*Vincula al área de Informática en el desarrollo de las actividades de inglés.

*Organiza los espacios para la puesta en práctica de algunas actividades

presenciales.

*Involucra al área de Ética y Valores porque a través de ellas se fomenta el trabajo

colaborativo donde se demuestra el saber ser, el saber hacer y el saber.

* Vincula al área de Lengua Castellana en la manipulación y estructuración de los

textos y otros elementos formales del lenguaje.

6. COMMUNICATIVE APPROACH VS. GRAMMAR TRANSLATION

METHOD (GTM)

Tanto el Grammar Translation Method como el Communicative Approach han sido

métodos revolucionarios dentro de la enseñanza del inglés como lengua extranjera, sin

embargo es necesario señalar que ambos tienen diferentes alcances, dependiendo de la

metodología que se aplique y de las intenciones de cada docente al momento de trabajar

los contenidos. Por lo tanto se puede decir que el GTM se centra más en el “accuracy”,

es decir en la estructura precisa de la sintaxis, las palabras y la gramática; por otro lado,

el Communicative Approach tiene como enfoque principal el “fluency” que se refiere a

la fluidez con la que se emplea el lenguaje; y la fluidez y exactitud son los objetivos del

aprendizaje del inglés (Chang 2011).

Por todo lo anterior, considero que una buena forma de unificar tanto el método

como el enfoque es a través de la literatura; dado que con esta se puede trabajar el

Grammar Translation en lo que tiene que ver con aprender vocabulario nuevo,

encontrar significados y algunos ejercicios de “spelling” u ortografía, fraseo y

parafraseo. Del mismo modo, entra en juego el Communicative Approach en el resolver

problemas, platear soluciones y experimentar de una manera simple y sencilla con el

idioma.

7. TRANSPOSICIÓN

a. Eight Grade.

1. Language Ability:

 Communicative Competence:
o Organizational Knowledge
 Grammatical Knowledge
 Syntax: verb to be, connectors, conjunctions, there is, there
are, pronouns.
 Vocabulary: places, descriptions, literature styles, literary
genres, adjectives, agreement and disagreement, similes
idioms.
 Textual Knowledge
 Written: cohesion, coherence (introduction, plot and
conclusion), common words.
 Oral: simple expressions, body language.
o Pragmatic Knowledge
 Sociolinguistic Knowledge: varieties, slang, expressions, formal and
informal language,
 Functional Knowledge:
 Ideational: sharing information and expressing feelings.
  Manipulative: convincing someone else about arguments and
statements.
 Heuristic: solving problems, to learn new concepts.
 Imaginative: using the second language for create some new
oral or writing.
 Topical Knowledge:
o Previous knowledge about the favorite activities and own experiences,
favorite people, activities and basic vocabulary that I use with people around
me.
 Affective Schemata:
o Personal characteristics: age, style, personality, beliefs, genders.
o Affective bond
 The affective schemata are identified and taken into account during
the classes; the main goal is to increase the motivation of the
students.
 Strategic Competence:
o Memorization: to get knew vocabulary
o Social Interaction: To have ample opportunities to talk with both adults and
peers and provide ongoing feedback and encouragement.

2. Macroestrategies:

Macrostrategy 2: Facilitate Negotiated Interaction

This macrostrategy refers to meaningful learner-learner, learner-teacher interaction

in class. Negotiated interaction means that the learner should be actively involved in

clarification, confirmation, comprehension checks, requests, repairing, reacting, and

turn taking. It also means that the learner should be given the freedom and

encouragement to initiate talk, not just react and respond to it.

Macrostrategy 8: Promote Learner Autonomy, because language learning is

largely an autonomous activity, promoting learner autonomy is vitally important. It

involves helping learners learn how to learn, equipping them with the means necessary

to self-direct their own learning, raising the consciousness of good language learners
about the learning strategies they seem to possess intuitively, and making the strategies

explicit and systematic so that they are available to improve the language learning

abilities of other learners as well. In short, it involves promoting "strategic investment

of learners in their own linguistic destinies" (Brown, 1991, p. 256).

-OBJETIVES:

Main Objective:

To apply basic concepts about what is literature, its different genres and types of

literature, through different short texts, which allows analyzing different social

phenomena that, occur in the environment.

 Relating the themes worked with events that occur in daily life to understand the
importance and usefulness of literature in modern times.
 Introducing in English his family to their classmates through the use of drawings,
images and oral expressions supported by body language.

Function:

 Ideational: sharing information and expressing feelings.

 Manipulative: convincing someone else about arguments and statements.

 Heuristic: solving problems, to learn new concepts.

 Imaginative: using the second language for create some new oral or writing.
 3. Microestrategies: Facilitate Negotiated Interaction

Description:

Activities which ensure constant interaction between students-teachers and students-

students, it is important to take into account the wrap up in each new class and all the

activities must to have a connection, it cannot be presented in an independent way.

 Materials:
Flashcards, videos, books, songs, dialogues, reading at loud

 Resources:
Audiovisual, books, flash cards, images, web sources.

 Didactic Time
In order to give to students’ time to learn, the term is dividing in teaching (40%)

time and learning time (60%)

o Teaching Time: 3 hours per week during the term. 24 hours in the term
o Learning Time: 6 hours per week during the term. 48 hour in the term
 Main Objective:

-Is to exchange information about the favorite places for them, persons and

activities through simple conversations and artistic expressions making focus in

literature.

 Recognizing vocabulary worked in during the classes.

 Expressing feelings and opinions about topics worked in class.
 Improving language speech and confident about the use usage.
 Producing something personal and meaningful, that allows reflecting about the
topics.

Function:

 Ideational: sharing information and expressing feelings.

 Manipulative: convincing someone else about arguments and statements.

 Heuristic: solving problems, to learn new concepts.

 Imaginative: using the second language for create some new oral or writing.

-Microestrategies: Promote Learner Autonomy.

Description:
 Activities in which students can express their opinions and thoughts through the

vocabulary obtained in class and with the help of the teacher cooperator, in order to

reflect and relate the themes seen in class with real life events.

 Materials:
Flashcards, videos, story tells with images, songs, dialogues, reading at loud

 Resources:
Audiovisual, fiscal text books, flash cards, images, web sources

 Didactic Time
In order to give to students’ time to learn, the term is dividing in teaching (40%)

time and learning time (60%)

o Teaching Time: 3 hours per week during the term. 24 hours in the term
o Learning Time: 6 hours per week during the term. 48 hour in the term

4. NEEDS AND ENVIRONMENT ANALYSIS.

Temple for eight grades learners…

Needs and environment analysis

Population *Eight grades learners.
*Age between 14-16 years
old
*Basic English level
*No learning disabilities, or
cognitive disabilities
 *Normal skills development
in reading, writing, listening NEEDS ANALYSIS
and speaking (very basic
according their cognitive
development and individual
learning styles)
*Few interaction with the
second language
*Some strengths with
speaking and listening
*Some difficulties with
writing and reading
*they can work in a
collaborate groups

Context *Private high school.

*Urban environment.
*Socio-economic strata
among 3-4.
*The number into each
classroom is approximate
30 and 40 students.
*The duration between
each session, twice times ENVIRONMENT ANALYSIS
per week.
*Classrooms are good
lighting and good free space
to work with the children.
*Work place is clean and is
safe to work and play with
the kids.
*Classrooms and the
institution have the
resources to develop the
lessons (board, desks and
chairs for students and
teacher, and some
audiolingual resources.
*Parents belongs to upper
middle class
*ESL high school.
*Duration 2 hours
Theorist *Communicative Approach:
The communicative
 approach based on the idea
that learning language THEORICAL BASES
successfully comes through
having to communicate real
meaning. When learners are
involved in real
communication, their
natural strategies for
language acquisition that
will use will be, and this will
allow them to learn to use
the language.

Methodology *Traditional education's

focus was more on
curriculum and heritage,
defining a student's learning
path for them; a progressive
education focused on the
student's interest rather
than that of the instructor
or subject. In Dewey's
opinion, neither of these TEACHER STRATEGY
schools of thought was
sufficient. Dewey believed
that traditional education
was too strict and
progressive education too
spontaneous. He believed
that traditional education
left little regard for the
learner's interests and
progressive education was
too individualized.
Not being fully pleased with
either philosophy, Dewey
proposed a new educational
theory, which highlighted
the role experience plays in
education. According to
Dewey, powerful
educational experiences are
a result of two fundamental
principles: CONTINUITY and
 INTERACTION.

Method Project Learning: Project-

based learning is a dynamic
approach to teaching in
which students explore real-
world problems and
challenges. With this type of
active and engaged
learning, students are
inspired to obtain a deeper
knowledge of the subjects
they are studying. Watch an
introduction video.

The course going to be TEACHER DEVELOPMENT

dividing four terms, each
one in five classes to
respect the continuity of the
project development and
achieve to get a success and
meaningful project, based
on in real situations.
Besides, the classes going to
be organize in four
moments introducing
moment, moment to know,
moment to apply and
moment to assess.

b. Fourth Grade

1. Language Ability:

 Communicative Competence:
o Organizational Knowledge
  Grammatical Knowledge
 Syntax: verb to be, connectors, conjunctions, comparatives,
adjectives, pronouns.
 Vocabulary: places, descriptions, cloth, literary genres, likes
and dislikes, comparatives, similes, idioms.
 Textual Knowledge
 Written: cohesion, coherence, spellings, and common words.
 Oral: simple expressions, body language, imitations.
o Pragmatic Knowledge
 Sociolinguistic Knowledge: varieties, slang, expressions, formal and
informal language,
 Functional Knowledge:
 Ideational: sharing information and expressing feelings.
 Manipulative: adapting habits by commands and imitation.
 Heuristic: solving problems, to learn new concepts.
 Imaginative: using the second language for create some new
oral or writing.
 Topical Knowledge:
o Previous knowledge about the cloth, places, colors, shapes and own
experiences, favorite people, activities and basic vocabulary that I use with
people around me.
 Affective Schemata:
o Personal characteristics: age, style, personality, beliefs, genders.
o Affective bond
 The affective schemata are identified and taken into account during
the classes; the main goal is to increase the motivation of the
students.
 Strategic Competence:
o Memorization: to get knew vocabulary
o Social Interaction: To have ample opportunities to talk with both adults and
peers and provide ongoing feedback and encouragement.

2. Macroestrategies:

Macrostrategy 1: Maximize Learning Opportunities, as creators of learning`s

opportunities, it is crucial that teachers strike a balance between their role as planners of

teaching acts and their role as mediators of learning acts. The former involves a priori

judgment based on, among other things, learners' level of proficiency and general

learning objectives, whereas the latter involves an ongoing assessment of how well
learners cope with the developing classroom event. Creation of effective learning

opportunities thus entails a willingness on the part of teachers to modify their lesson

plans continuously on the basis of feedback. This can be done only if teachers treat a

predetermined syllabus as a presyllabus that is to be reconstructed to meet specific

learner needs, wants, and situations and treat a prescribed text as a pretext that is to be

used as a springboard for launching classroom activities

Macrostrategy 6: Contextualize Linguistic Input, Studies in L2 development

show that the acquisition of syntax is constrained in part by pragmatics (Zobl, 1984),

that the phonological forms L2 learners produce depend crucially on the content of

discourse (Avery, Ehrlich, & Yorio, 1985), and that syntactic, semantic, and pragmatic

features cannot be understood as isolated linguistic components with a unidirectional

information flow (Gass, 1986). It is thus essential to bring to the learner's attention the

integrated nature of language. One way of doing this is to contextualize linguistic input

so that learners can see language "as a comprehensive conglomerate, uniting all the

levels of structure or rule complexes of a language, viz., the structure of words and

phrases, the structure of sentences, the structure of texts and the structure of interaction"

(Dirven, 1990, pp. 7-8).

-OBJETIVES:

Main Objective:

To use different literary resources in order for students to recognize and use the

vocabulary worked in class for the purpose of performing various linguistic functions.
  Relating the vocabulary learned in the second language, with the mother tongue; in
order to find similarities and differences.
 Introducing new vocabulary in English, so that the apprentices can apply them
through free and artistic expressions.

Function:

 Ideational: sharing information and expressing feelings.

 Manipulative: adapting habits by commands and imitation.

 Heuristic: solving problems, to learn new concepts.

 Imaginative: using the second language for create some new oral or writing.

3. Microestrategies: Maximize Learning Opportunities

Description:

Activities which ensure constant interaction between students-teachers and students-

students, it is important to take into account the wrap up in each new class and all the

activities must to have a connection, it cannot be presented in an independent way.

In the same way, the activities should be oriented to encourage the abstract thinking that

allows them to infer the solutions to the different exercises planted in class, using the

heuristic function.

 Materials:
 Flashcards, videos, story tells with images, songs, dialogues, reading at loud

 Resources:
Audiovisual, fiscal text books, flash cards, images, web sources

 Didactic Time
In order to give to students’ time to learn, the term is dividing in teaching (40%)

time and learning time (60%)

o Teaching Time: 4 hours per week during the term. 32 hours in the term
o Learning Time: 8 hours per week during the term. 64 hour in the term

Main Objective:

-Is to exchange information about the favorite places, colors, persons for them,

persons and activities through simple conversations and artistic expressions making

focus in literature.

 Recognizing vocabulary worked in during the classes.

 Expressing feelings and opinions about topics worked in class.
 Improving language speech and confident about the use usage.
 Producing something personal and meaningful, that allows reflecting about the
topics.

Function:
  Ideational: sharing information and expressing feelings.

 Manipulative: adapting habits by commands and imitation.

 Heuristic: solving problems, to learn new concepts.

 Imaginative: using the second language for create some new oral or writing.

Microestrategies: Contextualize Linguistic Input

Description:

Activities in which students can make comparisons between their mother tongue and the

second language, in order to make it easier to make associations between what they learn

and the environment that surrounds them, having as input the literary resources.

 Materials:
Flashcards, videos, story tells with images, songs, dialogues, reading at loud

 Resources:
Audiovisual, fiscal text books, flash cards, images, web sources

 Didactic Time
In order to give to students’ time to learn, the term is dividing in teaching (40%)

time and learning time (60%)

o Teaching Time: 4 hours per week during the term. 32 hours in the term
o Learning Time: 8 hours per week during the term. 64 hour in the term
4. NEEDS AND ENVIRONMENT ANALYSIS.

Temple for Fourth grades learners…

Needs and environment analysis

Population *Fourth grades learners.
*Age between 9-11 years
old
*Basic English level
*No learning disabilities, or
cognitive disabilities
*Normal skills development
in reading, writing, listening NEEDS ANALYSIS
and speaking (very basic
according their cognitive
development and individual
learning styles)
*Few interaction with the
second language
*Some strengths with
speaking and listening
*Some difficulties with
writing and reading
*they can work in a
collaborate groups

Context *Private high school.

*Urban environment.
*Socio-economic strata
among 3-4.
*The number into each
classroom is approximate
30 and 40 students.
*The duration between
each session, twice times ENVIRONMENT ANALYSIS
per week.
*Classrooms are good
 lighting and good free space
to work with the children.
*Work place is clean and is
safe to work and play with
the kids.
*Classrooms and the
institution have the
resources to develop the
lessons (board, desks and
chairs for students and
teacher, and some
audiolingual resources.
*Parents belongs to upper
middle class
*ESL high school.
*Duration 2 hours
Theorist *Communicative Approach:
The communicative
approach based on the idea
that learning language THEORICAL BASES
successfully comes through
having to communicate real
meaning. When learners are
involved in real
communication, their
natural strategies for
language acquisition that
will use will be, and this will
allow them to learn to use
the language.

Methodology *Traditional education's

focus was more on
curriculum and heritage,
defining a student's learning
path for them; a progressive
education focused on the
student's interest rather
than that of the instructor
or subject. In Dewey's
opinion, neither of these TEACHER STRATEGY
schools of thought was
sufficient. Dewey believed
that traditional education
 was too strict and
progressive education too
spontaneous. He believed
that traditional education
left little regard for the
learner's interests and
progressive education was
too individualized.
Not being fully pleased with
either philosophy, Dewey
proposed a new educational
theory, which highlighted
the role experience plays in
education. According to
Dewey, powerful
educational experiences are
a result of two fundamental
principles: CONTINUITY and
INTERACTION.

Method Project Learning: Project-

based learning is a dynamic
approach to teaching in
which students explore real-
world problems and
challenges. With this type of
active and engaged
learning, students are
inspired to obtain a deeper
knowledge of the subjects
they are studying. Watch an
introduction video.

The course going to be TEACHER DEVELOPMENT

dividing four terms, each
one in five classes to
respect the continuity of the
project development and
achieve to get a success and
 meaningful project, based
on in real situations.
Besides, the classes going to
be organize in four
moments introducing
moment, moment to know,
moment to apply and
moment to assess.

Conclusiones:
REFERENCIAS

 Gardner, H. (1993). Inteligencias_multiplesgardner.pdf. [online] Available at:

https://convivencia.files.wordpress.com/2008/01/inteligencias_multiplesgardner.pdf
[Accessed 6 Jul. 2017].
 Pinillos, J. (1960). MOTIVACIÓN Y APRENDIZAJE on JSTOR. [online] Jstor.org.
Available at: http://www.jstor.org/stable/23762188?seq=1#page_scan_tab_contents
[Accessed 6 Jul. 2017].
 Chang, S.C. (2011). A Contrastive Study of Grammar Translation Method and
Communicative Approach in Teaching English Grammar. Department of Foreign
Languages, Cheng Shiu University, 4(2), 1.
In-text citation: (Chang, 2011)
 Alcaldía de Medellín, A.D.E.M & Secretaría de educación, S.D.E.E. (2014).
Documento No 9 El plan de área de Humanidades Idioma Extranjero –Inglés. (1st
Ed.). Medellin: Cooperativa Editorial Magisterio.
 Kumaravadivelu, B. (2008). The Postmethod Condition: (E) merging Strategies for
Second/Foreign Language Teaching. TESOL Quarterly, 28(1), 27-48.
 Maturana, L.M. (2015). Evaluación de aprendizajes en el contexto de otras lenguas
[recurso electrónico]. Fondo Editorial Funlam, 1(89), 15-22.
 Mineducacion.gov.co, Min. Edu. (2006). Mineducacion.gov.co. Retrieved 21 July,
2017, from http://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf