Til Textos Narrativos 3º Eso
Til Textos Narrativos 3º Eso
Til Textos Narrativos 3º Eso
MARA(IRLANDESAS)
SECUENCIA DIDCTICA
3 ESO
EL TEXTO NARRATIVO
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euskera. )
OBJETIVOS DIDCTICOS:
Objetivo general
Lograr que el alumno sea capaz de producir un texto narrativo en cada una de las
tres lenguas (castellano, ingls y euskera) y que reflexione sobre la interrelacin
existente entre ellas.
Objetivos especficos
CONTENIDOS
Procedimentales:
Actitudinales:
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ACTIVIDADES:
OBSERVACIONES:
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TEXTO NARRATIVO
espacio .. castellano
ELEMENTOS narrador .. castellano
DE LA personajes .. castellano
NARRACIN acciones .. ingls
tiempo .. euskera
PLANIFICACIN Y
ELABORACIN DE UN .. castellano,euskera e ingls
TEXTO NARRATIVO
castellano . 10 sesiones
TEMPORALIZACIN euskera . 8 sesiones
ingls 8 sesiones
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PRODUCCIN FINAL: Texto escrito en cada una de las tres lenguas (castellano,
ingls y euskera).
OBJETIVOS DIDCTICOS:
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CONTENIDOS:
CRITERIOS DE EVALUACIN:
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CUADRO DE SESIONES
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LENGUA CASTELLANA
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SESIN 1.
QU VAMOS A TRABAJAR Y PARA QU?
PLANTILLA 0.
Una vez que cada profesor de lengua te haya explicado en qu va a consistir esta
secuencia didctica, sera interesante como punto de partida que tuvieras claro
cul es el objetivo principal de este proyecto. Para ello, antes de comenzar a
trabajar sobre distintos textos, rellena esta plantilla.
PLANTILLA DE OBSERVACIN
Qu vamos a hacer? Qu vamos a aprender? Para qu?
A continuacin vas a leer diferentes tipos de textos. Cada uno de ellos tiene una
finalidad distinta y, adems, sus elementos son tambin diferentes.
Esta es una actividad de reconocimiento de textos.
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3. En qu espacio
o lugar se
desarrolla?
4. Transcurren los
acontecimientos en
un tiempo
determinado?
En cul?
5. Hay personajes?
de qu tipo?
6. Qu tipo de
texto es?
TEXTO 1
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TEXTO 2
TEXTO 3
TEXTO 4
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TEXTO 5
ACTIVIDAD 2.
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SESIONES 2 y 3
2.Qu personajes
intervienen en el relato?
Clasifcalos
(protagonistas,
secundarios...)
3. Cul es el tema?
Enncialo en una frase
breve ( a poder ser sin
verbo ).
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5. En qu tiempo
transcurre la accin?
6. Dnde transcurre la
accin? (espacio)
6. Es un relato real o
fantstico?
Por qu?
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TEXTO 6
TEXTO 7
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SESIONES 4 y 5
ACTIVIDAD 4
EL NARRADOR
Texto 8
Texto 9
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TEXTO 8
TEXTO 9
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EL ESPACIO
Es realista o fantstico?Dnde
lo ves?
Es popular o burgus?Dnde lo
ves?
Es esttico o dinmico?Dnde
lo ves?
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TEXTO 10
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LOS PERSONAJES
Protagonista
Principales
Antagonista
Destinatario
Secundarios
Ayudantes
Oponentes
TEXTO 11
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SESIONES 6 y 7
ANLISIS DE TCNICAS NARRATIVAS
ACTIVIDAD 5.
A continuacin os plantearemos unos ejercicios en los que trabajaris de forma
individual aspectos que os van a resultar tiles para elaborar vuestro trabajo.
TEXTO 12
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TIEMPOS VERBALES
FORMAS
SIMPLES
FORMAS
COMPUESTA
S
PERFRASI
S
VERBALES
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TEXTO 13
CATEGORAS GRAMATICALES
El verbo es una categora gramatical pero, recuerdas cules son las otras
categoras? Rellena los huecos con el nombre de las categoras gramaticales que
conoces sacando del texto 11 algn ejemplo que demuestre que las controlas.
CATEGORAS GRAMATICALES
VERBOS
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SESIN 8
Vais a empezar a organizar los elementos necesarios para crear vuestro trabajo.
Antes es importante tener ciertas ideas claras. Para ello os damos esta plantilla
que debis rellenar por parejas.
PLANTILLA 9. PLANIFICACIN I.
Tipo de relato Texto fantstico
Tiempo Pasado
Espacio (dinmico)
Acciones
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NUDO
DESENLACE
SESIN 9 Y 10
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Lee la narracin otra vez y corrige todos los errores que encuentres ayudndote
de la siguiente plantilla.
PLANTILLA DE REVISIN
S NO
La narracin tiene una estructura clara y he utilizado los
prrafos
Los hechos estn explicados claramente y bien ordenados
La puntuacin es correcta
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PLANTILLA DE AUTOEVALUACIN
1 2 3 4
1. He planeado mi trabajo
2. Creo que he escrito una buena historia
3. He aprendido cules son los elementos narrativos y los
s localizar en un texto
4. Qu dificultades he encontrado?
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EUSKERA
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NARRATIBOA
HELBURUAK:
HELBURU OROKORRA
Ikaslea hiru hizkuntza ezberdinetan (gaztelaniaz, euskeraz eta ingelesez) testu narratiboa idazteko gauza
izateko eta hiru hizkuntzen arteko harremanei buruzko hausnarketa egiteko.
HELBURU ZEHATZAK
Testu narratiboak desberdintzen ikastea.
Istorio bat osatzen duten osagaiak antzematea.
Hizkuntza bakoitzaren berezko estrukturak ulertu eta ezberdintzea.
Osagaiak eta landutako teknika narratiboak aintzat hartuz, narrazioaren idazmenaren planifikatzea.
Emandako jarraibide batzuei jarraituz, idatzitako narrazioa sortzea.
Entregatu baino lehen, helburuzko emaitza birpasatzea emandako jarraibideei begira.
EDUKIAK
Prozedurazkoak:
- Hizkuntza ezberdinetan idatzitako testuak irakurtzea eta ulertzea.
- Emandako testuen eduki formalak antzematea.
- Narrazioen hizkuntza-formak erabiltzea.
- Aldez aurretik emandako jarraibideei jarraituz, lanaren plangintza egitea.
- Hizkuntza bakoitzean testu narratiboa sortzea.
- Egindako lanaren ebaluazioa eta birpasa.
Jarrerazkoak:
- Testu narratibioekiko gustua eta interesa.
- Testu narratiboen osagai formalak ezagutu eta ezberdintzeko interesa.
- Testu narratiboa sortzeko gogoa eta motibazioa.
- Hiru hizkuntzak integratzeko interesa.
- Sekuentzia narratiboaren garapenean parte hartze aktiboa.
Kontzeptuzkoak:
- Narrazioa eta bere eduki formalak.
- Testu narratiboaren estruktura.
- Narrazioaren adierazpen erak.
- Aditz sistemen erabilera.
ARIKETAK:
1. SESIOA: Zer landuko dugu? Zertarako?
2. eta 3. SESIOAK: Gramatika mailak eta aditzak.
4. eta 5. SESIOAK: Denborazko esaldiak.
6. SESIOA: Lanaren planifikazioa.
7. eta 8. SESIOAK: Lanaren zirriborroa.
Zuzenketa eta ebaluazioa.
EBALUAZIO IRIZPIDEAK:
Testu narratiboak desberdintzen daki.
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1.SESIOA
Zer landuko dugu? Zertarako?
0 AKTIBITATEA. Proiektuaren
aurkezpena
Behin hizkuntza bakoitzeko irakasleak aktibitate hau zertan datzan azaldu eta
gero, hasteko interesgarria litzakete zuk garbi edukitzea zein den proiektu
honen helburu nagusiena. Horretarako, bete ezazu txantila hau testu
desberdinetan lan egiten hasi aurretik.
AZTERTZE TXANTILA
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BEHAKETA TXANTILA
4. Gertaerak denbora
eta leku zehatz batean
agertzen dira?
Zeinetan?
5. Pertsonaiak daude?
Zein motatakoak?
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2. eta 3. SESIOAK
Gramatika mailak eta Aditzak
4. AKTIBITATEA. Aditzak.
ORAIN LEHEN
Nik zuri musu bat eman
Jonek gu ikusi
Niri giltzak ahaztu
Mikelek gu eraman
Zuk ni maite
Zuek haiei begiratu
Guk Anari lagundu
Haiei bururatu
Ikasleek Naiara engainatu
Naiarari berriro etxerako
lanak ahaztu
Nik kotxea erosi
Nire amak ni harrapatu
Guk nagusiari oparia egin
Amak semeak maite
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7. ADITZ ASPEKTUA:
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4. eta 5. SESIOAK
Denborazko esaldiak
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Gaztelania klasean testu narratiboen ezaugarri eta osagai nagusiak ikasi dituzue.
Beraz, euskera testuetan osagai horiek analisatzea eta bilatzea ez zaizu
kostatuko.
Helburua ez da euskera testu narratiboen teoria jakin dezazun, baizik eta testu
narratibo bat irakurtzen zaudelarik, bere ezaugarri eta osagai nagusiak ezagut
ditzazun eta, osagai horiek, estruktura logiko bat eta adieraspen esamolde
egokiak erabiliz, istorio narratibo bat egiten ikas dezazun.
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5. Zertarako erabiltzen
dira?
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6. SESIOA
Orain, zuen euskera lanerako beharko dituzuen osagaiak erabiltzen hasiko zarete. Hori
baino lehen, ideia batzuk argi eta garbi eduki behar dituzue. Horretarako, hona hemen
daukazue txantila hau, binaka osatzeko (gogoratu Euskeran istorioak abenturei buruzkoa
izan behar duela).
GAIA Abenturak
KONTALARIA 1go pertsonan eta partehartzaile istorioan
PERTSONAIAK (3
edo 4)
LEKUA dinamikoa
DENBORA lehenaldian
EKINTZAK
(errealitatea +
fikzioa)
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Honez gain, gogoratu zure istoriak beste baldintza batzuk bete behar
dituela:
- Gutxienez, orrialde baten luzeerakoa izatea
- Narrazioa, elkarrizketa eta deskribapena agertzea
SARRERA
GARAPENA
AMAIERA
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7. eta 8. SESIOAK
ZIRRIBORROA
Orain egin berri duzun eskeman oinarrituz, idatz ezazu zirriborro bat. Irakasleari eman
baino leken birpaza ezazu zure aurreko eskema planifikazio txantillarekin konparatuz.
Egiazta ezazu jarraitu dituzula eman dizkizuegun jarraibideak.
BAI EZ
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Bete ezazu zeure kabuz hurrengo txantilla. Saia zaitez zeure iritzi
guztiak adierazten.
1 2 3 4
1. Nire lana antolatu dut
TESTUEN ERREFERENTZIAK
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COLEGIO B.V.MARA(IRLANDESAS)
1. TESTUA: LEHEN LAGUNTZAK. Baietz Ba! 4. DBH. EHU argitalpen zerbitzua. (1998)
4. TESTUA. NIGANA ZETORREN. Ikaslearen Liburua, 4. urratsa. Ikas eta Ari. Ika
argitaletxea. (1995). 187 orritatik aterata.
5. TESTUA. ISPILUA II. Ikaslearen Liburua, 4. urratsa. Ikas eta Ari. Ika argitaletxea.
(1995). 218 orritatik aterata.
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TESTUEN ANEXOA
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ENGLISH
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General Objective:
Succeed in getting the student to be able to write a narrative text in each one of the three
languages (Spanish, English and Euskera) and to reflect on the interrelation among them.
Specific Objectives:
CONTENTS
Procedural:
Attitudinal:
Conceptual:
o The narration and its formal elements.
o Structure of the narrative texts.
o Forms of narrative expressions.
o Use of verb tenses.
o Time references
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ACTIVITIES:
OBSERVATIONS:
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SESSION 1.
What are we going to work? What for?
Once each language teacher has explained what this project work is about, it would be
interesting that you get a clear idea of its main aim . For this purpose, you have to fill in
this record sheet before we begin working with different texts.
RECORD SHEET
What are we going to do? What are we going to learn? What for?
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COLEGIO B.V.MARA(IRLANDESAS)
Next you are going to read some texts of different types.Each has a different purpose
and the elements that constitute the text are different too. This is a text-recognition
task.
In pairs, fill in in this table.
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TEXT 1.
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Ingredients...
8 free range chicken thighs, on the bone
olive oil
about an ounce of butter
6 large cloves of garlic
a small bunch of parsley and tarragon
a large wine glass of white wine or vermouth
in a large pan warm about 2 spoonfuls of olive oil.
Instructions...
Rub the chicken all over with a little oil and some pepper. Put about 2 spoonfuls of oil in a
large pan and heat. Add the butter and when it starts to froth add the chicken
pieces. Cook over a moderate heat until golden brown on all sides.
Squash the garlic cloves with the flat blade of a knife and add to the chicken. Reduce the
heat so that the fat under the chicken is gently fizzing and add a little sea salt. .
Cover the pan and leave it to cook over a moderate heat for about forty minutes, turning
occasionally, so they colour on all sides.
Chop the herbs roughly. When the chicken is cooked, put it on a serving dish with the
whole garlic cloves.
Tip off most of the fat from the pan, leaving the juice stuck to the bottom. Increase the
heat, add the wine and herbs and let it bubble, scraping away any stuck bits in the
pan. Cook for 1-2 minutes until you have thin liquor. Check seasoning and pour over
chicken.
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http://food.hubcom.com/recipe/cgi-win/recipe.exe?3$2$0$6$646
TEXT 2. TEXT 3.
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TEXT 4.
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ACTIVITY 2.
Now we can recognise a narrative text by its main elements.
Fill in the gaps to complete this text, which summarises the main points of
our analysis.
WHAT IS A NARRATION?
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SESSIONS 2 AND 3.
THE NARRATIVE STRUCTURE
The structure of a story is given by the order of the events in the
narration.
The most common type of narrative text has a linear structure, that is, the
events are told in chronological order ( as they happened).
We can distinguish three main parts: beginning, development or middle
and end.
In order to identify the structure of a narrative text, you are going to do
some activities of analysis.
Laser pre-FCE
Ed. MacMillan
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STORY 2.
4.
1.
For a moment Hugo thought he was having a nightmare Much later he woke up to the sound of voices. Hugo
but it turned out that the party had been a fancy dress opened his eyes and saw some very strange creatures
party and the ghosts and vampires were Sonia's flatmates. leaning over him and asking each other who he was.
She had stayed at the party but had forgotten to tell them Some of them looked like vampires and others like ghosts
about Hugo. They had come home to find a complete but they all looked absolutely terrifying!
stranger asleep in their living room!
1.
It wasn't until Sonia carne home that they believed Hugo's
story. Once she had explained the situation, everyone
thought it was very funny.
3.
The girl's name was Sonia. It turned out that she shared a
flat with some other young people. She and Hugo got on
so well that she said that he could stay the night on their
sofa. She explained that she and her flatmates had to go
2. out to a party.
My friend Hugo had a very strange experience last By the time they got to the flat, Sonia's flatmates had
summer when he was hitchhiking back to his home town already gone out. She told Hugo to make himself at home
from university. while she went to get ready for the party. He sat down in
an armchair in front of the fire and, before he knew it, he
After standing with his thumb out at the side of the road had fallen into a deep sleep.
for ages, he was relieved to see a girl in an old
Volkswagen stop. The girl explained that she was only
going as far as the next town but since it was getting dark,
Hugo decided to accept the lift.
Going for Gold Upper-intermediate
( Ed.Longman )
STORY 1 STORY 2
Beginning
Middle
End
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Read Story 2 once again and say in which part the elements shown below
are.
climax
Resolution of the
story ( end)
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These are some of the actions from a story that you all know: Snow White.
Arrange them in chronological order. Write the correct number in the box.
The queen was jealous and ordered a huntsman to kill Snow White,
but he let her go.
Snow White grew up and she became the most beautiful girl in the
world.
Snow White came to the house of the Seven Dwarfs and stayed
there.
Snow White ate a poisoned apple that the queen gave her and she
died.
The queen learnt that Snow White was alive and tried to kill her
with tricks, but the Seven Dwarfs helped her.
There was a very beautiful queen who had a beautiful child called
Snow White.
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REMEMBER:
A paragraph is a unit of text. Each paragraph is about one main idea and
deals with a single point, and all the points are related to each other.
Sometimes, it is difficult to paragraph well unless your writing is well
organized, with each idea treated separately.
ACTIVITY 6. Paragraphing
At first, I could hardly believe it when my father told us that we were going to visit my aunt
in Miami. I had always wanted to go there and now my dream was about to come true. The
night before, Dad had ordered a taxi to take us to the airport so we didnt need
to take our
car. In the taxiwe were all so excited about our holiday that nobody noticedthat it seemed to
be taking much longer than usual to get to the airport. My father asked the driver why it was
taking so long and he said thatthis washis first day as a taxi driver and he wasnt
really sure
how to get there. It wasonly then that my father realised how far away from the airport we
were at thatmoment. It was at least an hour away, and our plane was leaving in an hour and
a half. Finally my father persuaded the taxi driver to let him drive and eventually we arrived
at the international terminal. We all rushed to the check in with our suitcases, but as soon as
we got there we discovered that the flight had been cancelled due to weather.
bad Our frantic
rush had been fornothing.
Look at these stages of the story. Which order should they come in?
b) background information
c) final outcome
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TASK 1. Read the story on Activity 6 and fill in the following table
STORY
1. Which is the main tense in
this story ?
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Laser pre-FCE
Ed. MacMillan
COLEGIO B.V.MARA(IRLANDESAS)
Laser pre-FCE
Ed. MacMillan
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TEXT
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You are going to practise some aspects we have analysed in the previous
activities.
In the following exercises you will work some useful writing skills to
develop your project work.
NARRATIVE TENSES.
EXERCISE 1. Complete this story using the appropriate form of the verbs
in brackets.
Rising Star
A Pre-First Certificate Course
Ed. MacMillan Heinemann
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EXERCISE 2. Fill the gaps in this story using the correct form of the verbs
in brackets.
As she (8) (make) herrself comfortable, the young woman asked her, (9)
..you . (wait) long?' The old woman (10) (shake)
her head. 'You were lucky then,' the young woman commented, wondering why the old
woman never spoke. She ( 1 1 )..(try) again. 'Nasty weather for the time of year,'
she continued. The old woman nodded in agreement. No matter what the young woman said
the hitchhiker (12) (give) no answer except for a nod or a shake of the head.
All of a sudden, the young woman (13).(notice) that her passenger's hands
were very large and hairy. With a shock she ( l4)(realise) that the
hitchhiker wasn't an old woman at all but a man dressed up as an old woman. She braked
suddenly. 'I can't see out of the rear window, she explained. 'Would you mind cleaning it for
me?' The hitchhiker nodded and opened the car door. As soon as the hitchhiker (15)
.(be) out of the car, the terrified woman (16)
..(drive) off at top speed.
When she (l7)(reach) the next village she stopped. She noticed that the
hitchhiker (18) (leave) a handbag behind. She (19)(pick) it
up and opened it. Inside the bag was a gun. She (20) ..(have) a narrow escape!
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COLEGIO B.V.MARA(IRLANDESAS)
EXERCISE 3. EXERCISE 4.
New First Certificate. GOLD. Exam maximiser New First Certificate. GOLD. Coursebook
Ed. Longman Ed. Longman
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Before you start writing, you have to decide what elements will make up
your story.
Work in pairs and fill in this table with the elements you will use in your
story.
PLANNING SHEET I
type of narration thriller
time past
setting dynamic
events
narration
forms of expression /speech description
dialogue
length minimum one page
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You have the elements of your story. The next step is to organise them
according to the structure of linear narration.
You dont have to write the complete story here, just the outline. Work on
your own.
PLANNING SHEET II
Beginning
Middle
End
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SESSIONS 7 and 8.
WRITING A THRILLER
Now, you are going to write your thriller, using the elements and structure
from the planning sheets.
Read your story again and correct the mistakes you find. Pay attention to
these aspects.
YES NO
Punctuation is correct
Now your story is finished. If necessary, write the final version and hand it
in.
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Fill in the following form. Evaluate your work, considering the following
aspects.
1 2 3 4
1. I have planned my work
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