The Effect of Total Physical Response On The Dynamics and Interaction in The English Class

UNIVERSIDAD DE LAS AMRICAS
FACULTAD DE EDUCACIN
THE EFFECT OF TOTAL PHYSICAL RESPONSE ON THE DYNAMICS AND INTERACTION IN THE ENGLISH CLASS
NATALY CAROLINA ESTRADA GONZLEZ SEBASTIAN MATAS GONZLEZ RUGGERONI MARA EMILIA SABAG ROJAS 2008
UNIVERSIDAD DE LAS AMRICAS

FACULTAD DE EDUCACIN
THE EFFECT OF TOTAL PHYSICAL RESPONSE ON THE DYNAMICS AND INTERACTION IN THE ENGLISH CLASS
Trabajo de Titulacin en conformidad a los requisitos para obtener el titulo de Profesor de Ingls y el grado de Licenciado en Educacin.
Guide Teacher: Ignacio Rojas Pavez
NATALY CAROLINA ESTRADA GONZLEZ SEBASTIAN MATAS GONZLEZ RUGGERONI MARA EMILIA SABAG ROJAS 2008
2 ABSTRACT
This dissertation addresses the issue of the effects of Total Physical Response on classroom dynamics and interaction of an English language class in Santiago, at a subsidized school in the district of Recoleta, Chile. It attempts to identify the relationship between these three concepts and the way they function.
A literature review is presented for reference. The Experimental Design Simple True Experimental method is used in this study, leading to the application of instruments and techniques such as Observation Guidelines, Survey, Tests and Participant Observation. Triangulation is applied with the aim of providing valid interpretations. Students' behaviour is tested by applying TPR prompts in occurrences of high frequency in order to measure the level of Interaction and Dynamics that take place in the classroom.
Given some conditions and after analysing the degrees of Interaction and Dynamics, TPR is found to provoke positive reactions in students. Moreover, students are more motivated and eager to participate actively in the lesson.
Finally, this dissertation allows to conclude that once Interaction is present, the classroom is more likely to offer a stress-free environment and a comfortable atmosphere.
3 TABLE OF CONTENTS
INTRODUCTION .
p. 6
CHAPTER I: APPROACHING THE PROBLEM ... 1.1 Justification................................................................................................. 1.2 Objectives................................................................................................... 1.2.1General Objectives.................................................................................... 1.2.2 Specific Objectives .................................................................................. 1.3 Research questions...................................................................................... 1.4 Hypotheses..................................................................................................
p. 7 p. 7 p. 8 p. 8 p. 8 p. 9 p. 9
CHAPTER II: THEORETICAL FRAMEWORK ....................................... 2.1 Total Physical Response .............................................................................. 2.1.1 Objectives and Techniques........................................................................ 2.1.1.1 Using commands to Direct Behaviour ................................................... 2.1.1.2 Action Sequence .................................................................................... 2.1.2 How to Apply Total Physical Response .................................................... 2.1.3 Strengths and Drawbacks........................................................................... 2.1.3.1 Strengths ................................................................................................. 2.1.3.2 Drawbacks .............................................................................................. 2.2 Classroom Interaction .................................................................................. 2.2.1 What is Interaction? ..................................................................................
p. 10 p. 10 p. 13 p. 14 p. 15 p. 16 p. 17 p. 17 p. 18 p. 19 p. 19
4 2.3 Dynamics...................................................................................................... 2.4 Motivation.................................................................................................... 2.4.1 Intrinsic Motivation.................................................................................. 2.4.2 Extrinsic Motivation................................................................................. 2.5 Role of the Teacher...................................................................................... 2.6 Role of the Learners..................................................................................... 2.7 Classroom Discipline................................................................................... 2.8 Large Classes and Classroom Management................................................ p. 21 p. 22 p. 24 p. 24 p. 26 p. 28 p. 29 p. 31
CHAPTER III: METHODOLOGICAL FRAMEWORK.......................... 3.1 Type of Investigation.................................................................................. 3.2 Manipulation of the Independent Variable................................................. 3.3 Variables..................................................................................................... 3.3.1Definition of the Variables....................................................................... 3.4 Subjects...................................................................................................... 3.5 Instruments and Techniques....................................................................... 3.5.1 Observation Guidelines........................................................................... 3.5.2 Survey..................................................................................................... 3.5.3 Classes Observation................................................................................ 3.5.4 Evaluation of the English Classes........................................................... 3.6 Procedure.................................................................................................... 3.7 Field Work and Scenario Access................................................................ 3.8 Research Credibility................................................................................... 3.8.1 Viability...................................................................................................
p. 39 p. 39 p. 39 p. 40 p. 40 p. 41 p. 43 p. 43 p. 43 p. 45 p. 45 p. 45 p. 47 p. 47 p. 47
5 3.8.2 Theoretical Triangulation........................................................................ 3.8.3 Methodological Triangulation................................................................. p. 48 p. 49
CHAPTER IV: FINDINGS ........................................................................... 4.1 Presenting Data........................................................................................... 4.2 Survey......................................................................................................... 4.3 Academic Results........................................................................................ 4.4 Analyzing Data............................................................................................ 4.5 Synthesis......................................................................................................
p. 50 p. 50 p. 63 p. 64 p. 65 p. 66
CHAPTER V: CONCLUSIONS..................................................................... 5.1 Suggestions and Reflections..........................................................................
p. 68 p. 69
BIBLIOGRAPHY.............................................................................................
p. 71
WEBLIOGRAPHY..........................................................................................
p. 73
Appendix A: Survey
p. 75
Appendix B: Tests p. 77 Appendix C: Pie Charts.... p. 81 Appendix D: Observation Guideline and Lesson Plans p. 83
6 THE EFFECT OF TOTAL PHYSICAL RESPONSE ON THE DYNAMICS AND INTERACTION IN THE ENGLISH CLASS
INTRODUCTION
In the late 1970s, Professor James Asher created the Total Physical Response method (TPR) which looked forward to teaching English by using commands which triggered off physical answers. One of the main goals of this method is to teach the target language in a free-of-stress environment.
In spite of the fact that this method looks very innovative, it must be said that it does not work on its own. TPR fosters several factors, which might affect the development of the lessons. These factors are related with the Interaction and the Dynamics that is carried out in several moments of the lesson.
Particular attention is focused on the Interaction and the Dynamics since doubtlessly, these phenomena take place in every day classes. Nevertheless, these aspects are present in different degrees depending on the kind of lesson. Therefore, TPR intends to promote as good levels of Interaction and Dynamics as possible.
Based on all the facts mentioned above, this research is about the way in which TPR works together with Interaction and Dynamics. As this dissertation develops, it will be possible to observe in great detail how this method provokes a variety of effects on the learners performance.
7 CHAPTER I: APPROACHING THE PROBLEM
1.1 JUSTIFICATION
The first thing that needs to be said is that Pedagogy is a household word among teachers all over the world. The pursuing of different ways to teach is an issue that remains until nowadays.
One of the main problems that Pedagogy has to face is the lack of Interaction, this fact represents a significant flaw in the classrooms. In this regard, H. Douglas Brown (2001:165) argues that Interaction is the basis of all human relationships and teachers must manage this concept in a compulsory way. Considering the latter information it must be stated that if the issue of Interaction is to be studied, the factor of Dynamics cannot be put aside. In this aspect, Maria Andueza (1983:23) points out that once Interaction is present, the phenomenon of Dynamics and all its forces are bond to arise. Once these issues are taken into account, an ensuing problem appears and it deals with choosing a suitable method to promote Interaction.
A review of the literature concerning the history of teaching methods provides interesting views of how varied these methods are. Most of the methods take the position that students of a foreign language must speak the target language from the very beginning.
Subsequently, in the 1960s and 1970s research claimed the hypothesis that language learning must start with understanding and later proceed to production (Winitz,
8 1981). Thus, students are not forced to produce language and as a result of this the learning process will occur in a stress-free environment. Accordingly, it is imperative to bring up the Total Physical Response method created by Professor James Asher in the 1970s. This method focuses on teaching English through commands which elicit physical responses and eventually, TPR might create the necessary levels of Interaction in the classroom.
These issues raise a fundamental question: What is the efficacy of TPR? In order to find valid answers to this question we want to overcome the following problem:
What effect has the application of the Total Physical Response Method on the Dynamics and Interaction in the English class of the tenth grade A, at Alejandro Flores School, Recoleta district, Santiago, Chile, year 2008?
1.2
Objectives
1.2.1 General Objective: To find out the effect that TPR has on the dynamics and the interaction of the English class.
1.2.2
Specific Objectives:
To identify if there is a connection between TPR, motivation, participation and academic results.
9 To explain when it is appropriate to apply TPR and when it is not appropriate for the class. To compare the behaviour (dynamism, motivation, discipline, participation) between the Experimental Group and the Control Group. To analyze the results of the different instruments applied in both groups.
1.3
Research Questions
Does TPR create an interactive and dynamic class? Does TPR need a special environment to be applied? Can TPR improve self-confidence in the students?
1.4
Hypotheses
a) When applying TPR, students react in a positive way; they are more enthusiastic to participate and it brings benefits to their learning process. b) When applying TPR, students are more willing to participate in classes and their stress level is dramatically reduced. c) When applying TPR, students do not react as expected; hence, this method is not suitable for this class and their participation level does not improve. d) When applying TPR, students are not in the mood to participate in classes and their stress level is not reduced.
10 CHAPTER II: THEORETICAL FRAMEWORK
In this thesis, particular attention is focused on the problems of Interaction and Dynamics that occur in the English class. In this regard, there is a number of methods that intend to tackle these issues. However, this thesis will focus on the method that tries to encourage Interaction and Dynamics by means of movement, i.e., Total Physical Response.
2.1
Total Physical Response
Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. (Richards and Rodgers, 2001).
A professor of psychology at San Jose State University, California created this method in the 1970s. The cornerstone of this method is to facilitate the process of second language learning in an environment that is free of stress. Furthermore, motor activity will not allow only successful learning of the target language. As Desrosiers and Tousignant state: movement plays an important role in kids development, he/she gets to know him/herself and the environment through physical activity (Desrosiers and Tousignant, 2005:11). TPR founder James Asher points out that successful second language acquisition is a parallel process in which infants learn their second language.
Considering this aspect, TPR suggests that comprehension must be achieved before speaking. Asher noticed that children, in acquiring their native language, do a lot of
11 listening before uttering their first words and, moreover, their listening comprehension is accompanied with physical responses such as pointing, moving, grabbing, etc.
Nevertheless, this parallel process of second language acquisition holds a sort of constraint, which makes things different. It involves a lot of psychological barriers when it comes to face a new process of learning. In this regard, it has been suggested, for instance by Paul and Gail Dennison and their Brain Gym theory1, that physical movement can help people move beyond old negative emotional beliefs. In simple words, Brain Gym is an educational theory, which could be summarized as follows: all learning begins with movement and any learning challenges can be overcome by finding the right movements Brain Gym was created in the 1970s by Dr. Paul Dennison and Gail E. Dennison. They were seeking effective ways to help people who experienced problems when learning different things. After doing profound research, they found out that movement was an excellent means to accomplish a successful learning process, among the different advantages that Brain Gym offers. It could be stated that this theory helps to:
Learn ANYTHING faster and more easily Be more focused and organized Overcome learning challenges
Brain Gym (2008) Educational Kinesiology: how does movement affect the brain http://www.braingym.org/faq#How_does_movement_affect_the_brain__Do_actual_physical_changes_in_the _brain_occur_through_the_use_of_BRAIN_GYM___
12 In spite of the fact that this dissertation is not focused on the brains function, it is necessary to mention briefly the connection that TPR holds with this issue. In this aspect and drawing on work by Jean Piaget, it is possible to suggest, The child language learner acquires language through motor movement a right-hemisphere activity. Right hemisphere activities must occur before the left hemisphere can process language for production. (Richards and Rodgers, 2001).
Additionally, Asher also dedicated some attention to the function of the brain when learning and comprehending a language. With the aim of understanding this, it is imperative to refer to the brain process of comprehension and talking: the capacity of talking comes from Brocas area that is located in the frontal lobe of the left side of the brain. If this area is damaged it is possible to understand what people say but the ability to speak is completely lost. On the other hand, comprehending takes place in Wernickes area, which is located in the temporal lobe. Any damage to this area allows speaking but there is a difficulty to comprehend what people say.
This latter information is quite relevant because according to Asher, motor activity is a right brain function that should precede left brain language processing. (Brown, 2001:30).
All this information offers considerable circumstantial evidence to support the proposal that movement and learning are two elements that have a tight connection. To put it differently, they can operate as allies pursuing the same benefit, which is achieving understanding in the students.
13 2.1.1 Objectives and Techniques
Taking into account the fact that movement and learning are connected, it is important to mention the objectives and the techniques that TPR fosters in order to accomplish understanding. According to Asher, one of the main objectives underlying TPR is to make the learning process more enjoyable and less stressful. Such suggestion must be accomplished by providing appropriate listening activities which trigger off a physical response that indicates comprehension. It is worth mentioning that this procedure has a tight connection with Ashers Bio Program. In simple words, The Bio Program argues that the target language is stored and then interpreted through movement. The line of action described previously (commands-physical responses) increases and feeds the most important issues of this research, i.e., Interaction and its corresponding Dynamics. However, these issues will be connected to TPR reality in the next section in order to have a holistic view of the problem. Another additional point needs to be made about the stressfree environment and the motor activity. According to Rigals position (1975), physical activity provides an environment of trust and mutual comprehension between the teacher and the student. From the above it can be noticed that in order to achieve a successful learning process it is necessary for teachers to promote a less stressful environment. To conclude, it can be claimed that comprehension must be a means to reach the main objective, which is teaching basic speaking skills.
On the other hand, it is imperative to mention that one of the main techniques of TPR is the use of commands to direct behaviour. Nevertheless, it is recommendable and appropriate to present a variety of activities with the aim of keeping learners attention
14 alive. The paramount techniques of TPR, according to Larsen Freeman (2000: 116-117) are the following:
2.1.1.1
Using Commands to Direct Behavior
The use of commands is the major technique in TPR classrooms. The degree in which students perform the commands provides evidences concerning their comprehension. In other words, the action makes the meaning of the command clear. An important suggestion by Asher is that the pace of the class must be continuous and active. Therefore, the commands must be planned in advance in order to keep the rhythm of the class as active as possible and because of this, Interaction is going to take place in a succesful way. Through the use of commands and physical responses we are appealing directly to the kinesthetic intelligence.
With his theory of the kinesthetic intelligence, Howard Gardner suggests that traditional schools have focused on the development of linguistic and logical intelligences. According to this viewpoint, it is known that there are a lot of students that succeed by using these two intelligences. However, there are others that have different skills, specifically kinesthetic skills. The core elements of the bodily-kinaesthetic intelligence are control of one's bodily motions and capacity to handle objects skilfully. Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes.
15 Along with these, you often find a high degree of fine-motor control and a gift for using whole body motions.2
Based on these assumptions, it would seem reasonable to suppose that the use of commands and physical responses could be a good opportunity to develop kinaesthetic intelligence in the students.
At the very beginning of the TPR class, the teacher must perform the commands together with the students. Afterwards the students have to perform the commands on their own. In addition to this, Asher points out that the sequence of the commands must vary regularly. The aim of this is that students do not memorize the commands but learn them and connect them with the language in the best possible way. Finally, it is important to state that students must feel satisfied with their performance, on that account, the teacher should not add new commands quite fast. It is extremely important that students feel motivated all the time.
2.1.1.2
Action Sequence
At first, the teacher must give basic commands to the students. As they progress in their performance and in their knowledge of the target language, it is possible to add more complex commands. As soon as they reach an appropriate level, students will perform
Gerald Grow PhD. (2007). The Bodily-Kinaesthetic Intelligence.
http://www.longleaf.net/ggrow/7In/Bodily.html
16 commands, which encompass a whole procedure. An example of action sequence is the following: TEACHER: Stand up. Take out your marker. Come to the front board. Write down your name on the board. Go to your desk and sit down.
2.1.2 How to apply Total Physical Response
James Asher has claimed that TPR, when applied for the very first time, must not cause a dramatic change in the current class activities. At first, TPR must be carried out for only five or ten minutes to introduce new material3. If students and the teacher feel satisfied with the result, TPR should be applied the same way next class.
Asher also suggests that a fixed number of commands previously selected must be introduced at a time. The amount of commands that students can acquire are varied. Depending on the size and on the level of the class, students can acquire up to 36 lexical items within an hour. Students should not be made to memorize fixed routines (Larsen Freeman, 2000:112). In this regard, the teacher should vary the order of the commands. Otherwise, the acquisition of the contents would be done by heart and that is not the purpose of TPR.
3
Asher, James J. (2004). Total Physical Response. TPR: After forty years, still a very good idea. http://www.tpr-world.com/japan-article.html
17 2.1.3 Strengths and Drawbacks
TPR has become a worldwide known method. After almost forty years since its emergence, TPR is still a matter of study and experimentation among scholars, teachers and psychologists. As H. Douglas Brown says in his book: Today TPR, with simplicity as its most appealing facet, is a household word among language teachers. (Brown, 2001:30). Despite of this fame TPR has experienced, it must be accepted that this method has strengths and shortcomings or drawbacks that will be described in the following section.
2.1.3.1 Strengths
Long term comprehension: This aspect has been mentioned several times;
comprehension comes before speaking. This same process occurs with infants learning their native language. The concept Long-term comprehension refers to the fact that the contents are acquired and not retained by heart. With the aim of justifying this, it can be claimed that physical response is the evidence of comprehension.
Stress-free and a dynamic method: TPR promotes an environment totally
free of stress. This claim rests on the way that the classes are carried out. At the beginning, learners act just as listeners that are guided by the teacher, these learners do not feel the pressure of being mocked at. Additionally, it is pertinent to highlight that this method reinforces the Interaction and Dynamics of the class due to the constant teacherstudent relationship.
18
It works successfully when teaching beginners: This topic may represent
both a strength and a drawback. However, this feature will be considered as strength. TPR is a powerful device that allows students to internalize a huge volume of the target language. When these learners are beginners, they experience a whole new world of learning which really encourages them to success. TPR is a method which bases its work mainly on grammatical sentences. These grammatical sentences would represent the first steps in learning a new language. When beginners advance in proficiency, they are able to utter chunks of the target language, which are comprehended in a meaningful way.
2.1.3.2 Drawbacks
After students overcome the fear of speaking, and at the same time they reach a certain level of proficiency, the question is what comes next? This is a clear shortcoming of TPR. It could be argued that in a specific moment TPR gets stuck and it lacks of ideas to go on. When students achieve an average level of proficiency TPR is bond only to teach vocabulary and specific grammar explanations that might be necessary.
At the end of a period of application, this method works only as a complementary method: TPR is a method that needs to be supplemented with other approaches as students progress in proficiency4. This quote addresses the fact of running out of
English Raven Educational Services (2007). Principles and Methodology. Total Physical Response. http://www.englishraven.com/method_TPR.html
19 resources. Once TPR accomplishes its main objectives, which have been discussed several times, it seems to lose depth; when students and the class in general need to go further in terms of contents and difficulty, this method does not provide the necessary tools to progress. Apart from vocabulary and basic grammatical structures, TPR might not cover abstract vocabulary or more difficult topics.
2.2
Classroom Interaction
As it has been previously stated, TPR is a method that promotes movement through the use of commands and physical responses. Therefore, there exists a relationship between teachers and students. This relationship is intended to tackle the issue of interaction that occurs in classrooms. Concerning this, Brown (2001) argues that in general, classes consist merely in endless lectures regarding different contents. As consequence, students act as receptors who behave in a passive way. Taking all this information into account it can be claimed that TPR helps to create an environment of interaction in which both teachers and students participate actively. What follows is an analysis of the phenomenon of interaction in the English class:
2.2.1 What is Interaction?
Interaction is the process referring to face-to-face action. It can be either verbal, channelled through written or spoken words, or non-verbal, channelled through touch, proximity, eye-contact, facial expressions, gesturing, etc.(Robinson, 1994).
20 The latter definition allows to state that as it was mentioned in the previous section, TPR keeps Interaction alive most of the time. Undoubtedly, TPR works in benefit of Interaction and due to this a third phenomenon called Dynamincs arises. Firstly and in order to understand how Dynamics works, it is relevant to analyze the way in which TPR and Interaction function together.
A review of the literature reveals that there are several kinds of interaction in the classroom. Nonetheless, this thesis is going to focus only on the kind of interaction that is more related to the reality in TPR classroom. Sinclair and Coulthard (1975) give a full account of the IRF interaction (Initiation Response - Feedback). Teaching exchanges consist of initiation moves, response moves (the answering move), and follow-up moves. One example of classroom interaction is as follows: the teacher asks a question and students answer it and then the teacher gives some feedback (corroborates the information or assets the student if necessary), after that the teacher asks new questions, and so on.
With the aim of extrapolating this routine of interaction to TPR context the steps could be the following: The teacher gives a command and students answer it by a physical response. In case students cannot perform the command, the teacher helps them by performing the command him/herself (this step could be considered as the feedback).
In spite of the fact that this kind of interaction is the most suitable for TPR classrooms, its patterns are not constant. It is well-known that teachers do not always have the initiative on his/her hands; TPR interaction may occur in many different ways. Students giving commands to their classmates and even to the teacher may carry it out. Nevertheless,
21 considering the fact that time availability is an important impediment, the opportunity of experiencing these varieties in the interaction will not be possible.
2.3
Dynamics
After reviewing the literature concerning TPR and Interaction, it can be stated that in its nature, TPR allows teachers and students to interact because of movement and comprehension. However, this interaction that exists between teachers and students is not based merely on the commands and responses given, i.e., there are further factors that affect this interaction. These factors deal with the problem of Dynamics in the classroom. Mara Andueza (1983:11) points out that every person who works with groups must manage the concept of Dynamics. The group takes a determined direction and it is led by different and complex forces. Sometimes these forces are difficult to identify: energy, changes, reactions, activities, wrong answers, right answers, etc. Groups Dynamics is the result of these forces... (Andueza, 1983:23).
After providing this definition it is imperative to define the concept of group: Group is gathering individuals whom interact with forces and energies, the members of a group are aware of the existence of each other... (Andueza, 1983:19).
From the above definitions it can be appreciated that Dynamics is the force that affects or determine the interaction that is carried out in the classrooms. Concerning TPR, it is necessary to keep in mind the way that commands and physical answers (Interaction) together with the present forces (Dynamics) work in pursuit of a unique objective, which is
22 achieving understanding of English. Considering all the features of TPR that were exposed in the previous section, it seems that this method has direct relation with the concept of Dynamics. This claim rests on how TPR deals with the forces that are part of Dynamics. For instance, TPR promotes physical answers (either they are right or wrong); besides, this method offers the opportunity to perform activities, which possess a lot of energy and therefore, the physical response, will be the proof of understanding. In addition to this, the dynamics that is carried out in the classrooms will modify in some sense the behavior of the students. To summarize, it must be claimed that once Interaction is initiated, this stream of energies (Dynamics) will trigger off communication among the members of the class. This communication is supposed to provoke a positive change in terms of education and learning. In other words, the class must take advantage of this phenomenon.
On the other hand, it is pertinent to state the fact that groups are an amount of people who are gathered in order to accomplish the same goal. To put it differently, the group is the number of students who are looking forward to achieve the same objective, which is in this case, the understanding of English by means of TPR.
All this information offers, considerable circumstantial evidence to support the proposal that TPR will give the process of Interaction as a result, which implies different factors, and forces, which are called Dynamics.
2.4
Motivation
First of all, and before plunging into the issue of motivation, it must be said that motivation and interaction are two concepts that are unavoidably related. The relationship
23 that exists between teachers and students (Interaction) implies several factors such as Dynamics and the teaching method that is being used. However, there is a substantial factor that will affect this process of interaction. This factor deals with the fact of Motivation. Lev Vigotsky (2007)5 points out that in order to feed this process it is mandatory for the teacher to motivate students with the goal of having a good performance in the class.
Considering the latter information, now it is possible to refer to the concept of motivation itself. Penny Ur (1996) defines motivation as a complex process. She prefers to think in terms of the motivated learner: one who is willing or even eager to invest effort in learning activities and to progress (Ur, 1996:274).
Alternatively, H. Douglas Brown (2001) dares to provide a definition of motivation; Motivation is the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit (Brown, 2001:72).
Considering both viewpoints exposed above, in simple words it can be stated that motivation is a state where a kind of force pushes someone to achieve certain goals.
This concept of force, allows to identify that this force can be external or internal, i.e., extrinsic and intrinsic motivation. In spite of the fact that these two kinds of motivation are undoubtedly important, this thesis will focus only on the extrinsic motivation. The reason of this is that this kind of motivation is the one that has a tight connection with this research. However, for seriousness sake it is necessary to refer to the intrinsic motivation very briefly.
Lev Vigotsky (2007) .http://estilosdedocenteseneldesarrollodelnin.blogspot.com/2007/08/interaccinprofesor-alumno.html
24 2.4.1 Intrinsic Motivation
Global intrinsic motivation the generalized desire to invest effort in the learning for its own sake (Ur, 1996: 280). Whereas, H. Douglas Brown (2001:76) states the following definition: Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward.
This information allows pointing out that the student with intrinsic motivation is the one who struggles and studies only because he/she wants to. The reward obtained because of this is the self-confidence and the enthusiasm of facing a challenge.
2.4.2 Extrinsic Motivation
Extrinsic motivation is that which derives from the influence of some kind of external incentive, as distinct from the wish to learn for its own sake or interest in tasks (Ur, 1996:277). Additionally, Brown (2001:76) suggests the following: extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self.
Adapting these two perspectives to the ESL reality it can be claimed that the main responsible for prompting this motivation is the teacher. One way of triggering off this external motivation could be the possibility for the students to receive a good mark.
After analysing both sorts of motivation an obvious question might arise: which motivation is more important? A review of the literature reveals that intrinsic motivation is more important and powerful. Abraham Maslow (1970) points out that intrinsic motivation
25 is superior to the extrinsic one. According to his perspective, We are ultimately motivated to achieve self-actualization once the basic physical, safety, and community needs are met. No matter what extrinsic rewards are present or absent, we will strive for self-esteem and fulfilment. (Brown, 2001:76). Accordingly, Jerome Bruner believes that an effective way of helping people to learn is by removing the rewards and punishments. In some way the extrinsic motivation could be addictive and human beings would become dependent.
From the above it can be assumed that the intrinsic motivation is more important than the extrinsic one. Nevertheless, the intrinsic device needs an external support in order to strengthen the former one. In some sense they play a kind of direct symbiosis. In other words, it would be perfect to have students intrinsically motivated and with the desire to learn. When it comes to relate motivation with the principles of TPR, it can be claimed that both aspects are undoubtedly connected.
As it was pointed out in the previous section, Asher argues that TPR promotes a lesson free of stress. Because of this, each student progresses step by step according to their skills. This allows them to reinforce motivation in all aspects. And as a result, students increase their self-confidence and eventually, achieve a better performance.
The reasons mentioned above allow claiming that the role of the teacher as a prompter or motivator is a key part in order to achieve a successful learning process. For instance, when correcting mistakes, teachers do it in a very comprehensive way just like parents do with their children. Undoubtedly, this procedure offers an aid to the students motivation since it does not put pressure on them.
26 There is, then, considerable circumstantial evidence to support the proposal that external motivation, if used sensibly, feed and reinforce the inner motivation that already exists.
2.5
Role of the Teacher
As it was illustrated at the end of the previous section, it must be stated that the role of the teacher as a motivator is quite relevant in initiating and maintaining a successful interaction. The role of the teacher in cooperative learning becomes predominantly that of planner and facilitator of active learning, as opposed to that of instructor6. On the other hand, the role of the learner, once interaction was initiated, is quite important as well. There are many excellent reasons for using activities, which promote classroom interaction. First and foremost, you make full use of your most valuable resource; the learners themselves.7
The two aspects provided above are important because they allow identifying the direct symbiosis that exists in the teacher-student interaction. In order to have successful interaction it is absolutely necessary that both teachers and students participate actively in this process. Moreover, TPR classrooms offer an environment which allows Interaction and Dynamics to take place. Nevertheless, it is not possible to understand this process unless the specific roles of teachers and students are clearly analyzed.
6 7
Joubert, Trudi (2000) Roles And Social Interaction http://hagar.up.ac.za/catts/learner/cooplrn/c1.html BBC Active (2008). The benefits of interaction in language learning. Educational Publishers LLP trading as
BBC Active http://www.bbcactive.com/languages/Talk/whyextra.htm
27 A review of the literature reveals that the role of the TPR teacher, at the very beginning, is the role of a director of the students performance. The first phase of the lesson must be based on modeling i.e. teacher must perform the commands together with the students. In due course of time, students must perform the commands on their own. This allows the teacher to see if they could understand properly. Imperative drills are the basis of the TPR class, the teacher has a direct and a charismatic role and moreover, teacher must provide the best sort of exposure to the target language. Besides, Asher states that students that remain all the time as observers must show understanding in order to perpetuate them. In spite of the fact that the technical information provided above is quite coherent with TPR and the issues this method involves (Interaction, Dynamics), it would be meaningless to study this topic if the connection with the concept of how to be a good teacher is not made. In other words, it is necessary to adapt this information to reality.
Jeremy Harmer (2006) suggests that the personality of the teacher affects directly in the development of the class. The way that teachers talk to students - the manner in which they interact with them-is one of the crucial teacher skills, but it does not demand technical expertise. It does, however, require the teacher to empathize with the people they are talking to (Harmer, 2006:3). Regarding this, it is important to mention that in order to be a better teacher it is quite necessary to use fewer complex grammatical structures and to use movements, which support the performance. In summary, it can be stated that the theory is totally irrelevant unless the traits and the personality of the teacher are really considered.
28 2.6 Role of the Learners
The literature that deals with this aspect shows clear evidence that the role of the learner is tied with listening and performing, they must demonstrate their understanding with body movements. The attitude from the teacher must not be obstructive and students anxiety must be handled with care. Learners are also expected to recognize and respond to novel combinations of previously taught items. They are required to produce novel combinations of their own. (Richards and Rodgers, 2001).
Another additional point needs to be made about the role of the learner. However, its scope is more oriented to the qualities of the learners rather than the specific role in TPR classrooms.
Harmer says that defining a good learner is an important issue. The explanation to this is that many characteristics of good learners might be only merely generalizations. For instance, some teachers say that good learners are those who always do their homework. Notwithstanding of this, there are a lot of successful students who do not do their homework. Based on this evidence it can be asserted that defining a good learner is not an easy task.
29 2.7 Classroom Discipline
First and foremost, it can be said that this study has mainly shown the relationship that TPR holds with Interaction and Dynamics. However, there are other factors that undoubtedly affect the normal pace of the classroom. For instance, Discipline is one of these factors and it deals with the way in which students behave and at the same time the way in which the teacher manages them. Obviously, the environment in which the lessons are carried out will affect either positively or negatively in the outcome of this. Once the Discipline factor is identified, it is important to quote some definitions in order to have a clearer view regarding this issue.
1-To discipline thus means to instruct a person or animal to follow a particular code of conduct, or to adhere to a certain order. Consequently, in the field of child development, discipline refers to methods of modeling character and of teaching self-control and acceptable behavior. Feldman, 2006),
(Papalia,
Wendkos-Olds and Duskin-
2- Training expected to produce a specific character or pattern of behaviour, especially training that produces moral or mental improvement.
3- Effective discipline means the classroom is relatively free from confusion, disorder, and anti-social behaviour. Each student and the group as a whole operate
30 freely within a structured framework which they understand, accept, and incorporate into their behaviour without constant reminders and punishment.8
Taking all these definitions into account, it can be reinforced that the concept of discipline points to the fact of leading and teaching, rather than to punishing in a coercive way. Since these definitions could be accurate, it must be said that in a certain way they are quite absolute and limited.
Penny Ur (1996) appears to contribute to tipping the scales in a different direction. She claims that defining the concept of discipline is in fact complex and difficult to define in words. She suggests teachers that in order to build up a definition of discipline it is recommendable to brainstorm a list of relevant words concerning discipline (control, norms, obey, cooperation, etc.). This invites us to think that definitions among teachers may vary since priorities and viewpoints could often differ.
There is, then, considerable circumstantial evidence to support the proposal that the concept of discipline could be a common concept among teachers and students. However, there will be always specific notions and concepts that can vary. This variety depends on the context, the teacher formation, the students reality and background, among others.
Actually, to have a good environment depends on the teacher but also depends on the students and the relationship between them. Therefore, both agents should pursue the
W. Mills, Dennis. Ph. D. (2001) Classroom Discipline: A Management Guide for Christian School Teachers. http://www.csrnet.org/csrnet/articles/classroom-discipline.html
31 same objectives and eventually, they could be able to create an environment of trust and mutual comprehension.
To summarize, it is appropriate to say that one of the most important things that a teacher should do is to create the conditions in which learning can take place (Scrivener, 2005). The abilities to create and manage a successful class can be crucial for the triumph of a course. All the aspects concerning discipline and correct behavior must be created according to the specific circumstances where the learning process is carried out.
2.8
Large Classes and Classroom Arrangement
Heretofore, it has been pointed out the symbiosis that is found within the teaching process. Nevertheless, the agents of this symbiosis have not been identified completely. In this regard, it is crucial to bring up the factor concerning the size of the class and at the same time the arrangement of this. It seems reasonable to say that in order to cover all the edges it is imperative to deal with these issues. To exemplify this it must be noticed that classes with 10 students will provoke different kinds of Interaction and Dynamics from those classes with 45 students. Based on all these facts it is suitable to allude to the role that these factors play in the classroom.
As an introduction, it is very important to say that the concepts of size and arrangement are deeply connected. Doubtlessly, the fact of teaching in large classes will determine the way in which the desks are arranged. Several and important aspects such as: space, number of students and the sort of the class, among others, must be considered at the moment of setting out the classroom.
32 Large classes are also known as Heterogeneous Classes. According to Ur (1996:302), Large is a relative term and it will vary from place to place. In some private language schools a group of twenty students may be considered large; in my own teaching situation, 40-45; in some places numbers go up to hundreds.
Alternatively, Scrivener argues that large is relative; it depends on what teachers are used to. He claims that if teachers are used to groups of eight students, then he/she might consider 25 as large. Nonetheless, Ur and Scrivener come to the agreement that some teachers regularly teach classes of 40 students, others 80. There are others who work with 100 or more students at a time. This means that the concept large is very flexible indeed.
Based on the accurate information provided above and regarding the number of students that participated in this research - 35 to 40 students - will be considered as a large class. Once the concept of large classes is clarified, it is pertinent to state that although it may seem evident, the fact of working with large classes might bring up both advantages and disadvantages.
The advantages that can be identified when working with a large group of students, according to Harmer (2007), are the following:
It is suitable for activities where the teacher is acting as a controller. By this quote it can be inferred that TPR fits completely in large classes. The teacher as a controller is the
33 one who gives and directs the commands to the class. Students must follow the teachers instructions and because of this, the class is developed easier.
Penny Ur (1996) illustrates some advantages as well:
1.
Such classes provide a much richer pool of human resources than do smaller
or less mixed classes. The individuals have between them far more life experience and knowledge, more varied opinions, more interests and ideas all of which can be used in classroom interaction. 2. There is educational value in the actual contact between very different kinds
of people: co-students get to know each others values, personalities and perhaps cultures, and thereby increase their own knowledge and awareness of others, as well as tolerance and understanding.
These two advantages are strictly related to personal enrichment, in large classes, students get to know each other and in some sense, their perspectives and viewpoints could be expanded. To put it differently, the complement between academic and personal learning could give as a result a holistic enrichment of the individuals.
On the contrary, the disadvantages could be due to the fact of concrete differences that may exist in a large classroom. Referring to these differences Ur (1996) identifies the following: Learning style, cultural background, attitude to the language, gender, motivation, among others.
34 She argues that theses differences produce various teaching problems, as exemplified below in form of teacher statements:
1.
Discipline: I have discipline problems in these classes; I find them difficult
to control. 2. 3. Correcting written assignments: I cannot keep up with the marking load. Interest: They get bored: I cannot find topics and activities that keep them
all interested. 4. Effective learning for all: I cannot make sure they are all learning
effectively; the tasks I provide are either too difficult or too easy for many of them. 5. Materials: I cannot find suitable material: the textbooks are
homogeneous- rigidly aimed at one find of learner, with no options or flexibility. 6. Individual awareness: I cannot get to know and follow the progress of all
the individuals in my class: there are too many of them, and they are all so different. 7. Participation: I cannot activate them all: only a few students the more
proficient and confident ones seem to respond actively to my questions.
In this regard, Ur (1996) provides several solutions to these problems. However, in this research, considering the context and the reality, only the most suitable ones will be outlined:
35 1. Variation of topics, methods, texts. Thus, if one day the material is not of
the right level for, or does not interest certain members of the class, maybe the next day it will (be).
2.
Make activities interesting. So that even if the language is not challenging
for some of the learners, the content will hold interest and keep everyone participating.
Both of the solutions provided above might allow inferring that the use of TPR fits with these suggestions and therefore, promotes interaction. It is relevant to observe here that TPR provides a full account of features that make classes more dynamic. For instance, the use of body movements, commands that elicit behaviour, etc. To conclude, it can be stated that the variation of methods and trying to make activities more interesting represent a kind of challenge, which TPR intends to tackle.
Once the advantages, disadvantages and solutions concerning large classes are identified, an important issue might arise: the seating arrangement. Undoubtedly, dealing with large classes involves arranging the seats in a comfortable way. This is due to the fact that the space of the classroom must be used as good as possible. Besides, the scope of teachers must be always to achieve a successful and a comfortable development in the class. Previously, it was exposed that working with large classes implies several issues. Undeniably, the seating arrangement is considered as one of these issues. Scrivener (2005)
36 points out that, different problems related with the arrangement and the size of the classroom may be found, some of the most important ones are the following:
Students and teachers cannot move easily. The seating arrangement seems to prevent a number of activities. There is limited eye contact from teacher to students. There is limited or no eye contact amongst students. Teacher cannot give attention equally to all students.
Nevertheless, different solutions proposed by the same author provide some light about how to overcome these issues:
Rearrange the seating. Let them sit or stand on the desks. Move to a different classroom. Go outside on the grass.
In spite of the fact that these solutions may seem accurate and appropriate, Teachers must be down to earth and be aware that the last two suggestions provided are very difficult to use. Moving to a different classroom or going outside involve different factors concerning the availability of classrooms and permissions of the schools authorities.
37 Therefore, rearranging the seats could be a good solution to deal with large classes. There are several kinds of seating arrangement; however, this research fosters only one kind of seating as the most suitable: The Traditional Seating Arrangement. The lack of space and the size of the class are the two main reasons for this. For the sake of completeness, what follows is a diagram of the traditional seating arrangement:
Note: In the following seating arrangement, 0 = the learners, and x = the trainer X OO OO OO OO OO OO OO OO OO OO OO OO OO OO OO
Despite the traditional seating arrangement could be criticized, it must be pointed out that it benefits the work with large classes, and with TPR specifically.
Harmer (2007: 162) claims that this system of arrangement brings different benefits such as:
1-The teacher has a clear view of all the students and the students can all see the teacher 2-Orderly rows allow the teacher to work with the whole class.
38 3-If all the students are focused on a task at the same time, the whole class gets the same messages.
Moreover, there exists more evidences concerning the benefits of this system:
1-...the traditional arrangement is probably best because it places the primary interaction focus in the classroom on the teacher 2-Best used for large groups
For simplicitys sake, all the features outlined above will be summarized in a concise analysis. The main strengths of Traditional seating arrangement are based on the importance of the teacher and the work of the class as a whole group. An extrapolation to this thesis context deals with the weightiness of the teachers performance (and the commands as well). Hence, the literature allows inferring that students will focus and concentrate on the teachers commands in a better way. This assumption plays a central role in the development of TPR class. In addition to this, large classes seem to fit appropriately with this model of arrangement.
The satisfactory use of the classroom is something that cannot be put aside. Also, the quality and the development of the lessons must be as successful as possible. Considering these aspects it can be said that the Traditional arrangement is the most suitable model for this context.
39 CHAPTER III: METHODOLOGICAL FRAMEWORK
3.1
Type of Investigation:
Experimental Design Simple True Experimental
This type of investigation was chosen because there existed a control situation where the independent variable was intentionally manipulated (TPR classes) and then the consequences that this manipulation had over the dependent variables were analyzed (Dynamism and Interaction).
Besides, this is a Simple True design because dependent variables were measured. All this procedure went through a control and a validity process. We worked with two groups, the first one was the control group and the second one was the experimental group. This thesis tries to demonstrate whether the two groups are different after the application of TPR Method, in terms of interaction and dynamism. It must be stated that a pre-test is not required for this design because we are using random assignment. To begin with, the two groups are equivalent because of their cultural, social and educational background, age.
3.2
Manipulation of the Independent Variable:
Presence - Absence
In our investigation, TPR was applied on the Experimental Group. The Control Group did the same activities but without TPR Method.
40 3.3 Variables
The following variables concur:
1) 2) 3)
TPR Method Dynamism Interaction
3.3.1 Definition of the Variables
Conceptual and Operational definition of the variables:
1)
TPR Method
James J. Asher defines the Total Physical Response method as the one that combines information and skills through the use of the kinaesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, the success of this assimilation leads to a high degree of motivation. The operational definition was measured through the answers that students provided.
2)
Dynamism
A more useful goal for a higher education system is dynamism, that is, evolution through variation, feedback, and adaptation (Postrel, 1998). A concrete definition deals with the forces and energies that occur in the classroom (Andueza, 1983).
41 The operational definition deals with group behavior and the changes in the group having a direct relation with Interaction, because of the factors involved in it. It has to do with the characteristics of a group, how they relate within the group. By means of TPR we can see if groups dynamics improves and if students can learn English.
3)
Interaction
Teacher-student interaction, by its very nature, can be characterized as a systematic and intensive social contact, necessitating a mechanism that maintains order and control (Jackson, 1968). The variables associated with the process of classroom interaction are determined by school roles and the structure of the lesson itself. In the course of the interaction, the teacher has the following roles: instructional, motivational, evaluative, managerial and social. In Robinsons (1994) words, Interaction is the process referring to face-to-face action. It can be either verbal, channelled through written or spoken words, or non-verbal, channelled through touch, proximity, eye-contact, facial expressions, gesturing, etc.
The operational definition could be seen when the commands were given, interaction was carried out between students and teacher. This was measured with the guideline previously mentioned.
3.4
Subjects
The subjects who provided the data for the present study were students of Alejandro Flores School. Moreover, this is a subsidized school, located in Recoleta district. The subjects who took part in this research study were chosen neither at random nor on purpose,
42 because we were doing our teaching practice there. Our school guide teacher assigned us the students who actually participated in this investigation.
The number of subjects who participated in the study was 84; their age ranged from 15 to 18. From these 84 subjects, 41 belonged to the 10th grade A, 14 males and 27 females; 43, to the 10th grade B, 18 males and 25 females. 75% of the 10th grade A subjects lived in Recoleta district; 65% of the 10th grade B subjects lived in Recoleta district; and 25% of both groups lived in Huechuraba district.
School registration data shows that the research group includes 41 subjects; however, this number eventually varied according to the availability of the students to come to classes. The average of students in 10th grade A is 33 and 39 in 10th grade B.
Finally, it must be said that the subjects of this research have a beginners level of English proficiency. According to TESOL9, Beginner students (Pre-production and early production) initially have limited or no understanding of English. They rarely use English for communication. They respond non-verbally to simple commands, statements and questions. As their oral comprehension increases, they begin to imitate the verbalization of others by using single words or simple phrases, and begin to use English spontaneously. At this earliest stage these students start to construct meaning from text with non-print features (e.g., illustrations, graphs, maps, tables). They gradually construct more meaning from the words themselves, but the construction is often incomplete.
9 English Language Learner Proficiency Levels. TESOL (1999) http://www.waterford.k12.mi.us/staffDev/ell/word%20documents/English%20Language%20Learner%20Prof iciency%20Levels.doc
43 They are able to generate simple written texts that reflect their knowledge level of syntax. These texts may include a significant amount of non-conventional features, invented spelling, some grammatical inaccuracies, pictorial representations, surface features and rhetorical features of the native language, i.e., ways of structuring text from native language and culture (TESOL, 1999: 20).
3.5
Instruments and Techniques
The instruments used are the following:
3.5.1 Observation Guidelines
An Observation Guideline was created to observe every class, making reference to the Likert Scale. This Guideline had four categories: Participation, Discipline, Motivation and Production, and these categories are divided into subcategories, which are pointed out as shown in chart 1.
This guideline (chart 1) allows determining if the methodological strategies utilized by the teacher point out to the development of the students dynamism and interaction.
3.5.2 Survey
This survey was applied to the Experimental Group to find out their perceptions concerning TPR.
44 Chart 1 Observation Guideline

CATEGORY Participation SUBCATEGORY Promptness DEFINITION The degree of delay in responding or answering the commands. Oral Responses The oral interventions that students do (giving answers, contributions, etc.). Discipline / Order Physical arrangement The way in which the activity takes place, either if the students are standing up, or on their seats. Follow instructions The disciplinary commands provided by the teacher, such as silence, be quiet, pay attention, etc. Respect to Peers The degree of respect among the students. (Teasing each other, mocking, etc.) Motivation / Engagement Positive Task Orientation Aligned / Positive Responses How the teacher makes the class feeling comfortable by providing them support. When the learner is willing to tackle tasks and challenges, and has in his or her success. Questions to the Teacher Any doubt the students have during the activities. Production / Comprehension Understanding of instruments The degree of understanding in relation to the materials used by the teacher (flashcards, cardboards, whiteboard, etc.) Hesitation The degree of hesitation when answering the commands. Physical responses The accuracy in the physical responses performed by the learner.
45 3.5.3 Class Observation
An external observer watched twelve lessons, six classes for every class involved in this investigation, with a length of one hour and thirty minutes each. In this observation process, we utilized an Observation Guideline, described above.
3.5.4 Evaluation of the English Classes
When the TPR classes were finished, two tests were taken to the Experimental Group (Pre and Post TPR application). Through these tests, we analysed the learning objectives that we aimed at accomplishing for each lesson.
3.6
Procedure
In this investigation, the following actions were carried out:
An observation guideline was designed. This guideline was built taking as
foundation the informations processing levels by Penny Ur (2005). In addition, in this guideline it was indicated the previously mentioned levels. The classes were observed during the month of October, employing the built
guideline. A total amount of 9 hours of teaching per class, on Tuesdays and Fridays with 10th grade A, and on Tuesdays and Wednesdays with 10th grade B in different schedules of the day. In total, each lesson was observed in 6 occasions, about one hour and a half each one.
46 The lessons were planned in advanced in order to have a better organization. At the beginning of each TPR activity, the teacher acted as a model and
performed every single command so students could carry out the commands as expected. The very first TPR activity had a lenght of time of 10 minutes as a
maximum. Because, as the literature points out, TPR must be introduced step by step. The intention was to make each lesson as varied as possible. However, the
scope of the contents were never put aside. Information was gathered about the grades corresponding the term of the
Unit: The Working World. A content analysis of an English test was carried out. Previously, analyses
criteria were established. As reference, Benjamin Blooms educational objectives taxonomy was adopted. For an appropriate test, a specifications table for each learning objective by the Education Ministry was established as criteria. later. The correlation among the variables was performed. The hypotheses were answered. The data collections instruments were corrected, in order to be analyzed
47 3.7 Field Work and Scenario Access
It must be stated that two of this thesis authors did their teaching practice at Alejandro Flores School, in a three-month period; this allowed the authors to be observers inside the Institution. Therefore, it allowed a permanent participant observation with the investigation subjects.
This situation enabled the authors to perform field work in excellent shape, visualizing the following steps from self-experience. This means, timing, data collections techniques, sample choice.
3.8
Research Credibility
A pluralistic criterion was used, which allowed us to obtain reliability to our research. Achieving a more global and holistic vision of the subjects by means of the following:
3.8.1 Viability
A pluralist account was taken in order to collect different types of information. Triangulation was performed to verify and confirm the collected data, in order to achieve a global and holistic approach about the subjects.
48 3.8.2 Theoretical Triangulation
Different theoretical perspectives were used to interpret a simple group of data. At this point, we developed triangulation through interaction guidelines by Sinclair and Coulthard, and Robinson; Dynamism guidelines by Mara Andueza and TPR method by Asher.
The objective to use these theoretical guidelines are based on the idea that the method utilized on adolescents impelled us to interpret their behavior and their interaction, dynamism, and achievement patterns, with an integral and holistic criteria.
We have to remember that TPR works as a method where movement is involved, i.e., the commands that are given by the teacher must be answered by means of physical responses.
There are several stimuli, which interact indirectly. Among these you can see:
Participation Discipline / Order Motivation / Engagement Comprehension / Production
49 There was something that kept us in a constant reflection, which is discipline and how to link it with a dynamic method. In this sense, our perspective was related to taking the social context into account, based on the theories previously mentioned and their analysis.
3.8.3 Methodological Triangulation
The following techniques were utilized: Interviews, observational studies (including participant observant) and content analysis. These techniques are typical from qualitative researches.
50 CHAPTER IV: FINDINGS
In this section, we present and discuss the results of the observation guideline applied to the two classes (Tenth grades A and B). Additionally, we analyze a survey applied to students. These instruments contribute to come to the conclusions and to answer the research questions.
It is imperative to highlight that the main purpose of this study is to analyze the effects of TPR on the Dynamics and Interaction in the English class.
4.1
Presenting Data
In the following graphics a frequency that allows us to make a contrast between the two classes is established. This contrast is carried out by means of the Categories and Subcategories explained in the previous chapter. These graphics are divided into six chronological lessons. (See Appendix D).
Percentages 100 90 80 70 60 50 40 30 20 10 0 90 80 70 60 50 40 30 20 10 0 Subcategories
Percentages
Figure 1.a. Experimental Group
Figure 1.b. Control Group
Subcategories
October 21st
October 21st
P Re rom Ph spo ptn es ys n ica se s s Fo l ar (or llo rag al) w em i en Re nst sp r uc t tio e P ns Po os ct t it i o sit ve pe ive er re s Un Q tas sp o k ns de ue or s es rs ta tion ien nd ta s ti t in g o T on of e in ac h st ru er Re m sp He e nt on s se sit a s (p tio n hy sic al )
P Re rom pt Ph sp ys o n nes ica se s s Fo l ar (or llo rag al) w em en Re inst sp r uc t e ti P Po os ct t on s it i o sit ive ve r pee es rs Un Q ta p de ue sk o on s s rs ta tion rien es nd ta s t t in g o T ion of ea in ch st ru er Re m sp e o n He nts se sit a s (p tio n hy sic al )
100 90 80 70 60 50 40 30 20 10 0
90 80 70 60 50 40 30 20 10 0 Discipline Motivation Production Participation
Discipline
Motivation
Production
Participation
51
52 Table 1
CATEGORIES SUBCATEGORIES EXPERIMENTAL GROUP % Participation Promptness Oral Responses Discipline / Order Physical arrangement Follow instructions Respect to Peers Motivation / Engagement Positive Resp. Positive Task Orient. Questions to the T. Production / Comprehension Understanding of instr. Hesitation Physical Responses 90 60 90 100 100 100 60 100 100 10 90 CONTROL GROUP % 40 30 80 70 70 90 40 10 80 30 0 CONTRAST % 50 30 10 30 30 10 20 90 20 20 90
In terms of Participation, Table 1 reveals a clear distinction between the two groups, being Promptness the most substantial evidence of this. Regarding Discipline it is possible to observe that the Experimental Group shows a higher degree of discipline. However, physical arrangement differs only in 10%. On the other hand, it is relevant to observe that Motivation presents a considerable gap of 90% in the subcategory Questions to the teacher. Regarding this same category, it is pertinent to underline the dramatic divergence that the subcategory of Respect to peers illustrates (30%). Finally, it can be noticed that the Experimental Group demonstrates deeper Understanding and less Hesitation when answering commands.
Percentages 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0
Percentages
Figure 2.a Experimental Group
Subcategories
Subcategories
October 24th
October 22nd
P Re rom pt Ph sp ys o n nes s ica se s Fo l ar (or llo rag al) w em en Re inst sp r uc t e ti P Po os ct t on s it i o sit ive ve r pee es rs Un Q ta p de ue sk o on s s rs ta tion rien es nd ta s t t in g o T ion of ea in ch st ru er Re m sp e o n He nts se sit a s (p tio n hy sic al )
100 90 80 70 60 50 40 30 20 10 0 Discipline Motivation Production Participation
53
54 Table 2
Concerning the second lesson, the Experimental Group exhibits similarity on the Promptness, and, the difference in Oral Responses is clearly distinctive. Regarding Discipline, it is important to highlight that the Control Group shows a deficit in following the instructions. In terms of Motivation it can be observed that the most significant contrast relies on the Positive Responses. At last, the Category of Production illustrates differences concerning Hesitation and Understanding of the instruments.
Percentages
Percentages 100 90 80 70 60 50 40 30 20 10 0
100 90 80 70 60 50 40 30 20 10 0
Subcategories
Subcategories
October 28th
October 28th
P Re rom pt Ph sp ys o n nes s ica se s Fo l ar (or llo rag al) w em en Re inst sp r uc t e ti P Po os ct t on s it i o sit ive ve r pee e r Q tas sp o s ue k Un or ns s de tion ien es ta rs s ti t ta nd o T on in ea g c o f he Re in r st sp o n He ... se sit a s (p tio n hy sic al )
100 90 80 70 60 50 40 30 20 10 0
Discipline
Motivation
Production
Participation
55
56 Table 3
In this case, Table 3 makes it clear that the Control Group has almost the same degree of Oral Responses. Promptness still maintains its variance. The Discipline Category reveals that, for the very first time, Respect to peers reaches its slightest difference between the two groups. The Follow instruction Subcategory maintains its degree of contrast. Regarding Motivation Category, it can be noticed that Positive Task Orientations present the same levels in the two groups. In conclusion, it is necessary to underline that the Understanding of instruments and Hesitation Subcategory shows difference, which does not go above the 10%.
Percentages 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0
Percentages
Subcategories
Subcategories
October 29th
October 31st
57
58 Table 4
Following the same pattern, Table 4 suggests a considerable difference in terms of Promptness. Regarding Oral responses we can appreciate that the contrast does not reach the 10%. However, Discipline presents important differences, which go above the 20% in its three Subcategories, being the Physical Arrangement the most serious one. The most noticeable difference in the Category of Motivation rests on the Questions to the Teacher. This phenomenon has already been observed before. To conclude, the Production Category provides a huge difference regarding Hesitation, existing a 35% of difference between the two groups.
Percentages 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0
Percentages
Subcategories
Subcategories
November 4th
November 4th
59
60 Table 5
In Table 5, the Control group reaches a percentage of 80% regarding Promptness. However, the Experimental Group keeps its superiority in this Subcategory. Also, it is important to underline that the Control Group presents a considerable increase of the Oral Responses. It can be appreciated that Discipline is a Category that the Experimental Group keeps leading. The Category of Motivation offers its hugest difference concerning the Questions to the Teacher, being an amount of 20%. Finally, it is important to highlight Hesitation as the only real difference since Instruments and Physical Responses were not used in the Control Group.
Percentages Percentages 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0
Subcategories Subcategories
November 5th
November 7th
P Re rom pt Ph sp ys o n nes s ica se s Fo l ar (or llo rag al) w em en Re inst sp r uc t e ti P Po os ct t on s it i o sit ive ve r pee es rs Un Q ta p de ue sk o on s s rs ta tion rien es nd ta s t t in g o T ion of ea in ch st ru er Re m sp e o n He nts se sit a s (p tio n hy sic al ) P Re rom pt Ph sp ys o n nes se s ica s Fo l ar (or llo rag al) w em en Re inst sp r uc t e ti P Po os ct t on s it i o sit ive ve r pee es rs Un Q ta p de ue sk o on s s rs ta tion rien es nd ta s t t in g o T ion of ea in ch st ru er Re m sp e o n He nts sit se a s (p tio n hy sic al )
61
62 Table 6
At the end of the period, it can be observed that the Control Group presents an important decrease of Promptness again. The Discipline Category reveals that, for the very first time, Respect to peers reaches its slightest difference between the two groups. The Motivation Category demonstrates that, in this opportunity, the gaps are not significant enough (13% in both Physical Arrangement and Follow instructions Subcategories). To finish, it is imperative to notice the difference that the Subcategory of Understanding of instruments presents.
63 4.2 Survey
What follows is a survey applied to 30 students of the Experimental Group. The results are the following (see Appendix A):
Table 7
Classification Questions 1. Did you understand the commands of the teacher? Interaction 2. Did the teacher make you feel comfortable in classes? 3. Did the lessons improve the relationship with your classmates? 4. Did you feel observed by the rest of your classmates? Dynamics 5. Once the commands were given, did you hesitate when answering? 6. Were the activities varied? 20% 80% 10% 40% 50% 80% 10% 10% 30% 50% 20% 2% 8% 90% Never 3% Seldom 5% Sometimes 50% Always 42%
7. Did you enjoy learning English through movement? 8. Were the commands given easy TPR to follow? 9. Did the activities through movement improve your level of English?
10%
90%
10%
40%
50%
8%
42%
50%
In Interaction we can observe that 90% of the students felt comfortable during the classes, and only a 20% of them improved their relationship with their peers. Nevertheless, 42% clearly suggested an understanding of the commands. In relation to Dynamics, 80% of
64 the respondents reported that they never felt observed by their classmates. Moreover, 80% manifested that the activities were varied. Also, 50% of the students sometimes hesitated when answering. Regarding TPR, 90% of the group enjoyed learning English through movement. Nonetheless, only 50% stated that the commands were easy to follow and improved their level of English.
4.3
Academic Results
A test was applied to the Experimental Group before exposure to TPR activities. The Pre-Test dealt with The Present Perfect and the Post-Test was about The Working World (Formal Documents). The goal of these tests is to find out if it is possible to establish a significant difference and to discover if TPR is a good device to learn English.
(See Appendix B)
The Pre-Test showed that only 10 of 41 students got a grade that ranged between the 5.1 until the 7.0. On the other hand, in the Post-Test, 31 of 35 students got grades ranging from 5.1 to 7.0. After illustrating these differencess we can say that the contrast in the performances is evident. Despite of the fact that these result may not be entirely due to the use of TPR, it is important to consider the appilcation of these tests for future purposes.
65 4.4 Analysing Data
The present investigation has shown that there is sufficient evidence to prove that the use of TPR method triggers off a higher degree of Participation and Engagement in the Experimental Group. This can be due to the novelty and the dynamics that this method offers. Besides, the Experimental Group presented a willingness to work most of the times. Accordingly, this group was eager and inquisitive, because of this, they faced the lesson with less hesitation; therefore, they did not feel peer pressure. At the same time, an analysis of the survey showed that most of the students felt comfortable with the teacher and also they could understand the commands properly. Moreover, they felt that the activities were varied.
To sum up, it seems reasonable to conclude that at first, TPR creates an interactive and a dynamic class, indeed. In addition, the results demonstrate that this method helps to build self-confidence in the students.
On the other hand, it is imperative to plunge into another issue: Is TPR a good device to learn English? In this regard, the results clearly suggest that there exists a significant difference between the grades of the Pre-Test and the Post-Test. This fact deserves some comments. The tests, thus, confirmed our expectations about the effectiveness of TPR on the learning process. In this aspect, we could see that the grades presented a dramatic variation between the pre and post application of the method. In spite of this, we must say that the tests did not show conclusively that the change of the results was due to the application of TPR only. Therefore, the evidence by no means covers all
66 cases, because of the possible inner and external factors that could have affected the students performance.(Abilities, type of test, preferences, etc.)
The point concerning Discipline also deserves special attention. As an overall reflection, we can say that the Experimental Group did not have serious discipline problems unlike the Control Group. In general, the Experimental Group offered a comfortable environment to perform the lesson. They behaved in a supportive way which allowed the teacher to work properly. Regarding the Control Group, there were several situations when they behaved in a very disrespectful way. It was difficult to manage them; they did not allow the teacher to continue with the lesson. These discipline problems are clearly reflected in the findings presented in the previous section.
As a final conclusion, it would be very simplistic to claim that TPR can be carried out in any environment, since the evidence leads to say that maybe there are some special requirements to apply TPR. However, it is relevant to observe here that the reviewed literature does not offer details about this.
4.5
Synthesis
According to the instruments applied, it can be said that the most substantial differences are present in Figures 1, 2 and 5. (See Appendix C). There were several percentages in favor to the Experimental Group. For instance, one of the results somewhat surprinsing were shown in lesson 5, where there was a contrasting percentage of 68% in terms of Production.
67 On the other hand, after analysing the survey it can be pointed out that the reception of TPR as an interactive method was as expected. Because of this, students did show enthusiasm in order to participate actively in the classroom. Furthermore, the graphics in the appendix illustrate the latter information.
As a final reflection, it can be said that perhaps the differences are not only due to the novelty that TPR offers. Moreover, there may exist different factors that could have affected the performance of both groups. For instance, the factor of time could have played an important role because English lessons were given during different times of the day and hence, this could have affected directly the mood of the students.
68 CHAPTER V: CONCLUSIONS
In this research study on the effects of Total Physical Response on the Dynamics and Interaction in the English class, the following conclusions can be drawn:
Hypotheses 1 and 2, i.e., when applying TPR method, students react in a positive way; they are more enthusiastic to participate and it brings benefits in their learning process; when applying TPR, students are more willing to participate in classes and their stress level dramatically reduced, these are confirmed firstly, by the average results of the observation guidelines, which revealed that the percentages of Participation and Motivation are higher in the Experimental Group (87%) than in the Control Group (75%). Secondly, it can be appreciated a substantial difference between the grades obtained by the Experimental Group in the first and in the second test. The results demonstrated an improvement of grades that ranged from 6,1 to 7,0 (65%) after the application of TPR.
Hypothesis 3 and 4 i.e., when applying TPR method, students do not react as expected; hence, this method is not suitable for this class and their participation level does not improve; when applying TPR, students are not in the mood to participate in classes and their stress level is not reduced. These hypotheses are not proven since the previous conclusions concerning the hypotheses 1 and 2 clearly suggest the opposite.
To sum up, concerning the hypotheses, it can be stated that there is an increase in the Dynamics and Interaction during the application of TPR. This can be clearly seen in every table and figure showed in the previous chapter. The most significant difference was related
69 to Discipline and Motivation. A possible explanation for this phenomenon is the relationship between classmates of each group. In the Experimental Group, the environment was suitable to apply the method. Instead, in the Control Group, there was a hostile environment. There are also other external factors, such as family background, motivation, and personal interests, among others.
5.1
Suggestions and Reflections
First of all, it is pertinent to point out that TPR provokes a different reaction in the students. Since this is a totally new method for them, students tend to behave in a more enthusiastic way. The fact of learning through movement encourages them to participate and in some sense to become active learners of the language. Likewise, TPR represents a benefit for the learning process. These benefits are reflected in the improvement of academic results and an increase of self-confidence.
As it was stated, the subjects had a beginners level of proficiency and as a consequence, the contents covered using TPR were very basic and easy to follow. These contents were based mainly on concrete vocabulary and commands, which worked out properly. In spite of the fact that TPR has positive aspects, it remains an open question as to what extent TPR can be applied to different levels such as pre-intermediate, intermediate and so on. Therefore, research is needed in order to investigate if this method can be applied with older or more advanced students in this environment.
70 Another proposal, which might merit further research, is the length of time in which TPR is applied. A future task will be to increase the amount of time with the aim of obtaining more substantial evidence about the effectiveness of this method.
As a final suggestion, it can be said that there is an important factor that affects the application of TPR. This factor deals with the relation that the teacher has with the learners. In other words, perhaps it would be better to have a closer relation with the learners when applying TPR. Further investigation should show whether this suggestion affects the appropriate implementation of this method.
71 BIBLIOGRAPHY
Andueza, Mara (1983) Dinmica de Grupos en Educacin. Third edition, Trillas Editorial. Mxico.
Brown, H. Douglas (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Second edition. Oxford University Press
Collins COBUILD (2006). Advanced Learners English Dictionary. Desrosiers, Pauline; Tousignant, Marielle (2005). Psicomotricidad en el aula. INDE Editorial.
Harmer, Jeremy J. (1998). How to Teach English. London: Longman Harmer, Jeremy J. (2007). The Practice of English Language Teaching. London: Longman
Jackson, P. (1968). Life in the classroom. New York: Holt, Rinehart & Winston Larsen Freeman, Diane (2000) Techniques and Principles in Language Teaching. Second edition. Oxford: Oxford University Press.
Maslow, Abraham (1970). Motivation and Personality. NY: Harper. second edition Papalia, D. E.; Wendkos-Olds, S.; Duskin-Feldman, R. (2006), A Child's World: Infancy Through Adolescence (10th ed.), New York: McGraw-Hill.
Richards, Jack; Rodgers, Theodore (2001) Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rigal, R.A.(1987) Motricidad humana Fundamentos y aplicaciones pedaggicas. Madrid: E. Pila Telea
72 Robinson, H.A. (1994) The Ethnography of Empowerment The Transformative Power of Classroom Interaction. The Falmer Press. London. Scrivener, Jim (2005) Learning Teaching: A Guidebook for English Language Teachers. Oxford: Macmillan Sinclair, J.McH. & M.R. Coulthard. (1975) Towards an Analysis of Discourse: the English Used by Teachers and Pupils. London: OUP. Ur, Penny (2005). A course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press Winitz, H. (1981) Native Language and Foreign Language Acquisition. Annals of the New York Academy of Science.
73 WEBLIOGRAPHY
Asher, James J. (2004). Total Physical Response. TPR: After forty years, still a very good idea. http://www.tpr-world.com/japan-article.html
BBC Active (2008). The benefits of interaction in language learning. Educational Publishers LLP trading as BBC Active http://www.bbcactive.com/languages/Talk/whyextra.htm
Brain Gym (2008) Educational Kinesiology: how does movement affect the brain http://www.braingym.org/faq#How_does_movement_affect_the_brain__Do_actual _physical_changes_in_the_brain_occur_through_the_use_of_BRAIN_GYM___
Clark, Don (2001). Training Room Design. http://www.nwlink.com/~donclark/hrd/seating.html
Cook, Dennis and Dayley, Jon (2004). The Developmental Psychology Student Netletter, Peer Pressure During Adolescence. http://www.mc.maricopa.edu/dept/d46/psy/dev/Fall99/peer_pressure/index.html
Dr. McClelland, Buffy (2007). The Oxford Brain Gym, About Brain Gym. http://www.oxfordbraingym.com/aboutbg.htm
TESOL (1999) English Language Learner Proficiency Levels. http://www.waterford.k12.mi.us/staffDev/ell/word%20documents/English%20Lang uage%20Learner%20Proficiency%20Levels.doc English Raven Educational Services (2007). Principles and Methodology. Total Physical Response.
74 http://www.englishraven.com/method_TPR.html Estilos Docentes (2007) Interaccin Profesor-Alumno http://estilosdedocenteseneldesarrollodelnin.blogsplot.com/2007/08/interaccinprofesor-alumno.html Gerald Grow PhD. (2007). The Bodily-Kinaesthetic Intelligence. http://www.longleaf.net/ggrow/7In/Bodily.html Joubert, Trudi: Roles And Social Interaction http://hagar.up.ac.za/catts/learner/cooplrn/c1.html McCroskey, James C.; McVetta, Rod W. (N/D). Classroom Seating Arrangements: Instructional Communication Theory Versus Student Preferences http://www.jamescmccroskey.com/publications/82.htm Todd Carroll, Robert (2008). Brain Gym (educational kinesiology). http://skepdic.com/braingym.html W. Mills, Dennis. Ph. D. (2001) Classroom Discipline: A Management Guide For Christian School Teachers. http://www.csrnet.org/csrnet/articles/classroom-discipline.html
75
APPENDIX A
ALEJANDRO FLORES SCHOOL ENGLISH CLASS 10TH GRADE A
76 ENCUESTA
MARCA CON UNA (X) TU PREFERENCIA
1. Entendiste los comandos de la profesora? (__) Nunca (__) Rara vez (__) A veces (___) Siempre
2. El profesor te hacia sentir cmodo en las clases? (__) Nunca (__) Rara vez (__) A veces (___) Siempre
3. Las clases mejoraron tu relacin con tus compaeros? (__) Nunca (__) Rara vez (__) A veces (___) Siempre
4. Te sentas observado por el resto de tus compaeros? (__) Nunca (__) Rara vez (__) A veces (___) Siempre
5. Una vez escuchados los comandos, dudabas en responder? (__) Nunca (__) Rara vez (__) A veces (___) Siempre
6. Las actividades eran variadas? (__) Nunca (__) Rara vez (__) A veces (___) Siempre
7. Te agrada aprender ingles a travs del movimiento? (__) Nunca (__) Rara vez (__) A veces (___) Siempre
8. Los comandos recibidos, eran fciles de reproducir? (fsicamente) (__) Nunca (__) Rara vez (__) A veces (___) Siempre
9. Las actividades a travs del movimiento mejoraron tu nivel de ingles? (__) Nunca (__) Rara vez (__) A veces (___) Siempre
77
APPENDIX B
78
COLEGIO ALEJANDRO FLORES ENGLISH CLASS
QUIZ-Present Perfect Tense Name: ____________________________________ Date: _______________. Class: ___________ Score: ______/ 39 marks. I. Here are the present tense forms of some irregular verbs. Write the past participle. (6 marks) 1) Be _____. 2) Do _____. 3) See _____. 4) Get_______ 5) Read_______ 6) Leave_______
II. Complete the following chart using the present perfect tense. Use the subject and the verb given to create positive, negative statements and questions. (21 marks) (+) Statements I/work You/work He/work She/work It/work We/work They/work (-) Statements (?) Questions
79 III. Complete the following sentences using For or Since. (5 marks) 1) Has Carter really been married _____ he was 18? 2) Ive worked here _____1995. 3) We have lived here _____ five years. 4) Ive known Alice _____ six years. 5) Weve been best friends _____ we were in primary school. IV. Complete the following dialogue using: ever-never-just-yetalready. (7 marks) (Two friends talking) A: Have you _____watched Spiderman 1? B: No, I have _____watched that film before. A: Are you joking? because I have ______ seen it twice. B: Im telling you the truth, I have not seen that film _____. A: This is your lucky day; I have ____ bought two tickets. Do you want to go with me? B: Im not sure let me talk with my mother. (Now, He is talking with his mother) B: Mum Can I go to the cinema? C: No, Ive _____seen your teacher, and shes told me that you havent done your Schoolwork ______. GOOD LUCK!
80 JOB INTERVIEW MODEL

: __________ ____________. Im Kathy Smith I have an appointment with Mrs. Thomson at 10 oclock. Could you please let her know that Im here? Receptionist : Please have a seat and Ill tell her. Mrs. : _______, you must be Kathy, Its nice to meet you. Thomson Kathy : Its nice to meet you ______. Mrs. : Have a seat and make yourself comfortable. Thomson Kathy : _______ _______ Mrs. : Tell me about yourself. Where did you study? Thomson Kathy : I attended the University of Pennsylvania from 1987 to 1991 I ________ Admistration. After that, I graduated with a _________ in Business and I am currently studying English at the Borough Community __________ Mrs. : Oh! Thats good Thomson NowI want to know, what did you do in your last job? Kathy : Well, I ___________ as an Export Sales Coordinator at the general Sportswear Company. Then I was employed by a ______ ________ from 1997 to 2008. I have been working there since then. Mrs. : Ok. But Why should I hire you? Thomson Kathy : Because you are _________ ______ someone who can manage sales and marketing. This is where Ive spent almost my entire career and I have 15 years of experience also I have the ability to solve problems and communication skills among others. Mrs. : Ok. Kathy, do you have any question? Thomson Kathy : In fact, I do have one; I want to know if there are any special qualifications not mentioned in the _______________. Mrs. : Well, requirements are spelled out in the description and I dont have much to add really, but Im looking for someone to start immediately. Thomson Kathy : Oh! Ok I have no problems with that. Mrs. : I have your ________so my secretary will call you next week. Thomson Kathy : Thank you Mrs. Thomson. Mrs. : Good bye Thomson Kathy : Good bye have a nice day Kathy
81
APPENDIX C
82 Contrasts in Figure 1
Figure 1 43% 40%
20% 40% Participation Discipline Motivation Production
Contrast in Figure 2
Figure 2 27% 40%
6% Participation Discipline Motivation
13% Production
Contrast in Figure 5
Figure 5 35%
68% 22% 12% Participation Discipline Motivation Production
83
APPENDIX D
Activity 3
CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION
SUBCATEGORY 1. Promptness 2. Responses (oral) 1. Physical arrangement 2. Follow instructions 3. Respect to peers 1. Aligned / Positive Response 2. Positive task orientation. 3. Questions to Teacher 1. Understanding of instruments. 2. Hesitation 3. Response
T'S COMMANDS show me your rsums who wants to come to the board? go back to your seat keep quiet and stay in your seat be silence and listen to your partners T performs the actions with the Sts who wants to come to the board? do you have any questions? sticks a cardboard containing a rsum point to the title point to the title
Ss' RESPONSE raise their rsums miss, choose me! stay in their seat do as requested but just for a while keep silence performs along with the T Sts raising their hands no questions put attention and recognize it do nothing point to the title
% 90 60 90 100 100 100 60 100 100 10 90
Note: Positive Task Orientation: Learner is willing to tackle tasks and challenges, and has confidence in his or her success
GROUP: 2 "A" DATE: October 21st
85
LESSON PLAN N1
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objectives Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE The working world Rsum 10th A Mara Emilia Sabag October 21st
To understand the new content and participate in classes To comprehend and produce necessary vocabulary for this topic Reading and writing Sts will be able to detect mistakes when writing a rsum Past simple- Present Perfect, rsum format. Employment, interview, position, experience. The whiteboard, a marker and a cardboard 1 hour and 30 minutes
STRATEGIES/ ACTIVITY Brainstorming
METHODOLOGICAL SUGGESTIONS T asks Sts how they feel, Sts answer the question T asks: what did we do last class? Sts make a Brainstorming about the contents. Sts review every part of the rsum T corroborates the information
WARM UP (10)
86
Giving instructions ACTIVITY 1 (10)
T writes a rsum on the whiteboard, which contains a lot of mistakes. T explains that this rsum is not correct so Sts have to correct all the mistakes in it. Sts must pay attention and ask for doubts. Sts write down on their notebooks the rsum And correct all the mistakes. T walks throw the room in order to help Sts in their work. -T sticks a big cardboard, containing a Rsum, on the white board. Sts are still working on finding mistakes. T says: ok stop everybody, its time to check. Then T says: show me your resumes! (T performs the actions with the Sts) T asks for two volunteers to come in front of the class. T gives the commands to the volunteers: Please, point to the title point to the name, etc. T gives the same commands with all the parts of the resume (the T performs the actions with the Sts) T turns to the rest of the class and repeats the same procedure with them. Once everyone could identify the parts of the resume. T asks the volunteers to go back to their seats and begin with the checking. T writes down some true false exercises. Sts must answer it and they must correct false statements. T asks for every line of the rsum Sts participate and correct the mistakes orally T corrects all the mistakes on the whiteboard.
Correct mistakes ACTIVITY 2 (40)
ACTIVITY 3 (15)
Sticking and Pointing TPR
ACTIVITY 4 (IF TIME) EVALUATION (15)
True or False
Checking
87
Warm Up: Sticking pictures CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION SUBCATEGORY 1. Promptness 2. Responses (oral) 1. Physical arrangement 2. Follow instructions 3. Respect to peers 1. Aligned / Positive Response 2. Positive task orientation. 3. Questions to Teacher 1. Understanding of instruments. 2. Hesitation 3. Response T'S COMMANDS T asks for Sts attention T asks for seven volunteers keep quiet and stay in your seat Look at the whiteboard Be silence T performs the first action T utters the commands Do you have any question? T sticks 8 different pictures Raise your right hand for doubts pick up the correct slice Ss' RESPONSE Sts listen and pay attention Sts come to the front do as requested Sts look at the board Sts listened quietly Sts pay attention Sts kept quiet and paid attention Sts raising their hands Raise their hands Sts raising their hands Sts picking up the correct slice % 100 90 100 100 80 90 90 10 100 0 90
1st Activity CATEGORY PARTICIPATION SUBCATEGORY 1. Promptness 2. Responses (oral) DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION 1. Physical arrangement 2. Follow instructions 3. Respect to peers 1. Aligned / Positive Response 2. Positive task orientation. 3. Questions to Teacher 2. Hesitation 3. Response T'S COMMANDS pick up the slice T asks for seven volunteers everybody in their seats pick up the slice and put it under the picture look very carefully the work of your classmates T I am going to perform the action I need some volunteers Is it clear? Stick the name under the picture You have to stick the name under the picture Ss' RESPONSE pick up the slice Sts come to the front Sts stay calm perform the action without problems Sts observe their work Sts perform the action with the Teacher Sts that want to participate shaking heads Raise their hands Sts doing it wrong Sts stick the name under the picture % 100 90 90 100 90 100 80 30 90 0 100
1. Understanding of instruments. T stick different pictures on the whiteboard
88
2nd Activity CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ SUBCATEGORY 1. Promptness 2. Responses (oral) 1. Physical arrangement 2. Follow instructions 3. Respect to peers 1. Aligned / Positive Response 2. Positive task orientation. 3. Questions to Teacher COMPREHENSION 2. Hesitation 3. Response GROUP: 2 "A" DATE: October 24th T'S COMMANDS raise your hands seat down, just raise you hands What number is it? T performs the first action Now everybody the whole class Ss' RESPONSE Sts raise their hands Sts remain in their seats Sts show the number with their fingers Sts watching the T action Everybody doing it XXX % 70 90 100 80 90 90 80 100 X
you have to raise your hands indicating the number Sts understanding and saying "ok" you have to raise your hands indicating the number Sts indicating the number
Are the commands clear? Raise your hands for yes Sts raising their hands indicate the correct number using your fingers indicate the correct number using your fingers
1. Understanding of instruments. XXX
Sts doubting when indicating with their fingers 20 Sts show the correct number 90
89
LESSON PLAN N2
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objectives Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE
The working world Job advertisement 10th A Mara Emilia Sabag October 24th To understand the new content and participate in classes To comprehend and produce necessary vocabulary for this topic Reading and writing Sts will be able to create their own job advertisement Past simple- Present Perfect, rsum format. Employment, interview, position, experience. The whiteboard, a marker and some pictures 1 hour and 30 minutes
STRATEGIES/ ACTIVITY
METHODOLOGICAL SUGGESTIONS -The teacher sticks eight different pictures containing different profession all over the whiteboard (1-teacher, 2-engineer, 3secretary, 4-plumber, 5-dentist, 6-doctor, 7-police officer and 8-accountant). Besides, T. brings the eight slices of paper with the corresponding name of the professions and sticks them on the board as well (randomly). -T asks for Sts attention and says (performing the action): ok
WARM UP (10)
Sticking TPR
90
Sts Look at the whiteboard, what do you see, try to think about each picture and its correct name. Sts are supposed to pick up the right slice with the name and put it/stick it under the picture -T says: ok dears, times up. T says: Ill perform the first example. Then T picks up the first slice and sticks it/put it under the right picture (while the T. Performs the actions she must utter the commands). ACTIVITY 1 (10) Performing T asks for seven volunteers to come in front of the class. Afterwards the T gives the commands to each one of them: Ok student number 1, pick up the slice number 2 and put it/stick it under the right picture. In case that the students hesitate T must perform the action for him/her. Then, T asks the same student to perform the action again. The purpose of this is to make sure that the student understood correctly. The same procedure must be repeated with the other students. Once the activity is finished the T writes down the commands on the whiteboard. T asks the students to go back to their seats. Now, T removes the eight pictures and says: ok class now you are going to raise your hands indicating the right number of the profession. As an example, T shows picture number one and she raises her hand indicating number one. Then the T starts showing the rest of the pictures and students must raise their hands. T asks: what is the role of each one? Sts make a brainstorming about each career. Sts deduce and infer the role of each one. T corroborated the information given by the Sts
ACTIVITY 2 (5)
Performing
Brainstorming ACTIVITY 3 (10)
91
Explaining 3 examples ACTIVITY 4 (35)
T writes on the whiteboard three different examples of job advertisements T reads those announcements together with the Sts and Break down each part of it. T gives an exercise on a separate sheet of paper (containing an advertisement with some missing words) to each St. T explains gives the instructions Sts have to complete it with the correct word given by the teacher. T corrects the exercise orally T picks up different Sts and they must read aloud and then tell the class the meaning of it. T checks if the information given by the Sts is correct. T makes a brief review Sts solve doubts and ask questions
Filling the Blanks ACTIVITY 5 (15)
EVALUATION (10)
Checking
CLOSING (5)
Sum up
92
Warm Up CATEGORY PARTICIPATION
SUBCATEGORY T'S COMMANDS 1. Promptness show me your hands if you remember 2. Responses (oral) Dou you remember what we saw last class? DISCIPLINE/ 1. Physical arrangement seat down and raise your hand ORDER 2. Follow instructions Come in front of the class 3. Respect to peers write the name under the picture MOTIVATION/ 1. Aligned / Positive Response Raise your hands if you remember ENGAGEMENT 2. Positive task orientation. Please, come to the front 3. Questions to Teacher Raise your hands if you have doubts PRODUCTION/ 1. Understanding of instruments. stand up if you remember COMPREHENSION 2. Hesitation Raise your hands if you have doubts 3. Response Please, write the name under the picture Note: "how do you say your name"? Some of them remember but they do not raise their hand. 2nd Activity CATEGORY PARTICIPATION
Ss' RESPONSE Sts raising their hands Sts saying "yes" stay seated and raise their hands Sts do as request Sts are quiet and pay attention Sts raise their hands Sts participating Sts raising hands Sts stand up Sts raising their hands Sts write the name
% 80 90 80 100 90 90 80 10 100 10 100
SUBCATEGORY 1. Promptness 2. Responses (oral) DISCIPLINE/ 1. Physical arrangement ORDER 2. Follow instructions 3. Respect to peers MOTIVATION/ 1. Aligned / Positive Response ENGAGEMENT 2. Positive task orientation. 3. Questions to Teacher PRODUCTION/ 1. Understanding of instruments. COMPREHENSION 2. Hesitation 3. Response Notes: they laugh but not mockering. They did not understand very well. It needed to be explained in Spanish GROUP: 2 "A" DATE: October 28th
T'S COMMANDS Teachers: write on the board Are the instructions clear? T separates the class into 3 rows You must performed the commands T gives the commands to the volunteers T starts performing all the commands alone Doctor: take your temperature XXX Engineers : measure the whiteboard Doctor: write a prescription Say hello to the students
Ss' RESPONSE Sts write on the board Saying "yes" Sts do as request Sts do the commands Sts laugh occasionally Sts pay attention St doing correctly XXX St doing it correctly St does the action correctly St says hello
% 100 80 100 90 70 80 80 X 100 30 100
93
LESSON PLAN N3
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objectives Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE WARM UP (15) The working world Job advertisements 10th A Mara Emilia Sabag October 28th
To understand the new content and participate in classes To comprehend and produce necessary vocabulary for this topic Reading and writing Sts will be able to write a job advertisement Past simple- Present Perfect, rsum format. Employment, interview, position, experience, teacher, engineer, secretary, plumber, dentist, doctor, police officer and accountant The whiteboard, a marker and a cardboard 1 hour and 30 minutes
STRATEGIES/ ACTIVITY Review TPR method
METHODOLOGICAL SUGGESTIONS T sticks on the board the same pictures (professions) that were seen last class. This time, the slices with the names will not be stuck because this is only a review. T says: ok Sts do you remember what we studied last class? Raise your hands if you have the answer (T performs the action) T chooses and asks for one student to come in front of the class in order to write the name. T says: very well St. Stand up, come in front of the class, take the marker and write the name UNDER the picture
94
ACTIVITY 1 (35)
Writing their own job Advertisement
T should imitate the first exercise. Then, this same procedure must be repeated with the next pictures. T separates the class into 3 rows. 1st row Teacher 2nd row Engineer 3rd row Doctor Each row must write an advertisement looking for the appropriate person for the job, previously assign. T checks all the time T is available to solve questions and doubts the whole class.
EVALUATION (15)
Checking
ACTIVITY 2 (15) TPR Method
T tells Sts that now it is time to play a game. T writes on the board the following professions and below them, T writes the following commands: TEACHER- Write on the board, open the book, say hello to the students ENGINEER-Measure the whiteboard-use the calculator- put on the helmet DOCTOR-Take your temperature-write a prescription-put on the apron. Additionally, in a different part of the board the T writes down the following commands: Sit down-stand up-point to the white board. T starts performing every single command alone (three to four times depending on times availability) afterwards; T asks the class to perform the commands together with her. After a couple of rehearsals, T gives the commands and Sts must perform them alone.
95
Once the commands were understood, the T divides the class into three rows (TEACHERS, ENGINEERS, and DOCTORS), then, the T asks for two volunteers from each row. They must come in front of the class and the T gives the following instructions: -The six players (2 teachers, 2 engineers and 2 doctors) will receive all the commands that were practiced in different orders. Specific commands must be performed only by the specific professions (ex: T says: engineers; use the calculator) -All the players must perform the rest of the commands. The idea of this game is that the T must utter the commands randomly and as soon as one player performs them incorrectly, he/she is eliminated and the game ends when there is only one student participating. The row represented by the winner students receives a prize (score for the next test.) CLOSING (10) Sum-up T gives the prize to the winners row Sts ask for doubts.
96
Warm Up CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION
T'S COMMANDS measure the whiteboard Do you remember what we studied last class? T divides the class in 3 rows the other rows must be silence the other rows must be silence T performs the action" open a book" Secretaries: type a letter Do you have any question? T writes down the commands Engineers: use your calculator Doctors: Put on your apron
Ss' RESPONSE Sts measuring it Sts that remembered Sts took the given positions Sts keep quiet Sts keep quiet Sts open their books Sts typing a letter Sts asking for doubts Sts read and remember Sts using their calculator Sts put on their apron
% 90 70 100 90 90 100 90 20 90 20 90
1st Activity CATEGORY PARTICIPATION
SUBCATEGORY 1. Promptness 2. Responses (oral) DISCIPLINE/ 1. Physical arrangement ORDER 2. Follow instructions 3. Respect to peers MOTIVATION/ 1. Aligned / Positive Response ENGAGEMENT 2. Positive task orientation. 3. Questions to Teacher PRODUCTION/ 1. Understanding of instruments. COMPREHENSION 2. Hesitation 3. Response Note: Sts chat occasionally but without standing up
T'S COMMANDS you have to follow me I will raise may right arm and you must perform the action You must stay on your seats while I'm reading ok guys please be silence now, the whole class T raise her arm now, the whole class Is it clear? Yes or no?(showing her left and right hand) Look at this letter of application XXX T raise her arm
Ss' RESPONSE Sts follow the T Saying ok Sts stay in their seats Sts keep quiet Sts performing the action Sts perform the action the whole class doing the action Sts raising their left hand Sts look at the board XXX Sts performing the action
% 90 100 100 90 80 80 90 30 100 X 90
97
Closing- TPR therapy CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION
T'S COMMANDS Put all your things away Put all your things away Stand up and step on your chairs Put all your things away Girls put your hands in your head Freeze! (performs the action) Jump 3 times Is it clear? Yes or no? Shake your right hand Shake your left hand Shake your head
Ss' RESPONSE put their things away Saying "yes" Sts go up put their things away Girls doing it Sts stay freeze Sts jump 3 times Sts asking questions Sts shake their right hand Sts shake their left hand Sts Shake their heads
% 100 100 100 100 80 100 60 20 80 10 80
Note: women do it, but they feel a little embarrassment and boys mock them.
GROUP: 2 "A" DATE: October 31st
98
LESSON PLAN N4
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objective Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE The working world Job Advertisement+ Letter of Application 10th A Mara Emilia Sabag October 31st
To summarize the contents about announcements and Letters To complete a Letter of Application Writing and Listening Sts will be able to recognize a real job advertisement Past Simple- Present Perfect Enclosing, organized, join, growing, salary, currently. A sheet of paper, a marker and the whiteboard. 1 hour and 30 minutes METHODOLOGICAL SUGGESTIONS T greets Sts. T asks: Do you remember what we studied last class? Sts answer the question. T divides the class into 3 rows (A Secretaries; B Teacher, C Engineers) First, T starts giving the commands to the Secretaries. (The commands must be written on the whiteboard, previously) Next T continues with the Teachers and ends up with the Engineers. In case, Sts dont remember the commands T must help by performing them
STRATEGIES/ ACTIVITY Review TPR Method
WARM UP (10)
99
Filling the gaps ACTIVITY 1 (15)
EVALUATION
T says: ok, write this on your notebooks T writes down on the whiteboard a letter of application with some missing words and also a Job advertisement with vital information that gives Sts clues about the missing words. Sts must complete those gaps. T checks on the whiteboard T picks up some volunteers Sts come at front and write down the answers Once the gaps were filled and checked T starts reading the letter of application and performs the actions in bold/capital letter. This must be done at least 3 times. All the class will perform the commands/sentences. T gives the following instructions: ok, while I am reading the letter I will raise my right arm and you must perform the action in bold faster and faster until I lower my arm when I lower it, you must stop and I shall continue my reading T has the freedom to control and to manage the activity as she wishes. T says Put all your stuff away, I dont want to see anything on your desks Sts do as the T says. -T says: Stand up Sit down Stand up and step on your chairs. -Now put your hands up. -Put your hands horizontally. -Now hands up again and move them as fast as you can. Stop it!
ACTIVITY 2 (15)
Performing the actions TPR Method
CLOSING (5)
Therapy TPR Method
100
-Now put your hands down -Boys put your hands in your pockets -Girls put your hands in your head. -Now everyone jump 3 times, 5 times. Stop it! -Put your hands down say good morning miss as loud as you can now louder, I cant hear you! Stop! -Shake your right hand then shake your left hand now shake your head, -Ok now move your feet count to ten and FREEZE!! -Cal down Sts and sit down put your arms on the desk and close your eyes now breathe in and out, deeply go to sleep, good night Sts. T says you did it great! Good job! Clap your hands.
101
SUBCATEGORY 1. Promptness 2. Responses (oral) DISCIPLINE/ 1. Physical arrangement ORDER 2. Follow instructions 3. Respect to peers MOTIVATION/ 1. Aligned / Positive Response ENGAGEMENT 2. Positive task orientation. 3. Questions to Teacher PRODUCTION/ 1. Understanding of instruments. COMPREHENSION 2. Hesitation 3. Response Note: Sts hesitate but then they act naturally 1st Activity CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION
T'S COMMANDS Stand up everyone XXX Please stay near to your seats I'm going to stretch hands with you Shake your hands with your classmate listen and follow Hello, my name is Emilia, pleased to meet you Hello, my name is Emilia, pleased to meet you I'm going to stretch hands with you Hello, my name is Emilia, pleased to meet you Hello, my name is Emilia, pleased to meet you
Ss' RESPONSE Sts stand up XXX Sts stay near to their seats St Stretch hands with the teacher Sts shaking hands with their classmates Sts listening and follow the commands St shaking hands with the teacher Sts forget their lines St Stretch hands with the teacher St shaking hands with the teacher St shaking hands with the teacher
% 100 X 90 100 100 100 100 30 100 0 100
T'S COMMANDS You have act this scene after me ok You have act this scene after me ok ok now just observe, you must stay in your seats ok now just observe and stay in your seats now practice with your partner I'm going to act the commands first practice the interview with your partners If you have any question, just ask XXX Hello, my name is Emilia, pleased to meet you Hello, my name is Emilia, pleased to meet you SHAKING HANDS
Ss' RESPONSE Sts ready to participate Sts saying ok Sts paying attention Sts do as request Sts practicing with their partner Sts showing approval Sts practicing with their partner Sts asking for doubts XXX Sts introduce themselves shaking hands Sts introduce themselves shaking hands Note: they ask about pronunciation
% 100 100 100 90 90 100 90 30 X 20 90
GROUP: 2 "A" DATE: November 4th
102
LESSON PLAN N5
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objective Specific Objective Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE The working world Job Interview 10th A Mara Emilia Sabag November 4th
To comprehend the interview format To analyze this model Listening and writing Sts will be able to write their own interview following the model Present simple-simple past and present perfect Job, worked, announcement, experience. A marker and the whiteboard 1 hour and 30 minutes METHODOLOGICAL SUGGESTIONS T greets Sts Then T says: stand up everyone. T stars walking all around the class, suddenly, she stops randomly in front of an x St and shakes hands with the St. While doing the action, T utters the command these procedure must be done at least 3 times. -Then T says: ok, shake hands with your classmate. This must be done twice. -T starts walking around the class again; shakes hands with a St and says: Hello, my name is Emilia, pleased to meet you. After she performs this action she says: Im introducing
STRATEGIES/ ACTIVITY Shaking hands TPR Method
WARM UP (10)
103
ACTIVITY 1 (15)
Role-play TPR Method
EVALUATION (20) ACTIVITY 2 (35) CLOSING (15)
Checking Practicing
myself. This procedure must be repeated 3 times. - Then T says: ok, shake hands with your classmate and introduce yourselves. This must be done twice. -Now T stands in front of the class and waves her hand at a St. Then she rushes towards him/her, shakes hands and introduces herself. She must utter the three commands uttered. T must do these action 3 times more. -Finally, T calls one St to come in front of the class T gives the following commands: ok, x-St, wave your hand at xSt go in front of him, shake hands and introduce yourself. This procedure must be carried out at least with three more Sts. -At the end of the warm up the T writes down the commands on the whiteboard. T performs the action like in an interview T knocks the door and enters the room T says hello to the person who answers the door and introduces itself The other person says: Have a seat, please T writes down: knock the door, coming, have a seat Sts must perform the scene previously done by the teacher in pairs. One must be the interviewee and the other the interviewer. Sts must perform the scene previously done by the teacher in pairs. One must be the interviewee and the other the interviewer. Sts practice the interview that they wrote And improve pronunciation Join warm up with activity 1 but saying hello and shaking hands. All the commands together.
Sum up TPR Method
104
SUBCATEGORY 1. Promptness 2. Responses (oral) DISCIPLINE/ 1. Physical arrangement ORDER 2. Follow instructions 3. Respect to peers MOTIVATION/ 1. Aligned / Positive Response ENGAGEMENT 2. Positive task orientation. 3. Questions to Teacher PRODUCTION/ 1. Understanding of instruments. COMPREHENSION 2. Hesitation 3. Response Note: warm up with little participation. 1st Activity CATEGORY PARTICIPATION
T'S COMMANDS Can you write a sentence How are you today? ok go back to your seat T shakes the book XXXX I will do it first Who wants to do it first? Do you know the answer? Yes or no? XXXX XXXX XXXX
Ss' RESPONSE Sts writing a sentence Sts answer the question Sts keep in their seats Sts shake their books XXXXX Sts pay attention Sts raising their hands Sts raising their hands XXXXX XXXXX XXXXX
% 90 90 80 100 X 90 90 20 X X X
SUBCATEGORY T'S COMMANDS Ss' RESPONSE 1. Promptness ok shake the book Sts shaking their books 2. Responses (oral) Is it clear? Sts saying "yes" DISCIPLINE/ 1. Physical arrangement please seat down Sts remain in their seats ORDER 2. Follow instructions be silence Sts keep quiet 3. Respect to peers raise your hands Sts raising their hands calmly MOTIVATION/ 1. Aligned / Positive Response I will perform the action twice Sts watch and learn ENGAGEMENT 2. Positive task orientation. Clap twice for false Sts clap twice 3. Questions to Teacher Is it clear? Yes or no? (right and left hand) Sts raising their right hand PRODUCTION/ 1. Understanding of instruments. move your thumb if you have doubts Sts showing their thumb up. COMPREHENSION 2. Hesitation Was the book shaken by the T? Sts clap just one time 3. Response Was the book shaken by the Sts? Clap twice for false Note: they talk occasionally to their seat classmate without causing disorder / some of them raise their hand and say: yes!
% 100 90 100 100 80 100 90 100 30 10 90
105
2nd Activity CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION SUBCATEGORY 1. Promptness 2. Responses (oral) 1. Physical arrangement 2. Follow instructions 3. Respect to peers 1. Aligned / Positive Response 2. Positive task orientation. 3. Questions to Teacher 1. Understanding of instruments. 2. Hesitation 3. Response T'S COMMANDS Was the house painted by Row C? Is it clear? I'm going to separate the class into 3 rows I will give the commands to each row XXXX You must perform the action after me You must perform the action after me Is it clear? Yes or no? (right and left hand) Was the water drunk by Row B? Was the magazine read by row A? Clap if you liked the activity Ss' RESPONSE Sts clap one time Sts asking questions Sts showing agreement Sts paying attention XXXXX Sts follow the T Sts follow the T Sts raising their right hand Sts clap twice Sts clap once Sts clap their hands % 90 10 100 90 X 90 90 10 100 10 100
GROUP: 2 "A" DATE: November 7th
106
LESSON PLAN N6
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objectives Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE Things that changed the world The passive voice 10th A Mara Emilia Sabag November 7th
To understand and comprehend the passive voice in context To comprehend and produce necessary vocabulary for this topic Writing and reading Sts will be able to identify the passive form in different contexts The passive voice was/were + past participle Throw- cut- picked up. A marker and the whiteboard. 1 hour and 30 minutes METHODOLOGICAL SUGGESTIONS T says How are you today? Sts answer the question. T says: ok today we are going to see the passive voice T throws her keys on the floor and says: ok can you make a sentence starting with my name? Miss Emilia threw her keys on the floor, Sts make the sentence. Then T asks: Can you write the same sentence but this time starting with the keys? The keys were thrown on the floor by Miss Emilia, Sts make the sentence. After this T explains a little bit grammatical issues and then follows with some activities.
WARM UP (10)
Writing sentences
107
ACTIVITY 1 (15)
Explaining how this work
T writes down on the board the following sentences: T shakes the book, and then T performs the action after she utters it (this must be done twice) Next sentence is: Sts raise their hands. Then T says: ok, stand up The Sts raise their hands (Sts must perform the action) this must be done twice also. Once the Sts understood the commands the T writes on the upper part of the board: True = clap once False = clap twice. Next T says: Ok Sts we are going to practice the True or False commands clap once for True (T performs the action and Sts follow) clap twice for False (T performs the action and Sts follow). After a couple of rehearsals T performs the first command (The T shakes the book) and then asks: Was the book shaken by the Sts? (Sts answer); the book was shaken by the T. Next T says: stand up Sts and raise your arms, ok, now answer me, were the arms raised by the T? The arms were raised by the teacher. T asks for doubts, T says: if you have doubts move up your thumb Sts move their thumb Once the procedure was understood, the T divides the class into three rows (A, B, C) and writes down the following commands for each row: A: read the book, drove a car B: cut a finger, drank water C: picked up the pencil, painted a house The T explains that these actions are referring to the past. The commands are written in past simple. T practices the commands with the Sts (past tense is perform by pointing backwards)
ACTIVITY 2 (10)
Practicing True or False commands TPR
ACTIVITY 3 (15)
Writing commands TPR
108
ACTIVITY 4 (10)
True or False game TPR
Then it is time to play the True or False game. The procedure is the following: T starts giving the commands to row A, then T asks to row B and C (They must answer together) then T continues with row B and so on. Example: ok, Row A, you read the book then T asks: ok, Row B and C, answer me Was the book read by Row A? The statements are the following: ROW A: The car was driven by Row A, Was the magazine read by row A? The car was not driven by Row A. ROW B: The finger was cut by Row B, Was the water drunk by Row B? The finger was not cut by Row B. ROW C: The pencil was picked up by Row C, Was the house painted by Row C? The pencil was not picked up by Row C. Once the activity is done T writes down all the questions on the board. All the questions and doubts must be solved by the teacher. Suggestions: The questions could vary and it would be good that in a specific moment, only one Row must be asked. This is recommendable to check if Sts understand properly. T check all these activities through Physical Response Sts have to answer physically T makes a brief review of the contents And asks for doubts and solve questions.
EVALUATION (20)
Checking
CLOSING (10)
Sum up
109
Activity CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION SUBCATEGORY 1. Promptness 2. Responses (oral) 1. Physical arrangement 2. Follow instructions 3. Respect to peers 1. Aligned / Positive Response 2. Positive task orientation. 3. Questions to Teacher 1. Understanding of instruments. 2. Hesitation 3. Response T'S COMMANDS Who wants to come to the board? Who wants to come to the board? go back to your seat keep quiet and stay in your seat be silence and listen to your partners Please xx come to the board Who wants to come to the board? Do you have any questions? sticks a cardboard containing a rsum Correct all the mistakes XXXX Ss' RESPONSE Sts who want to come Sts who want to come Sts working in their seats do as requested but just for a while keep silence St comes at front Sts who want to come Sts asking questions put attention and recognize it Sts doubting about what to write XXXX % 40 30 80 70 70 90 40 10 80 30 X
Note: Positive Task Orientation: Learner is willing to tackle tasks and challenges, and has confidence in his or her success.
GROUP: 2 "B" DATE: October 21st
110
LESSON PLAN N1
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objectives Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE The working world Rsum 10th B Mara Emilia Sabag October 21st
To understand the new content and participate in classes To comprehend and produce necessary vocabulary for this topic Reading and writing Sts will be able to detect mistakes when writing a rsum Past simple- Present Perfect, rsum format. Employment, interview, position, experience. The whiteboard, a marker and a cardboard 1 hour and 30 minutes
STRATEGIES/ ACTIVITY Brainstorming
METHODOLOGICAL SUGGESTIONS T asks Sts how do you feel, Sts answer the question T asks: what did we do last class? Sts make a Brainstorming about the contents. Sts review every part of the rsum T corroborates the information
WARM UP (10)
111
Giving instructions ACTIVITY 1 (10)
T writes a rsum on the whiteboard, which contains a lot of mistakes. T explains that this rsum is not correct so Sts have to correct all the mistakes in it. Sts must pay attention and ask for doubts. Sts write down on their notebooks the rsum And correct all the mistakes. T walks throw the room in order to help Sts in their work. T checks the exercise on the board T sticks a cardboard containing a Rsum In order to Sts realize about the main differences T calls some volunteers Sts come to the front T corroborated the information T writes down some true false exercises. Sts must answer it and they must correct false statements. T makes a brief review of the contents Sts ask for questions
Correct mistakes ACTIVITY 2 (40) Checking EVALUATION (15)
ACTIVITY 4 (IF TIME) CLOSING (15)
True or False
Sum up
112
T'S COMMANDS Look at these pictures Do you recognize them? Please stay in your seats be silence listen to your partner Ok, can you tell me what they are about? now you must identify each picture Is it clear? Do you recognize the pictures? Can you tell me what each profession is? XXXX
Ss' RESPONSE Sts looking at the whiteboard Sts saying "yes" Sts stay in their seats Sts remain in silence Sts listening Sts talking about the topic Sts writing the names of each picture Sts asking for doubts Sts answering Sts deduce and infer XXXX
% 100 80 90 70 70 90 90 30 100 10 X
1st Activity CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION
T'S COMMANDS Please pay attention Who wants to be the first one? please go back to your seat you must complete the missing words come to the whiteboard If you have doubts just ask ok you must write something similar Is it clear? What is the role of each profession you must complete the missing words XXXX
Ss' RESPONSE Sts listen and pay attention Sts who want to come first Sts remain in their seats Sts completing the exercise Sts come to the front Sts asking for doubts Sts writing a job advertisement Sts asking for doubts Sts answering Sts completing the exercise XXXX
% 70 30 80 90 100 70 70 30 60 80 X
113
2nd Activity CATEGORY PARTICIPATION DISCIPLINE/ ORDER MOTIVATION/ ENGAGEMENT PRODUCTION/ COMPREHENSION
T'S COMMANDS Do you recognize these pictures? What professional are they? stay in your seats please be silence St talk me about the letter of application How is a letter of application composed? Very good, and what is its purpose? Do you have any question? now you have to do a letter of application How can you start a letter of application? XXXX
Ss' RESPONSE Saying "yes" Sts answer the question Sts remain in their seats Sts keep silence St answer the question Sts answer the question Sts answer the question Sts asking for doubts Sts write and understand Sts deduce and infer XXXX
% 100 80 80 70 60 90 90 60 70 10 X
GROUP: 2 "B" DATE: October 24th
114
LESSON PLAN N2
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objectives Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE The working world Job advertisement 10th B Mara Emilia Sabag October 24th
To understand the new content and participate in classes To comprehend and produce necessary vocabulary for this topic Reading and writing Sts will be able to create a job advertisement Past simple- Present Perfect, rsum format. Employment, interview, position, experience. The whiteboard, a marker, pictures and separate sheets of paper 1 hour and 30 minutes
METHODOLOGICAL SUGGESTIONS -The teacher sticks eight different pictures containing different professions all over the whiteboard (1-teacher, 2-engineer, 3secretary, 4-plumber, 5-dentist, 6-doctor, 7-police officer and 8-accountant). Sts talk about each picture and brainstorm about their jobs. T asks: ok do you now these professions?
WARM UP (15)
Brainstorming
115
Can you tell me their names? Sts answer T writes on the board their names ACTIVITY 1 (25) Now, T. Removes the eight pictures and says T writes on the whiteboard three different examples of job advertisements T reads those announcements together with the Sts and Break down each part of it. Sts must write these on their notebooks.
Explaining 3 examples
Filling the Blanks ACTIVITY 5 (20)
T gives an exercise on a separate sheet of paper (containing an advertisement with some missing words) to each St. T explains gives the instructions Sts have to complete it with the correct word given by the teacher. T corrects the exercise orally T picks up different Sts and they must read aloud and then tell the class the meaning of it. T checks if the information given by the Sts is correct. T makes a brief review of the contents Sts ask for doubts and ask questions
EVALUATION (15)
Checking
Sum up CLOSING (15)
116
SUBCATEGORY T'S COMMANDS 1. Promptness Do you remember what we studied last class? 2. Responses (oral) Do you remember what we studied last class? DISCIPLINE/ 1. Physical arrangement stay in your seats ORDER 2. Follow instructions Please be silence 3. Respect to peers talk me about the professions MOTIVATION/ 1. Aligned / Positive Response very good, now tell me about doctor labour ENGAGEMENT 2. Positive task orientation. very good, now tell me about doctor labour 3. Questions to Teacher Do you have any question? PRODUCTION/ 1. Understanding of instruments. I'm going to stick the same pictures COMPREHENSION 2. Hesitation What is the job of a Doctor? 3. Response XXXX Note: they do not understand the activities because they talk a lot during the explanations
Ss' RESPONSE Sts infer and deduce Sts answering the question Sts remain in their seats Sts keep quiet Sts listen to their partners Sts talking about the contents Sts talking about the contents Sts asking for doubts Sts recognize them Sts doubting about the answer XXXX
% 70 80 70 80 90 90 80 50 100 20 X
1st Activity: Writing a job advertisement CATEGORY SUBCATEGORY PARTICIPATION 1. Promptness 2. Responses (oral) DISCIPLINE/ 1. Physical arrangement ORDER 2. Follow instructions 3. Respect to peers MOTIVATION/ 1. Aligned / Positive Response ENGAGEMENT 2. Positive task orientation. 3. Questions to Teacher PRODUCTION/ 1. Understanding of instruments. COMPREHENSION 2. Hesitation 3. Response
T'S COMMANDS you must write an advertisement I'm going to assign the professions I'm going to separate the class into 6 rows each row must write a different advertisement Row 1 teacher. Row 2 doctors so on If you have any doubt just ask you must write an advertisement Do you have any question? Row 1 teacher. Row 2 doctors so on write according to your row XXXX
Ss' RESPONSE Sts stat writing Sts writing as request Sts saying ok Sts writing an advertisement Sts respect each other Sts asking questions Sts writing an advertisement Sts asking for doubts Sts writing according to their row Sts doubting about their rows XXXX
% 70 100 90 70 70 50 80 60 90 70 X
117
T'S COMMANDS Now, I'm going to check Ok guys is it clear? Stay in your seats ok guys be silence please come to the front Now, I'm going to check think about each profession Do you have any questions? I'm going to stick the pictures Is it clear? XXXX
Ss' RESPONSE Sts finishing the exercise Sts saying "yes" Sts remain in their seats Sts keep quiet Sts listen to their classmates No miss!!! Sts talking about the professions Sts asking questions Sts recognize them Sts asking questions XXXX
% 70 80 80 70 70 90 80 50 100 40 X
118
LESSON PLAN N3
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objectives Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE WARM UP (15) The working world Job advertisements 10th B Mara Emilia Sabag October 28th
To understand the new content and participate in classes To comprehend and produce necessary vocabulary for this topic Reading and writing Sts will be able to write a job advertisement Past simple- Present Perfect, rsum format. Employment, interview, position, experience, teacher, engineer, secretary, plumber, dentist, doctor, police officer and accountant The whiteboard, a marker and some pictures 1 hour and 30 minutes
STRATEGIES/ ACTIVITY Review
METHODOLOGICAL SUGGESTIONS T sticks on the board the same pictures (professions) that were seen last class. T asks: do you remember the name of these professions? Sts answer the question and comment a little bit each one.
119
ACTIVITY 1 (45)
Writing their own job Advertisement
T separates the class into 6 rows. 1st row Teacher 2nd row Engineer 3rd row Doctor 4th row Manager of a Shoe company 5th row Personal Trainer 6th row Actor / Actress Each row must write an advertisement looking for the appropriate person for the job, previously assign.
EVALUATION (15)
Checking
T checks all the time T is available to solve questions and doubts the whole class. T makes a brief review explaining the Job advertisement format Sts pay attention and ask for doubts
CLOSING (15)
Sum-up
120
T'S COMMANDS Dou you remember what we studied? Dou you remember what we studied? stay in your seats be silence tell about a profession Ok, now tell me how do write a l.a.? Ok, now tell me how do write a l.a.? Do you have any doubt? you have to write the following names Who knows what an engineer does? XXXX
Ss' RESPONSE Sts answer the question Sts saying "yes" Sts stay in their seats Sts keep silence Sts listen to their classmates Sts talking about it Sts talking about it Sts asking the teacher Sts writing as request Sts answer the question XXXX
% 80 100 90 70 50 80 90 60 100 50 X % 80 X 70 80 60 80 80 50 60 50 X
CATEGORY PARTICIPATION
SUBCATEGORY T'S COMMANDS Ss' RESPONSE 1. Promptness ok, now write in your notebooks Sts write on their notebooks 2. Responses (oral) XXX XXX DISCIPLINE/ 1. Physical arrangement stay in your seats Sts stay in their seats ORDER 2. Follow instructions please pay attention Sts listen to the T 3. Respect to peers What words are missing? Sts listen to their classmates MOTIVATION/ 1. Aligned / Positive Response What do we have to do? Sts telling the instructions ENGAGEMENT 2. Positive task orientation. you have to fill the gaps Sts complete the exercise 3. Questions to Teacher Is it clear? Sts asking questions PRODUCTION/ 1. Understanding of instruments. I'm going to write a letter of application Sts copy and understand what to do COMPREHENSION 2. Hesitation fill in the missing parts Sts write secures 3. Response XXXX XXXX Note: only a few write but then they do nothing, complaining they do not know English. A big amount of Sts answer since they do not feel embarrassment to go to the whiteboard, in spite of the fact they did not do the activity.
121
T'S COMMANDS I'm going to check now ok guys is it clear? stay in your seats please pay attention now. St come to the board very good, what did you put that? think a little bit about it Is it clear? now, I need some volunteers now, I need some volunteers XXXX
Ss' RESPONSE Sts finish the activity Sts saying "yes" Sts stay in their seats Sts pay attention Sts listen to their classmate St answers the question Sts talk about it Sts asking questions Sts write the answers Sts doubting of it XXXX
% 60 70 70 60 70 90 90 50 60 50 X
122
LESSON PLAN N4
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objective Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE The working world Job Advertisement+ Letter of Application 10th B Mara Emilia Sabag October 29th
To summarize the contents about announcements and Letters To complete a Letter of Application Writing and Listening Sts will be able to recognize a real job advertisement Past Simple- Present Perfect Enclosing, organized, join, growing, salary, currently. A sheet of paper, a marker and the whiteboard. 1 hour and 30 minutes METHODOLOGICAL SUGGESTIONS T greets Sts. T asks: Do you remember what we studied last class? Sts answer the question. T makes a brief review Sts solve doubts T says: ok, write this on your notebooks T writes down on the whiteboard a letter of application with some missing words and also a Job advertisement with vital
STRATEGIES/ ACTIVITY Review
WARM UP (15)
Filling the gaps ACTIVITY 1 (30)
123
information that gives Sts clues about the missing words. Sts must complete those gaps. T checks on the whiteboard T picks up some volunteers Sts come at front and write down the answers
EVALUATION (20)
Checking
ACTIVITY 2 (15)
Looking for the meaning
Once the gaps were filled and checked T starts reading the letter of application. T asks for the meaning of each line in order to check their Understanding. Sts talk about this in Spanish T makes a brief review of the contents Sts solve doubts and ask questions
CLOSING (10)
Sum up
124
SUBCATEGORY T'S COMMANDS Ss' RESPONSE 1. Promptness today you have to practice Sts practice their interview 2. Responses (oral) Are you ready? Saying "yes" DISCIPLINE/ 1. Physical arrangement please stay in your seats Sts remain in their seats ORDER 2. Follow instructions please stay in your seats Sts remain in their seats 3. Respect to peers ok couple n1 come to the front Sts listen to their partners MOTIVATION/ 1. Aligned / Positive Response I will help you with the pronunciation Sts practicing pronunciation ENGAGEMENT 2. Positive task orientation. Somebody wants to me first? Sts saying "me" 3. Questions to Teacher Do you have any question? Sts asking questions PRODUCTION/ 1. Understanding of instruments. XXXX XXXX COMPREHENSION 2. Hesitation ok now its your turn Sts doubting 3. Response XXXX XXXX Note: Sts practice only the interview they wrote the previous class. No other activity was carried out, since the dialog was evaluated. They practiced pronunciation the first 30 minutes of the class and then they performed. ** On the other hand, tenth grade A emphasized the dramatization of the same dialog.
% 80 50 70 70 80 90 100 50 X 20 X
GROUP: 2 "B" DATE: November 4th
125
LESSON PLAN N5
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objective Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE The working world Job Interview 10th B Mara Emilia Sabag November 4th
To comprehend the interview format To analyze this model Listening and writing Sts will be able to write their own interview following the model Present simple-simple past and present perfect Job, worked, announcement, experience. A marker and the whiteboard 1 hour and 30 minutes METHODOLOGICAL SUGGESTIONS T says: hello, how are you today Sts answer the question. T says; what is the last step when you are looking for a job? You already send your CV Sts answer the question T corroborates the information: the next step is the interview
WARM UP (10)
Brainstorming
126
Explanation ACTIVITY 1 (10)
T explains that today they are going to see the job interview And all the requirements that an interview needs T explains every step -The vocabulary, clothes, etc Sts listen and take notes Now students must write their own job interview With their partner one must be the interviewee and the other the interviewer. Sts practice the interview that they wrote And improve pronunciation T helps the Sts T makes a brief review of the contents Sts solve doubts and ask questions
ACTIVITY 2 (30)
Writing a Job interview
Practicing ACTIVITY 3 (35) Sum up CLOSING (5)
127
SUBCATEGORY T'S COMMANDS Ss' RESPONSE 1. Promptness today we will see the passive voice Sts taking notes 2. Responses (oral) Can you write a similar sentence? Sts writing something similar DISCIPLINE/ 1. Physical arrangement you must work in your seat Sts remain in their seats ORDER 2. Follow instructions please be silence Sts keep silence 3. Respect to peers please come to the board Sts listen to their partner MOTIVATION/ 1. Aligned / Positive Response T gives an example Sts writes that in their notebooks ENGAGEMENT 2. Positive task orientation. T explains the passive voice Sts listen and write the contents 3. Questions to Teacher Is it clear? Sts asking questions PRODUCTION/ 1. Understanding of instruments. T explains the passive voice Sts understanding (say yes) COMPREHENSION 2. Hesitation Is it clear? Sts doubting 3. Response XXXX XXXX Note: Sts only respect the ones who are "popular", and with the rest are rude, make noise and do not let them work. 1st Activity CATEGORY PARTICIPATION
% 80 60 70 80 90 80 80 20 80 30 X
SUBCATEGORY T'S COMMANDS Ss' RESPONSE 1. Promptness ok give me another example Sts giving examples 2. Responses (oral) Is it clear? Saying "yes" DISCIPLINE/ 1. Physical arrangement you must work in your seat Sts remain in their seats ORDER 2. Follow instructions please be silence Sts keep silence 3. Respect to peers Can you explain me how it works? Sts explaining to the T MOTIVATION/ 1. Aligned / Positive Response relax, you can do it Sts coming to the board ENGAGEMENT 2. Positive task orientation. write some passive sentences writing passive sentences 3. Questions to Teacher Do you have any doubts? Sts asking questions PRODUCTION/ 1. Understanding of instruments. complete the following sentences Sts do as request COMPREHENSION 2. Hesitation Let's check now on the board Sts doubting when checking 3. Response XXXX XXXX Note: the Sts who hesitate the most are the ones that are lazy and do not pay attention to the explanations given by the T, the rest is going well. The class is divided into two. Because one half shows domain of English and the other half only knows the basics. GROUP: 2 "B" DATE: November 5th
% 50 70 90 90 60 80 100 70 90 20 X
128
LESSON PLAN N6
Unit: Contents: Class: Teacher: Date: LEARNING OBJECTIVES General Objectives Specific Objectives Language Skills Students expected performance Syntax Keywords Resources Time ACTIVITY TEACHING STAGE Things that changed the world The passive voice 10th B Mara Emilia Sabag November 5th
To understand and comprehend the passive voice in context To comprehend and produce necessary vocabulary for this topic Writing and reading Sts will be able to identify the passive form in different contexts The passive voice was/were + past participle Throw- cut- picked up. A marker and the whiteboard. 1 hour and 30 minutes
METHODOLOGICAL SUGGESTIONS T says How are you today? Sts answer the question. T says: ok today we are going to see the passive voice T throws her keys on the floor and says: ok can you make a sentence starting with my name? Miss Emilia threw her keys on the floor, Sts make the sentence. Then T asks: Can you write the same sentence but this time starting with the keys?
WARM UP (10)
Writing sentences
129
ACTIVITY 1 (15)
Explaining the contents
The keys were thrown on the floor by Miss Emilia, Sts make the sentence. After this T explains a little bit grammatical issues and then follows with some activities. T writes down on the board some sentences and explains the meaning of them T explains how we form the passive voice Sts pay attention and write the information in their notebooks T write some true or false exercises on the board Sts write the exercise on the board and do the activity T writes some exercises on the board with some missing words Sts have to complete the missing gaps T check all these activities on the whiteboard Sts have to come to the front and answer correctly T makes a brief review of the contents And asks for doubts and solve questions.
ACTIVITY 2 (10) ACTIVITY 3 (10)
True or False
Filling the gaps
EVALUATION (20) CLOSING (10)
Checking
Sum up

The Effect of Total Physical Response On The Dynamics and Interaction in The English Class

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UNIVERSIDAD DE LAS AMRICAS

UNIVERSIDAD DE LAS AMRICAS

Guide Teacher: Ignacio Rojas Pavez

5 3.8.2 Theoretical Triangulation........................................................................ 3.8.3 Methodological Triangulation................................................................. p. 48 p. 49

CHAPTER V: CONCLUSIONS..................................................................... 5.1 Suggestions and Reflections..........................................................................

7 CHAPTER I: APPROACHING THE PROBLEM

10 CHAPTER II: THEORETICAL FRAMEWORK

Total Physical Response

13 2.1.1 Objectives and Techniques

Using Commands to Direct Behavior

Gerald Grow PhD. (2007). The Bodily-Kinaesthetic Intelligence.

2.1.2 How to apply Total Physical Response

17 2.1.3 Strengths and Drawbacks

Stress-free and a dynamic method: TPR promotes an environment totally

It works successfully when teaching beginners: This topic may represent

2.2.1 What is Interaction?

Lev Vigotsky (2007) .http://estilosdedocenteseneldesarrollodelnin.blogspot.com/2007/08/interaccinprofesor-alumno.html

24 2.4.1 Intrinsic Motivation

2.4.2 Extrinsic Motivation

Role of the Teacher

BBC Active http://www.bbcactive.com/languages/Talk/whyextra.htm

28 2.6 Role of the Learners

29 2.7 Classroom Discipline

Wendkos-Olds and Duskin-

Large Classes and Classroom Arrangement

Penny Ur (1996) illustrates some advantages as well:

Discipline: I have discipline problems in these classes; I find them difficult

proficient and confident ones seem to respond actively to my questions.

Make activities interesting. So that even if the language is not challenging

39 CHAPTER III: METHODOLOGICAL FRAMEWORK

Experimental Design Simple True Experimental

Manipulation of the Independent Variable:

The following variables concur:

TPR Method Dynamism Interaction

3.3.1 Definition of the Variables

Conceptual and Operational definition of the variables:

Instruments and Techniques

The instruments used are the following:

3.5.1 Observation Guidelines

44 Chart 1 Observation Guideline

45 3.5.3 Class Observation

3.5.4 Evaluation of the English Classes

In this investigation, the following actions were carried out:

An observation guideline was designed. This guideline was built taking as

47 3.7 Field Work and Scenario Access

48 3.8.2 Theoretical Triangulation

Participation Discipline / Order Motivation / Engagement Comprehension / Production

3.8.3 Methodological Triangulation

50 CHAPTER IV: FINDINGS

Percentages 100 90 80 70 60 50 40 30 20 10 0 90 80 70 60 50 40 30 20 10 0 Subcategories

Figure 1.a. Experimental Group

Figure 1.b. Control Group

90 80 70 60 50 40 30 20 10 0 Discipline Motivation Production Participation

Percentages 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0

Figure 2.a Experimental Group

Figure 2.b. Control Group

100 90 80 70 60 50 40 30 20 10 0 Discipline Motivation Production Participation

100 90 80 70 60 50 40 30 20 10 0 Discipline Motivation Production Participation

Figure 3.a. Experimental Group

Figure 3.b. Control Group

100 90 80 70 60 50 40 30 20 10 0 Discipline Motivation Production Participation

Percentages 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0

Figure 4.a. Experimental Group