Tesis

Didactic Resources to Teach English
DIDACTIC RESOURCES AS A STRATEGY TO PROMOTE ORAL COMMUNICATION SKILLS AMONG EIGHTH GRADE STUDENTS FROM COOPERATIVO CALASANZ HIGH SCHOOL
Diana Teresa Surez Flrez Code: 1.090.372.165
University of Pamplona Faculty of Education Foreign Languages Program Integral Practice 2011
DIDACTIC RESOURCES AS STRATEGY TO PROMOTE ORAL COMMUNICATION SKILLS AMONG STUDENTS FROM EIGHTH GRADE FROM COOPERATIVO CALASANZ HIGH SCHOOL
Diana Teresa Surez Flrez Code: 1.090.372.165 Jose Octavio Lpez Rmirez Teaching Practice Director
University of Pamplona Faculty of Education Foreign Languages Program Integral Practice 2011
Acceptance Note
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__________________________________________________ Teaching Practice Director Signature
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Supervisor Signature
DEDICATION This is dedicated to God, my parents who always supported me with my studies, and my daughter Laura Vanessa Diaz Suarez.
ACKNOWLEDGMENTS To God for guiding me and helping me when life seemed difficult, for this I am truly thankful. Also, I would like to thank my wonderful, supportive and talented teacher Janette Moreno for giving me the strength and instruction in learning the beautiful language of English. Mayra Gauta and Kimberly Comet are one of the other individuals who played a significant role in my success, without her guidance I would have had a greater struggle in this project. To these mentioned and many others I would like to say Thank you.
TABLE CONTENTS CHAPTER I PEDAGOGICAL COMPONENT PEDAGOGICAL PROPOSAL 1.1 INTRODUCTION 1.2 JUSTIFICATION 1.3 OBJECTIVES 1.3.1 GENERAL OBJECTIVE 1.3.2 SPECIFIC OBJECTIVES 1.4 THEORETICAL FRAMEWORK 1.5 LITERATURE REVIEW 1.6 METHODOLOGY CHAPTER II INVESTIGATIVE COMPONENT 2.1 INTRODUCTION 2.2 JUSTIFICATION 31 32 12 13 15 15 15 16 19 24
2.3 OBJECTIVES 2.3.1 GENERAL OBJECTIVES 2.3.2 SPECIFIC OBJECTIVES 2.4 RESEARCH QUESTIONS 2.4.1 GRAND TOUR QUESTION 2.4.2 SUBQUESTIONS 2.5 LITERATURE REVIEW 2.6 METHODOLOGY 2.6.1 CONTEXT AND PARTICIPANTS 2.6.2 DATA COLLECTION INSTRUMENTS 2.6.2.1 OBSERVATION 2.6.2.2 QUESTIONNAIRE 2.6.3 DATA ANALYSIS AND RESULTS 2.6.4 CONCLUSIONS CHAPTER III OUTRICH COMPONENT
33 33 33 33 33 33 34 38 39 40 40 42 43 47
3.1 INTRODUCTION 3.2 OBJECTIVES 3.3.1 GENERAL OBJECTIVE 3.3.2 SPECIFIC OBJECTIVE 3.3 ACTIVITIES 3.3.1 ENGLISH FESTIVAL SONG 3.3.2 TUTORIALS 3.3.3 GLEE CLUB 3.3.4 HALLOWEEN ACTIVITY CHAPTER IV ADMINISTRATIVE COMPONENT 4.1 INTRODUCTION 4.2 OBJECTIVES 4.2.1 GENERAL OBJECTIVE 4.2.2 SPECIFIC OBLECTIVES 4.3 GENERAL ASPECTS
50 51 51 51 52 52 53 54 55
58 59 59 59 60
4.3.1 MISSION STATEMENT 4.3.2 VISION STATEMENT 4.3.3 SCHOOL GOVERNMENT 4.4 ACTIVITIES 4.4.1 AREA MEETING 4.4.2 ASSESMENT WEEK 4.4.3 DISCIPLINE 4.4.4 LEVEL-UP ASSESMENT 4.4.5 RECOPERATION WEEK REFERENCIES ANNEXES PEDAGOGIC COMPONENT ANNEX A: CLASS OBSERVATION FORM INVESTIGATIVE COMPONENT ANNEX B: LESSON PLANS ANNEX C: REFLECTION 3rd CLASS
60 60 61 62 62 62 62 62 63 64 68
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70 84
ANNEX D: STUDENTS LIST ANNEX E: QUESTIONNAIRE ANNEX F: SUPERVISORS OBSERVATIONS FORMATS OUTRICH COMPONENT ANNEX G: ENGLISH FESTIVAL SONGS PHOTOS ANNEX H: ENGLISH FESTIVAL SONG FORMAT ANNEX I: HALLOWEEN GAME BOARD ADMINISTRATIVE COMPONENT ANNEX J: PHOTOS
85 86 87
89 91 93
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CHAPTER I Pedagogical Proposal DIDACTIC RESOURCES AS A STRATEGY TO PROMOTE ORAL COMMUNICATION SKILLS AMONG EIGHTH GRADE STUDENTS FROM COOPERATIVO CALASANSZ HIGH SCHOOL.
1.1 INTRODUCTION The use of didactic tools aid to attain linguistics levels in the acquisition of a second language. Likewise, using a variety of activities encourage students to participate actively in their corresponding process not only during the activities proposed by teachers but also when they interact in the classroom and when they develop exercises, promoting communication and the real use of the language. There are specific functions involved in the learning process to support language teaching. For instance, resources and didactic material that help teachers to achieve the student development. Ultimately, spoken English and natural behavior assures the desirable goal of effective and proficient results, for example, oral communication in the target language in the classroom. In order to obtain what is mentioned above, it is important for teachers and students to know the bases of El Plan Nacional de Bilinguismo which aims to enable students to communicate in English, so that they can incorporate their English skills in the process of universal communication (Ministerio Nacional de Educacin, 2007). Therefore, special attention should be given to pedagogy which orients teachers about how to include and use different teaching strategies that facilitate the English language learning process, making it successful.
1.2 JUSTIFICATION The reason of the pedagogical proposal was born after the observation of classes in the eighth grade and personal experiences which showed the need of elaborating and incorporating didactic tools to stimulate attitudes in favor of interaction and communicative skills. Prior to the use of didactic materials in
teaching a second language, there have been different opinions and controversy because the manner has remained stagnant in traditional methods. Richards and Rodgers (2007) affirm that language teaching gave priority to grammatical competence as the basis of language proficiency. They were based on the belief that grammar could be learned through direct instruction and though methodology that made much use of repetitive practice and drilling. These traditional approaches have lead students to think that learning English is boring, difficult and not interesting for them. Hence, the use of different materials is a strategy that helps to develop oral skills in an interactive style. The aim of this project was to extract the topics from students guides, forget that the blackboard is the dominant instrument to instruct pupils, and start using resources that encompass the grammar themes, and to put into practice these four language competences: To understand oral English To understand written English
To express oneself in oral English To express oneself in written English Additionally, the development of these classes provides an environment where
students can employ the language in a real context arousing their motivation and interest.
1.3 OBJECTIVES 1.3.1 General Objective Analyze and introduce didactic resources like game boards, puzzles, songs, videos, posters, memory games, and flashcards in order to develop students competences through these activities and tasks. 1.3.2 Specific Objectives Facilitate and improve learners communicative abilities of interpretation and expression applying didactic tools in the classroom. Incorporate an adequate environment during the English learning process with the aim of stimulating students interest and involve their intelligence and creativity. Focus on understandable and relevant communication rather than on a formulaic grammatical approach. Motivate students and maintain this motivation throughout their English learning. Increase students interest in learning English and cooperating with others in group activities.
1.4 THEORETICAL FRAMEWORK Teaching English worldwide has produced a demand for the constant need of proficiency in communication. Therefore, teachers should incorporate the
appropriate methodology to enable learners to communicate inside and outside the classroom. Moreover, constant guidance should be given in order to improve the quality of classroom language and language teaching materials. For the development and application of the pedagogical component, it was taken into account different theories related to the use of the communicative approach to the learning of a second language. Several authors showed different concepts about the acquisition of a second language being this influenced by many factors such as students previous knowledge of the language, the methodology, the environment, materials used in the classroom, etc. Consequently, these theories present the use of the communicative approach in different contexts. This project was achieved under the communicative approach since learners are most likely to encounter real life situations. This approach was born in 1970s when teachers felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Through this approach, it was intended to follow the contents of
students worksheets in a communicative way and improve teachers role from being a focal point in an authorative manner to a collaborator and motivator. Newby (1998) defines the communicative method as a means of communicating messages between human beings in actual contexts. It follows from this, that language is redefined as a set of skills, grammar being seen as a way of expressing certain types of meanings through structural forms. Meaningfulness and contextual appropriacy are stressed and formal correctness is given less prominence. According to Richards and Rodgers (2007) it focuses on language teaching on communicative proficiency rather than on mere mastery of structures. Students have to be able to use the language for communicative purposes. Students acquire
language faster and better when they are given time to develop their language skills, learning through authentic use of language. They can connect the lessons with their own personal experiences and with what they have learnt before. They are willing to learn because they feel motivated. With this method language proficiency develops gradually. First students develop listening comprehension, then short phrases, sentences and short dialogues, later longer texts and discourse. This method takes into account that, when we communicate, we use the language to accomplish some functions of speech acts such as persuading, suggesting, arguing, describing, etc. The primary goal of this method is to get fluency and an acceptable language. The target language is not the object of
study but a vehicle for classroom communication. The teacher is a kind of collaborator; establishing situations likely to promote communication. In the
classroom students often work in small groups or pairs. Errors are tolerated because fluency and accuracy are both important goals. With this method, authentic language materials are used and evidently language is used in real contexts, so contextualization is a basic premise. The same goals for Berns (1984) who explains that "language is interaction; it is interpersonal activity and has a clear relationship with society. In this manner, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse) and its social, or situational context (who is speaking, what their social roles are, why they have come together to speak). In order to deliver communication in the classroom, special emphasis was given to the use of didactic activities in the classroom. Through the communicative approach it is sought to change the traditional teaching, which was not dynamic and did not capture students attention.
1.5 LITERATURE REVIEW First of all, it is necessary to identify what didactic resources are exactly and which role they play in the teachinglearning process. Resources are instruments that help us to achieve any goal; that is, auxiliary material with which the pupils develop the learning process. Therefore, the blackboard, computers and videos are resources, but the crucial element is the word, which is a limited resource, because it is an intermediary between the reality and us. It provides a mental representation of the actual element of reality, but it is from senses that students first approach reality (Marchena, 1996). According to Sanz (1991) didactic resources bring this reality closer, and are also an aid to solve the problems of lack of discipline and attention in class. Didactic tools, for example bingo, tick tac toe, songs, stop, surveys are an important context to practice of a second language (L2), since it presents real communicative situations, not mere simulations, and have certain advantages: they encourage team work and the practice of all skills, the use of language in a creative way; they develop the communicative competence and stimulate the learning of a L2. Therefore, the implementation of didactic material is vital in the classroom not only to have a variety of material but to use them correctly. Instructors should integrate different activities, keeping the students interests and maintaining education at the same time.
One of the concepts taken into account when developing this study was the constructivist learning theory. It is defined as active construction of new knowledge based on a learners prior experience. Woodfolk (1993) states that the key idea is that students actively construct their own knowledge: the mind of the student mediates input from the outside world to determine what the student will learn. Learning is active mental work, not passive reception of teaching. Murphy (1997) presented an excellent summary of characteristics of constructivist learning theory. These characteristics are as follows: Multiple perspectives and representation of concepts and content are presented and encouraged. Classroom goals and objectives are derived by the student or in negotiation with the teacher or the system. Teachers serve in the role of guides, monitors, coaches, tutors and facilitators. Activities, opportunities, tools and environments are provided to encourage metacognition, self-analysis-regulation, reflection and awareness. The student plays a central role in mediating and controlling learning. Learning situations, environments, skills, content and tasks are relevant, realistic, authentic and represent the natural complexities of the real world. Knowledge construction and not reproduction is emphasized. This construction takes place in individual contexts and through social negotiation, collaboration and experience.
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The learners previous knowledge constructions, beliefs and attitudes are considered in the knowledge construction process.
Problem-solving, advance thinking skills and deep understanding are emphasized.
Errors provide the opportunity for insight into students previous knowledge constructions.
Exploration is a favored approach in order to encourage students to seek knowledge independently and to manage the pursuit of their goals.
Learners are provided with the opportunity for apprenticeship learning in which there is an increasing complexity of tasks, skills and knowledge acquisition.
Knowledge complexity is reflected in an emphasis on conceptual interrelatedness and interdisciplinary learning. According to this theory, teachers should focus on the learner in thinking
about learning, not only on the subject or lesson to be taught. Vygotsky (1978) cited in Lantolf (2000) introduces the sociocultural theory that presents the child with a variety of tasks and demands, and this environment engages the child in his world through the tools. In the early stages, Vygotsky claims that the child is completely dependent on other people, usually the parents, who initiate the childs actions by instructing him as
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to what to do, how to do it, as well as what not to do. Parents, as representatives of the culture and the conduit through which the culture passes into the child, actualize these instructions primarily through language. On the question of how do children then appropriate these cultural and social heritages, Vygotsky (1978) cited Wertsch (1985) who states that the child acquires knowledge through contacts and interactions with people as the first step (interpsychological plane), then later assimilates and internalizes this knowledge adding his personal value to it (intrapsychological plane). This transition from social to personal property according to Vygotsky is not a mere copy, but a transformation of what had been learnt through interaction into personal values. Vygotsky warns that this is what also happens in schools. Students do not merely cop teachers capabilities; rather they transform what teachers offer them during the processes of appropriation. According to Littlewood (1981) one of the most important aspects of communicative language teaching is that it pays systematic attention to functional, as well as structural aspects of language. One of the most important aspects is pair and group work. Learners should work in pairs or groups and try to solve problematic tasks with their available language knowledge. Likewise, Piaget (1967) cited in Silverthorn, (1999) sees the child as continually interacting with the world around him solving problems that are presented by the environment and learning occurs through taking action to solve the
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problems. Moreover, the knowledge that results from these actions are not imitated or from birth, but actively constructed by the child. Additionally, learning materials and activities should involve the appropriate level of motor or mental operations for a child of given age; asking students to perform tasks that are beyond their current cognitive capabilities should be avoided. Children are seen as active learners and thinkers, as sense makers who are constructing their own knowledge by growing with objects and ideas. Consequently, teachers should employ teaching methods that actively involve students and present challenges. From Piagets theory it is possible to interpret the classroom and classroom activities as creating and offering opportunities to learners for learning. Based on this information, classes were given under a communicative approach which also has sociocultural and interactive purposes. It was sought to create an adequate environment in which learning becomes a reciprocal experience for the students and the teacher where they play untraditional roles as they cooperate with each other.
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1.6 METHODOLOGY After the observation was completed the first week (see annex A), it was seen the need to design a range of activities to keep students focused on the target language. For the duration of the project, everyday five days a week, games and speaking exercises were developed but a few will be mentioned to clearly show how they were integrated with the eighth graders. The didactic materials that were used were collected from a variety of sources which include teaching books, songs, and the internet. According to the rules of the practice, the supervisor thoroughly analyzed the materials for any discrepancies or inappropriate substance. In the figure 1.1 it can be seen the teacher-student schedule and the frequency of the meetings (three days a week).
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Time 5:45-6.40 6:40-7:30 7:30-8:20 1st BREAK 8:50-9:40
Monday Attendance Attendance 8B
Tuesday Attendance 8B Attendance
Wednesday Attendance Attendance Attendance
Thursday Attendance Attendance Attendance
Friday Attendance Attendance Attendance
Attendance
Attendance
Attendance
Attendance
DEPART MENT MEETING
9:40-10:30
Attendance
Attendance
Attendance
Attendance
DEPART MENT MEETING
10:30-11:20 Attendance 2nd BREAK 11:40-12:30 Attendance 12:30-1:20 Attendance
Attendance
8B
Attendance
Attendance
Attendance Attendance
8B Attendance
Figure 1.1 weekly schedule
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The lesson plans were designed to teach one topic per week. In the classroom, the material that was used was introduced sometimes first with a short passage that corresponded with the topic and tense. After a brief conversation, any questions concerning vocabulary were answered. The next item on the agenda was to solidify the grammar. From time to time, it was necessary to explain the structures in the students mother tongue. After the grammar was perfectly clear for the pupils then some carefully chosen exercises were given to them. For deeper understanding dynamic activities, surveys, songs, game boards, etc were included to keep the students engaged and stimulated in agreement with Lepper & Cordova (1992) who argued that motivation is regarded as a critical element to learning as it can increase learning efficiency in educational systems. Simultaneously, Malone (1981) postulates that games have potential in improving teaching and learning, asserting that games used as teaching devices can create intrinsically motivating instructional environments, where deeper learning may take place. When the time came to actually sitting down and constructing a frame that aided in the execution of all the materials in a detailed manner, it was decided to look at it very simply. It was necessary to be critical to take into consideration all the tools that were gathered and introduce them with precision timing. Also, it had to be assured that the records were kept, so materials were not be shown twice unnecessarily becoming redundant.
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To plan the class, first it was necessary to know what a plan was. A main goal had to be created in mind that correctly corresponded with the students needs. When creating a lesson plan, the details of the actions that were going to be taken were written down. More time was spent on the topics that were not taught before in order to deliver the lesson with diligence. Planning is more than making choices. Planning is choice with intention. That is, the chooser begins with a specific goal or purpose in mind that result in the choice. Planning can be defined as a set of decisions about what to do, why, and how to do it (Chang 2001). A plan of action implies that: It has to serve as a reference for action, built on the consensus, agreed upon by all those concerned as well as by those contributing to its implementation. It is designed as an indicative, living framework, in such a way that allows for adjustments in light of new developments during implementation. It includes not only policy directions, but also information on the implementation strategies, actions and benchmarks for implementation, monitoring and evaluation, as well as the expenditure frameworks. Below the five major elements in the development of a lesson plan will be included - Objectives: Classes were begun by writing the goal or objective on the board, then students were asked to write the same in their notebooks. In this way, it was clear to the students and the practitioner.
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- Duration of the class: Students complete four periods a week, each lasting fifty minutes. - Methodology: Classes usually began with a general question that served as an opener to the subtopic that was to be taught. After giving students a few minutes to work in pairs to discuss the subject, they were asked to report their findings to the class. This was used as a tool to help them start speaking in the target language. Then, the grammatical structures were introduced on the board and questions were answered as they arose. After the grammar was covered, games were used to
interactively include the four main principals in learning a second language which are listening, speaking, reading and writing related to the topic I was told to teach. - Resources: Each week a new grammar topic was introduced with a different didactic material. This material supported students comprehension of the topic that was previously taught. Most of the time students were asked to work in groups in order to interact using the target language. - Assessment: A dynamic way was created to assess the students. Every week on Monday, Tuesday, Wednesday a particular topic was taught, e.g first conditional and after the topic was covered, the pupils were assessed. It was known that the teacher from the school was going to give them a formal exam for the majority of the grade, so my evaluation was to serve as a compliment. So, for first conditional, the class was started by announcing they were to have a quiz and asked them to sit in rows in the class and whispered a sentence in the first conditional structure and they whispered the same sentence to the next person and so on. Until the last person who
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was to write down what the person before whispered to them. If the written sentence was what it was actually said then they did an acceptable job. - Student Make-up: This project was purposely designed for 37 youngsters aged 13 to 15 all part of the eighth grade from Cooperativo Calazans high school. The lesson plans (see annex B) that were introduced to the students from high school were designed to put into practice the communicative approach which permitted the improvement of speaking skills and let pupils construct their own knowledge during the teachinglearning process.
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CHAPTER II RESEARCH COMPONENT
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2.1 INTRODUCTION This study was accomplished under the action research approach in which participants were aware of their educational process. Moreover, it intends to
administer simultaneously knowledge and social changes connecting theory and practice. Hence, this type of research was the appropriate for this study since the main goal of this research was not to solve a problem but rather a quest about how to improve oral skills in the classroom. In this teaching-learning process it was important to analyze different factors influencing it and action research allowed to observe through the journals reflection (see annex C), different behaviors in the classroom, and attitudes towards the teacher and the motivations level towards the Second Language.
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2.2 JUSTIFICATION The aim of this study is to seek learning strategies that support teachers and students instruction procedure with the intention of promoting oral proficiency through the use of didactic material. This component was developed through the journal reflection which is defined by Kendall (1990) who reveals on the importance of reflection: A good teachinglearning program helps participants see their questions in the larger context of issues of social justice and social policy rather than in the context of charity. Reflection addresses students concerns, challenges their preconceptions, and fosters their cognitive, affective, and behavioral growth. It can also be used to challenge students to connect their sense of self with that of others, ultimately reducing the likelihood of a superior-inferior teaching relationship (Rhoads, 1997). Concerning this project, reflection permitted to analyze the researcher and students performance which allowed everyone to work together toward the common objective. Also, mistakes were recognized and corrected taking into account students interests and the objectives of the class.
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2.3 OBJECTIVES 2.3.1 General Objective To analyze how the use of didactic resources integrate oral skills.
2.3.2 Specific Objectives To improve formative processes in the foreign language program being selfcritical in the development of each class. To analyze the vocation and behavior as educators through self-assessment. To apply different investigative tools as journals, surveys in the teaching learning process to correct mistakes. 2.4 Research Questions To reach the main goal of this project, the following question was formulated as a framework to accurately indicate the subject to be analyzed and studied. 2.4.1 Grand Tour Question - How does the use of didactic resources influence oral skills? 2.4.2 Sub questions - Which didactic materials produced oral communication in the target language? - Which language skill is developed when including didactic materials?
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2.5 LITERATURE REVIEW Action research is a model of professional development that promotes collaborative inquiry, reflection, and dialogue. Within the action research process, educators study student learning related to their own teaching. It is a process that allows educators to learn about their own instructional practices and to continue to monitor improved student learning (Rawlinson & Little, 2004). The idea of action research is that educational problems and issues are best identified and investigated where the action is: at the classroom and the school level. By integrating research into these settings and engaging those who work at this level in research activities, findings can be applied immediately and problems solved more quickly (Guskey, 2000). This approach of action research in this project first began with observations of two classes. After carefully noting the teachers methods and the pupils reactions, these sightings were recorded diligently and with precision. All of the reflections were recorded and collected for further analysis. The action research process involves four phases: - Identifying a classroom problem - Developing and implementing an action research plan - Collecting and analyzing data - Using and sharing results
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The main problems were identified in the classroom by observation and reflection. First, the lack of use of didactic materials and the low level of planning of the use of tools were noticed. Secondly, the insufficient amount of oral participation by the students. Once the issue was accurately recognized then immediate action was taken to improve skills. Through observations and surveys the data could receive proper examination. The information will be used by storing it in a library fit for future endeavors. It is imperative not to approach the literature review without any guide. There have been other significant researchers who have followed pupils in the classroom and remarkable specimens which serve as an adequate tool were collected to use as model. In regard to implementing didactic materials to teach a foreign language Wu (2008) conducted a research that consisted of 801 people in two different groups using computer games. In the collection of Wus data, computer games were implemented to teach speaking and listening skills with 40 computers, training the individuals in turn because the group was very large. Wus findings were recorded based on a series of algorithms to study how much exactly the subjects retained and how productive their exercises were. This research used, state of the art computers games as a didactic material to teach English as a second language instead of the traditional methods such as school books, the black board and mundane exercises. This study found when the subjects
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were hasty with their assignment, the productivity was low but one thing that encouraged them and kept them motivated was the constant feedback and results of their quizzes that aided them to strive to do better each time. The implementation of serious computer games assisted the learning process by presenting the learner with simulated real life experiences, so the learners could immediately see the result of their instinctive response. In this way the use of games offered a strategy to help the students engage in realistic communication which makes the students more enthusiastic in the learning process. Another example of the effective results of using a range of didactic material in the teaching of a second language is demonstrated by Smith (2002) in The effects of songs in the foreign language classroom on text recall and involuntary mental rehearsal which illustrates the benefits of the use of songs to improve retention and pronunciation of students. In this practice, the author took a group of 94 beginning level Spanish learners, from the southern part of the United States and split them into four groups. The researcher chose four different songs, all of which were chosen to be a cultural experience that revealed some relevant phrases with syntax that was easy for the listener to store in mind. This pedagogical technique allows the brain to store the information subconsciously. The students found themselves remembering the lyrics in their normal daily routines spontaneously; this was evidence that the songs entered the subjects memory.
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Smith evaluated the subjects group by group each giving them different tests to each group. For the first two groups, the researcher gave them tests which only had the text or lyrics on them and treated the test as if they were poetry. The other two groups, Smith provided the subjects with the actual song to listen to and absorb the melody without the lyrics. Each group was given tests after two weeks passed. The consequence of Smiths study showed a significant difference from each group. The two groups that did not actually hear the melody of the song had lower scores and the other two groups that heard the melody of the song had better retention. In finding and closely following the examples by the two previous mentioned researches, the results were found to be satisfactory in support of my study. They stand as proof that a mixed variety of tools like songs and games can open and deeply touch the brains capacity to process and regenerate acquired knowledge.
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2.6 METHODOLODY While conducting this research, qualitative approach seemed to be the most suitable approach since it sought to justify its theory through the extraction of opinions by questionnaires and observations of the subjects and report its findings. Also, the questions presented in the beginning of the research were answered throughout the project systematically during the observation of the learners in their natural settings. Qualitative research is a type of scientific research. scientific research consists of a research that: Seeks answers to a question; Systematically uses a predefined set of procedures to answer the question; Collects evidence; Produces findings that were not determined in advance; Produces findings that are applicable beyond the immediate boundaries of the study. Qualitative research shares these characteristics. Additionally, it seeks to understand a given research problem or topic from the perspectives of the local population it involves. Qualitative research is especially effective in obtaining In general terms,
culturally specific information about the values, opinions, behaviors, and social contexts of particular populations (Mack & Namey, 2005). Shank (2002) defines qualitative research as a form of systematic empirical inquiry into meaning. By systematic he means planned, ordered and public,
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following rules agreed upon by members of the qualitative research community. By empirical, Shank means that this type of inquiry is grounded in the world of experience. Inquiry into meaning, researchers attempt to understand how others comprehend their experience. Denzin and Lincoln (2000) claim that qualitative research involves an interpretive and naturalistic approach: This means that qualitative researchers study behaviors in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the meanings people bring to them. 2.6.1 CONTEXT AND PARTICIPANTS The sample of this research was the students from eighth grade at Cooperativo Calasanz High School which is located on Kennedy Avenue, Juan Atalaya neighborhood, Cucuta city. It is a public Catholic school which operates from 5:40
a.m. to 1:20 p.m. It has a total of 24 classrooms, 12 occupied by the students from high school and the remaining ones by students from the primary school. The
institution has a total of 36 teachers. 21 in primary school and 15 in high school. 4 coordinators and its director Carlos Orlando Dominguez Rojas. For the development of this proposal, the researcher worked with the students from eighth grade which is a course composed of 35 students: 17 boys and 18 girls ranging in age from 13 to 15 years old (See annex D).
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2.6.2 DATA COLLECTION INSTRUMENTS When collecting data to form this work, three main methods were used: observation (participant and non-participant), journal and questionnaires. These
materials were collected in chronological order, from the beginning till the end, and recorded in this paper for further analysis. Every individual approach should be looked at as equal and one is not more important than the other. 2.6.2.1 OBSERVATION Observation is the technique of gathering data through direct contact with an object, usually another human being. The researcher watches the behavior and
documents the properties of the object (Potter, 1996). Observations are the primary data source in sociological community studies and anthropological field studies (Prez, 2000). Observations are also used to supplement and clarify data derived from participant interviews. One source of observational data in connection with interviewing is the participants behaviors, facial expressions, gestures, bodily tone, clothing, and other nonverbal indications. Data from these sources can be used to shed light on the meaning of a participants oral comments. Another element that needs to be taken into account is the environment, which in this case are the students motivation, interests, and attitudes towards the target language. Also the game boards, the actual classroom, songs, books, the students notebooks, decorations. All of these can be used as indicators of the subjects experiences, feelings and retention.
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In the case of this study two kinds of observation were carried out in order to gather information. The first is non-participant observation which is defined by Bernard (1998) as a tool where the observer does not interact to a great degree with those he or she is observing. The researcher primarily observes and records and has no specific role as a participant. Usually, of course, the observer is in the scene and, thus, affects it in some way; this must be taken into account. For instance, observers often work with teachers or instructors to have them explain to students briefly why the observer is there. Initially, before determining what the foundation of the research was going to consist of, it was imperative to observe classes for a week at Cooperativo Calasanz. The researcher was received and introduced to the subjects by the coordinator of the school. It was explained that the researcher was there to observe and take notes for a university study. Thus, I sat in the back of the classroom as inconspicuous as possible in order not to let my presence change the behavior of the pupils being observed. The most important behaviors to be recorded were the weaknesses and the strengths of both the teacher and the students, in order to develop groundwork for this practice. Secondly, participant observation was another method used in this study in or der to collect information. In participant observation, the observer becomes part of the environment, or the cultural context. The method usually involves the researcher spending considerable time in the field as anthropologists do. Anthropologists typically spend a year or more in a cultural setting in order to really understand the
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culture, even when they begin the study with a broad overall research question. The hallmark of participant observation is interaction among the researcher and the participants (Atkinson & Hammersley, 1994). The participant observation was done for two months and two weeks. This time, collection of daily events were recorded and lesson plans were constructed in an orderly fashion. It was important to become part of the experience to get a real sense of the classroom. 2.6.2.2 QUESTIONNAIRES A questionnaire is a list of written questions that can be completed in one or two basic ways. Firstly, respondents could be asked to complete the questionnaire with the researcher not present. This is a postal questionnaire and (loosely) refers to any questionnaire that a respondent completes without the aid of the researcher. Secondly, respondents could be asked to complete the questionnaire by verbally responding to questions in the presence of the researcher. This variation is called a structured interview (Cater & Tomas, 1994). To check the effectiveness of the proposal a questionnaire was given (see annex E), in an open ended form. Open ended questions are questions that are answered by giving opinions, feelings and thoughts about the matter at hand. These questions covered what their experiences and attitudes were toward the new didactic material that they were exposed to. There is one slight change in the manner the questionnaire was carried as in the definition above, instead of having the students be
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alone, it was necessary for the researcher to be present to ensure that the subjects had a clear idea about each question. 2.6.3 DATA ANALYSIS Qualitative content analysis has been defined as: A research method for the subjective interpretation of the content of text data through the systematic classification process of coding and identifying themes or patterns (Hsieh & Shannon, 2005). An approach of empirical, methodological controlled analysis of texts within their context of communication, following content analytic rules and step by step models, without rash quantification (Mayring, 2000). Any qualitative data reduction and sense-making effort that takes a volume of qualitative material and attempts to identify core consistencies and meanings (Patton, 2002). The definitions given above show that qualitative content analysis stresses integrated look at the data. It is more than merely counting numbers mathematically and reporting the results, but, actually, understanding the findings from a human perspective. In this chapter, the instruments that were used to collect data were analyzed in order to give a holistic description and interpretation about individuals studied attitudes and behaviors. First of all, the questionnaires that were gathered were analyzed after they were answered. The questions, 9, all regarded the subjects feelings and opinions
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towards the use of didactic materials. The first question was to make sure students really understood what didactic materials were; it appeared that the students considered didactic material to be in general a fun way to learn. Other students, in addition to thinking it was a fun way to learn, mentioned that the use of games that corresponded to the topic of the day helped to reinforce English in a different way. The second question asked the students which didactic materials were used before in the classroom to aid the learning of English. Students mentioned mostly books, worksheets and the blackboard. Some of the pupils reported that, in fact, no didactic material was used at all. These are good examples of traditional methods and that the teachers did not challenge the class in different ways. There were a few students that mentioned songs but they were referring to the song festivals that were held annually. Question 3, 4 and 5 from the survey were all related to the how the student felt, preferred or believed about working in pairs, groups, or individually. The
consensus proved that while the majority of the pupils preferred working in groups, mainly due to the fact working in groups helped them feel less inhibited with speaking, working in pairs also benefited because in groups some of the participants could be left behind, leaving the work to the most advanced students. Also, few students mentioned that sometimes working in groups gave more room for the group to start deviating from the topic at hand. There were only a few of the pupils who stated that they preferred working individually, because they felt they could measure their own progress, and I suspect that those who liked working individually remarked
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in this way because they were the most confident in the class and felt like working in groups made it easier for the others to do the work for them. Questions 6 and 7 regarded the improvement of the pupils language skills from the implemented didactic material. All the students answered yes to question number six, which asked if the new games and challenges gave them a different avenue to retain the target language. In addition to that, a lot of them included that the didactic material used peaked their interest and provided a comfortable form where speaking was allowed and more importantly, encouraged. The fact that games created a platform for competition, made learning fun and rewarding. Oral
production and pronunciation were the abilities that these students improved overall. A few of the pupils reported that their written abilities improved. Moreover, the games included all four language skills and naturally some were going to retain different aspects. Question 8 asked them if their interests increased from this trial period. Every one of them responded yes or simply of course. Dynamics keep the interest and encourage even the shyest person to speak. These materials when used properly can, with in a matter of fifteen to twenty minutes reinforce the idea that before took the students days or weeks to learn. Also, in the questionnaire some of the pupils included that the use of these new materials actually created an interest that was never there before, because they surprised themselves by how easy it was to speak in a short period of time.
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Finally, the last question looked in to the future by asking the students what they hoped to utilize more in the class. They wanted to continue using didactic materials. They all said that game boards and songs were what they had the most fun with, and not only that but the critical fact that they learned and had an easier time speaking. The second part to analyze is the observation which was done in the classroom and recorded in the daily journal. It was important to note the students attitude from the moment of their arrival to school to the time when they left, so their progress or the lack of progress could have been measured. When implementing the use of didactic material, it started when instructions were given to them, which were all done in English. The game boards from the very beginning were a new idea to the students and right away they looked interested. The communicative goal which was oral production was the first aspect that had to be recorded from the observations. Since the games required a necessity to speak and a challenge oral production in the target language, this proved to be executed with fluidity. When the students were playing the games, they used English most of the time for the duration of the game, they appeared to be comfortable using English. When incorrect grammar or pronunciation was spoken the students were guided, and corrected and the researcher did it without seeming condescending. When it came the time to introduce other materials, like flashcards and posters, again all the instructions were giving in English and before the task began all questions were answered that regarded the vocabulary.
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Songs also rendered a great help because music awakens a different sense in the body. These songs were not a random but chosen with relation to the topic. If the topic that was to be taught was prepositions, students were provided with a copy of the lyrics with all the prepositions missing, so the students had a purpose to listening. While the pupils listened to the songs, it was obvious they enjoyed the music and often they asked to hear it again and they were seeing singing along, which is a good evidence that they were speaking in the target language. 2.6.4 CONCLUSIONS How do didactic materials influence oral communication? This is the
question that was proposed primarily, and it is the sole basis for this project and the answer is as follows. First of all, the materials were new to the students and this not only interested them but it gave a different challenge that they had never seen before. The games, while providing a fun activity which seemed like a break from the book work they were accustomed to, gave them a chance to work in teams and work toward a common goal where they spoke in the target language sometimes without even realizing. The effects were positive and it was evident from the questionnaires which were conducted at the end. They could speak with fluidity when engaged and they performed in a secure environment leading me to believe that they could confidently communicate to other speakers of English. Professionally, experience was enriching, different ways were learned to teach and an insight to give and see others grow. It was discovered a confidence was gained to coordinate a group of teenagers using education as guiding light. As a first
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time working at a high school and experiencing, the students regarded the teacher as a leader. Immediately a sense of eagerness was created to mold their minds and the researcher shared the love of language acquisition and more importantly English. There were obstacles that had to be overcome and this was an exciting time for everyone involved. Feedback was a major tool that was relied on and used by both the researcher and the students. In the future these lessons that the researcher learned will be taken in classroom with new students. Personally this project aided me in many ways. There were two aspects in which to rely on the most for executing this paper. The first was the education gained from my university, the University of Pamplona. The second was the good teachers and the entire educational program offered at the university.
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CHAPTER III OUT REACH COMPONENT
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3.1 INTRODUCTION The English programs content offered at high schools, should be oriented to introduce artistic and cultural activities allowing students to use the language in natural contexts. These communicative events improve the knowledge and the
handling of different skills which produces good results and create new learning environment supplying the most interactive, motivational and exciting experiences for learners.
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3.2 OBJECTIVES 3.2.1 General Objective To participate actively in the academic, cultural or religious activities of the institution. 3.2.2 Specific Objectives To create spaces where students are able to demonstrate their skills in a second language. To recognize the importance of linguistic and social activities as a didactic device to ameliorate the educational conception.
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3.3 ACTIVITIES 3.3.1 ENGLISH FESTIVAL SONG The English festival song was carried out in order to celebrate La Semana Calasiencie. This event was directed to elementary and high school students High school students had the
interested in showing their artistic aptitudes.
opportunity of choosing their songs. The festival took place during different days; September 22nd for elementary school and September 24th for high school. Both of the presentations were accomplished at La Concha which is a place used for school activities. Rehearsals were planned every Tuesday and Thursday from 3:00p.m to 5:00 p.m. It was necessary to assist students with their pronunciation and vocabulary questions. Moreover, the researcher participated as a member of the jury to decide who the winner was. The event was held at night time from 6:00p.m to 9:00p.m. In the crowd there were students from the high school, parents of the participants and friends of everyone involved. In the front of the stage, there was a table that was designated for the members of the jury, two University professors, two teaching practitioners, and a native English speaker. Hosting the contest, there were two English teachers from the high school. The contestants started after a short introduction of the English program by the two teachers.
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At the end of the contest every student received a certificate of appreciation of their participation. The winners attained a special award to motivate them to
participate in the activities organized by the institution. Figure 1.2 shows the song sung by the participants. GRADE Sixth Grade Seventh Grade Eighth Grade Ninth Grade Tenth Grade Eleventh Grade SONGS NAME Where is the love On the floor Where them girls at Party Rock Anthem Sym Rihanna Remix Figure 1.2 songs sung by the students The following aspects were taking into account by the jury when making their final decision (See annex H): Pronunciation; Stage handling; Attitude; Body expression.
3.3.2 TUTORIALS
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One day every month tutorials were offered to students to help them with their English learning process. There was a list with the name of those students who were failing the subject and it was mandatory for them to attend. There were four teachers in charge of helping students with their doubts or questions. Sometimes, all the teachers had to tutor pupils because the list of students failing was large. Tutorials were programmed to last two hours from 9:00a.m to 11:00a.m. For this period of time, students had their teachers permission to excuse the classroom. 3.3.3 GLEE CLUB Part of the students final grade is participation in the Glee Club, and in the Glee Club students were required to sing a song of their choice to the teachers. There were two teachers who were assisting the students with this and those were, their corresponding English teacher and the practitioner. During the time the students were to prepare for their performance, the pronunciation and the accuracy of the song was corrected. Sometimes it was
necessary to advise the students to choose another song if it was too fast or difficult for them. If the student so desired they had the option of doing singing in pairs or in groups of three. After the corrections had been made and the practice was complete, they performed. This activity was planned to last two hours. Figure 1.3 presents students performance date.
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GRADE 8B 9A 9B 10A 10B 11A 11B October 26th October 24th October 27th October 26th October 27th October 21th October 27th
DATE
Figure 1.3 students performance date 3.3.4 HALLOWEEN ACTIVITY Due to the time of year this dissertation was written during Halloween. Permission was asked to conduct an out of the norm activity that was fun and interactive as well as a facilitator in reinforcing some cultural points. A game board (See annex I) was introduced where the pupils could engage in a speaking event where important vocabulary and pictures reveled and taught these main points. The activity was a game board with spaces on it. The class was divided into groups and each group received two different game boards with a die. On one of the games boards there were pictures of particular vocabulary, ten in all. Before starting the game it was explained the significance of each picture and its relevance to Halloween.
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Then the activity began. One player from each group would roll their die and whichever space it landed on another student had to answer, if correct they advanced toward the finish. Also on the game board, as in most game boards, there were spaces that hindered the group by sending them back to the beginning and on the other hand there were spaces that helped advance. This Halloween activity was found to be educational as well as fun for the classroom as a whole. The spirit of Halloween was brought to the environment and simultaneously teaching culture in a colorful manner. On top of that, it engaged the pupils in a speaking activity where questions had to be answered and if executed correctly they had the opportunity to win giving a challenge which peaked the students interest. This interesting and involving activity is one that was found to be rewarding and one that is hoped to use in the future and one that would be recommended for this spooky time of the year to any ESL teacher.
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CHAPTER IV ADMINISTRATIVE COMPONENT
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4.1 INTRODUCTION The institution has different departments and functions in which the author of this study participated in order to help with the development of programs when it was necessary. The teaching practice gave me the opportunity to participate in several activities organized by the institution. These spaces were very valuable during the teaching practice since it was easier for me to be part of the schools team work.
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4.2 OBJECTIVES 4.2.1 General Objective To take involvement in the administrative aspects of the school.
4.2.2 Specific Objectives To augment the interest in the school in all its facets. To actively support and participate in curricular and extra-curricular activities.
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4.3 GENERAL ASPECTS 4.3.1 MISSION STATEMENT
The mission statement is a holy creed which reflects the Christian values of peace, hope and charity. By educating the children with love and encouraging them in a positive way, society will prosper. Guiding the students with the light of the Holy Spirit and the everlasting love of Jesus this establishment will achieve the goal it aspires to.
4.3.2 VISION STATEMENT
The vision of Calasanz school is to lead the children with the instruction that the Lord Jesus Christ taught us. Help them discover and reach their highest
potentials. This will reflect in a happy society. Gods will can be carried out as long as the children are aware of His divine power they will succeed.
In order to achieve this idea there are four main values:
- To gain a well-rounded sense of knowledge;
- Learn to live in harmony with our fellow human beings;
- Develop the ability to understand the difference between right and wrong;
- Build a positive self-identity and be at peace with oneself.
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4.3.3 SCHOOL GOVERNMENT Cooperativo Calasanz high schools school government consists of main departments: 1.The Directory; 2. Directive council; 3. The academic council; 4. Students council; 5. Teachers council; 6. Level s council; 7. Students representative.
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4.4 ACTIVITIES There were areas of activities where the student teacher had involvement as required by the institution. The following is a description of each activity in detail of every function. 4.4.1 DEPARTMENT MEETING: At the commencement of the fourth period all of the English teachers got together to read the disciplinary and academic issues that happened for the duration of the period. 4.4.2 ASSESSMENT WEEK: For this assessment week the practitioner went to monitor the students while the teachers helped answer any questions the pupils had for each of the subject. Each day the student teacher was in a different classroom pertaining to whichever exam the students were taking. 4.4.3 DISCIPLINE: To help with different facets concerning discipline, especially during the breaks, teachers were sent to different parts of the school and stood to supervise the students. Teachers had to make sure that uniforms were worn properly and see that classrooms were empty and the students were behaving correctly. 4.4.4 LEVEL-UP ASSESSMENT: At the end of each period student who failed goals had to go to the school in the afternoon to develop a workshop and present an evaluation about their corresponding topics.
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4.4.5 RECOPERATION WEEK: For all the students who were not as fortunate to pass the curriculum in the normal duration of the course, got another opportunity in the end. This time lasted for a week, starting on Tuesday the fifteenth until the seventeenth of November. The practitioner went around to each grade and helped them with any questions, comments or concerns the students had in English.
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REFERENCES - Atkinson, P & Hammersley, M. (1994) Ethnography and Participant Observation. Handbook of qualitative research (pp. 248261). Thousand Oaks, CA: Sage.
- Bernard, H. (1988). Research Methods in Cultural Anthropology. Newbury Park, CA: Sage.
- Berns, M. S. (1984). Functional Approaches to Language and Language Teaching (pp. 3-21). Reading, MA: Addison-Wesley.
- Carter, Y & Thomas C. (1997). Radcliffe Medical Press.
Research Methods in Primary Care. Oxon,
- Chang, G.C (2001).
Educational Planning Through Computer Simulation
(Education policies and strategies, ED-2001/WS/36.), Paris: UNESCO.
- Denzin N. and Lincoln Y. (Eds.) (2000). London: Sage Publication Inc.
Handbook of Qualitative Research.
- Futonge, K (2008). Halloween Gameboard. Downloaded on October, 20 2011.
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- Hsieh, H & Shannon, S.E. (2005).
Three Approaches to Qualitative Content
Analysis. Qualitative Health Research, 15(9), 1277-1288.
- Kendall, J. (1996). A practitioners guide to reflection in service-learning: Student voices and reflections. Nashville, TN: Vanderbilt University.
- Koohang & Riley (2009). Interdisciplinary of E-Learning and Learning Objects E-Learning and Constructivist from Theory to Application. Jeanne Schreurs Hasselt University Belgium, Georgia USA.
- Lantolf, J & Appel, G (1994). Theoretical Framework: an introduction to Vygotskian approaches to second language research. Vygotskian approaches to
second language research. London: Ablex Publishing, 1-32.
- Lepper, M.R. & Cordova, D.I. (1992). A Desire to Be Taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, p187-208.
- Littlewood, W. (1981). Communicative Language Teaching. Cambridge: CUP.
- Mack, N & Namey, E (2005). Qualitative Research Methods: a data collectors field guide. Family Health International.
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- Malone, T.W (1981). Towards a Theory of Intrinsically Motivating Instruction. Cognitive Science, 5, 333-370.
- Mayring, P. (2000). Research, 1(2).
Qualitative Content Analysis. Forum: Qualitative Social
Retrieved July 28, 2008, from http://217.160.35.246/fqs-texte/2-
00/2-00mayring-e.pdf.
- Ministerio De Educacin Nacional. (2006). Estndares Bsicos De Competencias En Lenguas Extranjeras: Ingles. Colombia.
- Newby, D. (1998). Theory and Practice in Communicative Grammar: Language Policy and Language Education in Emerging Nations, Series: Advances in Discourse Processes Vol. LXIII, pp 151-164. Stamford.
- Padrn, C, Dodero, J, Daz, P & Aedo, I (2001). The Collaborative Development of Didactic Materials. Universidad Carlos III de Madrid, Spain.
- Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage.
- Prez, M. (2000). Language and Meaning: Data Collection in Qualitative Research. University of Southern California.
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- Potter, W. J. (1996). An Analysis of Thinking and Research about Qualitative Methods. Mahwah, NJ: Erlbau
- Richards, J.C. & Rodgers, T.S (2007). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
- Shank, G. (2002). Qualitative Research. A Personal Skills Approach. New Jersey: Merril Prentice Hall.
- Silverthorn, P (1999). Jean Piagets Theory of Development.
- Smith, C (2002). The Effects of Songs in the Foreign Language Classroom on Text Recall and Involuntary Mental Rehearsal: Louisiana State University.
- Wertsch, J (1985). Vygotsky and the Social Formation of Mind.UK: Harvard University Press.
- Wu, S (2008). Reducing Unproductive Learning Activities in Serious Games for Second Language Acquisition. University of Southern California.
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ANNEXES
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PEDAGOGIC COMPONENT ANNEX A: CLASS OBSERVATION FORMAT
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INVESTIGATIVE COMPONENT ANNNEX B LESSON PLANS
LESSON PLAN #1 UNIVERSITY OF PAMPLONA FACULTY OF EDUCATION FOREIGN LANGUAGES PROGRAM
SUBJECT: English TOPIC: FUTURE WITH BE GOING TO AND WILL GRADE: 8th DATE: 5th-9th September
STANDARD
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Students will employ and understand Future Simple Tense and Future with Be Going to in conversations and texts in everyday English.
LEARNING GOAL To identify the construction of the Future Simple Tense and Future with Be Going to. To get students talking to each other using the Future tenses taught. To have students work in pairs to ask and answer questions about themselves and then tell the class about his/her partner DURATION OF EACH CLASS: 50 MINUTES METHODOLOGY I will present a conversation to introduce the topic. I will focus on the picture that illustrates the conversation. I will throw them some questions like: Are these people friends? How old are they? What do they do? What time of year is it? How do they feel?. Students will try to guess the answers. Before reading the conversation, I will write these questions on the board: What is Nancy going to do?
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What is Julia going to do? What sport is Julia going to practice? What does Julia do to help Nancy?
Students will voluntary answer the questions. Then, while I read the conversation, students will listen to me to pay attention to the pronunciation. After that, I will play the role of one the characters presented in the conversation. Then we switch the roles with each other. The class will be given in English then a short synopsis of the grammar structures. I will write be going to and will in different columns. I will ask them to find examples of be going to and will in the conversation and write them in the correct column on the board. I will explain the difference between be going to and will. Students will work individually on some exercises from the book, I will ask them to use contractions where they can. I will walk around the class and give help as needed. Then, we will compare the answers. Students will be asked to make a circle and everybody will give their opinions about how they think life is going to be in the year 2150, taking into account different issues. They will also write a short paragraph describing how they think their lives is going to be in the future.
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Finally to reinforce the topics explained by the teacher, I will have students make 7 groups of five people to play a game board. This game board has a series of boxes that students will move their assigned piece according to the number that was rolled on a die. Words on the game board have simple phrases or words that students will use congruently with given phrases like probably.. etc. Exercise #1 I might.. , I will
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Exercise #2
Exercise#3 Imagine what life will be like in the year 2150. Make notes about the following topics: Technology Transport Education Health Environment Food
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Entertainment Fashion
Exercise #4 Write a description of what your life will be like in the future including your ideas on the above topics. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _______________ Exercise #5
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RESOURCES Guide book, blackboard, markers, cd, radio, poster, game board. EVALUATION Students will write a paragraph using future with be going to and will structure giving coherence to their writing compositions. BIBLIOGRAPHY Downie, Taylor and Jimnez (2008). Best choice 8. Bogot: Santillana. Richards, J; Hull, J; Proctor, S. (2005). Interchange 1 third edition. New York: Cambridge University Press.
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LESSON PLAN #3 UNIVERSITY OF PAMPLONA FACULTY OF EDUCATION FOREIGN LANGUAGES PROGRAM
SUBJECT: English TOPIC: FIRST CONDITIONAL GRADE: 8th DATE: 19th-21th September
STANDARD Use appropriately First Conditional in texts and conversations at the same time. LEARNING GOAL To work in groups to practice the First Conditional Constrution.
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To play a game of bingo using First Conditional sentences. To focus on speaking and listening skills.
DURATION OF EACH CLASS: 50 MINUTES METHODOLOGY I will commence this topic with a brief illustration by giving the students the idea of first conditional building by writing sentences on the board (for example, if I study, I will pass the exam). I will enforce the students in order to use the first conditional correctly; they must use the simple present tense and future with will. I will give them the structure to form the first conditional (if+simple present, future or furure,if+simple present). I will tell them that the first conditional refers to the future and that it is used when there is a possibility that if event might ever happen. I will write different examples on the board and I will ask them to identify the condition and the results in the sentence. Then I will say the beginning of certain phrases and I will ask students to complete the whole sentence orally. I will focus the students on the exercises
presented in the book and put them in pairs to do the exercises. To review the answers as a class, I will make a request for them to form a circle and I will model the following activity: Walking around touching my students head saying duck, duck, duck, etc. and when I say goose the apprentice will have to get up and go to the
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front to do the corresponding exercise. Then it will be his/her turn touching his/her classmates heads. For better understanding, I will give them a different activity which is a bingo game. I will ask them to make groups of six people, I will explain that each student will be given a card containing six boxes. In each box there is the ending of a first conditional sentence. I will read out the beginning of a sentence and that if a student has the correct ending on their card they can cross it off. The first student to cross off all six boxes shouts Bingo and is the winner. Exercise #1 Complete the sentences using the words in brackets. Example: If you ______________ (listen) carefully, I______________ (tell) you what to do. If you _____li_s_t_e_n_____ carefully, I ___w__i_ll_ _te_l_l____ you what to do. 1 If you ______________ (study) hard, you______________ (pass) all your exams. 2 You ______________ (have) an accident, if you______________ (not be) careful. 3 If you ______________ (miss) the bus, you______________ (be) late. 4 Your teacher ______________ (be) angry, if you______________ (be) late. 5 If you ______________ (go) to bed late, you______ (feel) tired in the morning.
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6 If you ______________ (invite) me to your party, I ______________ (help) you with your homework. Write sentences using the prompts. Use contractions. wake up late / miss bus If I wake up late, Ill miss the bus. 1 miss bus / lose job ______________________________________________ 2 lose job / have no money ______________________________________________ 3 have no money / stay at home ______________________________________________ 4 stay at home / sleep a lot ______________________________________________ 5 sleep a lot / wake up early ______________________________________________ 6 wake up early / get a new job
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______________________________________________ 7 get new job / be tired ______________________________________________ 8 be tired / wake up late ______________________________________________ Are these sentences correct or incorrect? Write the correct versions. 1 If we hurry, we be on time. Correct / Incorrect ______________________________________________ 2 If you work hard, you will do well. Correct / Incorrect ______________________________________________ 3 What will you do if you dont have any homework tonight? Correct / Incorrect ______________________________________________ 4 Ill help you, you ask me. Correct / Incorrect ______________________________________________ 5 If you look carefully, you will found it. Correct / Incorrect ______________________________________________
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Exercise #2 Bingo Game Card 1 I will go to university I travel the world I will make pizza and chips I work very hard I will work very hard I am tired in class Card 2 it rains tomorrow I go to the beach I will be tired in class I will buy a new mp3 player I will watch a horror film I eat too much chocolate Card 3 I work very hard I will work very hard I am tired in class I meet the right person I watch a horror film I will go to university Card 4 I will buy a new mp3 player I will watch a horror film I eat too much chocolate I will go to the beach I will visit Buckingham Palace it rains tomorrow Card 5 I meet the right person I watch a horror film I will go to university
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I travel the world I will make pizza and chips I work very hard Card 6 I will go to the beach I will visit Buckingham Palace it rains tomorrow I go to the beach I will be tired in class I will buy a new mp3 player RESOURCES Guide book, blackboard, markers, and bingo game, worksheet. EVALUATION I will present them with three situations to choose from and they will create one role-play using the first conditional about the situation they chose. The class will work in pairs and then give them the instructions in English very slow and clear so there is no question as what the students are to do. I then ask them to, on a piece of paper carefully compose a short skits at least three lines per student and practice until they feel comfortable to present it in front of the class. While the pupils are preparing their skit I monitor the room making myself available to any concerns. As each pair performs their final product I will remain silent and write down any mistakes I hear so I can use for error recognition. BIBLIOGRAPHY Macmillan Publishers Limited (2006). www.macmillanenglish.com/inspiration.
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ANNEX C: REFLECTION REFLECTION 3rdCLASS The topic for today was first conditional. I started with the introduction of the theme by giving an explanation on the board. I showed some examples, then I had them to do some exercises in their notebooks, then, we checked them on the board and orally. They asked me all the topics they had about this topic and I guided them one by one monitoring around the classroom. At the end of the class, we did a competition on the board. I took two students to the front and I wrote the beginning of a sentence (it could be in simple present tense or future tense) and the one who finished it first correctly was the winner. They all participated just to show who the smartest one was.
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ANNEX D: STUDENTSLIST
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ANNEX E: QUESTIONNAIRE
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ANNEX F: SUPERVISORS OBSERVATIONS FORMATS
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OUTRICH COMPONENT ANNEX G: ENGLISH FESTIVAL SONGS PHOTOS
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ANNEX H: ENGLISH FESTIVAL SONG FORMATS
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ANNEX I: HALLOWEEN GAME BOARD
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ADMINISTRATIVE COMPONENT ANNEX J: PHOTOS

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Problem-solving, advance thinking skills and deep understanding are emphasized.

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Time 5:45-6.40 6:40-7:30 7:30-8:20 1st BREAK 8:50-9:40

Monday Attendance Attendance 8B

Tuesday Attendance 8B Attendance

Wednesday Attendance Attendance Attendance

Thursday Attendance Attendance Attendance

Friday Attendance Attendance Attendance

DEPART MENT MEETING

DEPART MENT MEETING

10:30-11:20 Attendance 2nd BREAK 11:40-12:30 Attendance 12:30-1:20 Attendance

Figure 1.1 weekly schedule

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CHAPTER II RESEARCH COMPONENT

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