UNIVERSIDAD MAYOR DE SAN ANDRÉS FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN CARRERA DE LINGÜÍSTICA E IDIOMAS
IMPLEMENTATION OF ENGLISH WORKSHOPS THROUGH INTEGRATED SKILLS IN ORDER TO IMPROVE STUDENTS’ ENGLISH LANGUAGE PROFICIENCY AT UNIVERSIDAD INDÍGENA BOLIVIANA AYMARA “TUPAK KATARI” DURING 2012
TRABAJO DIRIGIDO PARA OBTENER EL TÍTULO DE LICENCIATURA EN LINGÜÍSTICA E IDIOMAS
BY: YURI REYNA PATZI MONTALVO SEFERINA QUISPE APAZA ANGÉLICA MARÍA SANDOVAL TOUCHARD
TUTOR: Dr. TEOFILO LAIME AJACOPA
LA PAZ – BOLIVIA 2014 UNIVERSIDAD MAYOR DE SAN ANDRÉS FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN CARRERA DE LINGÜÍSTICA E IDIOMAS
Trabajo Dirigido:
IMPLEMENTATION OF ENGLISH WORKSHOPS THROUGH INTEGRATED SKILLS IN ORDER TO IMPROVE STUDENTS’ ENGLISH LANGUAGE PROFICIENCY AT UNIVERSIDAD INDÍGENA BOLIVIANA AYMARA “TUPAK KATARI” DURING 2012
Presentado por: Univ. Angélica María Sandoval Touchard Univ. Seferina Quispe Apaza Univ. Yuri Reyna Patzi Montalvo
Para optar el grado académico de Licenciada en Lingüística e Idiomas
Nota numeral: ……………………………
Nota literal: ………………………………
Ha sido …………………………………..
Director de la Carrera de Lingüística e Idiomas: Lic. Virginia Coronado Conde
Tutor: Dr. Teofilo Laime Ajacopa
Tribunal: Lic. Roberto Quina Mamani
Tribunal: Lic. David Aduviri Delgado
This work is dedicated to my dear family: my father, my mother and my sister who taught me that even the largest task can be accomplished with a bit of effort. Thanks for your support!
Yuri
I dedicate this work to my parents (Rosauro and Trinidad), my husband, my son Matias, my sisters and my brother for supporting me, with love:
Seferina
This work is dedicated to all my family: parents, sisters and my little nephews whose support and motivation help me to make this dream come true. Thanks to all of them!
Angélica ACKNOWLEDGEMENTS
In the same way we want to express our gratitude and appreciation to our tutor Dr. Teofilo Laime Ajacopa for his valuable help during the development of the guided work. In the same way, to our institutional tutor Lic. Jose Luis Marquez for his constant supporting.
Also, to thank from the deepest of our hearts to Universidad Indígena Boliviana Aymara “Tupak Katari” for opening its doors and allowing us to develop there our guided work and finally to our Linguistic and Language Department.
God bless you!
INDEX
INDEX ABSTRACT INTRODUCTION …………………………………………………………… 1 CHAPTER I - DIAGNOSIS SECTION 1.1.Context description (Huarina) ……………………………………. 3 1.1.1. Historical aspect ……………………………………………. 3 1.1.2. Geographical aspect …………………………………………… 4 1.1.3. Socioeconomic aspect ……. ……………………………………. 5 1.1.4. Sociocultural aspect ……………………………………………. 6 1.2.Institutional Background (Background diagnosis of the Universidad Indígena Boliviana Aymara Tupak Katari - UNIBOL)……………. 7 1.2.1. Historical aspect ……………………………………………….. 7 1.2.2. Geographical aspect ………………………………………….... 9 1.2.3. Sociocultural aspect ………………………………………….... 9 1.2.4. Institutional administrative diagnosis ………………………… 10 1.2.5. Curricular pedagogical diagnosis …………………………..… 11 1.2.6. Physical structure diagnosis …………………………………… 12 1.2.7. Methodology …………………………………………………… 12 1.2.8. Evaluation …………………………………………………….... 13 1.3.Needs …………………………………………………………………… 14 1.3.1. Institutional needs ……………………………………………… 14 1.3.2. Linguistic needs ………………………………………………… 15
CHAPTER II – PROPOSAL SECTION 2.1.Background …………………………………………………….…….. 21 2.1.3. English as a foreign language ……………….…….…….. 21 2.1.3. Communicative approach ………………………..…….……. 22 2.1.3. Constructivism approach ……………………….….……….. 23 2.1.3. Language skills ……………………………….….…….…. 24 2.1.3. Integrated Skills ………………………………………………… 27 2.1.3. Concepts of competence, proficiency and knowledge………… 28 2.1.3. Concepts of workshop, lecture, colloquium and regular class.. 30 2.1.3. Lesson Plan design …………………..………….……………. 32 2.1.3. Motivation ……………………………………….…………….. 33 2.2.Justification………………………………………………….…….…. 34 2.3.Objectives ……………………………………………………..……… 35 2.3.3. General objective ……………………………………...…….. 35 2.3.3. Specific objectives ……………………………………...…….. 36 2.4.Registers of developed the guided work …………………..….…..… 36 2.5.Strategies of action……………………………………………….…... 37 2.6.Action plan ………………………………………………………….. 38
CHAPTER III – PROPOSAL DEVELOPMENT 3.1.Sequence of activities………………………………………… ……. 42 3.1.1. First stage (Implementation of the guide class) ….………... 42 3.1.2. Second stage (Implementation of lesson plan) …………..… 43 3.1.3. Third stage(Implementation of the workshops’ evaluation) 48 3.2.Achievements………………………………………………………… 50 3.3.Experiences ……………………………………………………….…. 71
CHAPTER IV – RESULTS 4.1. Results of the implementation of the Guided Class ……………. 76 4.2. Results of the workshops final evaluation ……………………...... 77
CHAPTER V - CONCLUSION AND RECOMMENDATION 5.1. Conclusion ……………………………………………………………. 80 5.2. Recommendation …………………………………………………….. 81
BIBLIOGRAPHY …………………………………………………………… 83 APPENDIX Appendix 1 – Instruments ………………….………………………… 85 Appendix 2 – Collecting data…………………..……………………… 107 Appendix 3 - Photographs …………………………………………..… 137
ABSTRACT
It is very well known that learning a foreign language entails many processes and techniques in order to achieve fluency and accuracy; this is the case of English as a foreign language in Bolivia. Moreover, it is even more difficult to follow it as second language because it implies another procedure. Learning English as foreign language is difficult, hence this is the case of a lot of Bolivian students, since they are not exposed to the target language due to our context and in fact they are not able to practice this language in a proper foreign language environment.
In this sense, this work presents a set of proposals of workshops in order to reinforce the four English language communicative skills to overcome some communicative problems that language students can have due to their lack of practice. In this way, the present work was developed at the Universidad Indígena Boliviana Aymara “Tupak Katari” (UNIBOL), where we observed that many students needed help with English language since their regular language classes do not provide them enough language training to improve their proficiency. Also, due to the context in which they are in, it is more difficult to be exposed to English language. It means that their surrounded environment cannot allow them to practice the language. In consequence, English language has not been learned accurately. So that, this project aims on describing some problems that UNIBOL’s students faced up when learning English. To sum up, there were applied different language learning techniques in order to make students improve and practice their proficiency in English language.
Finally, it is important to mention that after analyzing all the information provided during the project, it is asseverated that all the students’ mistakes were solved and reinforced by the application of the workshops and lesson plans applied. The students’ motivation, self- esteem and language performance increased compared to the daily activities they used to do; since the findings of this project let us know that linguistic theories applied, during the workshops, were useful to create and develop a practical and joyful atmosphere during the language teaching - learning process.
RESUMEN
Es bien sabido que el aprender un idioma extranjero conlleva a varios procesos y técnicas para llegar a ser hábil en una segunda lengua; este es el caso del inglés en Bolivia. Además, es más difícil aplicarlo como un segundo idioma, porque esto implica otro tipo de procedimientos. Aprender inglés como idioma extranjero es considerado difícil según muchos estudiantes Bolivianos, puesto que los mismos no se encuentran expuestos al idioma y de hecho no son capaces de practicarlo en diversos contextos.
De este modo, este trabajo presenta una serie de propuestas y talleres para reforzar las cuatro habilidades comunicativas, además de superar ciertos problemas comunicativos expresados por los estudiantes como resultado de la falta de práctica del idioma. De esta manera, el presente trabajo fue desarrollado en la Universidad Indígena Boliviana “Tupak Katari” (UNIBOL), donde se observaron diversas necesidades de los estudiantes para aprender inglés; puesto que, sus clases regulares no les proveen el conocimiento suficiente del idioma. Además, debido al contexto en el que están inmersos, es más difícil estar expuesto al idioma Inglés. Esto significa que su entorno no les permite practicar o aplicar el idioma en diversos contextos comunicativos. En consecuencia, el idioma Inglés no es aprendido de manera apropiada. Por tanto, este proyecto se enfoca en describir algunos problemas que los estudiantes de la Universidad UNIBOL afrontan al momento de aprender el idioma. Para resumir, hemos aplicado diferentes técnicas de aprendizaje para hacer que los estudiantes mejoren y practiquen sus habilidades en el idioma Inglés.
Finalmente, es importante mencionar que después de analizar toda la información requerida durante el proceso, podemos mencionar que todas las debilidades de los estudiantes con este idioma fueron resueltos y reforzados mediante la aplicación de los talleres y las planificaciones de aula aplicados. Su motivación, auto estima y desarrollo en clases incrementó con respecto a las actividades normales que solían hacer a diario. De este modo, los resultados de este proyecto nos permite conocer que las teorías lingüísticas aplicadas en la investigación y el desarrollo de los talleres son totalmente útiles para crear y desarrollar una atmosfera práctica y motivacional durante el proceso de enseñanza aprendizaje.
INTRODUCTION
Language learning implies a systematic process of following different steps; those involve not only learning with different methods, based on theories, but also by putting them into practice. In this sense the purpose of this guided work is to accomplish “workshops through integrated skills in order to improve students’ English language proficiency”.
This work was held at Universidad Indígena Boliviana Tupak Katari “UNIBOL” in 2012 and it was divided into two sessions per semester. The methodological focus got for this work was the integrated skills approach, by implementing, as principal instruments, the lesson plans that were designed for and applied in every workshop. At the beginning, “UNIBOL” students have shown serious lack of understanding at the moment they were asked to perform in English language during the sessions; it means they had some weaknesses with the communicative skills of English language.
The challenge was to develop and implement workshops that might help them to handle with their competence in the target language. Moreover, the purpose of the guided work was to reinforce the students’ English language proficiency based on their needs; those were initially identified and later developed into different lesson plans which took into account specific topics.
Therefore, these workshops got as main goal to help students to reinforce their English Language Proficiency in order to train them to be ready for practicing the English Language in the four communicative skills. The workshops were didactic and motivational; they were focused on integrating skills and, as reference, Communicative and Constructivism approaches were applied as an attempt to offer something more than flat or monotonous sessions. There were a lot of activities; these were enjoyed by the students as well as they have learned the target language. Furthermore, students were supported emotionally and psychologically as a way to increase their motivation and self-confidence with the target language. In addition, students were constantly stimulated and supported by the teachers.
This work obtained the following results. On one hand, students improved their Proficiency in the four English Language communicative skills; their mistakes in the target language were less frequent than before the development of the workshops, in addition they increased their vocabulary and learnt more about English language grammar. On the other hand, they felt more comfortable learning English due to the techniques used for developing the workshops, helped them with their self-esteem and self-confidence at the moment to participate and to do an activity. In this sense, these workshops were very useful for UNIBOL’s students.
That was the process followed for an effective development of the guided work, assisting students and assessing them to solve their needs showed during the English language learning process were useful resources; it was done as a way of increasing their proficiency. At the same time it was noticed that the university requires support with the English language programs. Thus, it was important to listen what students liked to focus on when learning a foreign language. In this sense the workshops could help them to cheer up their interests in the target language.
CHAPTER I
DIAGNOSIS SECTION
1.1 Context Description (Huarina)
1.3.3. Historical aspect
According to Castañeta1 Huarina is located in the Arasaya zone, it was a place with a large number of vicuñas (Andean Camel) a long time ago. These animals were found on the hills, they were moved from the “cordilleras” (snowed hills) to eat and sleep, that is why people, who used to walk through it, named the place “wuari” (Aymara terminology) meaning “vicuñas” in Spanish language, and later it was changed into “Huarina” as it is known today.
During the pre-Columbian period, this area was better known as the land of “Jach’a Omasuyus”, Aymara voice meaning “Región Grande de Agua” (Huge Water Region); thus people who used to live on this area worked as hunters and fishermen. Afterwards of the arriving of the Spanish conquerors, they were confined to slavery in the name of the Spanish crown.
Along the history of the Republic of Bolivia many wars and battles were held; one of them was precisely held in Huarina in 1547, the battle is, nowadays, known as the battle of Huarina.
The small town of Huarina is renowned for being the land of birth of Andres de Santa Cruz y Calahumana, the 7th president of Bolivia, from 1829 to 1839, and the founder of the Universidad Mayor de San Andrés (U.M.S.A.) in La Paz and the Universidad Mayor de San Simón (U.M.S.S.) in Cochabamba. He was a Creole, for being the son of a Spaniard and a Bolivian native.
1Investigación de la Estudiante Nelly Castañeta Flores- Proyecto Historia de Huarina, 2011 1.1.2 Geographical Aspect
Huarina is strategically located on the region, it is the capital of the 3rd municipal section of the Omasuyos province and it is sited to 74 km of distance from La Paz city. The trip takes 45 minutes by bus; the road is called “Panamericana” and it goes from La Paz to many other provinces including Huarina. It has a height of 3820 meters above sea level, its latitude is about 1620 and a length of 6863, the population is 8329 inhabitants according to the census of 2012.
The administrative political division has an organized structure of the municipal government of Huarina, it shows a hierarchical structure and each member is elected by democracy in a general assembly. It is political division is into “cantones” and it has 19 communities: (Huarina, CotaCota Alta, CotaCota Baja, Apuvillque, Tairo, Semancha, Quimsachata, Utavi, Coromata Alta, Coromata Media, Coromata Baja, SipeSipe, Pairumani, Berenguela, Cuyahuani, Antacollo, MocoMoco, Isla Cojata, Sorejapa, Sancajahuria Chico).
“Estructura Organizativa de Huarina”
The objective of the cantons’ authorities is to establish the taxes, and to give attention as well as to supervise the problems of the community, at the same time to control the work done by the NGO’s and others organizations. However, the most important objective for them is to think about the development of the community.
Huarina has half humid and dry weather. For example, sometimes there are rainy seasons that start approximately between October and November and last until March. The dry season follows on, April, May, June, and so on. The normal temperature is 13ºc with lows of 6ºc degrees below 0ºc in winter, 20º c degrees is the maximum temperature in a hot season and it has a humid of 43º degrees. “Huarina”, nowadays has some water springs that comes up directly from the “Coromata” community and finishes over the “QiqaJawira” (Aymara terminology) river.
1.1.3 Socioeconomic Aspect
The most important areas are the agricultural and livestock. Mostly, people’s incomes come from the fishing activity due to they are surrounded by the Lake Titicaca. At the same time they offer different kinds of dishes usually prepared with fish they caught. Also, they have potato crops which are the essential source for their domestic consumption and commerce. As well as they have fields of beans, onions, barley, quinoa and others. Besides, these products are for bartering in fairs for other ones.
Huarina is a friendly town linked to traditions, autochthonous dancing and folk music, tales, legends and more. The landscape represents a kind of curvy topography surrounded by oriental or real mountain ranges with nice snow; it also has rivers crossing the village, and the wonderful Lake Titicaca that suggest to take a walk, to rest and to appreciate the view, on this way people can value the diversity of wild birds. Among the communities going from “Huarina” to “Huatajata” nice hostels, with a beautiful view to Lake Titicaca, are possible to be found.
1.1.4 Sociocultural aspect
The word Huarina comes from an Aymara voice; with the arrival of Spaniards and other changes people are able to speak two languages, Aymara and Spanish. Catholicism is the principal religion practiced by the inhabitants. In Huarina there is a cathedral called “Nuestra Señora de la Encarnación”, and there are also protestant temples like “Evangelica Nazareno”, the same that from 2003 to 2008 was used as an UMSA’s center for the nursing college but currently it is just a veneration temple.
Regarding the local celebrations there are too many, such as: the Bolivian carnival, when people group into “comparsas de Ch’utas” (traditional dancing performance) especially on the last Sunday of carnival known as “domingo de tentación” (Sunday of temptation). There are also other celebrations like: All saints’ day, festividad del Señor de Mayo (3rd of May) and the most famous festivity in this region is the Festividad de la Virgen del Rosario, known for its dancing such as Morenada, Caporales, Tobas, Kullawas, Llameros, and others. This is the most important saint venerated. The celebration is held during early October and it is very crowded for people living at the nearest villages of the region, and also by national and international tourists. As an advantage, the village has coverage of different communication networks such as: ENTEL, VIVA and TIGO, as well as there is internet connection and WI-FI. Moreover, there is media, a TV station and two local radio stations: Ondas del Titicaca AM. and Estación Latina FM.
The Huarina’s principal access is a paved road; this is the route for travelers to Copacabana, Sorata and Puerto Acosta. There are varied means of transportation, people can move through vehicles of high tonnage and low tonnage, also by water transportation which is of Totora Rafts and sail boats.
1.2 Institutional Background (Background diagnosis of the Universidad Indígena Boliviana Aymara Tupak Katari “UNIBOL”)
1.2.1 Historical aspects
The Universidad Indígena Boliviana Aymara Tupak Katari was created for the necessity of a new university excluding, for any reason, the colonial structure; where the color of skin or the social class is not an important fact. It is intended to promote policies of decolonization, based on three fundamental principles: intercultural decolonization, productivity and community education, where all people have the same opportunities because of their knowledge, capacities and merits and not because of their race, ethnos, or other particular characteristics.
The president of Bolivian Evo Morales made the creation of the Universidad Indígena Boliviana with the Spanish stands “UNIBOL” by the Supreme Decree 29664, the 2nd of August, 2008. It has three headquarters, one in Warisata (La Paz), another in Chimoré (Cochabamba) and another in Kuruyuqui (Chuquisaca). The Indigenous University’s goal is to develop a new kind of higher education, which is alternative intercultural community in order to reinforce the political changes of the country. Into its economical aspect, the university depends on the Ministry of Education; it is financed by the 15% from the annual resources of the Developmental Fund of the Indigenous and Native Peoples and Peasant Communities that comes from the direct taxes of the Hydrocarbon source and from resources of foreign funding (Grants and Donations). Classes in Aymara, Quechua, Guaraní, Spanish and English languages are offered to students of the University. It also bestows certificates for higher technician, bachelor and master’s degree.
The knowledge provided to students of different majors is according to three main principles: the model of ayllu (Unidad – mayamaki, taqini), this means fraternity, then (jilla-sullka – kullakasik’a) which means brotherhood and sisterhood as values of an ethical and moral life, and (purapatayanapt’asisa, purapt’awi) that means mutual cooperation between human beings. Furthermore, this university follows ideological principles such as: liberation, communal political organization, revaluation of Andean cultural identity, solidarity and reciprocity.
In Huarina, La Paz, the headquarter of Warisata was first founded, and in 2009 other headquarters in Cuyahuani, which belongs to Huarina was founded as well. The last one mentioned has four majors in Engineering: Altiplanic Agronomy, Food Industry, Textiles Industry, Veterinary and Zootecnia. At the beginning, the headquarters in Cuyahuani belonged to the vivarium of CORDEPAZ (Corporación Regional de Desarrollo de La Paz). These four majors were opened according to a view and analysis of the productive growth that increases the economic activity of Bolivia. It refers to the dynamic strengths of the region (soil resources, livestock farms and textile industry).
The purpose of the university is to train professionals with fundamental skills. Since the admission in college preparatory courses until the end of the studies the university is of free thinking. The university offers a technical level (first degree dissertation) that covers three years of academic formation, the bachelor degree level (thesis) comes two years afterwards of finishing the technical level this means five years of academic formation. Finally, the master level (thesis), this can be fulfilled in two years after achieving the Bachelor level. Thus, it means seven years in total. Students have free lodging, feeding and studies since they enter to the university.
UNIBOL University has a vision of an organization that seeks to prepare professionals with a productive communal and intercultural vocation. It integrates the social diversity in order to achieve a good life by practicing tolerance, love, truth, peace and Plurinational coexistence. Moreover, as main goal, it has the objective to train men and women inside the ancestral and universal science for developing culture by social participation in a sustainable way and reaching the local and international context.
1.2.2 Geographical aspects
The Universidad Indígena Boliviana Aymara “Tupak Katari” is located in the Department of La Paz, Omasuyos Province, and 3rd section of the Municipality of Huarina in Cuyahuani Community. Geographically, the Cuyahuani Community is located between the coordinates 16º 20º and 16º 25’ South latitude and between 68º 43’ and 68º 35’ West longitude, to an approximate height of 3810 above sea level. This community is surrounded by vegetation, big eucalyptus, mountains and the Lake Titicaca. To arrive to Huarina it takes 70 km from La Paz city and it must be considered that there is a paved highway. And from Huarina to Cuyahuani it takes 5 minutes by bus, 15 by motorcycle and 60 by foot.
1.2.3 Sociocultural Aspect
Since the establishment of this university, young Bolivian natives have the access to study; those were people who did not have enough money to enter to university. This university gives the same opportunities to all young students who are able to have a vision for the future, to get a higher technician, bachelor degree and master’s degree, valuing and enhancing the Bolivian ideology, cultures and languages, it is for that reason that a professional of any career can acquire the elemental knowledge with the ability to make his or her job in Bolivia or any other countries, that is why they learn Spanish (a tool for communicating in daily life) Aymara a native language (to strength intercultural and identity values) and English as foreign language (to be part of the world).
During 2012, the university had graduated students in higher technician in the four majors. Graduated students must prepare a dissertation about productive ventures in order to obtain the certificate degree, which is provided thanks to state- financed loans. Moreover, the students take part of all traditions and costumes of Huarina, besides of other special dates such as: Memories of the Tupak Katari’s dead, anniversary of the creation of the Plurinational State and anniversary of the foundation of UNIBOL University. 1.2.4 Institutional administrative analysis
The Universidad Indígena Boliviana Aymara “Tupak Katari” as an institution is organized in a way to allow a relation between the community assembly and the university assembly, Rector, department directors and administrative supporting. As it is understood, the community assembly is integrated by the Rector, Directors of different majors, students’ representative of each career, a representative from educational ministry, authorities’ representative from the Aymara region and representatives of the productive institutions. This area establishes the rules for planning and evaluates its accomplishment according to the social demands and the productive characteristics.
University’s assembly is formed by the rector, directors of different majors, and students’ representative of each career. This area develops and carries out the university’s educative plan, approves the annual institutional estimate and between other tasks established by the general statutes. Its work is to set up the rules for the planning and evaluates the fulfilling according to the social demands and the productive characteristics. At the beginning, the Rector was chosen by the State’s President, but today he/she is elected by the community’s assembly; he/she can be Rector only once during three years according to the age of hiring and head graduate. They are not chosen by a competence of parties or group of political people but a direct way through the system of rotation and turn. Career directors are evaluated based on tests of competence and by loyalty to the career. Their place is rotated by turns and compulsion by a period of 3 years according to the age of hiring and head graduation. Administrative supporting is named based on a resist of requirements and is in charge of helping to the indigenous university.
Any decision that is made by the university, like department directors election, professors grading, or other stuff is also considered by the union and origin representatives from the Aymara region of the productive institutions. The university is structured under the community’s democratic system. They have to fulfill their work as elected authorities and care for the students to be formed as indigenous human resources under a community model with the philosophies, principles to value, appreciate and develop the intracultural and intercultural from the Aymara region. From 2009 to 2013 the university has a total of 1182 signed students, from them 623 are women and 559 are men. It has 142 professors by department, and approximately 30 to 48 professors for the high technician level.
1.2.5 Curricular pedagogical diagnosis
All professors must have good level in reading, speaking and writing of the Aymara language and it is incorporated previous evaluation through competence tests that are announced in a public way according to rules. Professors must present their work plan in order to create a semester plan. Each semester students take 8 subjects. Each subject lasts 5 academic hours, a total of 225 minutes. It means that students stay at the university from Monday to Friday. Some stay on weekends, in that way they achieve their practices according to the chronogram of each subjects.
During the entire academic year there are institutional activities and some out of the institution. Based on a productive education, it means the value the productive benefits of the region, by applying the modern science and technology. Also it applies a community education. It means that professionals are taught to star business based on the community family model. After an analysis based on a diagnosis in the UNIBOL in the department of Textile engineering (2nd semester) and food engineering (6th semester) it was found the missing of communication among classmates. This lack of communication affects the English language learning since students of the second and sixth level cannot communicate in this language because the lack of understanding, studying habits, big amount of subjects, etc. and they cannot reach the level of knowledge as the curriculum diagram establishes. They have to use intermediate English in order to reach technical level.
1.2.6 Physical structure diagnosis
The UNIBOL has been recently formed. It does not have many classrooms but the ones that are built are new and big with a great lightening, acrylic board, individual seats, etc. For teaching English language there is not a specific classroom or “laboratory” yet. That is why students do not have a good atmosphere to follow the process of English language learning, less for feeling motivated. The lack of didactic material was also notable because they use a whiteboard, books and notebooks only. Moreover, they do not have easy access to extra material; university does not have a specialized library for English language learning. However, in the last month, a virtual classroom was introduced for the use of students.
This new tool consists of using selected information from internet into the university’s web site. Something that must be noticed is that this virtual classroom has its own atmosphere; the information is about all subjects of each major including English language. Therefore, it was made as reinforcement of this virtual classroom in the English area for helping students with didactic material. As well as helping them to gather information related with the language.
1.2.7 Methodology
The Learning Process is theoretical and scientific and it is developed inside and outside the classroom, this means in the countryside. Learning is directed by the professor, the rural experts of the communities or the authorities of the socio-productive center according to the subject and the syllabus of the semester. The empiric part was developed in the labs and with working in the countryside or productive centers. (On the basis of communitarian projects of socio-productive development)
The subjects’ methodology is focused on the “chakana” (Aymara terminology) a theory where four dimensions are developed: Munaña (Wish, dimension of energy and spirituality, science of the worldviews). Yatiña (Wisdom, dimension of knowledge about technology and research). Luraña (Work, dimension of management of technology, research and production). Atiña (Power, dimension of the political, territorial, communitarian and productive administration).
The methodological, theoretical and scientific development reaches the 40 % at UNIBOL. The methodological – practical development reaches the 60% at UNIBOL and the Community or productive center. (Socio-productive development)
1.2.8 Evaluation
The pedagogical evaluation is focused on the perspective of “Chakana” which is based on the permanent evaluation of the educative processes from the beginning through to the end. In this process only the way and purposes of the evaluation change. Its development is made in three moments. The first one is a diagnosis - process evaluation that is made before initiating oral and written learning process in order to identify background knowledge, pedagogical – technical problems, and others related to the development of the socio-productive activity. The second is the formative - process evaluation that is made during the learning process by oral, practical and written tests that allow internalizing the background knowledge and the committed mistakes of the students through the communitarian learning process. And the third one is the summative- process evaluation that is made after each learning process by oral, written and practical tests that allow proving if the syllabus containing was assimilated by students.
The indicators of the process evaluation are made from the next elements onward: Theoretical evaluation from the “Chakana” perspective at UNIBOL 40% Practical evaluation from the Chakana perspective at UNIBOL 30% Productive practical evaluation in the socio communitarian organization 30% TOTAL 100%
A = Optimal performance 80 - 100 B = Satisfactory performance 61 - 79 C = Reflexive performance 56 - 60 D =Critical performance 51 - 55 E =Not satisfactory performance 25 - 50
1.3 Needs
1.3.1 Institutional Needs
As it has been mentioned above, the Universidad Indígena Boliviana Aymara “Tupak Katari” was created recently and has many necessities regarding infrastructure and programs of study. The university has the economic resources for training skilled professionals for this century, it gives students boarding facilities, they have access to computers and internet, and they also have the chance to apply for scholarships abroad. However, they show weaknesses that need to be supported. For example, authorities need to review the programs of each major because there are some subjects that are necessary and compulsory but others are not at all. In 2012, English language was taken out from the program due to students did not agree with taking the subject because they said it was not necessary to take this language as subject and they would like to learn technical English.
Something important to be mentioned is, in order to know students’ needs a non- structured interview was done. This is a failure in this guided work, because the interview was not done systematically, however; students were asked about many characteristics of English language teaching at the University. The obtained answers showed that they would like to reinforce and improve their English language proficiency because they did not feel reliable about what they had learnt in their regular English sessions. Besides, they expressed their scares towards participating into English classes due to their low motivation, they also stated how they would like to learn English language, being suggested to make more dynamic, didactic, and less boring classes. Therefore, with all this data, workshops were based on approaches that were considered the best ones for achieving students’ desires to acquire a better English language proficiency level.
Furthermore, the university has a high level of technology, but it is not given the appropriate importance not even the adequate use. University has instruments such as computers and internet, but students ignore how to use them. Therefore, university decided to implement an intranet were should be educative information about all the subjects of all majors and English language (as subject in the program of study) was not an exception. UNIBOL asked postulants for helping to uploaded English language material and information. In this sense, it was made an improvement of the intranet by uploading kind of virtual classrooms. At the beginning teachers were trained for the use of the intranet, in that way it was filled with information and material that were used for the workshops into beginners, intermediate level and for the library as well. It included readings, videos, listening and practices; also a dictionary was uploaded as a suggestion. For one side, the use of the intranet was new for the students so for getting its advantages, teachers’ training was necessary. Something important to take into account was that everything was approved by the UNIBOL authority, the academic tutor and the institutional one.
1.3.2 Linguistic needs
In February of 2012 some research methods were possible for students who were chosen at random (see appendix 1-A) Thanks to a diagnosis test it was found out that most of the students had problems with English language four skills (listening, speaking, writing and reading). The analysis of the diagnosis test was based on a questioner as indicator with the respective parameters Nothing – N (0% no correct answers), A Little Bit – ALB (25% correct answers), Satisfactory – S (60% correct answers) and Very Good –VG (90% - 100% correct answers) (see appendix 2-A). Fifty students from different majors took the test by showing the following results:
INDICATOR Nº 1 - How much do they know about English language?
Initially, they were asked to write their names. Students who understood the order wrote their names other ones did not write it. The next order was “Fill the table with the words from the box”.
Table in fat on beautiful good chair
Late good chair at window desk early Pillow far badly purse at nice
NOUN ADJECTIVE PREPOSITION ADVERB
Results:
33% of students knew something about English language because according to their comments they were taking English language subject for a second time. Other 53% knew a little bit about the language; they answered by writing their names, but they did not recognize all the grammatical categories. Other 10% had almost a satisfactory recognition of the grammatical categories. And finally, other 4% knew English language pretty well. Most of them had problems with understanding both grammar and meaning of some vocabulary.
INDICATOR Nº 2- Can they read sentences, paragraphs, or texts in an autonomous way? They were asked to read a paragraph, and then they had to answer questions and read out answers.
Mary is really happy because she is working in a hospital. She is 25 years old, and she likes to help people. She wakes up at 7:00 a.m. In the afternoon she watches TV and relaxes. And at night she goes to sleep at 11:00 p.m.
1. Where is Mary working? ..…………………………….………………………. 2. How old is she? ...... 3. What does she like to do? ...... 4. What time does she wake up? ...... 5. What does she do in the afternoon? ......
Results: 36% could not understand anything about the paragraph, or answer the questions. Other 28% had a little bit of comprehension of what they read, so they did not answer all the questions. Other 32% had a satisfactory comprehension because they could answer almost all the questions. However, they had some difficulties of pronunciation when they read their answers. Other 4% had a very good comprehension of the reading and their pronunciation was quite good. Therefore, according to the data found most of the students did not have the skills to read and comprehend a short paragraph.
INDICATOR Nº 3 - Do they participate orally by expressing their ideas or feelings?
They were given the following order: To describe and share the drawing.
______
Results: The 38% neither described the draw nor shared it, other 40% described the drawing but with some mistakes in writing and speaking, like cohesion and pronunciation, other 16% did a satisfactory job, however there were some mistakes in writing and pronunciation and other 6% did it very well.
INDICATOR Nº 4 - Do they know something about English grammar?
Students were read the sentences in Spanish and the verbs and adjectives were explained as well and then they were given the order of recognizing the verbs and adjectives in the following sentences by underlying the verbs and circling the adjectives.
1. John is a very intelligent boy. 2. She doesn’t like to be a bitter person. 3. They are great actors. 4. We dislike winning small prizes. 5. They prefer to eat salty food.
Results:
32% of students who neither listened nor recognized what they learned in English but they paid attention, another 46% tried to work but they were a bit confused with the verbs, other 18% were satisfactory in the results nonetheless they took a lot of time to solve the exercise and other 4% did it very well.
INDICATOR Nº 5 - Student produces coherent sentences in English
They were given 5 sentences that were disordered and they were asked to put them in order according to their background knowledge of English language. 1. beautiful / you / are
……………………………………………………………………………
2. you / tonight / are / doing / What / ?
……………………………………………………………………………
3. working / project / is / on / important / an / He
……………………………………………………………………………
4. in the USA / fast food / eat / than in / People / other countries / more
…………………………………………………………………………...
5. People / lights / Why / their / houses / around / did / have / ?
………………………………………………………………………….
Results: 30% of students could not produce coherent sentences in English language, other 52% of the students could unscramble some sentences, however they had trouble with the meaning of the words and the right order, other 16% did it satisfactory but they had trouble with the order of the words as well, so they took a lot of time doing the task and other 2% did it very well.
INDICATOR Nº 6 - Apart from their weekly English classes, do they think that they need extra classes for reinforcing their English language learning?
In order to answer this point, the following question was developed.
Besides your regular classes of English language do you think that you need extra ones in order to reinforce your knowledge?
With the following options: Yes – No Results:
The 100% of the students need extra classes in order to reinforce their English language proficiency. Besides of the implementation of the diagnosis test, another technique considered to develop this work was the direct observation that was applied to all surveyed students, so it was collected useful information related to other weaknesses like the interference of Aymara, since most of the students were Aymara’s native speakers and English language became more difficult for them.
Moreover, students’ proficiency in the 6th semester is not adequate for the English level in which they are in. It means that they are not confident when it is time to put in practice their English language. They were not given a good environment and motivation in their English language learning process. Even some of them did not know why learning English in their university would be useful for and the reason was that they still did not know the benefits that English language could offer.
Something that is important to mention is that most students do not care enough for English subject, but when they have to handle their final projects they face up problems with writing and presenting it in the language that is required, in this case, English language.
CHAPTER II
PROPOSAL SECTION
2.7.Background
2.1.1. English as foreign language
As it was already mentioned, all of us have a mother tongue or L1 that is acquired unconsciously because of cognitive processes followed during childhood, society and the environment human beings are exposed to. However, due to the development of our country and according to globalization it is necessary to learn another language, or L2, in order to have a better communication with the whole world. In this sense it can be said that one way to be part of this globalization is to learn the language that is considered universal, lingua franca, which is English language.
In many countries English is considered a second language; because it is part of daily life. For example, it is used for the mass media, or for official and commercial institutions such as: education, legal aspects, exportations, and so on. And it is very important to learn this language to be part of this community and have a normal life. In general words, a language is considered a “second language” when it plays the same communicative roles, as the mother tongue does, in a country or community. Moreover, English language is not necessary considered a second language in all the countries. “… in the rest of the world, English is a foreign language” (Broughton, 1978). That is, it is taught in schools, often widely, but it does not play an essential role in national or social life. This means that people do not need English to take their daily life or belong to a language community, so they can learn English or another foreign language just as an instrument that can help them to achieve a specific purpose. For example: a young boy that wants to learn English because he likes the American music and he wants to understand it better. In fact, English language is taught and learnt in Bolivia as foreign language because it does not take part in our daily life, but English is necessary to achieve specific purposes of people who want to learn English as L2.
Thus according to what was said above, teaching and learning English as second language is not the same as teaching and learning it as foreign one. “(…) we use the term English as a second language for the teaching of English to speakers of other languages in an English-speaking environment or in an area where English is widely spoken as a lingua franca” (Rivers & Temperley, 1978). One aspect that influence very much is the context, because in the first case the learners can listen to English everyday in conversations, television, newspapers, etc, and have the opportunity to use and practice the language in different situations. But, in the case of foreign language learners, English is not present in their daily life and teachers must contextualize the theme that they are teaching and try to make them practice a little bit more because they will not can practice or listen English very much out of the classroom. “We retain the term English as a foreign language for areas where the student of English will not often hear or have opportunities to use English for communication”. (Rivers & Temperley, 1978)
2.1.2. Communicative approach
The Communicative Approach or Communicative Language Teaching (CLT) is an approach that emerges from many researches in order to reach a good approach for teaching a foreign language dating from the 1970. Many researchers looked for reaching communicative competence instead for learning systematically only grammatical structures as many other approaches did. At the beginning CLT was seen as a method but because its expansion it became an approach that has like objective: to achieve communicative competence that means to use the target language “effectively and appropriately” (Richards & Rodgers, 1986).
There are four linguistic competences that must be reached in order to achieve communicative competence: “grammatical competence, sociolinguistic competence, discourse competence, and strategic competence.” (Canale & Swain, 1980). The first means properly the grammatical structures, the second refers to how to use appropriately the language in different social contexts, the third refers to express or understand the meaning of each message and to interpret the real message that a text could have, and finally the fourth refers to the strategies for initiating, maintaining or finishing a conversation. These competences are important for developing the communicative skills of a language because language is not only conformed by grammar but involves many other characteristics or aspects that make us express and understand a language correctly.
2.1.3. Constructivism approach
Constructivism is a new approach in education which claim is that only human beings are able to understand information they have constructed by themselves. Therefore, it is also important to focus on what individual teachers bring of themselves to the teaching – learning process. As this, it is an approach that seems to lie in the area of teachers’ beliefs about themselves, and about learning and its educational relevance and about learners. So, constructivism lies at the core of a pedagogical model.
“Therefore, teachers’ constructions of learning and learners need to be made explicit. At the same time, social interaction emphasizes the importance of both the context of learning and the nature of the social and communicative interactions that take place within the context, usually a classroom”. (Williams & Burden, 1997). Also, it is necessary to know students’ requirements for learning something, to identify why particular ways of acting and thinking are considered desirable. So, in what way appropriate contexts will be chosen for being considered to work. “… a constructivism approach to education is best put into practice by presenting issues, concepts and tasks in the form of problems to be explored in dialogue rather than as information to ingested and reproduced” (Glasersfeld, 1995). It means, that everything students will learn must not be static, they do produce new things, in the way they are receiving knowledge. In order to achieve a product, students need to be motivated, it means feel self- confidence for doing it.
”The motivation to master new problems is most likely to spring from having enjoyed the satisfaction of finding solutions to problems in the past….the insight why a result is right, understanding the logic in the way it was produced, gives the student a feeling of ability and competence that is far more empowering than any external reinforcement… if students do not think their own way through problems and acquire the confidence that they can solve them, they can hardly be expected to be motivated to tackle more” (Glasersfeld, 1995).
It can be understood that, when teachers face up normal classes, basically, there are never appropriate habits to teach in a way they appear to be totally effective, even though students came to the classroom they may not be motivated for paying attention to the whole class.
2.1.4. Language Skills
There are four skills to achieve the competence in a language. These are: listening, speaking, reading and writing. “Note that these four language skills are sometimes called the "macro-skills". This is in contrast to the "micro-skills", which are things like grammar, vocabulary, pronunciation and spelling” (EnglishClub.com. 2012) In that way, these macro-skills can be divided in two groups, receptive skills as listening and reading and productive skills as speaking and writing. They are called receptive because they do not produce language to do these. For example, they can listen to a song but they are only receiving the sounds, they are not singing. But, productive skills need the production of the language, need the action of the student.
Listening is one of the four skills; it is not only to perceive the sounds, but also to imply the understanding of sounds’ meaning. Therefore, to listen needs the effort and attention of the students. It is very hard to identify sounds that do not exist in our phonological system, sounds that can modify the meaning of a word even the meaning and intention of a sentence. This is the case of English language that has more vowels than Spanish language. Moreover, this skill can benefit other skills, for example speaking. “It helps you learn how to pronounce words properly, how to use intonation, and where to place stress in words and sentences” (EnglishClub.com. 2012). Therefore, it is very important to use activities focused on this area in order to practice and develop a better listening ability.
Speaking is another skill; it is a very important part in communication to express our ideas and feelings. To speak, students must know a little bit of the target language code and the teacher plays an important role in make them know it. Before, the years of the technology, especially before the invention of tape recorders, the only way to study the foreign language was through the texts or writings that permit students to have contact with the language. “The written code, once learned, has not proved to be of great use for oral communication, being too elaborate, too cumbersome, and too intellectually demanding because it is less redundant than the spoken code” (Rivers, 1968)
However, at the present time, it is easier to practice this skill; thanks to technology there is material that can be useful for this case. Students must learn not only to use “correctly” the code but also it is necessary to learn another aspects that make speaking understandable and fluently.
“… for example, the prosodic features of pitch, intonation, and duration; the expressive features of tone of voice, gesture, and facial expression; the phonic features of assimilation and juncture, and sandhi variations (liaisons, elisions), yet all of these play a part in conveying the full import of a spoken message” (Rivers, 1968).
In this case, the listening activities are very useful too, because students can capture these features from video tapes or similar stuff.
Reading is the next skill, it is a process that is learned during childhood, but of course, it is learned in the mother tongue. In the case of English, it uses a Latin alphabet and writing system even though there are differences in pronunciation. Nevertheless, reading implies not only to decode the symbols but it is also necessary to understand and interpret the message that a text contains. Thus, reading is very helpful when combined with other communicative skills, because it can help students to gain vocabulary, to know about punctuation, syntax, and, if the text is read aloud, it can help in pronunciation as well. In addition, according to the text it can be very useful for learning about the culture and contexts of the target language. “Reading is therefore a highly valuable skill and activity, and it is recommended that English learners try to read as much as possible in English” (EnglishClub.com. 2012).
Equally, it is very helpful that students learn some good habits for reading; for example, if the intention is not focused on pronunciation but understanding the better way to get the message is to read in silence, without moving the head and pointing the words with fingers. This habits make that the students use only the eyes and with practice to have an efficiently reading skill. “Reading is an important way of gaining information in language learning and it is a basic skill for a language learner” (Tae, 2006).
Finally, writing is a good way to measure the achievement of students. Producing writing with their knowledge about the target language it is a good way to put in practice what they learnt. To write, also, is very useful for spelling, because when reading is fast students tend to not to see the entire word but they know the meaning. However, when they write a text, they test themselves about spelling; additionally, they practice syntax and try to organize the words in a coherent and comprehensible way. Writing “… is of considerable importance for consolidating learning in the other skills areas, it provides a welcome change of activity, and it will always remain useful, although not indispensable, in the area of testing” (Rivers, 1968).
Students can practice this skill and the other ones in many ways inside writing. For example, they can make copies of a book, resumes, essays or short compositions, this according to the level of them. But it has to be pointed that writing is not the only activity that can be used to practice the language at the classroom, to do that would be boring for students. So, “It should, however, be considered the handmaid of the other skills and not to take precedence as the major skill to be developed” (Rivers, 1968).
2.1.5. Integrated skills
There are methods and techniques for teaching English language, and many of them are focused in each skill. That means in most English lessons skills like listening, speaking, reading and writing are taught separately. However, in the last years and according to the communicative approach (used in this work) it will be better, and useful, to teach the four skills in an integrated way. There are two models of integrated skills approach: Content - based Instruction and Task - based instruction. The first one talk about to teach skills but using content, that means that students learn the target language while learning subjects of content such as Math, Science, Literature, etc. The second one is about to do tasks by using communicative language that means teacher uses different type of activities where students can use an authentic language with the goal to overcome the activity, (Oxford, 2001)
This model needs material that integrates the four skills and a teacher who is in charge of developing the task. Therefore, according to what was said above, this guided work uses the integrated task-based instruction because it is the most practicable model for the students’ population. In this sense, teachers use not only one skill but all of them in the prepared activities, even without realizing about it. For example students can read a text (reading) and then write another comparable (writing), or teacher can introduce, himself (listening), and students, according to what they had listened, can reproduce the same utterance (speaking). Therefore, generally, a receptive skill (listening and reading) could be integrated with a productive skill (speaking and writing) because it is an easier way to relate the four skills.
Integrated skills approach has a great advantage for teaching and learning a foreign language and that is “…it exposes English language learners to authentic language and challenges them to interact naturally in the language.” (Tolstykh & Khomutova, 2012). This means, it prompts students to use authentic language for communicative interaction and not only for passing a test. Moreover, it develops real comprehension of the language and not only its grammatical form; it is also motivating for students of all ages because it can be adjusted according to the students’ language level
Nonetheless, teachers must know the limitations of integrated skills due to there are some cases where it is necessary to emphasize in one skill only. This situation will depend on student’s needs or lessons’ topics. For example, to know the correct intonation of questions, teachers must emphasize on listening more than on writing, because to foreign students there is a little bit difficult to perceive that difference of intonation between information and yes/no questions.
2.1.6. Concepts of competence, proficiency and knowledge
This work is focused mainly on the implementation of workshops for improving English language proficiency; however it is important to mention some related concepts, too.
CONCEPT DEFINITION INTERPRETATION COMPETENCE Linguistic competence defines the system of rules that It refers to the linguistic code. It governs an individual’s tacit understanding of what is the level of capability that each acceptable and what is not in the language they speak. The students owns in order to create concept, introduced by the linguist Noam Chomsky in correct structures in a coherent 1965, was intended to address certain assumptions about way. It means that students language, especially in structuralism linguistics, where the must be able to use appropriate idea of an unconscious system had been extensively grammatical structures, elaborated and schematized. Competence can be regarded vocabulary, and adequate as a revision of the idea of the language system. The pronunciation, intonation for empirical and formal realization of competence would be creating statements. When performance, which thus corresponds to diverse Chomsky refers competence structuralism notions of parole, utterance, event, process, would be performance, wants to etc. Chomsky argues that the unconscious system of show that people need to linguistic relations, which Ferdinand de Saussure named construct structured sentences, langue, is often mistakenly associated with knowledge or so appropriate language, ability (or know-how). (Chomsky, 1965) appropriate ability.
A student’s ability to engage in conversation, understand Language proficiency refers to written or spoken text and present information orally or in a person’s ability to use a
writing is developed over a number of years of learning a language for a variety of
language. Each person is unique, and even in immersion purposes, including speaking, programs, not all students attain the same level of listening, reading, and writing. PROFICIENCY proficiency in the same period of time. However, all
students should be able to increase their proficiency each It can be understood that is the year if they are in a high-quality language program taught ability of an individual to speak by a fluent and capable teacher. So, assessing language or perform in an acquired proficiency is a critical component of program evaluation. language. And it depends of the guide of a teacher, what kind of An even more important reason to assess language feedback it is going to be proficiency is to provide students with accurate feedback on applied for focusing abilities on their developing abilities in the language. While grades may the language. be based on many non-linguistic factors, such as attendance, mastery of specific grammar points, or completion of homework, language proficiency focuses only on what a student is actually able to do with the language. (ACTFL ProficiencyGuidelines, 2012) The linguistic theory of Chomsky has changed the long, According to Chomsky human KNOWLEDGE traditional way of studying language. The nature of beings acquire knowledge as knowledge, which is closely tied to human knowledge in innate ideas; it means language general, makes it a logical step for Chomsky to generalize with the world in particular. his theory to the study of the relation between language and Using a deductive reasoning, the world-in particular, the study of truth and reference. But for understanding the use of his theory has been controversial and his proposal of language in a systematized "innate ideas" has been resisted by some empiricists who reasoning, starting into a characterize him as rationalist. rational point of view.
Rationalism stressed the power of reason as opposed to empirical facts and used deductive reasoning as the basis for their knowledge system. Chomsky's theory is an empirical science and his method is largely based on linguistic empirical data. Therefore, Chomsky's theory is not rationalist in the classical sense. (Chomsky, 1986) 2.1.7. Concept of workshop, lecture, colloquium and regular class.
This work is principally based on the implementation of workshops; nevertheless it is important to mention some related concepts, too.
CONCEPT DEFINITION INTERPRETATION
It is a collective building space that combines practice and theory on a It refers to any training
WORKSHOP theme, making the most of the experience of the participants and their process which involves training needs. participation and increases individual motivation and A limited number of people take part in a workshop. There is collective capacity to learn; Creating participation to carry out an active, creative, specific, punctual and visual examples of systematic job. This is achieved by means of contribution and exchange proposals, discussions and of ideas, discussions, agreement and other creative standpoints that help agreements that come up to lead to points of view and new alternative solutions to given problems. in a workshop, makes it The main aim of a training workshop, is that the participants, in line with easier to participate and their needs, reinforce what they have learned through reflection and focus on fulfilling needs. discussions focused on the shared concepts and methodologies. To achieve this, a group of people needs to be responsible for organizing, The workshop objectives facilitating and chairing the training sessions, so that they help and guide came from knowledge and the group of participants to achieve their learning objective. Its great awareness of the advantage is that it can develop in a group and participative atmosphere. participants' needs; This allows space for exchanging experiences and thus stimulating varied participation, as a process, learning. If, however, at the start there is not a clear commitment, the is the most important workshop will be in vain. The duration of a workshop and the number of condition for ensuring that participants depends on a number of criteria, in particular the need to learning does indeed take study in depth and expand on the training theme. (English Translation, place; and visualization is 2005) important as well.
LECTURE A lecture is an oral presentation intended to present information or to Lectures are presented to (conference) teach people about a particular subject, for example by give information about a university or college teacher. Lectures are used to convey critical specific topics based on information, history, background, theories and equations. A politician's theories, history or just to speech, a minister's sermon, or even a businessman's sales presentation inform about updated may be similar in form to a lecture. Usually the lecturer will stand at the information that later is front of the room and recite information relevant to the lecture's content. shared into a time of The object of a conference is to provide new knowledge to a wide group questions with the of people. Preparation and organization of this type of event is the joint lecturers. responsibility of various people in charge of different areas of work. If the group is very large, it should be divided into subgroups with the main The object is to just to subject in mind, so that by the end, the conclusions of each group can be provide new information merged. To make the most of this event, in the final session agreements about something or recommendations must be reached and some kind of commitment interesting. formalized. (Donald, 2000)
DISCUSSION The colloquium, despite it is Latin name, is not a formal session. It is an It is a discussion where (colloquium) opportunity to discuss and share with other people an overview of the people establish their research you have undertaken for your Tutorial and Thesis. In essence it points of view according is an oral progress report and process report combined. In the progress to a research where they section you should talk about the topic and the conclusions you are have to reach a conclusion reaching as a result of your research. In the process section you should presenting it as a result. talk about your methodology, including your method of working with your advisor. If you have had any problems --as in finding material on your subject, or meeting with your advisor on a weekly basis, or getting responses to a questionnaire, or duplicating results in a laboratory-- you should bring them into the discussion. If you have any questions, these should also be raised. The length of your presentation should be 5-10 minutes. Some students bring note cards or illustrations to help the audience understand their work. No written paper is required. You should plan to discuss rather than read. Your advisor may discuss your work with you. (Wikipedia, 2010)
REGULAR Student engagement is frequently used to, "depict students' willingness to Student engagement CLASSES participate in routine school activities, such as attending class, submitting requires that teachers required work, and following teachers' directions in class."However, the actively look for creating term is also increasingly used to describe meaningful student appropriate conditions for involvement throughout the learning environment, including students teaching. However most participating in curriculum design, classroom management and school of the time students are building climate. It is also often used to refer as much to student involved in going classes involvement in extra-curricular activities in the campus life of a as a monotonous activity. school/college/university which are thought to have educational benefits Schools follow a as it is to student focus on their curricular studies. In a number of studies curriculum design that student engagement has been identified as a desirable trait in schools; plans activities that will however, there is little consensus among students and educators as to be followed by them how to define it. A number of studies have shown that student during an entire year. And engagement overlaps with, but is not the same as, student motivation. sometimes includes (Newman, 1992) extracurricular activities. 2.1.8. Lesson Plan Design
A lesson plan is, as its name says, a plan for the application or development of a lesson. It is a kind of preparation from the teacher in order to be more efficiently for students. It means that, a lesson plan can provide the teacher “A clear and explicit presentation of aims and of the procedure by which they are achieved.” (Les, 1992). Besides, the lesson planning can help teachers to have a clear notion of the time as well as to know the sequence of activities and also the varieties of those activities for embracing the four skills.
A lesson plan can have some sections that are useful for teachers. For example: the level of the students, the total time to apply the lesson, aims or goals to achieve in class, aid or instrument to develop the class, the anticipated problems for having an idea of what could happen if something goes wrong, the procedure is the methodology to be used, and finally the comments where teacher can write about some failures or experiences in the class to have a reference. It is necessary to say, this is only a suggestion for making the lesson plan, and the teacher will decide how to structure the lesson, (Les, 1992).
However, there some aspects that can interfere with a lesson plan and those are the time, the quantity of students, the infrastructure of the classroom, the students’ needs, level, interest and attitude, motivation and finally the teacher, himself, because the development of a lesson plan will depend on his attitude and personality, since the same lesson plan can be different depending on how the teacher could perform it. Although, the aspects mentioned above could be a problem, the teacher should think in anticipated problems, that is why that section is included.
In contrast, each activity in its global purpose has to follow some stages for making it successful. The optional division of stages is Pre task, task and post task. The first is an introduction and organization for the activity; the second is the activity itself where the participation of the teacher is less than in the first stage; and the third is a kind of comments session where students discuss, give opinions, answers, and so on. At this stage, it could be better if students, themselves, make the assignment; certainly, teacher will be monitoring the process.
2.1.9. Motivation
In general terms, motivation is “…an inner drive, impulse, emotion or desire that moves one to a particular action.” (Brown, 1994). This means that motivation is a way to push somebody to do something. However, motivation is not only this, inside pedagogical concepts. Motivation is a way of studying or a model of conduct for stimulating the interest and the good will in a student, (Laeng, 1971). In other words, motivation wants to achieve the objective of the activity by keeping students’ interest with adequate stimuli.
Motivation is typically divided in two kinds which can be intrinsic (inside the students), or extrinsic (external factors), (Brown, 1994). On one hand, intrinsic motivation has to do with a self- motivation that means that a student has his own strong reasons for learning a language without expecting any reward except to learn the language itself. Intrinsic one is more length than extrinsic motivation because this is connected with students’ personality which wants an own enrichment about a subject or topic.
On the other hand, extrinsic motivation can last only a moment in the process of students’ learning because this refers to external factors that influence to a student for achieving a goal, such as prizes, money, points, etc. Even though intrinsic motivation is stronger than extrinsic motivation, both are important because a good extrinsic motivation, by the teachers for example, can carry student to obtain a better intrinsic motivation.
2.8.Justification
The present guided work tries to help students to learn English language by applying some approaches that were considered good enough to reinforce the process of learning a target language. In the case of UNIBOL University, students have English language as a curricular subject. However, it was observed, through the diagnosis, that those students have some weaknesses in their English language proficiency, these do not agree on the language level with the semester they are in. As well as some learning needs in which students needed to be reinforced. Thus, there are different reasons that support the present work.
First, the implementation of workshops instead of regular foreign language sessions has many advantages for students, because workshops are focused on combining practice and theory in a specific topic. In the case of UNIBOL’s students, they have regular English lessons but these were not enough for achieving the expected language level of proficiency. Therefore, the workshops allow to students to get out of the monotonous classes and to have an environment of active participation where teachers become guides who help students to fulfill their learning needs. Moreover, workshops increase students’ motivation since a workshop is dynamic, creative and personalized. In this sense, students are comfortable and have more self- confidence, because they are free to express and to give ideas without fear to make language mistakes.
Second, the principal approaches used for developing the guided work (integrated skills and communicative approach) are adequate for reaching the workshops’ objectives. Integrated skills’ approach is focused on the combination of the four skills according to students’ needs, due to each skill cannot be taught separately, but can be emphasized according to the topic’s needs. It helps students to practice real communication, because as it is seen in natural communication listening, speaking, writing, and reading are involved. The communicative approach looks for authentic communication that is not only based on grammatical competence but also in other areas such as sociolinguistic competence, discourse competence, and so on, to have an effective and proper communication. Therefore, it helps students to learn how to use and to understand the target language. This approach has many advantages for teaching and learning. Teachers learn many techniques to teach a foreign language and students take advantages from this. In a class based on Communicative approach, the teacher is not an authority, students can make mistakes and learn from them, there is no monotonous learning and didactic and technological material is present. All of this “techniques” provides benefits for students’ learning.
In general, the implementation of the workshops, supported by the applied approaches and techniques, helps to solve the UNIBOL students’ problems towards English language. They were able to have an active participation in class since they increased their self - confidence and motivation. Indeed, they improved their English language proficiency in all communicative skills because practice is the principal basis of the workshop. In addition, students realized that they had to put in practice the theory that they had learnt and so they had to be more constant at practicing the target language in order to handle it appropriately.
This work shows a teaching model that professors, who want to follow interaction in their language classes, could take as a reference. In the same way, this guided work is the first one that uses workshops as a way to reinforce the students’ English language proficiency and it will be very useful for future projects that share the same interests and objectives.
2.9.Objectives
2.3.1. General objective To reinforce the students’ English language proficiency from the Universidad Indígena Boliviana Aymara “Tupak Katari” through language Workshops.
2.3.2. Specific objectives To evaluate the students’ English language proficiency through the use of guided workshop. To elaborate lesson plans for each English Workshop, based on teaching strategies according to the Students’ needs, focused on the integrated skills approach. To apply the English Workshops according to the elaborated lesson plan. To evaluate the students’ English language development during the language workshops.
2.4. Registers to develop the guided work
This guided work has been developed during 10 months beginning March to December of 2012. According to Tintaya (2008) it is necessary to specify the indicators that were considered for achieving the objectives. Everything is illustrated in the next chart:
SPECIFIC INDICATORS INSTRUMENT OBJECTIVES To evaluate the students’ English -The register of data according to - Observation table. language proficiency through the use the direct observation. of guided workshop. -Lesson plan (guided -Activities focus on each skill. class) – Greetings.
-To apply a summative evaluation -Handouts of each task. To elaborate lesson plans for each -The topic that students learned in - In contact books. English Workshop, based on their University English classes. teaching strategies according to the -Evaluation table. Students’ needs, focused on the -Register of students’ progress. integrated skills approach. - 17 Lesson plans. -Ideas and activities for class . according to the Communicative and Constructivism Approaches. To apply the English Workshops -Institutional control of attendance -Attendance form. according to the elaborated lesson of teachers. plan. -Data table. -Data about students’ progress for each workshop. To evaluate the students’ English -A test for each skill. -Handouts language development during the language workshops. -Oral presentation to show -Cds. students’ development. . -Data show
At the beginning of the work, it was necessary to make use of one previous lesson plan (guided class) in order to assess the students’ previous knowledge of English language, thus divide them into basic or intermediate level, besides, checking what kind of difficulties students were facing up during the process of learning the target language. Considering the observation of the guided class, students needed to be sustained in the practice of grammar, vocabulary, listening, writing and most important skill speaking. That is why lesson plans were developed, and were based on the students’ necessities of both levels. Moreover, the focuses of workshops were based on the use of techniques and materials in order to motivate the interest of students for the language.
2.5. Strategies of action
Throughout the guided work, different problems were identified, so it was necessary to apply strategies that involved the steps, activities, techniques, and tools that were going to be used, for the beginner level and for the intermediate one. As main teaching strategy, the development and practice of a lesson plan which took into account other strategies such as students’ motivation and contextualization of learning activities. The following table offers details about the strategies developed in the guided work:
PURPOSES STEPS ACTIVITIES TECHNIQUES RESOURCES
To acquire Recollection and To search information about Observation and Internet knowledge about recognition of data integrated skills, analysis of theories different for elaborating a Communicative and Texts approaches that fit lesson plan Constructivism approach, Reading with the purposes read, analyze and select the of the guided work. important concepts Computer Data research To prompt students To incorporate -To use didactic material -Motivational strategies -Didactic materials. for enjoying motivational and give prizes. based on a English language activities into the constructivism -Prizes classes. Besides -To present motivational approach. increasing their interest for the lesson plan speeches. -Handouts target language. -To perform conversations in front of students.
To teach students to To contextualize -To use real materials for To apply theories bases -Real materials use authentic learning activities improving the environment of the communicative language which is of the activities. approach. -Authentic the purpose of the materials. approaches applied -To put into practice all the in the guided work vocabulary they have learned.
The development of each lesson plan took, at least, over 5 or 6 hours per week, the activities have been focused on increasing motivation of the students and the workshops had to be based on real materials; thus, the concepts of Integrated skills, Communicative and Constructivism Approaches were supposed to be read by the teachers.
After that, the lesson plans were supported on the following books: In contact, Real Time @merica, Top Notch, True colors, Sprint 4, New Parade 3 and finally from information found on Internet. Moreover, the university’s environment was helpful because the ground, the forest, the dining room, the library, etc. were features used to make the lessons more pleasant.
2.6. Action Plan
According to Tintaya (2008), the action plan is a guide of sequence of the activities and the stages developed during the application of the guided work. The next chart shows the stages, objectives, activities, procedures, time, resources, assessment and people in charge for each section. STAGE IN OBJECTIVES ACTIVITIES PROCEDURES TIME RESOURCES EVALUATION S CHARGE
Guided class Application of lesson Once per Photocopies Observation of Group of plan based on semester. the student teachers 1st Stage To evaluate the -Greetings communicative and -Whiteboard participation students’ English constructivism language proficiency -The alphabet approaches -Markers through the use of guided workshop. -Things to know -Flash Cards in a classroom
-Cds -Things to do /Radio -Things to say.
2nd Stage To elaborate lesson -To check out Application of From March -Students’ book Observation Group of plans for each English students’ guiding techniques focused to July. “In contact 1 - teachers Workshops, based on book on applied linguistic Beginning” teaching strategies theories according to the -To select the -In contact 3 Interview to Students’ needs, topics for the know the focused on the workshops -Books and students’ needs integrated skills photocopies about their approach. -To ask students about Applied English about their needs linguistic and Language in order to lesson plan. learning
- Internet
- Notebooks EVALUATIO IN STAGES OBJECTIVES ACTIVITIES PROCEDURES TIME RESOURCES N CHARGE
Complement the planed classes.
-To elaborate the lesson plan.
3rd stage To apply the -To apply the Activities based on From -Lesson Plan To make a Group of English lesson plans Integrated skills, March to table of teachers Workshops (following the Communicative and July(1st Photocopies contents for according to the steps established Constructivism semester) entering data elaborated lesson before for the Approaches -Blackboard about plan. workshops ) From students’ August to -markers progress in December each (2nd -Flash Cards workshops semester) (see appendix -Muppets 1-D)
-Realia
-Radio/Cds
-Data show
-DVDs
epe n hre ae en pcfe ad hy ee ikd ih h developed the with linked were they and specified been have charge in people objectives. As Tintaya mentions above, it was as a map in order to do an appropriate development an do to order in map a as was it above, mentions Tintaya As objectives.
IN STAGES OBJECTIVES ACTIVITIES PROCEDURES TIME RESOURCES EVALUATION CHARGE n h pa o ato srcue h atvte, h mtra, ie poeue and procedure time, material, the activities, the structure action of plan the In
To evaluate the th of our activities. of our 4 stage students’ -For evaluating Evaluation The Handouts -To evaluate with Group of English writing skill based on the first a test for each teachers language students did a Integrated and skill. development writing skills, second during the composition. communicativ week Texts language e and of July workshops. constructivis -Oral presentation m approaches. to show students -For evaluating TV development reading skill it The was taken into first account all and homework second DVDs related to week reading. of Decem ber
-To watch an episode of a Tv program for evaluating speaking and listening skill.
CHAPTER III
PROPOSAL DEVELOPMENT
3.2.Sequence of activities
The following chart describes the steps that were followed in order to apply the sequence of the guided work.
STAGES ACTIVITIES RESOURCES TIME
- Handout - Whiteboard -The first week of March Implementation of the guided 1st stage - Markers -The first week of class. - Flash Cards August - Cds /Radio - Lesson Plan - Realia - Handout - DVDs -From March to July Implementation of 17 lesson - Blackboard
2nd stage plans (Beginner and -TV -From August to intermediate) -Radio/Cds December - Markers - Flash Cards - Muppets - Data show, etc. Photocopies -The first and second Texts week of July Evaluation of the workshops 3rd stage TV (Beginner and intermediate) DVDs -The first and second week of December
As it can be seen in the previous chart, each stage was completed at a relevant time and with the appropriate resources or tools. In the next paragraphs and charts, these stages will be explained one by one in full detail.
3.2.1. First stage (Implementation of the guide workshop)
The guide class was applied at the beginning of the workshops to know the English language proficiency the students had and their level in order to assign them in a determined course. For the implementation of the guide class all students were invited to take the workshops, they were met in one single classroom and interacted with us (the teachers) and together developed the lesson plan for the guided class. Following, activities, contents, sources and abilities used for the guided class are detailed.
ACTIVITY CONTENTS RESOURCES DATE TIME SKILLS
1st week of -Greetings March 6 hours Speaking -The alphabet Markers Implementation (1-2) Listening -Things to know in a Whiteboard of the guided Reading classroom Photocopies class 1st week of Writing -Things to do Flash cards August 6 hours -Things to say. (3-7)
The guided workshop was made twice a year in order to classify students according to their level of proficiency. The workshops were applied once per semester. It was a way to know the students’ level of English language proficiency according to the approaches used for this work.
3.2.2. Second stage (implementation of lesson plans)
In this part, the lesson plan applied at UNIBOL University is described. The first table of contents is about the beginner level, and the second table of contents is about the intermediate level. The whole lesson plan was applied in three hours twice per week. For example, on Monday the lesson plan was developed and on Wednesday it was reinforced on students who showed some problems on figuring out the previous lessons, moreover, the teacher helps students with their tasks or assignments.
First data table: Beginner level
The following chart shows all lesson plans that were applied for being developed in different workshops. Each lesson plan involved different topics that were designed according to a topic and with different activities. Each lesson plan needs for extra material that can lead to the practice of the four skills; besides, each one was developed in a workshop that was divided twice a week.
ACTIVITIES CONTENTS RESOURCES DATE TIME SKILLS
Lesson plan 1: -Students learn some expressions Markers March 6 hrs. Greetings and for greeting people. Whiteboard (7-9) expressions in the - Some tips about when and Handouts Speaking class. where to use some greeting Flash cards August 6 hrs. Listening expressions. (8-10) Reading - Common sentences or phrases Writing used in the class. - Some vocabulary about things that are inside the class. Lesson plan 2: - Vocabulary about some Markers March 6 hrs. Speaking Occupations and professions and occupation. Whiteboard (14-16) Listening professions - Brief dialogues about personal Realia about some Reading information. characteristic August 6 hrs. Writing - The verb to be clothe of some (15-17) - The pronouns. professions. Handouts Data show. Lesson plan 3: - Meaning of some prepositions. Markers March 6 hrs. Speaking Prepositions - Tips about a correct use. Whiteboard (21-23) Listening - Increment of vocabulary. Photocopies Reading - Rules for the plural and singular Drawings Writing form of the nouns. August 6 hrs. (22-24) Lesson plan 4: - Vocabulary about verbs. Markers March 6 hrs. Speaking Simple present - English grammar rules about Whiteboard (28-30) Listening tense of verbs simple present tense of verb to be Flashcards Reading and other verbs. Photocopies August 6 hrs. Writing - Yes/ No questions in simple Radio, Cds. (29-31) present tense. Lesson plan 5: - Grammar rules for making Markers April 6 hrs. Speaking Information information questions with verb Whiteboard (4-6) Listening questions (Simple to be and other verbs. Photocopies Reading present tense) - More verbs. Pictures Writing - Which words: What, Where, September 6 hrs. how, etc. (5-7) Lesson plan 6: - Vocabulary about places. Markers April 6 hrs. Speaking Places -How to write a little description Whiteboard (11-13) Listening of some place. Data show Reading - How to give directions. Handouts September 6 hrs. Writing (12-14) Lesson plan 7: - Vocabulary about family Markers April Speaking Family and relationships. Whiteboard (18-20) 6 hrs. Listening adjectives - Vocabulary about adjectives and Flash cards Reading feelings. Handouts September Writing - Description of a family member. (19-21) 9 hrs. - Possessive pronouns. Lesson plan 8: - Spelling and pronunciation of Markers April 6 hrs. Speaking Numbers numbers Whiteboard (25-27) Listening - Vocabulary about different Handouts Reading objects. Bingo game September 6 hrs. Writing (26-28) Lesson plan 9: Can - Grammar rules for using can Markers May 6 hrs. Speaking and Can’t and can’t Whiteboard (2-4) Listening - The correct form of yes/no Handouts Reading questions and information Riddles October 6 hrs. Writing questions. Data show (2-4) - Dialogues - Meaning of some phrasal verbs. Markers May 6 hrs. Speaking - Different contexts of use. Whiteboard (9-11) Listening Lesson plan 10: - Reading comprehension. Handouts Reading Phrasal verbs Flash cards October 6 hrs. Writing (9-11) - Vocabulary about different Markers May 6 hrs. Speaking kinds of cloth. Whiteboard (16-18) Listening - Many types of colors and Realia(Cloth) Reading Lesson plan 11: material. Radio/ Cd October 6 hrs. Writing Clothes and colors -There is/ there are Handouts (16-18) - This /that (and their plurals) Flash cards demonstrative pronouns - Vocabulary about food. Markers May Speaking - Quantifiers White board (23-25) 6 hrs. Listening Lesson plan 12: - Dialogues Color papers Reading Food -Imperatives form of verbs. Handouts Writing - Infinitive verbs (Like to, want Radio/Cd October 6 hrs. to, need to) Realia (Fruits) (23-25) - The use of clock Markers May 6 hrs. Speaking - Some adverbs of time. Whiteboard (30-1) Listening Lesson plan - The days of the week. A toy clock Reading 13:Time - Months. Handouts October 6 hrs. Writing Radio/ Cd (30-1) - Grammar rules for present Markers June 6 hrs. Speaking progressive tense. Whiteboard (6-8) Listening Lesson plan 14: - Differences with the simple Realia(Cloth) Reading Present progressive present. Radio/ Cd November 6 hrs. Writing tense - The use of –ing Handouts (6-8) - More vocabulary about verbs. - Grammar rules for making - comics June 6 hrs. Speaking yes/no questions and informative (13-15) Listening Lesson plan 15: questions. Reading Present progressive - Dialogues. November 6 hrs. Writing tense (Questions) - Descriptions of different (13-15) pictures. - Grammar rules, the verb to be in - Markers June 6 hrs. Speaking simple past tense. -Whiteboard (20-22) Listening - Vocabulary about verbs. -Handouts Reading Lesson plan 16: - Yes/no questions (Simple past - Radio/Cd November Writing Simple past tense tense) (20-22) 6 hrs. of verb to be - Information questions (Simple past tense) - Adverbs of time -Grammar rules for regular and - Markers June 6 hrs. Speaking irregular verbs (Simple past -Whiteboard (27-29) Listening tense) Affirmative and negative -Handouts (Short Reading Lesson plan 17: sentences story) November Writing Simple past tense - Yes/No questions (Simple past -Handouts of (27-29) 6 hrs. regular and tense) irregular verbs. irregular verbs - Information questions (Simple -Data show. past tense) -Reading comprehension Once the lesson plans were finished, students were supposed to show an improvement in the use of the target language.
Second data table: Intermediate level
Those lessons plans were developed based on the students’ need focused on their weaknesses as they were in intermediate, they were more demanding.
ACTIVITIES CONTENTS RESOURCES DATE TIME SKILLS
Lesson Plan - Vocabulary (name different March 6 hrs. Speaking 1.- kinds of animal.) Markers (5-7) Listening - Pronunciation Whiteboard Reading ANIMALS (Students repeat each word) Photocopies August 3 hrs. Writing -Listening (a radio documentary) Stuffed Animals (8) -Reading (Simba the lion king) -Grammar (adjectives)
Lesson Plan -Reading and speaking Photocopies March 6 hrs. Speaking 2.- (Each student reads a paragraph Radio (12-14) Listening of some stories) Cds Reading ANIMAL’S (Comprehension of questions) August 6 hrs. Writing STORIES -Listening (wild animals) (13-15)
-Vocabulary Photocopies March 6 hrs. Speaking Lesson Plan (members of family) Radio (19-21) Listening 3.- -Grammar Cds Reading ( simple present-verb HAVE) Flash Cards August Writing FAMILY Ex: I have a brother. (20-22) 6 hrs. -Listening (short story) Lesson Plan -Speaking (how to ask for food in Photocopies March 6 hrs. Speaking 4.- a restaurant) Radio (26-28) Listening -Grammar Cds Reading ARE YOU (count and non-count nouns) Realia August 6 hrs. Writing HUNGRY -Quantifiers (practice) (things for (27-29) -Reading (use of linking words) counting) (non counting things) Lesson Plan -Reading (describing famous Photocopies April 9 hrs. Speaking 5.- people personalities) Radio (2-4-6) Listening (To talk about routines and Cds Reading LIFE STYLES schedules) Color card with Writing -Grammar (frequency adverbs) adverbs September 6 hrs. -Listening (A radio interview) (3-5) Lesson Plan -Listening (“Tell me all about it” Photocopies April 6 hrs. Speaking 6.- sing a song) Radio (9-11) Listening -Grammar ( simple past) Cds Reading TURNING (Asking about abilities) September 6 hrs. Writing POINTS -Reading(“the great wallendas” (10-12) an epic narration) -Listening (A family conversation) Knowing the speaker and the situation Lesson Plan -Speaking(Saturday plans and Photocopies April Speaking 7.- making suggestion) Radio (16-18) 6 hrs. Listening -Grammar (gerunds and Cds Reading PERSONALITIES infinitives) Flash Cards September Writing -Listening (listen a son and (17-19-21) 9 hrs. complete a chart)
Lesson Plan -Vocabulary (Explanation for Flash Cards April 6 hrs. Speaking 8.- being late) Photocopies (23-25) Listening (ways to express likes and Radio Reading MOVIES AND dislikes) Cds September 6 hrs. Writing ENTERTAINMEN (movie genres) Movies (24-26) T -Grammar (present perfect) Novels ( would rather) - Reading (magazine article about movies) Lesson Plan -Listening( conversation) Photocopies May-June 6 hrs. Speaking 9.- -Reading and writing Radio (30-2) Listening (comprehension of questions) Cds Reading BODY TALK - Speaking (talking about what’s Sept.- 6 hrs. Writing nonverbal communication) October (31-2) Lesson Plan -Grammar(if clause 1ST CASE) Photocopies May 6 hrs. Speaking 10.- ( present progressive) Magazine Pictures (7-9) Listening -Writing (doing exercises with Reading GETTING AWAY examples) October 6 hrs. Writing -Speaking (short story) by using (7-9) conditionals.
Lesson Plan -Vocabulary (clothing) Photocopies May 6 hrs. Speaking 11.- -Reading (read a conversation Magazine pictures (14-16) Listening into a store) Realia Reading CLOTHES -Speaking (performance of a top (real clothes and October 6 hrs. Writing model show) accessories) (14-16)
Lesson Plan -Speaking(talking about art) Photocopies May Speaking 12.- -Grammar (whose and possessive Magazine pictures (21-23-25) 9 hrs. Listening ART FOR ART’S pronouns) Realia Reading SAKE (Adverbs) (some Writing - Reading (Changing ideas about handicrafts) October 6 hrs. art) (21-23)
Lesson Plan -Vocabulary (computer products Photocopies May 6 hrs. Speaking 13.- and accessories) Radio (28-30) Listening LIVING WITH -Grammar (comparison as…as) Cds Reading COMPUTERS -Listening (conversation about Flash cards October – 9 hrs. Writing using computers) Nov. (28-30-1) Lesson Plan - Vocabulary (Halloween things) Photocopies June 6 hrs. Speaking 14.- -Grammar (used to) Magazine pictures (4-6) Listening - Listening (narration about the Realia Reading HALLOWEEN origin of Halloween) (candies for treat November 6 hrs. Writing or trick) (4-6)
Lesson Plan -Vocabulary(excuses for no Photocopies June 6 hrs. Speaking 15.- eating something) Radio (11-13) Listening - Grammar (Negative yes no Cds Reading EATING WELL questions and why don’t…) November 6 hrs. Writing -Listening (description of food (11-13) passion
Lesson Plan -Vocabulary (personal values) Photocopies June 6 hrs. Speaking 16.- (moral dilemas) Radio (18-20) Listening -Grammar(possessive pronouns) Cds Reading (unreal conditionals) Pens November Writing ETHICS AND -Listening (conversation about (18-20) 6 hrs. VALUES personal values) -Reading (news articles about Tokyo lost and found)
Lesson Plan -Speaking (problems and advice) Photocopies June 6 hrs. Speaking 17.- -Grammar (Reflexive Pronouns) (25-27) Listening (should) Reading WHAT’S THE -Reading (Articles about giving November Writing MATTER advice) (25-27) 6 hrs.
All lesson plans were made thinking about students: their needs, their learning desires and what they must reinforce to increase their proficiency in English language.
3.2.3. Third stage (Implementation of the workshops’ evaluation)
The implementation of the evaluation of the workshops was developed at the end of the workshops in their different levels (beginner and intermediate). The following table of procedure details the activities and contents applied:
First data table: Beginner level
SKILLS ACTIVITY CONTENTS RESOURCES DATE TIME
July 6 Hrs. Writing -To write a -The composition was about a - Pens (4-6) composition that description of an important event in -Sheet of papers involves all that their lives. 6 hrs. was learned in the -It is composed by two paragraphs -Dictionary (If December workshops. necessary) which had around 80 words as (4-6) minimal. -Watch -It had to be written in about 45 minutes.
Reading -To read a brief -The story is about … - Handouts story and answer some questions. -The activity had 10 questions from - Pens skimming reading and 5 from scanning reading. -Teachers -It had to be realized in about 60 minutes. July 3 Hrs. Listening -To watch and to -The listening contains some -Tv (12) listen a grammar that students had already -Dvd player conversation. seen during the workshops. -The activity had 5 questions. -Dvd -Handouts December -Pens (12)
3Hrs. Speaking -To tell a story -They talked for about 5 minutes each - Whiteboard that they know. one. - Markers - The topic was about some stories that they had read which they liked - Watch the most, for example: the red little -Attention hood, batman, etc. grabbers -Tape recorder
This table shows how students of the basic level were evaluated in each skill in order to find out their progress.
It is important to take into account that one important purpose of the workshops was not only to assess or test but also it was to do a final assessment in order to measure the students’ progress.
Second data table: Intermediate level
SKILLS ACTIVITY CONTENTS RESOURCES DATE TIME Writing -Give a short -The essay had to have : White board July 6 Hrs. explanation about 1.THESIS STATEMENT Markers (2-4) the elaboration of an (1 paragraph) White papers argumentative 2.BODY (controlling ideas) 3 Pencils essay. paragraphs 3.CONCLUSION -After being (1 paragraph) explained the topic, -Correct use of grammar, ask students to write organization, coherence, and an argumentative vocabulary was evaluated. essay “FACEBOOK”. Reading -Give students an The article was compounded of a Photocopies December 6 Hrs. article of one page passage Pencils (2-4) in order to choose ( topic: “MOVING TO A NEW Watch answers a-b-c-d. COUNTRY ”) (10 for choosing a- b- c-d, an3 information questions)
Listening -.Play an episode of In order to narrate the episode, Free July 3 Hrs. and a series students had to use some linking Tv (12) speaking “FRIENDS”. words: Dvds - Work on three (first, second, then, after that, also, Watch exercises based in however, indeed, for instance, etc.) the episode Student narration was done by December -.After the episode organizing a big group and by being (12) 3Hrs. finishes, ask sitting on the floor doing a circle, for students to retell them to feel comfortable. what they have watched (Beginning- middle –ending).
As it was an intermediate level, the students’ evaluation was focused on the improvement of speaking and writing due to they had taken English lessons at the university already, it was necessary to challenge them with higher supplementary material.
3.3.Achievements
The most important achievement obtained was that the students, who attended the workshops, clearly improved their English level. Moreover, they lost their shyness and showed more enthusiasm when learning the target language, so, all of that was possible due to the application of the lesson plans developed according to the students’ necessities and their guiding book “In Contact”. For example, once it was realized that students needed to reinforce numbers that was the following topic to be taught and so on. Each lesson plan was elaborated by taking into account the integrated skills, communicative and Constructivism approaches that were mentioned in the proposal section. The following part illustrates the two lesson plans and their activities.
LESSON PLAN Nº 12
LEVEL: Beginners DATE: 05/23/2012
TIME: 3 hours AGE: 18 to 23 years old
MAIN AIM: To teach vocabulary about food
SUB AIM: To teach about countable and uncountable nouns.
PERSONAL AIM: To prompt students to be most self-confident by practicing speaking with them and by make them to play in groups in order to be more extroverted.
- To solve some doubts about the rules for using some countable and uncountable nouns.
LEARNING OUTCOMES:
Students will be able to communicate basically in a restaurant. Students will be able to recognize the meaning of many kinds of food. To know some rules for using some countable and uncountable nouns.
LANGUAGE INPUT:
Vocabulary about food: Vegetables: Onion, Lettuce, tomato, carrot, potato, etc. Fruits: banana, orange, apple, lemon, grapes, etc. Meat: lamb, beef, chicken, pork, ham, etc. Sea food: fish, lobster, clams, octopus, shrimps, and crab. Dairy products: milk, cheese, butter, yoghurt. Grains: Noodles, bread, wheat, rice, barley oats, lentil. Vocabulary about countable and uncountable nouns: a, an, some, any.
ANTICIPATED PROBLEMS:
Students could be very shy. Students can have problems to understand and pronounce the content of the topics.
MATERIAL AND AIDS:
Markers, handouts, flash cards, color papers, costumes, realia. STAGE SKILL TIME FOCUS STAGING AIM OF EACH STAGE Speaking 3 min. T-C 1 - To greet Ss in English. - To start the class. Pre -task Listening Talking to them friendly.
2- To introduce the food - To activate Ss attention Speaking 15min. T-C vocabulary by asking them if by talking them and make Listening they know some food for them participate. example: fish, etc. - To prompt to students to 3 - To classify on the board the realize about the Speaking T-C food vocabulary while they classification. Listening participate. So the food lists on the board will be improved.
Speaking 15 min. T-C 4 - To make them repeat the - To practice Listening words while T shows them pronunciation. some pictures of some kinds of food. Even by using Realia based on fruits. - To practice the learned Writing 20 min. Ss- Ss 5 - Group work: it is a game. vocabulary and the Speaking After to know about spelling of the words. Listening vocabulary, S receives little papers so they must to write all the food that they remember and then stick each paper in the correct column. They will be divided in two groups of different colors. The goal of this game is that the first group in stick the major quantity of words in the correct columns and with a correct spelling will be the winner. Task Speaking 5 min. T-C 6 - To perform a little -To introduce some Listening conversation between the vocabulary and grammar. teachers with the context of a restaurant.
7- To give Ss the handout with 1 min. T - C another, but similar conversation.
Speaking Listening 10 min. 8 - To read the conversation - To know the meaning of T- C and explain the vocabulary or the dialog. some doubts about it.
Speaking 15min. S-S 9 PAIR WORK:Ss have to - To produce speaking perform the dialog of the between the students handout. By using some items or costumes. The best couple will be the winner. Speaking 10 min. T - C 10- To explain them about -To resolve doubts and Listening some countable and explain some rules about Post –task uncountable nouns those the use of some countable appear in the performed dialog. and uncountable nouns
Writing 11 - PAIR WORK: T gives - To put in practice the Listening 15 min. handouts. S must fill in the explanation. S -S gaps according to the rules and then listen for the correction.
Writing 15 min. S 12 - INDIVIDUAL WORK: - To practice individually Reading Each S individually must fill in and then correct possible Speaking the other part of the handout errors but in an and then read the little text and individually way. if it is correct the first in fill the text will be the winner.
Listening 25 min. Ss - Ss 13- CLASS WORK: students - To practice listening Writing will listen to a song related to Speaking the topic. Then they must fill the gaps on the handout, after they sing the song.
Speaking 14GROUP WORK - To make all students 30 min After finishing the class all Ss participate in an T- C and the Ts get out the interactive way by using classroom and go outside in many things that they order to make a fruit salad. learned. While Ts Make the salad they explain the recipe in order to familiarize Ss with some verbs. And asking Ss the name of the fruits that T is using. Finally, all of us eat the salad fruit. Note: T: Teacher C: Class S: Student Ss: Students T-C: Interaction between teacher and class S-S: Interaction student and student. Ss-Ss: Interaction among several students.
PRE TASK ACTIVITIES
1.- To greet students friendly.
The purpose of this activity was to start the class. Aside from greeting them, they could talk about other things such as: what happened yesterday? What did they do?, etc., in order to allow them to practice the target language. Generally, the teacher started telling them something, then, in an indirect way; he asked them to do the same.
To start the class in a friendly way is part of what the Communicative Language Teaching (CLT) says: “There is no single text or authority on it, or any single model that is universally accepted as authoritative” (Richards & Rodergs, 1986). This means that the teacher is not the traditional person that is in front of the class but he has to interact with students in order to make the class more comfortable.
When students are thought into a creative and enjoyable atmosphere in the classroom, they start to feel more self-confident, so a good teacher should be an inspiring instructor who is concerned about students.
(…) by judicious use of language they can be prevented from constructing in directions what teacher considers futile but which, as he knows from experience, are likely to be tried. (Williams & Burden, 1997)
2 and 3.- To introduce them to food vocabulary and classify the food in columns.
The objective of those activities was to encourage students to activate their English language proficiency, in this case about food or if they did not know anything, to involve them into the topic. They practiced pronunciation and while the teacher wrote the words they practiced writing. If students’ pronunciation was not so adequate, maybe the teacher could repeat the word while he is writing it. So, the mistakes correction was not notorious. Besides, teacher added more information about vocabulary like he was also participating as student.
According to CLT, a teacher has many roles and one of them is as a counselor because teacher becomes “…an effective communicator seeking to maximize the meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.” (Richards & Rodergs, 1986). That fact that teacher writes the words in different columns has a purpose, because after finishing the list of words, they put a name to these columns in a classification such as: fruits, vegetables, meat, etc. Therefore, students learn about a functional aspect of food, because they are not isolated words only, they have a real purpose.
CLT not only looks for teaching the structural aspects of language, but also looks for teaching the functional ones. “In CLT we pay considerably less attention to the overt presentation and discussion of grammatical rules than we traditionally did. A great deal of use of authentic language is implied in CLT…” (Brown, 1994)
Most of the time, for students, the process of learning requires to be followed by the teacher. ”teaching, like learning, must be concerned with teachers making sense of, or meaning from, the situation in which they find themselves”. (Williams & Burden, 1997) Not all students can learn the same way that is why the teachers’ work is to think about effective methods in order to achieve learning process, so an adequate way to teach is to put the topic in context and give the students the opportunity to build up their own knowledge.
4.- To make them repeat the words while Teacher shows them some pictures and realia of some kinds of food.
The purpose of this activity was to practice pronunciation, because in spite of the fact learned writing is not enough, so, (because of the difficulties found on this institution) students had to repeat the words.
Pictures and realia are materials that make learning a little bit more interesting, because in spite of the fact teacher says the meaning of the words; students deduce its concept by watching the pictures and using realia.
There are many materials that can be used. Inside the CLT where some items are: “… exercise handbooks, cue cards, activity cards, pair-communication, practice materials, and student-interaction practice booklets.” (Richards & Rodergs, 1986). Besides, realia is also part of the instructional materials in CLT “Many proponents of Communicative Language Teaching have advocated the use of “authentic,” “from-life” materials in the classroom.” because it helps students to interact with real life.
When trying to understand how students were analyzed, it could be seen that in a common conception they were like boxes that needed to be filled with knowledge.
“….”banking” conception of education, where learners are like bank accounts into which deposits are regularly made and drawn upon later for specific purposes such as examinations. Thus, if language teachers see their learners as receptacles, with a specific amount of language aptitude which determines their capacity to absorb language, they will be likely to adopt methods which involve transmission of language items to their learners” (Freire, 1970)
In this way as many materials were used to teach them, more learning took place, so they were used.
5.- Group work: it is a game.
After students have practiced writing and pronunciation of the word, in order to write a feedback of what they learned, a game was made. In this game, the objective was that students knew the spelling and the meaning of the words by classifying them in the correct columns of different kinds of food. If they knew the meaning, they put the word in the correct column and also they had to remember the spelling.
To play a game is an enjoyable way to learn, in spite of the fact games are not only part of CLT it is very useful to make students participate, because it is a way to motivate them and, in this case, a method to evaluate, indirectly, if students learned it or did not. “A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching classes.” (Richards & Rodergs, 1986). The activities and, therefore, the materials for those were made in order to fulfill students’ needs, with a meaningful purpose. A simple game was played in a way to evaluate, or practice the subject but with the connotation that a formal test or a practice involves for a student. Consequently students did not feel nervous or anxious to do it right to achieve a good score, they were only playing.
Typical lessons are developed in some way as boring. As a result, learners have a hard time trying to get knowledge about something they know they have to achieve but they do not enjoy at all. Humanistic education is sometimes described as learners – centered teaching. However, this conception cannot always be followed most of the time teachers develop the class, but there are students who have to control it, being guided by the teacher. “(….) we have to accept that teaching is an expression of values and attitudes, not just information or knowledge”. (Williams & Burden, 1997).
TASK ACTIVITIES
6, 7and 8.-: To perform a little conversation between the teachers.
To give and explain the handout that contains a similar conversation. It will be simple to ask directly students to perform the dialog, but teacher needs to motivate them to do it and show them that it is not difficult. So, in order to do it, teachers perform the dialog and make it as more natural as possible, even it could be in a funny way. Therefore, students do not feel shy or nervous when doing the same.
“Presentation of a brief dialog or several mini-dialogs, preceded by a motivation (relating the dialog situation(s) to the learners’ probable community experiences) and a discussion of the function and situation-people, roles, setting, topic, and the informality or formality of the language which the function and situation demands” (Richards & Rodergs, 1986).
The dialog that was made had the suggestions indicated above, because the dialog was according to the formality of the language, the topic, and also had a function. CLT “…pays systematic attention to functional as well as structural aspects of language.” (Richards & Rodergs, 1986) Besides, it was located in a setting and it was related to a common experience, that was in this example, it was to order in a restaurant. “Contextualization is a basic premise” for CLT (Richards & Rodergs, 1986)
Therefore, after the teachers’ performance, students will receive a handout with a similar conversation to read it and then perform it. It is not enough to give them the handout only but also to explain it. “Rules, more or less explicit verbal formulations of characteristics of the target language…” (Brumfit & Johnson, 1998).This is due to students can face some problems and doubts about the dialog. “Any device which helps the learners is accepted – varying according to their age, interest, etc.” (Richards & Rodergs, 1986). So, an explanation about grammar, vocabulary, or another doubt such as pronunciation of each sentence is useful for the student, “Oral practice of each utterance of the dialog segment to be presented that day (entire class repetition, half-class, groups, individuals) generally preceded by your model.” (Richards & Rodergs, 1986).
Even in many cases and according to students’ needs and level “Translation may be used where students need or benefit from it” (Richards & Rodergs, 1986). It can be understood, that dialogs are an effective way to test if students are able to construct their own knowledge, because it allows them to use creativity. However to perform a dialog implies to talk in front of their people, so students feel nervous because they think they will fail.”...Learning would lead to the selection of activities that have personal significance or relevance to the learners leading to some personal benefits such as learning to think, learning some social skills or learning about the world”. (Williams & Burden, 1997).
Students need to feel that what they are learning is not just something that has to be applied in classrooms; they have to be ready for using their knowledge into real contexts. “…social constructivism with an additional emphasis upon the effective dimensions as well as the cognitive” (Williams & Burden, 1997)
9.-Students have to perform the dialog of the handout. After the explanation students have to produce and interact between them, certainly, in the target language.“…communication practice can be expected to develop linguistic skills.” (Brumfit & Johnson, 1998). In this sense, students can practice their speaking skill and can improve their pronunciation. “Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.” (Richards & Rodergs, 1986). To perform the dialog students also use some costumes in order to interpret other roles and maybe they can be less nervous or shy.
Many of the students have fear of failing, but they will learn from those mistakes. The issue is that they do not need to be afraid of making mistakes. “Language is created by the individual often through trial and error” (Richards & Rodergs, 1986) It can be understood that students have to see teachers like not perfect individuals, they state to feel that by making mistakes they will learn. If somebody laughs at the moment of the class, it does not matter, because making mistakes is an important feature of the language learning process.
“Humanistic approach places great emphasis upon what the teacher as a person brings to the teaching learning relationship and how the learner can be helped to develop as a whole person by the provision of a supportive learning environment, which allows individuals to develop in their own way”. (Williams & Burden, 1997).
TASK ACTIVITIES
10.- To explain some countable and uncountable nouns to them that appear in the dialog.
This brief explanation has the purpose of giving an introduction of another activity and also to focus on stuff that is related to food and other topics. If students sometimes cannot understand the explanation or the topic, it is asserted that “Judicious use of native language is accepted where feasible.” (Richards & Rodergs, 1986).
Constructivism holds that, basically, there is never any one right way to teach. It means that, teachers must apply different strategies in order to make students to learn. “Constructivism cannot tell teachers new things to do, but it may suggest why certain attitudes and procedures are counter–productive, and it may point out opportunities for teachers to use their own spontaneous imagination” (Williams & Burden, 1997).Teachers can apply their imagination by constructing different techniques to be used with students, knowledge and creativity may go together.
11 and 12.- PAIRWORK AND INDIVIDUAL WORK
For this activity, a handout, with easy to learn and fun pictures was used. The first part of the handout consisted of filling in the gaps with the correct counters by following the rules and looking at the pictures. Besides they were corrected by the teacher “…feedback that informs the learners about success or failure, from which the learner may be able to make inferences about the target language.” (Brumfit & Johnson, 1998). After that, each student was supposed to complete the other part in, almost, the same way, but it was a little bit tricky because of the level of difficulty of the sentences. This activity was useful for practicing reading and writing. Teachers supported students individually in order to solve their doubts. Therefore, teacher was assuming the role of needs’ analyst because “…teacher assumes a responsibility for determining and responding to learner language needs” (Richards & Rodergs, 1986).
According to the number of students, to do this was possible, besides these students needed this kind of help in order to overcome fear. “This may be done informally and personally thorough one-to-one sessions with students, in which the teacher talks through such issues as the student’s perception of his or her learning style, learning assets, and learning goals.” (Richards & Rodergs, 1986).
The fact of applying extra material helped students to understand better how another language works in different contexts, students need to fulfill the “quantitative increase of knowledge”, that is why teachers apply the use of different skills. ”… teaching learning skills such as guessing meaning of words from their context are more concerned with the learning of procedures which can be used in practice”. (Williams & Burden, 1997).
Teachers need to select different and appropriate activities for being developed in the classroom in order to get good results. “A belief of learning would lead to the selection of activities that have personal significance or relevance to the learners leading to some personal benefit such as learning to think, learning some social skills or learning about the world”. (Williams & Burden, 1997)
13.- CLASS WORK
This stage was focused on developing the listening skill. The activity was based on a song. This song was related to the topic because it was about food. Students listened to the song and they had to fill in the gaps in the handout. Sometimes, for teachers that are not native speakers of the target language, it is difficult to emphasize on students’ real pronunciation and intonation, so “Technology (films, videos, television, audio tapes, computer software) can come to the aid of such teachers.” (Brown, 1994).
It was the first time that students heard this song, thus it was unknown for them. Hence, before to start, vocabulary, grammar and other stuff which could confuse them was explained. Then after finishing listening to the song students were encouraged to sing it together, including the teacher, with the purpose of filling in the gaps, if they did not fill them, they were not going to be able to read the song’s lyrics. This is a kind of social interaction activity because they were interacting between them. They could help themselves to fill in the gaps and they had to work as a team. “Social interaction activities include conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates” (Richards & Rodergs, 1986).
This activity seems to be traditional, CLT does not mean to use this kind of activities, but that is the way in which it was used. “Traditional procedures are not rejected, but are interpreted and extended.” (Richards & Rodergs, 1986). So, filling in the gaps can be predictable, but to sing the song can be more enjoyable and dynamic.
Working as a group gives students the opportunity to interact among themselves by contributing to the fact of sharing information. At the moment of listening to the song, it is very hard to understand at the beginning that is why they were given the chance to listen the song once again, and as many times as it was needed in order to students reached to the possibility of filling in the missing spaces. “… Approaches such as community language learning draw a little on this conceptualization of learners. More particularly, task-based approaches to language learning which involve giving groups of learners tasks to engage in, allow groups the freedom to decide they wish to work, although it is, of course generally the teacher who selects the activities” (Williams & Burden, 1997).
So far, teachers who selected the activities were in charge of explaining and guiding the students to better apply the knowledge they achieved through the practice, in some way, it was better to understand that teachers felt able to work with their learners as explorers more than just normal people, often depending on factors outside of their control, during this time students got the chance to search, by themselves, new things.
14.- This activity is a way of relaxing. Students prepared a fruit salad following a recipe; they were helped by the teacher. Indirectly, they also learned some verbs that were related to cooking, moreover, they enjoyed when eating the salad at the end. It was like a simulation about a cooking class with real fruits and cooking tools, this is part of the instructional material, and in this case, it is realia because the simulation is what should happen in real life including all the material.“Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.” (Brown, 1994)
CLT is an approach “…in which the interactive processes of communication received priority.” (Richards & Rodergs, 1986) That is why to be dynamic with students is important and not only be in front of the board giving rules to them. Let’s say that to create an appropriate environment for teaching is very important, however, it is most important to use real things in order to illustrate the kind of knowledge that is provided to students. “… there are some categories that identify as presenting elements of good teaching: creating a relaxed and enjoyable atmosphere in the classroom, Presenting work in an interesting and motivating way; Provide conditions so pupils understand the work; Developing personal, mature relationship with pupils” (Williams & Burden, 1997).
It is better when a student is motivated to learn; not just by being taught in a typical classroom but if he is offered the chance to use what he has learned in context that is how he is going to feel accomplished with himself.
LESSON PLAN Nº 11
LEVEL: Low intermediate DATE: 05/16/2012
TIME: 3 hours AGE: 18 to 23 years old
SKILL: Integrated skills
INSTITUTION: Universidad Indígena Boliviana Aymara “Tupak Katari”
MAIN AIM: To improve Students English Knowledge about clothes.
SUB AIM: To teach extra sub vocabulary about clothes.
PERSONAL AIM: To make the class the most interactive possible.
LEARNING OUTCOMES: The student will be able to practice speaking by using different vocabulary. LANGUAGE INPUT: Open the class by showing them some pictures about clothes and ask them to tell what they remember about:
What is this?
They will say sweater, pants, hat, etc.
ANTICIPATED PROBLEMS: Students may have difficulties to remember some words about clothes, maybe because they are not in contact with that context.
Ex: Vocabulary of: underwear clothing or jewelries or trendy clothes
MATERIAL AND AIDS: Handouts for practicing vocabulary, Flash cards, real clothes (realia). AIM OF EACH STAGE SKILL TIME FOCUS STAGING STAGE Pre –task Speaking 10 min T-C 1. Greet Ss in English. And To check what they teach them new ways of remember greeting in an informal way.
Speaking 15 min T-C 2. Show Ss some flash cards To check vocabulary related to pictures of clothing
T-C 3. Ask them what they Speaking 10min remember about vocabulary Writing of clothes, so make them practice.
Speaking 10min T-C 4. Practice pronunciation To practice with them by showing pronunciation them the flash cards one by one.
5. Ask students listen to the To practice speaking Speaking 10 min T-C conversation into a clothing store. And ask them to pay attention of how the teachers performed a natural conversation. Task Speaking 20 min T-C 6. According to the To practice speaking Listening vocabulary they learned ask Writing them to improvise conversations in a store by using: how much is this? (Singular) and how much are these? (plural) if it is necessary to make a previous practice
Speaking 10 min T-Ss 7. Give them some money in To practice listening order to buy some clothes at a time. and explain them what the task will be about
Speaking 15 min T-Ss 8. Ask them to perform what To apply participation listening they listen. By dressing a writing partner with clothing they Speaking have bought in the previous exercise. In this part they have to describe what the other students is wearing
7 min T –Ss 9. Tell students that the best To motivate performance will win a prize. participation Post –task Speaking 20 min T-Ss 10.At the time they will start To teach Ss new things Reading to Perform in front of the and check grammar writing class by reading the Listening description they have prepared, teacher will try to correct any mistake at pronunciation, by checking their previous writing in each group.
Speaking 25 min Ss-Ss 11.Students will start to To apply participation Listening model and the group will describe one by one the person and the clothing they are showing. So they will have to use adjectives for describing nouns.
12. Say good bye to Ss by To say good bye 10 min using some interesting Listening T-Ss expressions in English (write Speaking some of them on the board). And made them to repeat after the teacher in order to show them a great way to use the pitch, as Americans do.
When the workshop started, students were a little bit shy and nervous; because it was the first time they were meeting the new teachers. Some of them were outgoing, maybe because they got some self-confidence about their knowledge. However, it was the teachers’ job to motivate them by focusing on the constructivism approach.
“A constructivism view of motivation centers around the premise that each individual is motivated differently. People will make their own sense of the various external influences that surround them in ways that are personal to them, and they will act on their internal disposition and use their personal attributes in unique ways”. (Williams & Burden, 1997).
PRE TASK ACTIVITIES
1. At the beginning teacher greets students in order to open a class or a workshop, for checking their answer to the stimulus.
Good morning students – good morning teacher (typical)
This is a typical way of greeting in a class. However, this time another way was put in practice.
But this time…….
Hi, guys – hello/hi (informal)
On this way students feel that teachers were not so cold at their speaking, so they answered in the same way.”… from a teacher’s point of view, motivation is seen as simply sparking an initial interest…” (Williams & Burden, 1997).
According to CLT teacher and the environment are part of the motivation of students. “Teachers help learners in any way that motivates them to work with the language” (Richards & Rodergs, 1986). In this staging, the way of greeting is only an example of motivation for students with the purpose of making the class a little bit comfortable for students.
2.- Then, the teacher showed the students some flash cards related to clothing pictures. It was done in order to activate students’ knowledge of vocabulary, without telling them what the workshop was going to be about, but trying to infer possible answers. It was done in order to create an enjoyable atmosphere in the classroom, so they feel comfortable enough to give answers.
Showing those flash cards did not get the purpose to start with new vocabulary, because these students are of an intermediate level, the goal was to check their knowledge about clothes, so their background knowledge was evaluated. “A product is defined as a piece of comprehensible information, written, spoken, or presented in a non-linguistic form.” (Richards & Rodergs, 1986).
3 and 4.-Then, they were asked about what they remembered about clothes’ vocabulary, and practiced pronunciation. It was done in order to encourage students to raise their expectations of themselves by helping them with the pronunciation, vocabulary, and listening. They were not expected, from the teacher, to make them laugh or joke with some pictures. “…because in the real world good teachers come in all shapes and sizes, with a wide range of deferent personalities, beliefs and ways of working.” (Perrot, 1982).
It can be seen that the teacher is the manager of the class, because “…the teacher monitors, encourages, and suppresses the inclination to supply gaps in lexis, grammar, strategy but notes such gaps for later commentary and communicative practice.” (Richards & Rodergs, 1986).
In CLT, role plays, dialogs, etc. are very common because “Contextualization is a basic premise.” (Richards & Rodergs, 1986). Moreover, “Activities in which language is used for carrying out meaningful tasks promote learning.” (Richards & Rodergs, 1986). A way of interaction between students and teacher is very useful because they will try to communicate in a real situation, this means that their learning is contextualizing and therefore it is meaningful. 5.- Asking students to listen to the conversation at the clothing store. It was done in a spontaneous way, because the purpose was for them to realize how a person can talk in a natural sense, without being afraid to make a mistake, and so partners could laugh. So teachers performed a conversation, and students laughed, but, together, teachers were not ashamed, so students started to do the same, in a way they were losing that fear to make a mistake in front of the class. “Constructivism cannot tell teachers new things to do, but it may suggest why certain attitudes and procedures are counter- productive, and it point out opportunities for teachers to use their own spontaneous imagination” (Glasersfeld, 1995).
In order to make students to practice some skills it was necessary to push them to communicate for achieving a goal. Communication always has a purpose by contextualizing learning; students were encouraged to speak into the functional aspects of language. If they make errors it will be not a big deal because “The target linguistic system will be learned best through the process of struggling to communicate.” (Brumfit & Johnson, 1998).
Besides, students learn about some grammar and vocabulary about the topic by inference. “Cues, hints that draw the attention of the learner to features of the target language but do not provide a rule or an explicit explanation…” (Brumfit & Johnson, 1998).
6.- Students were asked, according to the vocabulary, to improvise conversations in a store by using: how much is this? (Singular) and how much are these? (Plural).
This helped students to put in practice what they have watched, so they tried to do the same, but this time without being scared of failing in front of the class. They were conscious that not all of them were good at speaking, but this time nobody was laughing. On the contrary, all of them were enjoying. “Social constructivism suggest that is most helpful a shared process within which both teachers and learners are engaged in a multilevel process of action, monitoring, reflection, feedback and further action”. (Glasersfeld, 1995).
7 and 8.- Next step, it was to give them some money in order to buy some clothes in a determined time, this was necessary in order to apply realia; once in class they were taught about money, so it was time to use what they learned in a context, this time in a store. “...working largely from a Piagetian perspective, i.e. the classroom is organized in such a way as to enable the learners to explore for themselves and come to their own conclusions with a minimum of prompting from the teacher. (Williams & Burden, 1997).
This is an activity that is carried out in a real context, because that is what CLT looks for, to use language “Students are encouraged to deal with unrehearsed situations under the guidance, but not control, of the teacher.” (Brown, 1994)
This is an example of a CLT activity, but there are many others and they have the goal to practice communicative competence and not only grammar. The activities look for “…engage learners in communication, and require the use of such communicative processes as information sharing, negotiation of meaning, and interaction.” (Richards & Rodergs, 1986).
9.-Then, students were assigned a role play about a top fashion model; they were told what the model is wearing and they were encouraged to perform what they listen to. By dressing a partner with the clothing they have bought in the previous exercise. The purpose of this activity was specifically for them. They had to perform in front of the class, at the beginning they were given an example by teachers, and then they had to do the same. At that moment they were learning in a different way, enjoying the class and not just being sat down on a chair, but interacting.“Effective teachers create learning atmospheres which are cognitively and affectively expanding; learning atmospheres which enable the learner to become a more adequate and knowledgeable person” (Pine and Boy, 1977). In this sense teacher looks for doing an activity where students can use the language not only repeating the words but using them in a context, and to use music and costumes make the activity more realistic and less formal. “In the communicative classroom, students ultimately have used the language, productively and receptively, in unrehearsed contexts.” (Richards & Rodergs, 1986).
For acquiring communicative functions theorists designed syllabuses according to CLT to be applied on foreign students:
“…the situations in which they might typically need to use a foreign language (e.g. travel, business), the topics they might need to talk about (e.g. personal identification, education, shopping), the functions they needed language for (e.g. describing something, requesting information, expressing agreement and disagreement), the notions made use of in communication (e.g. time, frequency, duration), as well as the vocabulary and grammar needed.” (Richards & Rodergs, 1986).
10, 11 and 12.- Finally, teacher told students that the best performance would win a prize and said good bye to students.
It was done in order to motivate students to participate in class. At the beginning they needed a physical stimulus, something that cheers them up to participate, by leaving their shyness away. “...people’s motivation is greatly affected by their perceptions of themselves, and by whether they see themselves as in control of their actions. They also need to believe that they are capable of carrying out an action; this is known as effectiveness motivation” (Williams & Burden, 1997).
This is a kind of extrinsic motivation and might be not so recommended, but is a good way for students to participate, because sometimes, and in the case of these students, the intrinsic motivation is not so well developed because they could not know about the opportunities that English offers to them, so students studied it because of their syllabus. However, the lessons made them to be more interested in the target language, so at the end the extrinsic motivation became an intrinsic motivation; it can be tried to not to make an excessive use of this kind of extrinsic motivation, so a way to keep a balanced motivation was sought. For example: “Behaviors initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who, instead, view punishment avoidance as a challenge that construct their sense of competence and self-determination.” (Brown, 1994)
5.1.Experiences
The present guided work was designed to contribute to find a solution to the students’ lack of proficiency in English language at UNIBOL University; firstly, it was necessary to know the students’ level in the target language. At the beginning students showed a positive attitude towards the diagnosis, it made the work easier. That is why it was thought the development of workshops that will help them to understand grammar better, improve speaking, as well as listening and writing. So they have received training focused on the four communicative skills, it was by elaborating a different lesson plan for every single workshop.
During the development of the guided work, some positive aspects were faced up; these will be developed into the following points:
. A positive aspect in the first step of the work (diagnosis) was related to the fact that Aymara language was understood by us, so it made the conversation friendlier because most of the students had Aymara as their first language; indeed, it let us got students’ confidence. . Another positive aspect was focused on the way of how they showed their enthusiasm whenever they were said they could receive an extra training in English. It is important to produce in students some energy, it means to tell them that nothing is impossible if you develop an interest on it, so it was another positive point, to teach them that learning a language implies dedication and having fun. . For developing our lesson plan, for the guided class, the diagnosis test was taken as reference, their motivation toward the language, and getting their confidence based on our own experiences. The guided class, implementation, made students desire to come back to the next workshops. . Something important to mention at this point was that student’s intrinsic motivation was high because they felt like a good thing to have the opportunity to practice English language due to the fact they did not have this kind of workshops at their university. . Also, when teachers were part of extracurricular activities, such as folkloric dancing, soccer games or picnics (apthaphi), students felt friendly and loyalty to teachers. These feelings allowed them to get closer to us, in this way an atmosphere of confidence was created. (See appendix 3-A) . To implement workshops was a good technique to reinforce student’s English proficiency. In the sense they learned some topics in particular and then they put “theory” into practice. For example, one of the workshops was about clothing, with the purpose of learning vocabulary and some grammatical structures working with authentic material, thus performing real situations; students enjoyed it a lot. . Also, students were provided with didactic material and a way to motivate them was through prizes, so they were interested in participating, they asked for more activities and we realized that their motivation was increasing, in spite of some authors said that offering prizes is not adequate, it gave us good results, so at the end of the course they did not expect just prizes but asked for more activities. . To gather information of several books help us to develop the most didactic workshops reinforcing motivation. . It is well known that in traditional classrooms students get knowledge, but that is just for the moment or simply for passing the subject; however, the goal of these workshops was they could not forget what they have learned, because they were not worried about a passing grade, but to learn and to reinforce their knowledge . The development of the workshops was almost personalized and in order to control their progress a table of contents was used for entering the students’ data. It showed us which their weaknesses and improvements were, so each workshop had a table of control. . When a lesson plan is applied, it is advisable to follow what is planned for a workshop but if the situation deserves to take a break for exchanging ideas it can be done; some of the subjects to discuss were about their studies, a job in the future, how to succeed in professional life, about money, their families, etc. It allowed us to know more about students’ desires. . For collecting reliable data of the evaluation it was necessary not to mention anything about it. At the beginning, it was not planned to take an evaluation at the end of the workshops but it was necessary to apply one for each skill in order to know their English language proficiency reinforcement and development.
Also there were some negative aspects that will be mentioned in the following points:
. The lack of support from the university’s authorities was notable most of the time. On one hand, an official classroom was never assigned to us, so we tried to improvise. On the other hand, they did not give us the promised instruments and resources. It is important to mention that the lack of an English classroom, laboratory and a specialized library in this language, decreased the interest for knowing more about English. . For the diagnosis’s implementation it was noticed the need to explain the test’s level of difficulty, so as it was not done, within some results there were frustration, for not understanding all questions, as well as shyness and insecurity of their English knowledge. . A noticeable weakness was at the moment to group students in two different levels. For this, it was not taken into account a specific instrument to know if students were from a beginner level or from an intermediate one, in this case only our criteria for dividing students in two levels was used based on their scores from the first practice, this was focused on assessing the four skills. . The students’ time was a big problem because they were very busy with their regular classes so the workshops were adjusted according to their free time; even students had to skip their lunch time. These aspects made, sometimes, students feel tiredness and therefore teachers had to put more energy to motivate them. In this way, to do a continuous evaluation of their progress was a really hard task. . As a negative aspect, during the implementation of the guided class for 50 students, approximately, it was necessary to take more hours to fulfill the demands, because the intention was not to apply tests, but to know in an implicit way all their needs regarding English language proficiency through planned activities. . As they were saturated with tasks and homework, it was not advisable to give them more because they could not do it but they understood better with the audios in short stories or songs, short stories videos, etc. . As the university has engineer departments, it was necessary to know more about technical English because they need it for their studies. . An observation done by us is that when students saw something meaning “test” they got worried, that is why this word, “test”, was not written on pages.
All kind of project gets something to keep in mind. What is remarkable of this project was that each workshop helped us to better understand the process of applying theory into practice. Also, the fact of working with workshops gave us the opportunity to saw that all students have motivation inside. However it depends on the teacher to guide them with an innovative focus and by applying interaction.
CHAPTER IV
RESULTS
4.1. Results of the implementation of the Guided Class
The objective of the guided class implementation was to evaluate the English language proficiency of UNIBOL’s students. There were 45 students for the first semester. They were students who were willing to attend the workshops. Through the observation and implementation of the lesson plan (see appendix 1-B) and a practice (see appendix 1-C) it was realized that students needed help to reinforce all the communicative skills, English language’s abilities, grammar, vocabulary, pronunciation and spelling.
A clear example is the student “Rosa Ramos Mamani”. She was selected for the beginner level. In the applied lesson plan for the guided workshop she showed the following problems: For listening, she could not understand orders that teacher gave during the guided workshop. For the reading, she could not understand reading questions. For writing, she wrote the words but made lots of mistakes. And for speaking, she was asked to introduce herself but she was shy so she had a bad pronunciation. With the results of the practice she made similar mistakes, especially on spelling. Also she had lack of vocabulary, as well as some grammar mistakes.
Another student is “Leonardo Quispe Campos”. He was selected for the intermediate level. In the applied lesson plan for the guided class he showed the following problems: For listening, he could understand some orders, the ones that were easier. For reading, he understood some questions, but sometimes he was confused. And for speaking, he was asked to introduce himself and he did it in a simple way. With the results of the practice he got good results, however he needed to work more on speaking and vocabulary.
According to the observation registered and the result of the practice, from the 45 students, for the first semester, 25 were selected for the basic level, and there were 20 who were selected for the intermediate level. The same procedure was followed for the second semester, 20 students were selected for the basic level, and there were 18 students who were selected for the intermediate level. (See appendix 2-B).
It should be pointed out, to do this classification the applied instrument was developed by the teachers. It means, without taking into account a specialized test. Therefore, the criterion for grouping them is not trusty at all.
4.2. Results of the workshops final evaluation
During the implementation of the workshops, on the length of the semester, students´ progress was registered in the data table of contents (See appendix 2-C). This register was based on the observation to students, their participation and communicative skills practices. Then, the observation data was summarized in the chart focused on each skill and taking into account the students’ weaknesses in each workshop.
At the end of the semester, a final evaluation was taken in order to know, exactly, the students’ English language proficiency development in the four skills (See appendix 1-F). It is important to mention that at the beginning of the workshops, the same tests of the final evaluation was taken in order to know at the end the students’ progress about English language proficiency. Therefore the obtained grades at the beginning of the development of the workshops were compared with the grades of the final evaluation and thus to have results.
For the beginner level, at the first semester, the workshops finished with 10 students who took the final assessment in order to know their development. The second semester finished with 9 students who also took this assessment. It consists of evaluating the four language skills: reading comprehension, listening, writing and speaking (speaking test was individually where each student told a story to the teacher). The teachers who were in charge of this were Angélica Sandoval Touchard and Seferina Quispe Apaza.
A sample, for the guide class, was “Rosa Ramos Mamani”, for the final results she was also taken into account because she was one of the students that attended all the workshops. The reading test was developed in 60 minutes approximately. She had 89 of score in this skill. She could read the story without difficulty and answered the questions, but she had difficulties in answering the information questions.
Before, she could not read a simple sentence. The writing test consisted of a composition about a description of an important event in her life; it had to be written in 45 minutes approximately. She obtained 68 of score. She could write a composition but she had some little problems with grammar. Before, she only wrote words and incoherent sentences.
For the listening test, her score was 80; she got better developing the listening skill because she was self-confident of her language proficiency. The speaking test, it consisted of telling a story, that she already knew, in 5 minutes approximately. She could tell her history without difficulty, she spoke about her community. Before, she was very shy and she smiled when the teacher asked something to her. She came out the shyness and she developed her self-confidence.
All students from the first and second semester passed satisfactorily the skills’ tests (See appendix 2-D). The students who attended constantly to the workshops reinforced their weaknesses. The workshops were developed focused on the four skills but they took in the speaking and listening skills better, they received more input from tapes and audios in English language and they practiced the speaking and listening skills more in all the workshops. Those could be perceived in their daily conversations when they had to talk in another language besides the Spanish language, they better remembered words or sentences in English language that in Aymara language.
When UNIBOL’s principal saw the results of the workshops’ implementation, he desired that all the students that were in the last semesters and all University’s stuff had to attend to the workshops for learning English language.
For intermediate level, at the first semester, the workshops finished with 10 students who took the final assessment in order to know their development. (See appendix 1-F). The second semester finished with 8 students who also took this assessment. It consists on evaluating the four skills: reading comprehension, listening, writing and speaking (speaking test was individually where each student talked about what they had watched in the episode of the sitcom “friends” in front of the teacher and the class).
For the reading skill most of the students presented problems in understanding some instructions, according to the practice that was took in the guide class. However, once the workshops were applied, in the accomplishment of the final assessment they improved considerably. An example is the student “Leonardo Quispe Campos” who took the final evaluation and he scored 90 in reading comprehension, so he clearly improved. For the listening part he presented problems with understanding conversations while listening to the radio. At the end, he scored 90 in the practice of the sitcom “friends”. For the writing activity, he presented problems with lack of vocabulary whenever he was asked to summarize the episode he had watched; any how he scored 98. He made few mistakes. And finally, for the speaking evaluation, that was the principal weakness for this level, the student was asked to retell the episode in his own words, he scored 95 because he expressed short ideas and clear to be understood.
As a general result, in the first and second semesters the 100% of students improved their English proficiency according to the considerations of the final assessment as well as each registered workshop’s observation. (See appendix 2-E) CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusions
Students from the rural areas who are in the process of learning English language have problems with many linguistic features of the target language. That is the case of students from Universidad Indígena Boliviana Aymara “Tupak Katari” (UNIBOL) who are mostly indigenous people. They presented diverse difficulties in the four skills of English language, such as wrong pronunciation, grammar and spelling, lack of vocabulary and comprehension. Moreover, they had low extrinsic and intrinsic motivations that cause lack of interest about English language learning. In this way, for solving the students’ problems mentioned above, there were implemented workshops based on approaches that were focused on achieving a good English language communicative proficiency, these were integrated skills, communicative, and constructivism approaches. Each workshop was developed according to a lesson plan based on those approaches in order to reinforce the English language proficiency of UNIBOL’s students. Lesson plan’s activities were dynamic, didactic and motivational making them different from the usual university’s regular English language classes.
Therefore, we conclude with the following points:
Workshops were useful to solve problems in the four skills because of the nature of the activities that were based on the integrated skills, communicative and constructivism approaches. Students got improvements in pronunciation, grammar, spelling, vocabulary and comprehension. The noticeable improvement was seen in the speaking skill since at the beginning of the workshops students could not speak almost anything and after them students could express better their ideas and speak with few pronunciation mistakes. The theories that the integrated skills, communicative and constructivism approaches pointed out were appropriated for achieving a communicative competence rather than only a grammatical one. Workshops helped students to use authentic language since they were focused on putting theory into practice. In this sense, students had to use on context what they learnt. Preparing lesson plans was useful for teachers in order to be more systematic and accurate at the moment of teaching students. Didactic material was innovative for students because they were used to utilize the blackboard and the English book only. Motivation was an important aspect in the development of the workshops because it promoted the interest towards English language and the self- confidence to participate in the language classes.
In conclusion, all workshops helped students to reinforce and improve their English language proficiency. They acquired a better communicative competence due to they were more competent in using authentic language in real contexts and not only a mechanic one that is used inside the class atmosphere.
4.2. Recommendations
It is necessary to mention some suggestions that, according to us, the institution should take into account. First, it will be good if University’s Authorities give a specific classroom for teaching English, a kind of an English laboratory. This will be very useful because having a good environment is a good way to motivate students. Also, the university or teachers could provide students didactic material and appropriate equipment for practicing English. Moreover, the university has to provide students extra language classes in order to reinforce what they have learned because some students do not understand a topic completely. It will be useful that workshops continue being used with that purpose. Therefore, English teaching at UNIBOL University could adopt new theories of teaching such as the integrated skills or communicative approaches in order to have more dynamic and motivational classes for students. Following all these suggestions, it will be possible for students to learn English language in better ways and, so that, to overcome many linguistic and self-esteem problems.
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INSTRUMENTS
1 – A: A test for knowing the students’ needs
PRUEBA DE EVALUACIÓN DE CONOCIMIENTO DEL INGLES
Carrera: …………………………………… Nivel: ……………………………..
Write your name: …………………………………………..
I. Completa el siguiente cuadro con las palabras de la caja.
Table in fat on beautiful good chair Late good chair at window desk early Pillow far badly purse at nice
NOUN ADJECTIVE PREPOSITION ADVERB
II. Lee el siguiente párrafo y responde a las preguntas.
Mary is really happy, because she is working in a hospital. She is 25 years old, and she likes to help people. She wakes up at 7:00 a.m. In the afternoon she watches TV and relax. And at night she goes to sleep at 11:00 p.m.
1. Where is Mary working? ……………………………………………………………………….. 2. How old is she? ...... 3. What does she like to do? ...... 4. What time does she wake up? ...... 5. What does she do in the afternoon? ......
III. Puedes describir el siguiente dibujo y compartirlo. ______IV. Reconocer los verbos y adjetivos en las siguientes oraciones. Subraya los verbos y pon en círculo los adjetivos. 1. John is a very intelligent boy. 2. She doesn’t like to be a bitter person. 3. They are great actors. 4. We dislike winning small prizes. 5. They prefer to eat salty food.
V. Ordena las siguientes oraciones.
1. beautiful / you / are …………………………………………………………………………… 2. you / tonight / are / doing / What / ? …………………………………………………………………………… 3. working / project / is / on / important / an / He …………………………………………………………………………… 4. in the USA / fast food / eat / than in / People / other countries / more …………………………………………………………………………... 5. People / lights / Why / their / houses / around / did / have / ? ………………………………………………………………………….
VI. ¿Aparte de tus clases semanales de inglés, crees que necesitas clases extras para reforzar tu aprendizaje? Sí b. No
1 – B: LESSON PLAN FOR GUIDED CLASS
IMPLEMENTATION
LESSON PLAN – GUIDED CLASS LEVEL: Guided workshop DATE: 03/01/2012 TIME: 3 hours AGE: 18 to 23 years old SKILL: Integrated skills INSTITUTION: Universidad Indígena Boliviana Aymara “Tupak Katari” MAIN AIM: To teach how to introduce by themselves, greet people and say good bye. Also to teach them how does the alphabet works, things to know, things to do and things to say in English. SUB AIM: To teach them vocabulary about some expressions used as greetings. At the moment to being introduced and when they want to say good bye. To teach them how to pronounce the alphabet appropriately. To teach them about vocabulary of things to know in a classroom To teach them about things to say in a class. PERSONAL AIM: To meet students and to make them practice, especially in an oral way, the content of the lesson. To solve some possible doubts about the use of vocabulary and pronunciation. LEARNING OUTCOMES: Students will be able to introduce themselves, with names, place of born, etc. Students will be able to greet people and say good bye. To know the alphabet To know vocabulary about things in a class. To know what they have to do in a class according to what the teachers asks them. To know about what commands are used in a normal class. LANGUAGE INPUT: Vocabulary about greetings and the responses: Greetings: Hi, Hello, I’m (Mary), Good morning, Good afternoon, Good evening, How are you?, How’s everything?, How’s it going? Responses: Nice to meet you, Glad to meet you, It’s a pleasure to meet you, Fine, I’m fine. Great. Not bad. So-so. Ways to say good bye: Good- bye. Bye-bye. Bye, See you later, See you tomorrow, Take care, Good night. Vocabulary by a conversation and the responses: What is your name? Where are you from?, What do you do? Responses: My name is …, I am from …, I am a students. Vocabulary about what things they have to know in a class: chair, table white board, book, window, desk, etc. Pronunciation of the alphabet: a, b, c, d, e, f, g, etc. Things to do in a class, some commands: sit down, stand up, open your book, close your book, etc. Things to say: excuse me can you repeat that again, what is the meaning of, how do you say, etc. ANTICIPATED PROBLEMS: Students could be very shy. Students can have problems to understand and pronounce the content of the topics. MATERIAL AND AIDS: Markers, handouts, flash cards. STAGE SKILL TIME FOCUS STAGING AIM OF EACH STAGE 5min. T-C Listening
20 min. T-C Listening 1Greet Ss in English. Talking - To start the class.
them friendly.
2 Introduce ourselves using - To activate Ss attention 10 min. T-C Listening some of the greeting vocabulary. by talking them.
3 To explain them some the - To answer some doubts. T-C vocabulary for introduction in
the blackboard and flash cards.
4 To ask them to introduce 5 min T-C Speaking themselves in the same way we - To know them and
did, asking and answering them. prompt them to practice
pronunciation.
Pre -task 5Ss introduce themselves.
- To practice speaking. 20 min. S - T Speaking 6 To perform a little
conversation using the greeting
vocabulary. - To introduce vocabulary
and activate listening. 10 min. T-C Speaking 7 To give the hand out and to
read and explain the vocabulary. - To practice
Then, make them repeat what pronunciation.
teacher read. 10 min. T- Ss Listening
Speaking
Listening 5 min. T-C 8 To show them the alphabet by - To present the different Speaking using flash card and make them ways of pronouncing the to pronounce each letter showed alphabet. in the card.
. 9 Ask students to write the -To practice speaking Writing 10 min. T-C words that teacher is dictating Speaking and then they have to spell the words according to what they Task wrote.
10Teacher gives a handout for -To state interaction with reading comprehension. the class Reading 20 min. T- Ss Students must read and then Writing write the answers according to what they read.
11 To ask them what are the things the teacher normally ask -To activate background to do in a classroom knowledge
Speaking 10 min T- Ss. 12 To show them what thing they can do in a class. -To teach some commands
13To show them different pictures and ask them what thing -To activate students Listening 5 min. T- C they know. background knowledge.
14 Write on the board and show -To practice speaking and them what thing they can say in writing. Speaking 5 min. T - C an English class. Listening 15 PAIR WORK:Ss have to -To practice pronunciation write a little dialog similar to the and intonation teachers. Then they will have to Writing 10 min. T – C perform the dialog in pairs. Listening By using the things they have learned.
Writing 20 min. Ss - Ss Speaking -To practice 15 min. Ss- Ss 16 GROUP WORK: Each pair pronunciation. has to show the conversation in front of the class, by using the Post – Speaking vocabulary they have learned. task
17 To give and explain them 5 min. T-C homework -To check their acquired knowledge
1 – C: PRACTICES FOR THE
GUIDED CLASS
UNIVERSIDAD INDÍGENA BOLIVIANA AYMARA “TUPAK KATARI” Practices for the Guided class
Full name: ………………………………………………….
Department: …………………………………… Level: ……………………………..
1. Write the Greetings according to the time.
16:00 21:00 08:00
GoodAfternoon
13:00 18:00 07:00
2. Complete the conversation.
A. Hello. What is your name? B. My name is Angie. What ….. ……….. …………? A. My name …… ………………. B. How are you? A. ………………………., and you? B. I am fine, thanks. A. Nice to meet you. B. …………………………………….., too. C. Where are you from? A. I am ……………………., and you where are you from? B. I am from La Paz city. Ok, see you later. A. ……………………….
3. Recognize everything in the classroom and point each thing with an arrow.
table
4. Teacher will spell 8 words; write them according to the order.
1.- ….……………………. 2.- ………………………… 3.- ……………………….. 4.- ………………………… 5.- ………………………. 6.- ………………………… 7.- ………………………. 8.- …………………………
5. Draw the following commands.
Raise your left Open your book Listen Write your name hand
Underline your Look at the Ask and answer Stand up name window
1 – D TABLE OF CONTENTS FOR ENTERING DATA ABOUT STUDENTS’ PROGRESS
TABLE OF CONTENTS FOR ENTERING DATA ABOUT STUDENTS’ PROGRESS
LEVEL: DATE: TEACHER: ACTIVITY:
Nº NAMES DEVELOPMENT OBSERVATION SPEAKING WRITING LISTENING READING 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1 – E: FINAL EVALUATION FOR THE BEGGINER LEVEL
READING TEST
NAME: ______DATE: ______Read the following text Choose the right option according to the reading.
1. The Native Americans live in… a) America b) Europe c) Africa d) Asia
2. What does one puff mean? a) All is well b) Attention c) Danger d) Help
3. What were the activities Native American use the sign language? a) Hunting and fighting b) Swimming and playing c) Hunting and fighting
4. Which part of our body is used for sign language? a) The left hand b) The right foot c) The right hand d) The eyes
5. What does put a hand next to an ear mean? a) Sleep b) Play c) Listen d) Run
Answer the next questions:
1 Could Europeans understand sign language? Why? ------2 In which situations sign language was used? ------3 Does sign language have adjectives and prepositions? ------4 Which is faster, spoken language or sign language? ------5 Why do you think that sign language is considered the easiest language in the world to learn? ------LISTENING TEST NAME______DATE:______
Listen and watch the conversation and answer the next questions 1. Who are the people?
2. Where are they?
3. Why are they there?
4. What’s the story?
Read the questions below, and choose the correct answer according what you listen and watch.
1. What does the woman want to buy for her niece? a) Some shoes b) A dress c) A lot of things
2. When is her niece’s birthday? a) Next week b) In a month c) Next year
3. What is her niece’s favorite color? a) Red b) Blue c) Pink
4. How many brothers does the woman have? a) Six b) Five c) Eight WRITING TEST
To write a composition that involves all that was learned in the workshops. The composition will be about a description of an important event in their lives.
1 – F: FINAL EVALUATION FOR THE INTERMEDIATE LEVEL
READING TEST
MOVING TO A NEW COUNTRY (READING)
Read the passage. When Mike and Jean Parker moved to Japan, everything was new and strange. They had been told by many people about the interesting opportunities in Japan. They were excited about living in a different culture. They had en well educated in the United States, and they wanted to earn good salaries ay their jobs. Mike was an engineer, and he had found a job with a Japanese electronics company. Jean had been a teacher, but later she had studied management and business procedures in the United States. She hoped to find a job with a Japanese company, and she was sure she could be successful. At first, Things were not easy. Mike and Jean didn’t have any friends in Japan. No arrangements for an apartment had been made for them before they arrived. They had to find one quickly. They found a furnished apartment, but it was expensive. It was a pleasant place, but it wasn’t very large. Their neighbors, the Takadas, were very friendly. They spoke English very well, and they helped Mike and Jean improve their Japanese Mrs. Takada helped Jean with her shopping. She also helped her understand Japanese customs. Jean continued to look for work, but there were no jobs for her. She wasn’t happy. She missed her family and friends in the United States. Mike urged her to be patient. He was sure she would find a good job soon. Then they would both be paid good salaries. One day Jean went for an interview with a large exporting company. Mr. Sobata, the owner of the company, needed someone to teach English to some of his employees. At first Jean was afraid she wouldn’t be hired. However, Mr. Sobata liked Jean, and he was impressed by her understanding of Japanese customs and language. He gave her the job and told her that she could start the next day. Soon Mike and Jean were both earning good salaries. They met many new friends. Some were Japanese and some were other Americans. They began to enjoy life in Japan. Now they are living in a small house near Osaka. It has been furnished with many nice things. They often visit the Takadas, who are their closest friends. They are planning to go to the United States next year to visit their families. Life in a new country can be hard at first, but it can be very exciting.
COMPREHENSION QUESTIONS
NAME: …………………………………………..DATE:………………………………….
Choose the best answer
1. Mike Parker was an a. Engineer b. electronics sales person c. office worker d. English teacher 2. Mike and Jean had been in the United States. a. Bored b. happy c. educated d. unhappy 3. No for an apartment had been made for them in Japan. a. Arrangements b. furniture c. neighbors d. rent 4. The Takadas helped Mike and Jean their Japanese a. Speak b. take c. shop for d. improve 5. At first, Jean wasn’t happy. Mike told her to be a. Patient b. happy c. busy d. a good worker 6. Jean found a job in an company. a. electronics b. American c. interesting d. exporting 7. Mr. Sobata needed someone to teach to his employees. a. Business procedures b. English c. customs d. apartments 8. Mrs. Takada helped Jean understand Japanese a. People b. business c. customs d. apartments 9. The Parkers had been told about interesting in Japan. a. Buildings b. opportunities c. furniture d. neighbors 10. Mike and Jean moved to a small near Osaka. a. Apartment b. opportunities c. furniture d. neighbors
II. SKIM THE ARTICLE AND WRITE THE ANSWERS.
1. Find out how the Parkers feel at first in Japan. (paragraph 1) 2. Why the parkers are in Japan(paragraph 1) 3. Who helped them in there( paragraph 3) 4. What Jean is going to do there (paragraph 5)
LISTENING TEST Students have to watch the episode and complete the practice.
WRITING TEST Students have to summarize the episode and fill it in the charts
COLLECTING DATA
2-A: ENGLISH LANGUAGE RESULTS FOR STUDENTS’ NEEDS
QUESTIONNAIRE To know the needs for English language teaching (Applied to the Indigenous Bolivian Aymara “Tupak Katari” University) Career………………………………………….. Level…………………………………… Indicators that help to measure the students’ perspective level towards English language. It was based on a previous test.
1. How much do you know about English language? a. Nothing b. A Little bit c. Satisfactory d. Very good
2. Can you read sentences, paragraphs, or texts in an autonomous way? a. Nothing b. A Little bit c. Satisfactory d. Very good
3. Do you participate orally by expressing your ideas or feelings? a. Nothing b. A Little bit c. Satisfactory d. Very good
4. Do you know something about the English grammar? a. Nothing b. A Little bit c. Satisfactory d. Very good
5. Can you make coherent sentences in English? a. Nothing b. A Little bit c. Satisfactory d. Very good
6. Apart from your weekly English classes, do you think that you need extra classes for reinforcing your English language learning?
a. Yes b. No DIAGNOSIS
Diagnosis table about English language knowledge, applied in the Indigenous Bolivian Aymara “Tupak Katari” University INDICATORS He/She knows He/ She He/ She He/she knows He/ She He/ She Nº CAREER / LEVEL English reads participates about English makes needs extra language sentences, orally by grammar coherent classes for paragraphs, expressing sentences in reinforcing or texts in an your ideas or English English autonomous feelings language way learning N A S V N A S V N A S V N A S V N A S V Y N L G L G L G L G L G B B B B B 1 X X X X X X 2 X X X X X X 3 X X X X X X 4 X X X X X X 5 X X X X X X 6 X X X X X X 7 X X X X X X 8 X X X X X X 9 X X X X X X 10 X X X X X X 11 X X X X X X 12 X X X X X X 13 X X X X X X 14 X X X X X X 15 X X X X X X 16 X X X X X X 17 X X X X X X 18 X X X X X X 19 X X X X X X 20 X X X X X X 21 X X X X X X 22 X X X X X X 23 X X X X X X 24 X X X X X X 25 X X X X X X 26 X X X X X X 27 X X X X X X 28 X X X X X X 29 X X X X X X 30 X X X X X X 31 X X X X X X 32 X X X X X X 33 X X X X X X 34 X X X X X X 35 X X X X X X 36 X X X X X X 37 X X X X X X 38 X X X X X X 39 X X X X X X 40 X X X X X X 41 X X X X X X 42 X X X X X X 43 X X X X X X 44 X X X X X X 45 X X X X X X 46 X X X X X X 47 X X X X X X 48 X X X X X X 49 X X X X X X 50 X X X X X X
NOTE: N: Nothing ALB: A Little Bit S: Satisfactory VG: Very good Y: Yes N: No INDICATOR Nº 1
How much do they know about English language?
How much do you know about English language?
4% 10% NOTH ING 33% A LITTL E BIT
53%
INDICATOR Nº 2
Can they read sentences, paragraphs, or texts in an autonomous way?
205 Can you read sentences, paragraphs, or texts in an autonomous way?
4%
NOTHING 36% 32% A LITTLE BIT SATISFACTORY VERY GOOD
28%
INDICATOR Nº 3 Do they participate orally by expressing their ideas or feelings?
Do you participate orally by expressing your ideas or feelings?
6% 16% NOTHING 38% A LITTLE BIT SATISFACTORY VERY GOOD 40%
INDICATOR Nº 4
Do they know something about the English grammar?
206 Do you know something about the English grammar?
4%
18% 32% NOTHING A LITTLE BIT SATISFACTORY VERY GOOD 46%
INDICATOR Nº 5
Student produces coherent sentences in English
STUDENTS PRODUCE COHERENT SENTENCES IN ENGLISH
2%
16% 30% NOTHING A LITTLE BIT SATISFACTORY VERY GOOD 52%
207 INDICATOR Nº 6
Apart from their weekly English classes, do they think that you need extra classes for reinforcing their English language learning?
Do you think that you need extra classes for reinforcing your English language learning?
0%
YES NO 100%
208
2-B: STUDENTS’ ATTENDANCE LISTS
209
STUDENTS’ ATTENDANCE LISTS BEGINNER LEVEL – FIRST SEMESTER - 2012
ENGLISH Nº NAMES DEPARTMENT PROFICIENCY LEVEL 1 Alarcon Molina Yamarco G Agronomy 2nd level 2 Alejandro Huayhua Carmen Rosa Agronomy 3rd level 3 Apaza Chambi Victor Veterinarian 3rd level 4 Apaza Rojas Alejandra Agronomy 4th level 5 Apaza Rojas Zulma Agronomy 2nd level 6 Campos Ramirez Maribel Agronomy 2nd level 7 Cari Quenta Richar Veterinarian 2nd level 8 Casaca Machicado Juan Agronomy 3rd level 9 Castro Copa Ever Agronomy 3rd level 10 Chaca Quispia Marco Antonio Agronomy 2nd level 11 Chambi Poma Vitalia Veterinarian 2nd level 12 Choque Villca Bartolina Textile 2nd level 13 Condori Callizaya Lenny Magbis Textile 2nd level 14 Flores Apaza Pedro Agronomy 3rd level 15 Geronimo Huarachi Mayely Textile 2nd level 16 Grande Poma Vladimir Veterinarian 3rd level 17 Huallpa Quelca Gladys Textile 2nd level 18 Huanca Flores Silvia Textile 2nd level 19 Ichuta Sanchez Loida Savia Textile 2nd level 20 Mamani Callata Rosa Monica Textile 2nd level 21 Peres Zapatero Juan Veterinarian 3rd level 22 Quenta Choqueonza Cristhian Textile 2nd level 23 Ramos Mamani Rosa Textile 2nd level 24 Santo Vallejos Jesús Veterinarian 3rd level 25 Viracochea Tito Nancy Textile 2nd level
210 STUDENTS’ ATTENDANCE LISTS BEGINNER LEVEL – SECOND SEMESTER – 2012
ENGLISH Nº NAMES DEPARTMENT PROFICIENCY LEVEL 1 Apaza Flores Yoselin Selmy Textile 2nd level 2 Apaza Mamani Rosa Textile 2nd level 3 Barrera Mamani Rosalia Textile 2nd level 4 Calsina Huayhua Gualberto Agronomy 3rd level 5 Cari Quenta Richar Agronomy 2nd level 6 Casaca Machicado Juan Agronomy 3rd level 7 Casanovas Semo Antolin Agronomy 3rd level 8 Condori Mamani Elizabeth Textile 2nd level 9 Mesa Poma Jose Luis Agronomy 2nd level 10 Oruño Huacoto Juana Lucy Textile 2nd level 11 Peres Zapatero Juan Food 2nd level 12 Quenta Choqueonza Cristhian Food 2nd level 13 Ramos Guachalla Mery Food 2nd level 14 Reas Callata Hilda Agronomy 3rd level 15 Rojas Churqui Wilfredo Agronomy 3rd level 16 Rojas Vargas Maria Isabel Textile 2nd level 17 Suri Huanca Nemecio Food 2nd level 18 Ticona Condori Ruth Textile 2nd level 19 Ticona Rojas Estefany Textile 2nd level 20 Vargas Quispe Jhovana Agronomy 3rd level
211 STUDENTS’ ATTENDANCE LISTS
INTERMEDIATE LEVEL – FIRST SEMESTER - 2012
ENGLISH Nº NAMES DEPARTMENT PROFICIENCY LEVEL
1 Alberto Ayala Tomas Agronomy 5th level
2 Apaza Mendoza Lidia Food 6th level
3 Apaza mendoza Olga Agronomy 5th level
4 Chavez Siñani Henry Agronomy 5th level
5 Chiquipa Tarqui Jaime Food 6th level
6 Choque Colque Edson Agronomy 5th level
7 Choquehuanca Condori Silvia Food 6th level
8 Condori Pacari Olivia Food 6th level
9 Cruz Quispe Elva Food 6th level
10 Cusi Ortiz Herminia Food 6th level
11 Gamarra Vargas Maria Food 6th level
12 Mamani Choque Mariela Lidia Agronomy 5th level
13 Mamani Choque Tania Food 6th level
14 Mamani Condori Soledad Agronomy 5th level
15 Mamani Mamani Linet Agronomy 5th level
16 Mamani Mamani Roxana Food 6th level
17 Mamani Villcarani Silvia Carmen Food 6th level
18 Quispe Campos Fernando Food 6th level
19 Quispe Campos Leonardo Andres Food 6th level
20 Untoja Choque Laura Fabiola Food 6th level
212
213 STUDENTS’ ATTENDANCE LISTS
INTERMEDIATE LEVEL – SECOND SEMESTER - 2012
ENGLISH Nº NAMES DEPARTMENT PROFICIENCY LEVEL
1 Chinchero Callata Juana Agronomy 5th level
2 Chino Silva Zulma Food 5th level
3 Chura Michel Jaime Agronomy 6th level
4 Condori Riva Geydy V Agronomy 5th level
5 Condori Titirico Rene Food 5th level
6 Copa Baltazar Crover Agronomy 5th level
7 Copa Sinka Viviana Agronomy 5th level
8 Felipe Lazaro Efrain Agronomy 5th level
9 Herrera Mamani Dino Food 6th level
10 Huanca Mamani Daniel Food 5th level
11 Huaycho Bautista Ximena Food 5th level
12 Larico Flores Roly Food 6th level
13 Larico Mollinedo Maribel Food 6th level
14 Llanco Calle Evia Pamela Agronomy 5th level
15 Mamani Choque Mariela Lidia Agronomy 5th level
16 Marka Calle Milton Food 6th level
17 Quispe Mamani Liliana Agronomy 5th level
18 Ramos Quispe Dania Food 6th level
214 2-C:
DATA TABLE WITH STUDENTS’ PROGRESS
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227
228
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230
231
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234
2-D:
Parameters of the final evaluation - Beginner level
235
FINAL EVALUATION STUDENTS’ GRADES LISTS BEGINNER LEVEL – FIRST SEMESTER – 2012
Nº STUDENTS SKILL Listening Speaking Reading Writing 1 BARTOLINA CHOQUE VILLCA 65 60 80 65 2 CRISTHIAN QUENTA 90 98 98 90 CHOQUEONZA 3 GLADYS HUALLPA QUELCA 80 70 75 85 4 LENNY MAGBIS CONDORI 98 100 100 98 CALLIZAYA 5 LOIDA SAVIA ICHUTA 65 60 60 70 SANCHEZ 6 MAYELY GERONIMO 70 85 85 90 HUARACHI 7 NANCY VIRACOCHEA TITO 60 85 80 70 8 ROSA MONICA MAMANI 75 65 70 65 CALLATA 9 ROSA RAMOS MAMANI 80 85 89 65 10 SILVIA HUANCA FLORES 60 65 65 70
236 FIRST SEMESTER
100 90 80 70 LISTENING 60 SPEAKING 50 40 READING 30 WRITING 20 10 0 1 2 3 4 5 6 7 8 9 10
In the first semester, the workshops ended with 10 students who took the final evaluation in order to know their improvements.
237 FINAL EVALUATION STUDENTS’ GRADES LISTS BEGINNER LEVEL – SECOND SEMESTER – 2012
Nº STUDENTS SKILL Listening Speaking Reading Writing 1 ANTOLIN CASANOVAS SEMO 80 85 85 70 2 ELIZABETH CONDORI 70 65 65 75 MAMANI 3 GUALBERTO CALSINA 60 80 80 75 HUAYHUA 4 JOSE LUIS MESA POMA 70 60 60 65 5 JUANA LUCY ORUÑO 60 65 65 60 HUACOTO 6 MARIA ISABEL ROJAS VARGAS 70 95 95 80 7 ROSA APAZA MAMANI 65 75 75 85 8 ROSALIA BARRERA MAMANI 70 85 85 80 9 YOSELIN SELMY APAZA 70 90 90 85 FLORES
SECOND SEMESTER
100 90 80 70 LISTENING 60 SPEAKING 50 40 READING 30 WRINTING 20 10 0 1 2 3 4 5 6 7 8 9
The second semester ended with 9 students who also took this evaluation.
238
2-E: Parameters of the final evaluation – Intermediate level
239 FINAL EVALUATION STUDENTS’ GRADES LISTS INTERMEDIATE LEVEL – FIRST SEMESTER – 2012
Nº STUDENTS SKILL Listening Speaking Reading Writing 1 FERNANDO QUISPE CAMPOS 95 98 98 98 2 HERMINIA CUSI ORTIZ 90 98 99 95 3 LAURA FABIOLA UNTOJA 90 95 95 95 CHOQUE 4 LEONARDO ANDRES QUISPE 90 95 90 98 CAMPOS 5 MARIELA LIDIA MAMANI 65 70 70 80 CHOQUE 6 OLIVIA CONDORI PACARI 60 70 70 85 7 ROXANA MAMANI MAMANI 75 85 85 90 8 SILVIA CARMEN MAMANI 95 90 95 95 VILLCARANI 9 SILVIA CHOQUEHUANCA 85 90 90 85 CONDORI 10 SOLEDAD MAMANI CONDORI 65 85 85 75
FIRST SEMESTER
100 90 80 70 LISTENING 60 SPEAKING 50 40 READING 30 WRITING 20 10 0 1 2 3 4 5 6 7 8 9 10
240
For the intermediate level in the first semester, the workshops ended with 10 students who took the final evaluation
241 FINAL EVALUATION STUDENTS’ GRADES LISTS INTERMEDIATE LEVEL – SECOND SEMESTER – 2012
Nº STUDENTS SKILL Listening Speaking Reading Writing 1 DANIA RAMOS QUISPE 85 90 90 85 2 EFRAIN FELIPE LAZARO 65 85 85 90 3 FREDDY HUANCA KATUNTA 65 70 70 75 4 GEYDY V. CONDORI RIVA 60 85 85 70 5 JUANA CHINCHERO CALLATA 70 90 90 75 6 LILIANA QUISPE MAMANI 85 95 95 90 7 MILTON MARKA CALLE 90 95 95 85 8 VIVIANA COPA SINKA 95 90 90 95
SECOND SEMESTER
100 90 80 70 LISTENING 60 SPEAKING 50 40 READING 30 WRITING 20 10 0 1 2 3 4 5 6 7 8
The second semester ended with 8 students who also took this evaluation
242
PHOTOGRAPHS
243
Nº 1 – Beginner level: students are doing their exercises.
Nº 2 – Beginner level: students are participating in
classes. 244
Nº 3 – Beginner level: teachers are applying real material with the students.
Nº 4 – Beginner level: teacher is teaching prepositions outdoors in a natural area. 245
Nº 5 – Intermediate level: workshop is being applied with real material
246
Nº 7 – Intermediate level: teacher is performing an example of a Fashion Model Contest.
Nº 8 – Intermediate level: Students are performing
the fashion model contest. 247
Nº 9 – Extracurricular activity: teacher and students having a picnic (apthaphi)
Nº 10 – Extracurricular activity: teacher and students are exchanging gifts for the student’s day.
248
Nº 11 – Extracurricular activity: teachers are participating in a folkloric performance.
Nº 12 – Extracurricular activity: students and teachers are posing for a picture. 249