Escolar Documentos
Profissional Documentos
Cultura Documentos
Supervisors
V. Pea
E. LLanquileo
Osorno, Chile
March, 2015
Abstract
The aim of this research was to improve students' listening comprehension skills by means
of listening strategies and the use of video teaching techniques. The research was conducted
on a 12th grade class from a public high school in Osorno, Chile and lasted for a period of
three months. The research has a quasi-experimental design with a mixed method approach.
The quantitative instruments implemented were a survey and pre and post test which
intended to measure students' listening comprehension. On the other hand, the qualitative
instrument used was a set of field notes from the guide teacher and student- teacher.
Otherwise, the significance of the results of the pre and post test was assessed by Wilcoxon
Signed Ranks Test revealing that Students' listening comprehension skill improve by using
Key words: Listening comprehension skills, listening strategies, video teaching techniques,
Mixed-method approach
TABLE OF CONTENTS
Content Page
1. Introduction 1
2. Literature review 3
2.1 Listening 3
3. Methodology
3.1 Overview 12
3.4.2 Survey 16
3.5 Procedures 18
4.5 Categorization 39
5. Conclusion 41
6. References 43
7. Appendices 45
Appendix 2: Survey 51
Appendix 5
Table 7. Listening strategies used by the students before and during the DIP 29
Table 8. Comparison between students learning context before and after the DIP 36
The English Language has become one of the most important languages of the world
nowadays in different contexts such as: political, technological, economic and cultural. Among
these contexts several domains can be identified; politics, economics, the Press, advertising,
broadcasting, popular music, education and communications. Given this spread of functionality, it
is not surprising that so many countries have found it useful to adopt English as a medium of
In the current Chilean educational system, the Ministry of Education provides English
textbooks to the state, state-subsidize schools and high schools. All these textbooks attach a CD
that includes only audio material, which are complemented with listening comprehension
test is applied (SIMCE). According to SIMCE 2012, 11th graders obtained 49 points in listening and
48 points in reading while the ideal score was 100 points. Only eleven percent of the total students
obtained up to 70 points, who were placed in level B1 and A2 and received a certification
(MINEDUC, 2012).
Considering the results described, it was necessary to obtain insights of an English lesson
to obtain some evidence of the listening comprehension activities employed in the classroom. For
this purpose, an innovation project was designed and implemented to be developed with a
research group of 25 students from twelfth grade at a public high school in Osorno.
This project is part of a program which is divided into two main parts. The first part is
called an observation period in which some field notes from a guide teachers lessons were
taken and in which some learning problems were encountered. The second part consisted of the
1
listening comprehension by means of the implementation of an innovation. For this purpose, two
variables were manipulated to cause that change: the development and use of listening strategies
This research study used a mixed-method approach to collect data through qualitative and
quantitative methodology. Before the direct intervention period, a pre-test was administered to
measure students listening comprehension which was later compared with the results of the pos-
test to see if there were any significant variations. These tests and a survey correspond to the
quantitative methods. The qualitative methodology used to collect data were field notes from
The design of this project includes the implementation of an intervention period based on
Vandergrifts (1997) adapted version of the listening strategies from the work made by Chamot
and OMalley (1990) and the use of video teaching techniques suggested by Harmer (2001).
Vandergrift, Chamot and OMalley, and Harmer state that the use of listening strategies may
facilitate students listening comprehension skills. They also add that the use of video is a good
way to catch students attention and arouse their participation. The veracity of these claims was
The next section includes the theoretical framework on listening comprehension which
provides the basis to support this research. The methodology section explains the research
problems, questions, context and sample, and finally the steps followed to carry out this project
(procedures). In addition, the methodology describes the research instruments that were used to
collect quantitative and qualitative data. Then, the results and discussion section analyzes the pre-
post test, the survey and the field notes. Finally the conclusion section summarizes the main
2
2. Literature review
In this section, the theoretical background on listening comprehension and its importance
for developing EFL learners abilities in the English language are discussed. Besides, some authors
research on the matter and what role the use of video and learning strategies in the improvement
2.1 Listening
The ability to hear comes to us naturally starting even when we are not born yet. In fact,
the first sounds are heard when being in our mothers uterus (Wolvin, 2010). Flowerdew and
Miller (2005) point out that to develop sophisticated listening skill as a child, it is necessary to
combine the physical components with the cognitive development. To understand this process,
Listening: the process of receiving, constructing meaning from, and responding to spoken
According to this definition, it can be said that listening is the process of hearing sounds
which, combined with our cognitive development are decoded in a message that carries out a
purpose. When constructing meaning, the listener is not alone but part of the context of culture
and society. Listening not only is a mental process, but also a social process in a relational context
(Aldemann, 2012).
3
Listening and speaking are part of the communicative process; in everyday life when we
speak the other listens and vice versa to make this process possible. In my experience as student
and student-teacher, I may say that listening is considered to be one of the most complex
processes because, it entails not only to listen to sounds but also to understand what a person
intends to say. According to this, it can be inferred that listening comprehension is essential to
understand what is being said to avoid misunderstandings and to avoid communication breaks.
Listening plays a crucial role in the language learning acquisition but it is one of the most
grammatical structures, interpret stress and intonation, retain what was gathered
in all of the above, and interpret it within the immediate as well as the larger socio
As can be deduced, this complex process of listening comprehension can make a simple
task very difficult for learners. For this reason, it is necessary to implement certain techniques
4
Furthermore, it is thought that receptive skills are developed faster than productive skills.
By just being concentrated on listening, learners can learn much more (Nation and Newton, 2009).
In fact, listening comprehension is a key step in communication in order to produce the language.
comprehension skills, which may facilitate the development of the others language skills such as
The main goal of teaching listening is enable students to communicate successfully when
the language may be required either as being immersed in a foreign country or even within their
own country. In real situations we rarely listen to someone without any expectations of what we
are going to hear. This means we usually have a preconceived idea of the content (Ur, 1984:2)
and these ideas are based on our background knowledge of the delivered information. One
important aspect when teaching listening is this idea of activating students prior knowledge in
order to improve listening comprehension (Brown, 2006). Brown defines prior knowledge as
abstract, generalized mental representations of our experience that are available to help us to
understand new experiences (2006:2). Prior knowledge helps to contextualize certain predictions
Considering that listening comprehension is a key factor in the production of language and
that this is one of the most used skills (Pinnell & Jagger, 2003), we cannot deny that listening in
another language can be difficult for students (Brown, 2006). According to Nation and Newton
5
- Most of what the learners are listening to is already familiar to them.
- The learners are interested in the input and want to understand it.
- The learners can gain some knowledge of the unknown language items through
In my experience as student and student-teacher, I can say that I agree with the fact that certain
conditions should exist in the classroom to make the listening process possible. However, in order
to learn more effectively, it may be important to provide tools to help students develop listening
Using learning strategies is presumed to facilitate the acquisition of the language as well as
the listening comprehension skills. According to Bloom (1970), there are certain strategies that
- getting the background information they need to know something about what they will
hear,
- checking their comprehension often as they listen and, if they are speaking with another
person,
6
These listening strategies need to be taught to learners, and also teachers should make
their students be aware of the importance of these strategies to facilitate their understanding and
self-study in the listening process. It is also necessary to know or to make them know which of
these strategies they use or might use. One of the research questions aims at identifying if
learners are aware of the existence of listening strategies. (See 3.3 in the methodology section)
Most of the time teachers focus only on students ability to listen to an audio to test their
Therefore, this situation may not favor the language acquisition. As Vandergrift states, the
process of developing useful listening strategies is best achieved when teachers provide students
with abundant listening practice outside evaluation (1997: 174). As a conclusion, teachers should
also include listening activities in which learners can listen and watch just for their own pleasure or
Furthermore, several studies have been carried out in the field of learning strategies; one
of these belongs to Chamot and OMalleys work (1990), who presented a classification scheme of
these learning strategies grounded on cognitive theory. This categorization range consists of three
main parts: cognitive strategies, metacognitive strategies and socio-affective strategies. These
learning strategies were adapted to listening comprehension learning by Vandergrift (1997) and
only some cognitive and metacognitive strategies were selected for the purpose of this study.
The following table shows the learning strategies which were employed to facilitate and
7
Table 1. Listening strategies
1. Advanced Decide what the objectives of a specific listening task are. Why is it
organization important to attend to this message?
2. Directed Learners must pay attention to the main points in a listening task to
attention get a general understanding of what is said.
4. Linguistics Learners guess the meaning of unknown word with those they
inferencing already know.
6. World Learners use their general knowledge about the world to facilitate
elaboration their own understanding.
8
According to Harmer (2007) listening can help to have a better pronunciation; when
being exposed to listening texts one acquires the correct pitch and intonation of words.
Besides this, the effective use of listening strategies can have an important role not only in
the oracy but also in the process of acquiring the language (Hedge, 2000).
Taking into account that in Chile the English language is taught as a foreign language and not
as a second language, it has been seen that learners lack interest in learning it. In an attempt to
solve this problem, this study included the second independent variable: the use of video, which
Nowadays, there is a great trend towards the use of technology in classroom in general as
it is a fact that technology cannot be separated from society (Cakir, 2006:1). Technological
devices have a social origin being its purpose to supply the needs of society. The use of video as an
audio-visual tool emerges from the needs of the new generations; it increases the emphasis on
communicative techniques and helps foreign language teachers to facilitate the target language
(Cakir, 2006)
In general, the use of technology in lessons is more than just well accepted by learners;
this is a way of catching their total attention. In particular, the use of video in the English
classroom increases students interest and motivation to high levels. This is possible because
nowadays English and language in general can be taught in a very interactive way. Thus, the
students have the chance of seeing and hearing language in use (Harmer, 2001).
9
There are many advantages when using video material in English lessons. As Harmer
(2007) states,
Video is richer than audio: speakers can be seen; their body movements give
and visual input, so the video can be used as an effective means to facilitate the interpretation of
the message. When speakers can be seen, it is easier for listeners to predict not only what they are
saying but also the emotions they are expressing on their faces, gestures, and body language
(Cakir, 2006).
According to Kruger (2009), the role of nonverbal behavior plays an essential role in
study, he concludes that learners who are provided with the speakers gestures and facial clues in
a video-recorded lecture show significantly better comprehension than those who just can hear
Some techniques can be applied when using video material in order to facilitate the
understanding of an oral text. Most of them are used to encourage learners to predict certain
information rehearsing their participation in the English lesson though. Harmer (2001) provides
five useful techniques to make this possible, out of which three were included in the innovation
10
The following table shows the selected video teaching techniques which were employed in
Silent viewing (for The video is played at normal speed but without the sound. Students
language) have to guess what the characters are talking about. Then, it is played
with the audio to check if students guessed correctly.
Silent viewing (for The same technique but with music. Students have to guess what the
music) lyrics is about and the kind of music. Then, it is played with sound and
students check if they guessed correctly.
Freeze frame At any stage during the video sequence the picture can be frozen. This
is useful for asking the students what they think will happen next.
So far the basis of this research study which was essential for carrying out this project has
been presented. Therefore, some research questions and aims came into view. Based on the
theoretical framework previously developed, this research study explored the effectiveness of
using listening strategies and video teaching techniques on students listening comprehension
achievements. To achieve this objective, the theory on how to teach listening was followed. This
research project used a mix-method approach to gather data which will be explained in detail in
11
3. Methodology
3.1 Overview
qualitative and quantitative methodology to collect data. The purpose of using a mixed-method
pointed at supporting the validity of the research outcomes through the interrelation and
verification of the findings (Drnyei, 2007). The instruments used to collect data were a survey and
a pre-test, which were piloted during the researchers fifth teaching training to measure the
validity and reliability of it. The pre and post test correspond to the quantitative methodology as
well as the survey and field notes correspond to the qualitative methodology. In this section, the
instruments mentioned above are presented as well as the research context and sample. In order
to conduct this research study, three variables were identified and a problem statement, three
research questions and a hypothesis: one dependant and two independent variables in the
following subsections.
This research study was conducted in a state high school located in Osorno city. The
sample was randomly assigned in the first term of 2014 for developing the fifth teaching training
by the English teaching program. The sample consisted of 25 students from twelfth grade.
Even though the research population was familiar with the activities of listening
comprehension, these are one of their greatest weaknesses due to the fact that they were not
aware of the use of listening comprehension strategies to facilitate their listening process. Besides,
there were other problems such as unclear learning outcomes, the use of only audio material,
12
among others. First, most of listening activities did not correspond to authentic material; this
means they were not exposed to real English. Second, these listening activities were only audio
material; learners did not see the speakers (See excerpts from the guide teacher lessons on page
31).
Taking into account this problematic situation and considering the importance of the
listening comprehension skill, the general objective of this research was to determine the
effectiveness of the use of listening strategies and the use of video teaching techniques in the
this research project, the research problem was stated as follows: how can the implementation of
listening strategies and the use of video teaching techniques improve students listening
comprehension achievements? The research variables identified in this research study were two
independent variables: the use of listening strategies and video teaching techniques, which were
comprehension achievements.
The aim of this project was to solve a research problem and to accomplish the general
objective of this study. Therefore, three research questions were formulated each one linked to a
specific objective. The first research question was: what listening strategies do students use before
and during the DIP? This question matches the specific objective that aimed at determining the
use of listening strategies before the DIP. The second question was: does the use of video help
students to improve listening comprehension? This question is linked to the specific objective
which aims at determining whether the use of video has a positive effect on students listening
comprehension. Finally the third research question was: to what extent do listening
comprehension strategies and the use of video teaching techniques cause an effect on students
13
listening comprehension achievements? This last question intended to accomplish the third
objective which aimed at identifying the effect that learning strategies and the use of video
2 Does the use of video help students to To determine whether the use of video
improve listening comprehension? has a positive effect on students
listening comprehension
According to the formulated questions above, the following hypothesis arose: if the
students develop listening comprehension strategies and are exposed to video teaching
techniques, they will improve their listening comprehension achievements significantly. ( 0,05)
The qualitative instruments for data collection included in this project are ethnographic
notes and a survey. The quantitative instruments administered were the pre and post-test which
14
As this research study is founded on the basis of social sciences, the justification for using
both quantitative and qualitative methodology for collecting data can be explained by the premise
that using these methods will strengthen the quality of educational research and make it more
accurate and useful (Tashakkari and Teddlie, 1998). It is stated that the quantitative method can
be replicable and generalized other contexts. However, other researchers claim that the results of
words, this method fails in uncovering reasons for particular observations in participants (Drnyei,
2007). This is the reason why it was necessary to employ a mixed-method research including to
the quantitative and the qualitative instruments, as their purpose is to contribute with different
A description of the different instruments used to collect data and their purposes is given
below.
Field notes correspond to the qualitative methodology to collect data and their purpose
was to take notes of the insights of ordinary lessons during the teachers and student-teachers
intervention. Particularly, this instrument obtained data about both the participants and the social
During the teaching training period eight field notes were taken; these notes helped to the
identification of several problems through a speculative analysis. These eight field notes from the
class consisted of four from the guide teacher and four from the student teacher in the DIP,
respectively. Besides, the lessons were audio recorded to obtain details and all the information
from the lessons. A research problem was identified in these field notes in which this project was
based on. The analysis of these notes, before starting the teaching period, enabled the researcher
15
to identify the main problems in the classroom regarding the listening comprehension problems
3.4.2 Survey
A survey is a widely used and useful instrument for collecting information, providing
structured, often numerical data, being able to be administered without the presence of the
researcher, and often being comparatively straightforward to analyze (Wilson and McLean, 1994,
quoted in Cohen et al. 2007). Initially, the survey had 21 statements with yes, no and sometimes
answers but, after being analyzed in the piloting period, it was noticed that most of the
participants had the tendency to answer in the sometimes criteria (See appendix 2). Probably, this
situation reflected students insecurity towards the alternatives. Therefore, to have a clear picture
of their answers, the sometimes criteria was deleted. The purpose of the application of this survey
was to know what kinds of listening strategies students employed, students interest in listening
activities and their perceptions when dealing with a listening passage. This instrument was
adapted from Cohen, and Chi (2006). This survey was divided into three dimensions: English
During the fifth teaching training a pre-post-test was designed and piloted to
measure its validity and reliability. This pre-post-test was taken by 20 participants out of 25
(same participants) from twelfth grade in the second term of the year 2014. The ideal score
was 47 points which nobody obtained. The maximum score obtained was 46 points. The
mean score was 39,65 and the standard deviation 3,48 points. The test reliability was 0,05,
16
In tests, researchers have at their disposal a powerful method of data collection, an
impressive array of tests for gathering data of a numerical rather than verbal kind (Cohen et al.
2007). The pre-post tests main aim was to measure whether there was a significant improvement
in the groups listening comprehension after an intervention on the teaching of effective listening
strategies. From this test, the data was analyzed statistically with an independent t-test.
The test consisted of five items, with each focusing on some of the learning strategy from
Vandergrift (1997). These strategies were the following: directed attention, selective attention and
linguistic inferencing. Besides, some other listening strategies were developed in classes to
listening comprehension skill and the use of seven listening strategies. This test was
divided into five items with an ideal score of 48 points. The video material used in this test
was authentic entitled how to run in hot weather and was taken from the internet on
The first item required students to identify general information about the video. This
activity is linked with the directed attention strategy. The second item involved students to
discriminate information. This listening activity matches the selective attention strategy.
The third item required students to identify specific information by filling the gaps. The
strategy used in this listening activity was selective attention. In the fourth item students
listening activity was directed attention. The last item required students to guess meaning
17
from context by watching the video and associating words with what happened in the
video. This listening activity is linked with the linguistic inferencing strategy.
3.5 Procedures
To achieve the purpose of the present research, several steps were carried out during the
development of the last teaching training were this project was implemented. First of all, the
teaching training began in the first term of the year 2013 with the same participants, i.e. Students
knew the student-teacher before the intervention period. Before the DIP, first, the student-
teacher had an observation period to collect data for about three weeks. This collection of data
consisted of four field notes which were taken from the guide teachers lessons. Later on during
the DIP, four more field notes were taken to have a record of the student-teachers lessons. These
eight ethnographic notes were speculatively analyzed. Second, the pre-test, which corresponds to
the quantitative data collection, was administered the first day of the intervention period as well
as the survey. The pre- post test was taken by 20 students. After the intervention period, the same
instruments were administered to analyze the possible changes during the DIP.
In this research study several ethical considerations were taken. In order to protect
students identity therefore their names were changed during the observation period in the field
notes as well as the name of the guide teacher. Some lessons were audio recorded only, with full
In conclusion, one of the advantages of the data collection procedure was that students
already knew the student-teacher. Therefore, they had an idea of what the DIP was going to be
about. The downside during the data collection procedure was the circumstances in which the
post test was administered. Students took the pos-test when they no longer had classes but PSU
18
tests administered by the high school, the vast majority of students were tired because they were
taking college preparatory lessons and other stressful activities. However the post-test and survey
The quantitative methodology intended to attain the objectives of this research study
whereas the qualitative methodology intended to answer the research questions formulated
previously (See section 3.3). First, the pre and post-test results are presented to show whether
there was any significance after finishing the direct intervention period. Second, various field
notes excerpts compared students learning context before the DIP with the context in which
students were exposed during the student-teacher intervention. Finally, the results of the survey
were analyzed to corroborate or reject the results of the pre and post test.
The triangulation of the data collected was based on the listening theoretical framework,
the pre- and post-test, the field notes and a survey. The analysis was conducted according to these
19
4. Analysis and discussion of results
As mentioned in the methodology section, in the fifth teaching training, the pre-post
test and the survey which were intended to collect quantitative methodology were designed
and piloted. These instruments were analyzed to provide evidence of the students
outcomes at the end of the DIP in comparison to students listening comprehension before
this period. The analysis of the instruments is discussed in each section in order to assess
determining the effectiveness of the use of listening strategies and video teaching
this general objective, an intervention period in which the pre and post test were applied to
a group of 12th graders in order to measure the variation in the results was conducted.
The following table presents the scores obtained by the 20 students in the pre and
20
Table 4. Pre and post test results.
1 46 46 0
2 42 43 1
3 42 36 -6
4 42 39 -3
5 39 44 5
6 38 42 4
7 38 40 2
8 38 44 6
9 37 41 4
10 35 36 1
11 35 40 5
12 33 45 12
13 32 38 6
14 31 36 5
15 31 38 7
16 30 34 4
17 30 38 8
18 28 35 7
19 27 40 13
20 24 38 14
Sum 698 793 95
Mean 34,90 39,65 4,75
Stand.
Deviation 5,82 3,48 4,95
Table 4 shows most of students obtained better results in the post-test. The ideal
score was 47 points and none of the students obtained it being the best score 46 points in
the pre and post test. This corresponds to 98% of achievement. Among the higher scores in
the post-test, there were three students who obtained a significant gain which range among
12 and 14 points. The difference between mean scores in both tests was 4, 75 points on
average. Besides, the mean of the pre-test was 34,90 whereas the post-test mean was 39.65,
which shows an increase of more than 4 points. The average of the scores is approximately
21
74% and 85% of achievement. In addition, the standard deviation results fairly decreased
from 5, 82 to 3, 48 which means that the scores among students reduced from one another
on average. Therefore, the results obtained indicate that the group of students after the DIP
At first glance, it certainly seems that there was some improvement in the students
listening ability. However we now need to find out whether this difference is statistically
significant. As consequence of this, Wilcoxon Signed Ranks Test was used due to the fact
that the sample is small and the data need to be treated as non-parametric.
By means of a Wilcoxon signed ranks test it can be established that there was a significant
improvement in the test scores of the participants (p<0.05). Based on the results, it could be
deduced that students improved their listening skills by the use of listening strategies and
In relation to the general objective, the results reasonably show that to some extent
the use of listening strategies and video teaching techniques helped to improve students
listening comprehension.
22
Table 6. Pre and post test results per item.
ST pre1 post1 pre2 post2 pre3 post3 pre4 post4 pre5 post5
1 16 16 6 6 6 7 10 9 8 8
2 13 13 5 5 6 7 10 10 8 8
3 15 10 6 4 5 6 10 8 6 8
4 16 14 6 6 6 7 10 6 4 6
5 15 13 5 6 7 7 8 10 4 8
6 15 14 6 5 5 7 8 10 4 6
7 15 12 6 6 5 6 8 10 4 6
8 14 15 6 6 4 7 8 10 6 6
9 14 14 5 5 4 6 8 10 6 6
10 10 10 6 6 5 6 10 10 4 4
11 9 12 6 6 4 6 10 10 6 6
12 8 14 5 6 6 7 10 10 4 8
13 6 8 6 6 4 6 10 10 6 8
14 8 10 5 5 4 5 10 10 4 6
15 9 10 4 5 4 5 10 10 4 8
16 10 10 4 4 4 6 10 10 2 4
17 8 12 5 5 3 5 10 10 4 6
18 12 13 5 6 5 6 4 4 2 6
19 13 13 2 4 2 7 6 8 4 8
20 12 13 2 4 4 7 4 6 2 8
Sum 238 246 101 106 93 126 174 181 92 134
Ideal 400 400 150 150 175 175 250 250 200 200
Mean 11,9 12,3 5,05 5,3 4,65 6,3 8,7 9,05 4,6 6,7
% 60% 62% 67% 71% 53% 72% 72% 73% 48% 67%
The analysis of the result of the pre-post test showed that on average, students
improved in all test items. It can be seen that students slightly increased their scores in item
1, 2 and 4. It can be noticed that in item 3 and 5 students fairly increase their scores from
53% to 72% and 48% to 67% respectively, increasing by 19% of accomplishment in both
23
These statistics show that the vast majority of students performed better on the test
after being exposed to an intervention period. In the use of selective attention students
increased their scores by 33 points in the post test. Moreover, in the use of the linguistic
inferencing strategy, students increased their scores by 42 points. According to these data,
we could infer that selective attention and the linguistic inferencing strategies were better
The percentages of achievement by item in the post test shows that all the students
are above the 60% which may be a sign of a fair performance. It could be said that the
strategies were well assimilated by the students and were put them into practice when
This sub-section intends to display the achievement of the first specific objective of
this research study which aimed at determining students use of listening strategies before
and during the intervention period. For this purpose some excerpts of field notes and results
GT OK solamente les voy a dar 10 minutes para terminar. Entramos a clases y ustedes se
forman immediately en los mismos grupos Queda claro? a los que faltaron hoy los voy a
integrar solamente a los grupos que ya estn. Slo 10 minutes y luego comenzamos la
presentation de los groups Queda claro? Yes! Ok! Entonces ustedes llegan immediately
forman sus groups. Ten minutes para terminar sus questions y despus empezamos la
presentation de los Quiz Shows Queda claro? Ahora, please remember qu tienen que
decir: good answer!, good job!, tienen que darle reinforcement a los teams, positive
feedback and you have to say the winning team is , and congratulations. Ahora, si
pueden avanzar en su house, At home, pueden avanzar.
24
In excerpt 1, it can be seen that instructions are given mixing L1 and L2. However, the
mother tongue of students predominates over the other. Taking into account the previous
description of the sample, we could assume that practically the only direct source of
exposure to the target language of this group of students is in the English classroom.
Accordingly, it would necessary to promote linguistic immersion. Thus being English the
only language used for communication, leaving Spanish for certain occasions where it
students to acquire the communicative proficiency which is necessary for the success of
ST Ok, now share your phone with the classmate next to you. And tell him/her why you
selected that. Mr. What do you have to do. Please tell your classmates.
MS Compartir el telfono, sea la foto o una cancin de Face, al compaero del lado y decir
por qu la escogimos.
MS Fs miss.
ST
Ok miss! Why did you choose that picture?
FS
Because, buu no puedo miss porque salgo con mi pololo
ST
FS Its very simple. Because I am with my
Boyfriend!
The excerpt 2 shows that the linguistic immersion in the classroom helps students to learn
in a meaningful way. Being that students listen to the teacher speaking English and observe
how he or she develops their lessons. It is important to create a suitable environment where
25
a real linguistic immersion is allowed and promoted without pressing or embarrassing
students but guiding them and encouraging them to produce language in a simple way.
/Students come in the classroom/ / Gt writes on the board the date: April 4th, name of the
Unit: Advice and support , name of the lesson: It will rain, and the objective: Identify
information/
Today our objective is to identify information. Today we are going to work on something
GT different. What was the most difficult part of the test?
The excerpt above suggests that one of the main weaknesses of students is Listening
comprehension. As it was mentioned in section 2.2, listening is a complex process that can
make a simple task look difficult to students. However, it is important to highlight that the
guide teacher together with the students were able to identify the problem. Therefore, it is
important to say that despite the attempt to strengthen students' listening skill, it was
ST: Ok now Item n 2 selective attention! You will have to fill in the gaps. As always you will
have to pay attention and put the correct words in the gaps. The words in the box are
Wilderness Explorer, need any help, skip to the end, Assisting the Elderly badge,doing fine
and cross the street. You all know what you have to do.
26
In excerpt 4, the activity explicitly influence the use of selective attention strategy
mentioned in Section 2.3.1, Listening Strategies. First, a well-known video to students was
chosen; students identified the characters in the piece of movie. In this way students got the
background information they need to know before listening. They made predictions about
what they heard based on their previous background knowledge. Finally, students paid
attention to details in this listening task. The recognition and use of selective attention and
linguistic inferencing strategies can be reflected in the results of item No. 3 and 5 of the
pre-post test (see Table 6 page 23). Students increased significantly from 53% to 72% and
Regarding the survey analysis, it would be important to indicate that the survey
listening comprehension strategies. The students had a set of two possible answers for each
questions. The pre-survey results illustrated that students may have used some listening
strategies before the DIP and that these fairly increased during the intervention as can be
seen in graph 1.
27
Graph 1. Listening strategies used by students. (Yes answers)
100
90
80
70
60
Pre Survey
50
Post Survey
40
30
20
10
0
Q11 Q12 Q13 Q14 Q15 Q16 Q15 Q18 Q19 Q20 Q21
The bar graph above illustrates that all the listening strategies students declaredthey used
before the DIP improved after the intervention period. It is shown in percentages. As is
seen in the graph, Q11, Q18 and Q21, which refer to strategies related to: consider body
language, context and making predictions, rose sharply between pre and post surveys,
reaching 100% of use of these strategies. On the other hand, apart from a slight increase of
25%, Q19 seems to be the most difficult strategy to accomplish which aims to guess
meaning of unknown word with those they already know. Linguistics inferencing strategy
increased from 20% to 45% showing that according to the students it is more difficult to
Besides, it is necessary to emphasize that Q14 rise from 0% to 60% indicating an increase
in self-confidence of students. Before the intervention period, any student dared to imitate
the native speakers' way to talk. Probably, it could be assumed that students did not pay
attention to these details. However, after the intervention period, more than half of the
28
participants dared to try to imitate the speech of native speakers, thus demonstrating their
high levels of confidence and also how they pay special attention to what they hear.
As a conclusion it could be deduced that this dramatic change of strategies awareness is due
to the intervention period since the majority of the yes questions increased.
The following table shows the listening strategies students used before and during
Table 7. Listening strategies used by students before and during the DIP.
Regarding the first specific objective and research question, which referred to
students use of listening strategies before and during the DIP, it can be said that perhaps
before the intervention period students were aware of one or two listening strategies. They
start using them since the teacher mentioned or used them to facilitate students listening
comprehension. However, the possibility that students may have used some strategies
29
According to the field notes, it was previously seen that the main weakness of the
participants was listening comprehension. On the other hand, to overcome this weakness,
students developed listening activities with specific listening strategies and these were
mentioned to make them be aware of their existence; Also, students were encouraged to use
them. Finally, according to the bar graph, it could be said that after the intervention period,
students were familiar with the strategies involved and their respective uses.
This section intends to reveal the attainment of the second specific objective of this
research study which focus on determining whether the use of video techniques aimed at
authentic videos intended to catch students attention and motivate them in the activities of
the lesson.
/sts are chatting, they are not paying attention to the teacher/ /GT speaks loudly/ Una
persona hablar sobre la importancia de conocer otras culturas, ese es el tema del
listening. Ustedes tienen que subrayar
30
As can be seen in excerpt 5, students look tired and bored; they do not understand
the instructions. Furthermore, the teacher does not model the activity; she does not use
mime, visual support or some other tool or strategy to help them understand only the
translation into the mother tongue. Students may lack of motivation because what they are
going to hear is not of their interest; it is not authentic material and is not a video. Probably
just using audio material is not be the most appropriate material when students are tired and
unmotivated.
FS Specific information
/Sts laugh the video is very appealing to them; maybe the level of English is too advanced
for the Sts. However, gestures and body language of the character helps them to
understand/
In excerpt 6, it can be seen that the student teacher made comprehension questions
to ensure that students understood the instructions. On the other hand, students can be
appreciated laughing and having a good time. The video appears to be attractive to them.
Although the level of English was not appropriate for the students, they were able to use
directed and selected attention strategies and understand the main ideas by paying attention
31
Excerpt 7. Student teacher lesson
STS Awwwwwww!
/Because of this expression, it seems that most of the students watched the movie
before/ /St freeze the piece movie/
FS Me encanta Up!
ST We are going to watch a video. In groups of 5 you have to answer the exercises in your
handout. /St uses mimicry/ Please read the questions, in the multiple choice section.
Silently (she uses mimicry) 1) identify the characters, Characters?
MS Personajes.
N 3, If you dont understand the meaning of some words please tell me.
In excerpt 7 can be seen that employing video techniques such as freeze frame is
useful for asking or encouraging students to identify characters and to think what will
happen next. In relation to the second specific objective and research question, which
aimed at identifying the effect of the video teaching techniques on students performance
and attitude, the excerpts show that the use of video had a positive effect on learners
32
participation. The videos seem to be much more interesting than just audio materials,
performance, it seemed that the video techniques used helped them to develop the listening
activities successfully.
In relation to the use of video, the survey (See page 51) results showed students
prefer using video in the classroom rather than just listening audio materials. Students
respond to the following statement: Watching videos help me to understand better than just
listening to the audio. The results are shown in the following graph (See also page 124).
100%
80%
60% YES
NO
40%
20%
0%
PRE SURVEY POST SURVEY
At the beginning of the intervention period, the pre and post survey levels were
similar, accounting for 50% between Yes and No answers. Just half of the participants
believe that visual input may contribute to comprehension. However, the Post survey
results were noticeably different. The percentage of participants who agree with the claim
33
increased sharply to 100% which means that students strongly believed the use of video
facilitated their listening comprehension. Overall, it can be seen that at the end of the
period, the percentage doubled the one obtained on the first attempt, thus indicating that the
Regarding the second specific objective and research question which referred to
whether the use of video and video teaching techniques help students to improve their
listening comprehension, it can be said that the use of video has a positive effect on
students since they feel motivated when watching a video remaining in silence and paying
attention to it.
This section intends to reveal the attainment of the second specific objective of this
research study which aimed at identifying the effect that learning strategies and the use of
Ok compare sus respuestas con el compaero del lado en 5 minutos vamos a corregir.
/Some Sts talk and discuss about what they listen, most of students get distracted/
does not seem to use any strategy to catch students attention; she also uses L1 all the time.
Another possible reason of students lack of interest may be that they only worked on
activities from the course book and with audios provided by it.
34
Excerpt 9. Student teacher lesson
ST Ok now Item n 2 selective attention! You will have to fill in the gaps. As always you will
have to pay attention and put the correct words in the gaps. The words in the box are
Wilderness Explorer, need any help, skip to the end, Assisting the Elderly badge, doing fine
and cross the street. You all know what you have to do.
ST
Let's check !
answers. In fact, it seemed they participated actively because they like the video and they
know it. Therefore, they can rely on their background knowledge; most of them obtained
correct answers. It is important to emphasize that the videos were chosen according to
students' interests and they have no hesitation in showing they like something. Besides,
when the audio were played, students, most of the time, were distracted and bored.
In general, students had a positive attitude towards the listening material and
activities. In addition, the use of listening strategies and video teaching techniques appeared
to help improve students listening comprehension skills. In the end, several differences in
students learning context were encountered before and after the intervention and these are
35
Table 8. Comparison between students learning context before and after the DIP.
The following table shows some of the statements which experienced a major
increase in students answers from the survey regarding their attitude towards the listening
material.
Pre-survey Post-survey
18. I focus on the context (place, time, etc.) of 25% 75% 100% 0%
what people say.
12. I associate the sound of a word or phrase in 20% 80% 85% 15%
English with the sound of a word or phrase
in Spanish.
15. I try to predict what people will say based on 20% 80% 75% 25%
what they said earlier.
36
Even when this research study did not intend to focus on students beliefs towards
the English language, it was considered important to include three statements concerning
this dimension in the survey. The purpose of including these statements was to elucidate
whether the direct intervention period had a positive effect on students motivation to learn
English and consequently an effect on the post-test. In the survey results shown in table 8,
some of the statements with positive results in the three dimensions of the pre and post
As has been shown, through the ethnographic notes in the previous sections, we can
say that enough was done to encourage and guide students to the observation of gestures to
have a visual input. This strategy was assimilated and implemented by all participants.
Therefore, at the same time, it was put the same emphasis on encouraging predictions
According to statement 18, 100% of students say that when listening, they
consciously considered the context (place, time, etc) of what people say. However, before
the intervention period, only 25% of participants considered this a useful strategy.
Another important change in the responses of the students was to manifest that their
priority was listening comprehension over the others English skills, increasing from 20% to
85% of preference. Sentence13 also presents the same percentages indicating that students
try to associate the sound of a word or phrase in English with the sound of a word or phrase
in Spanish. Finally, after the intervention period 75% of students tried to predict what a
person will say based on what he/she said earlier, being that in the Pre Survey, only 20%
did.
37
To conclude, the triangulation of data analysis in this section exposed that the
quantitative results that correspond to the pre and post test had a positive significance. The
observed significance level was 0.001 lower than 0.5. By means of a Wilcoxon signed
ranks test . This suggests that there was a significant improvement in the test scores of the
listening comprehension improved modestly (See table 5). However, due to the small
amount of the sample and the use of non parametric statistics all claims made regarding the
results should be considered as tentative. These results are correlated with the qualitative
To summarize, considering what has been discussed so far and taking field notes into
account. It could be said that both Listening Strategies and Video teaching techniques had
positive effects on students. This could be reflected on the Post Test Results and also on
their performance and attitude. This change could be seen throughout the intervention
period where it was more than clear that students' good behavior and commitment to the
subject undoubtedly facilitated the fluent development of lessons, without major problems
Finally, after analyzing the results of both qualitative and quantitative instruments, it is
fairly certain that if students developed listening comprehension strategies and are exposed
to video teaching techniques, they can improve their listening comprehension skill.
38
4.5 Categorization
The analysis of the field notes revealed that the use of videos in the classroom had a
- Attention: videos caught students attention while being played. The topics
listening activities.
work with interesting topics that are in vogue. Students found the
Some new teaching methodologies were employed during the DIP in comparison
with methodologies used by the guide teacher and these can be seen in the analysis
learners during the DIP. The emphasis was on what students were learning
39
rather than what the student-teacher did. The purpose of this emphasis aimed
developed different activities to put into practice what they had learned.
The main aim of the lessons was to present listening and video teaching
40
5 Conclusion
The current research study explored the effectiveness of the use of listening
(MINEDUC, 2012) and the problems identified within twelfth grade class in Osorno, a
research project was carried out to confirm or discard that the implementation of listening
strategies and video teaching techniques could improve students listening comprehension
skills. Therefore, to guide the investigation, three research questions were established. The
first one intended to identify the strategies that students used before the DIP. Then, the
second one attempted to answer the consequences of the use of videos to improve listening
comprehension and the last one looked at effect of listening comprehension strategies and
The pre-post test results showed the effectiveness the DIP had on students
performance confirming that students develop listening comprehension strategies and are
exposed to video teaching techniques, they will improve their listening comprehension
achievements significantly (See table 5). Additionally, the field notes and survey results
illustrate the correlations between the instruments previously mentioned and pre-post test.
The comparison made between students learning context during the DIP revealed
that their attitude towards the listening material and activities changed significantly.
41
Moreover, the use of video confirmed its positive influence in classrooms since it was
Based on the results, it can be said that the listening strategies proposed by
(Vandergrift, (1997)) and the use of video teaching techniques (Harmer, (2001)) benefited
students listening comprehension mainly the freeze frame and silent viewing technique.
These findings suggest that using video in the classroom is definitely a good option to
One of the limitations of this study was the circumstances under which the post test
was administered. Students took the pos-test when they no longer had lessons. However,
PSU tests were administered by the high school for practice. The vast majority of students
were tired because they were taking college preparatory lessons and other stressful
activities. Although the post-test and survey were applied with no complications it is
recommended (For twelfth graders) to administer the post test at least three weeks before
finishing the term to avoid high level of students stress and awareness.
Finally, relying on the experience gained during this investigation, one possible
recommendation for further research is to take into account the influence of the rapport
built between the students and the teacher and in turn influence the detailed management
class with all their implications when improving students English proficiency.
42
6 References
Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching
classroom. The Turkish Online Journal of Education Technology, Vol. 5, Issue 4 Article 9.
Cohen, A, Oxford, R & Chi, J. (2002a) Language Strategy Use Survey. Minneapolis, MN:
Center for Advanced Research on Language Acquisition, University of Minnesota. [In
Cohen & Weaver, 2006, pp. 68-74]
Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education (Sixth
edition) London: Routledge.
Crystal, D. (2012) A global language. In Philip Seargeant & Joan Swann (eds), English in
the world: history, diversity, change (pp.152-77). Routledge.
Flowered, J and Miller, L (2005). Second Language Listening. New York: Cambridge
University Press
Harmer, J. (2001). The practice of English language teaching. 3rd edition. London:
Longman.
Hedge, T (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford
University Press.
43
Kruger, F. (2009). The Use of Nonverbal Communication in the Foreign Language
Classroom: a Pilot Study.
Nation, I. and Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York
and London: Routledge.
Pinnell, G. S., & Jagger, A. M. (2003). Oral language: Speaking and listening in
elementary classrooms. In J. Flood, D. Lapp, J. R. Squire, & J. Jensen (Eds.), Handbook of
research on teaching the English language arts (pp.881913). Mahwah, NJ: Erlbaum
Ur, P (2012). A Course in English Language Teaching. 2nd edition. Cambridge: Cambridge
University Press
Vandergrift, L (1997). Listening strategies and their pedagogical implication. From The
Comprehension strategies of Second Language (French) Listening: A descriptive Study
Wolvin, A.D (ed) (2010) Listening and human communication in the 21st century. Malden,
MA: Blackwell publishing ltd.
44
7 Appendices
45
PRE-POST TEST How to run in hot weather
Directions:
El video ser reproducido una vez por tem (slo tem III ser reproducido dos veces)
Intente contestar 2 tems por reproduccin.
Despus de cada reproduccin tiene 2 minutos para contestar sus preguntas.
La prueba tiene una duracin de 60 minutos.
I. Watch and listen to the video carefully. Put a tick () for the correct answers and X for the
wrong answers. There can be more than one correct answer Obj: to identify general
information/ Directed attention (_____/ 16 points)
46
II. Write T for the true statements or F for the false ones. Obj: to discriminate
information/Selective attention. 1 point each (____/ 6 points)
a) __T__ If you plan to run more than 60 minutes, substitute a sport drink that contains
electrolytes.
b) __F__ It is not necessary to drink water before starting running.
c) __F__ By the time you are thirsty, you are not dehydrated yet.
d) __T__ Dark colors absorb more heat and cotton retains moisture.
e) __F__ Go for records; keep your first couple of miles above your usual pace.
f) __T__ Begin your run with the wind at your back.
III. Listen to the video and choose the correct words from the box and fill in the blanks writing
the corresponding NUMBER in the script paragraph that follows. Obj: To identify specific
information/ Selective attention. 1 point each (____/ 7 points)
Dont let heat and humidity throw your Running schedule off track. With a few precautions, you
can safely stay on your feet in High temperatures. You will need the Heat index, water, a Sport
drink with electrolytes, Waterproof sunscreen with SPF 30, a hat, sunglasses, Lightcolored
clothes made of moisture-wicking fabrics, a Post-run snack,
IV. Listen to the video and reorder chronologically the Steps to Run in Hot Weather from 1 to
5. Obj: to give the sentences a sequence/ Directed attention. 2 points each (____/ 10 points)
STEP 3 1_ Check the heat index, which is how hot it feels when
the temperature and the humidity are combined
47
STEP 4 5_ Dump a pitcher of cold water over your head.
V. Read the following sentences. Listen to the video and choose the correct alternative. You
have to guess what the meaning of the words in bold are. Obj: to guess meaning from context
/Linguistic inferencing strategy. 2 points each (____/ 8 points)
Begin your run with the wind at your back so you'll have a nice 1) breeze in your
face on the 2) way back.
1. Breeze
a) To feel fresh air
b) To have a sunburn
c) To wear sunglasses
2. Way back
a) To run in another direction.
b) To continue running
c) To return for the same way.
If you stop sweating and begin to feel 3) dizzy or nauseous, stop running, 4) get in
the shade, drink some water, and get medical attention.
3. Dizzy
a) To feel unbalanced almost falling down
b) To feel active and with energy
c) To feel normal
48
Listening Script How to run in hot weather
Don't let heat and humidity throw your running schedule off track. With a few precautions, you
can safely stay on your feet in high temperatures. You will need:
Water
A post-run snack.
Step 1. Check the heat index, which is how hot it feels when the temperature and the humidity are
combined. According to the National Weather Service, exercising in a heat index over 89
degrees Fahrenheit puts you at risk for heat-related health problems like sunstroke.
Step 2. Drink 16 to 20 ounces of water two to three hours before running; drink another 12 to 16
ounces 15 minutes before you begin; and drink about 5 ounces of wter every 10 to 15
minutes during your run. If you plan to run more than 60 minutes, substitute a sports drink
that contains electrolytes and 6 to 8 percent carbohydrate concentration for the water. By
the time you're thirsty, you're already dehydrated.
Step 3. Slather on waterproof sunscreen with a minimum SPF of 30, wear a hat with a broad bill,
and put on sunglasses. Caps with a "sun skirt" around the back offer additional protection
for your ears, back of head, and neck.
Step 4. Wear loose-fitting, light-colored clothing made of moisture-wicking fabrics. Dark colors
absorb more heat and cotton retains moisture.
49
Step 5. Consider dousing yourself with cold water right before your run so you don't heat up as
fast. Take a shower; jump in the pool; or just dump a pitcher of cold water over your head.
Step 6. Begin your run with the wind at your back so you'll have a nice breeze in your face on the
way back.
Step 7. Don't go for any records; keep your first couple of miles below your usual pace.
Step 8. If you stop sweating and begin to feel dizzy or nauseous, stop running, get in the shade,
drink some water, and get medical attention.
Those are symptoms of heatstroke. Heat cramps, which usually strike runners in the legs,
are the first sign that you're overheating. So if you experience one, stay on the safe
50
Listening comprehension questionnaire
N Questionnaire Si No
Idioma ingls
3 El dominio del idioma ingls podra ser una herramienta til para
desenvolverme en mi futuro laboral.
Comprensin auditiva
51
10 Ver videos me ayuda a comprender mejor que escuchar solo el audio.
Asocio el sonido de una palabra o frase en ingls con el sonido de una palabra
13 o frase en espaol.
Escucho las palabras claves que parecen llevar la esencia del significado
16
Intento entender lo que escucho sin traducir en mi mente palabra por palabra.
17
Uso el tono de voz de los hablantes como pista para saber el significado de lo
20
que estn hablando.
52
Field Note N 1
Date of observation: April, Thursday 4th, 2015
Time: 45 min
Grade: 12th
Subject: English
During the lesson, the guide teacher reinforced listening comprehension through the song It will
rain by Bruno Mars. At the end the Guide teacher links the activity with previous contents seen in
Symbols
53
Map of the classroom
54
55
Time Field note Analysis
10:01 /students come in the classroom/ The lesson does not start on
time; this may delay the
/ Gt writes on the board the date: April 4th, name of the
activities and can cause that
Unit: Advice and support , name of the lesson: It will rain,
the students miss the focus.
and the objective: Identify information/
10:05 There is not salutation;
Gt: Today our objective is to identify information. Today
Greeting students at the
we are going to work on something different. What was the
door or at the beginning of
most difficult part of the test?
the lesson is important. For
Sts: LISTENING (loud choral response) students, a good morning
it may be a positive
Gt: Ok so we are going to reinforce that part
interaction.
/Gt writes It will rain on the board/
Gt intends to reinforce
Gt: It will rain what do you think it is going to be about? students main weakness. Gt
and Sts are aware of the
Fs : He is a heart broken
problem in listening
Ms: It is raining comprehension and it needs
to be solved.
Ms: It is sad
The opening is clearly stated.
/ Gt writes the ideas on the board /
Students predict what the
Gt: You have to underline the correct word. What is song is going to be about
underline?
Gt gives the instructions for
Ms: Subrayar! the activity, she doesnt
translate what she is saying
Gt: OK, we are going to listen the song twice
but she makes the students
/Gt plays the song/ themselves to guess the
meaning of words. Some
/ Sts listen/
students are able to
Gt: Ready? understand what they hear
10:07 in English and they translate
Sts: NO! (loud choral response)
the Gts instructions.
56
Gt: Ok, Activity n 2: order the verses from 1 to 8 Sts start talking at the end of
the activity. However if they
/ sts listen/
have to develop an activity
10:09 /sts start talking/ they remain in silence. Gt
says One, two, three as a
Gt: Second time! One, two, three!
classroom management
/sts are in silence/ strategy. Sts know that if
they listen that, they have to
/sts listen; the song is very popular. Sts seem to be familiar
remain in silence.
with the songs chorus/
10:11
Gt chose a popular song. Sts
Gt: Ok, now cross out it means to do this
feel motivated to develop
/Gt draw a X on the board/ the activities because they
are familiar with the songs
Gt: Cross out the words that dont belong to the verse.
lyrics.
Cross out?
Gt uses mimicry as a
Fs: Tarjar
technique to make herself
Gt: What does not belong to the verse? understood.
57
/ Gt repeats a piece of the song/ students for help, this give
them a sense of belonging
10:16 Gt: Ok, now you are going to listen the chorus that belongs
and that they are
to activity n 2
contributing to the class.
Gt: Ok, the last activity. Complete the missing word.
To write the answers on the
Missing word?
board is helpful for students
10:18
Fs: palabra que falta because they can hear and
see the words and they can
Gt: Very good!
also check their work.
Gt: Ok,you are going to listen the complete song and you
Gt checks the activities; it is
will check all the activities
important to check the
10:22 / Gt erases the whiteboard/ activities in order to test
students' comprehension
(Some Sts sing the song softly)
and understanding.
Gt: Ok, now please you have to correct with another
Gt looks at Students
color
predictions. Students are not
/ Gt checks the activities out loud/ able to realize that their
predictions were wrong,
( Sts say the answers in chorus)
thats why they didnt
( Sts seem to understand the song quite well) comprehend the aim of the
song. They didnt apply
/ Gt writes every answer on the board/
listening comprehension
( Activity n 3 appears to be the most difficult for them) strategies therefore the
problem may not be solved.
Gt: Ok now, Is he sad?
Gt realizes that the students
Sts: YES!
did not understand the
Gt: Is it raining? songs message;
Consequently the Gt explains
Sts: YES!
10.25 the songs context.
58
Gt: Is he heartbroken? To stamp Students
copybooks is a very good
Sts: YES!
strategy to track their class
Gt: What says the song? If you ever leave me baby? Lo performance during the
dej? whole term. Students file
their handouts in a portfolio
Sts: No
as a way to keep track their
Gt: Did they break up? class performance during the
term as well.
Sts: No
Gt makes a closure activity
Gt: Now, What is he doing? Does he had a girlfriend?
who intend to make a link
Sts: Yes between the contents of a
previous lesson (using
Gt: What is he asking for?
connectors) and the activity
Fs: Que no lo dejen of todays lesson.
/ Gt: translates/
59
Gt:And you are going to use the connector?
Sts: BECAUSE!
Fs: Aileen
10:34
Gt: Do you like the song?
/Fs answers/
/ other Fs answers/
Gt: Can you identify information? Yes. What was the most
difficult?
Sts: Complete
60
Gt: And the easiest?
10:39 Gt: Please, su gua con nombre y fecha y una vez que
hayan hecho eso pueden guardar sus cosas
61
Field Note N 2
Time: 90 min
Grade: 12th
Subject: English
During the lesson students will write the script of a quiz show, they take as an example the audio
heard last class. Students work in groups one will be the presenter and the rest will be divided into
two teams. Students will present the quiz show next class.
62
Time Field note Analysis
11:32 /Sts enter to the room and sit in groups/ ST greets students which
to check if students
GT: OK one, two, three Can you remember one of the
were really attentive or
63
11:42 questions? learned what was taught
GT: Good parts of the volcano and what was the volcano who
destroyed a
Ms: A city
GT: Very good And what was the answer? Cul era la
Ahora the first thing that a presenter has to do. Qu es lo que If students do not
64
tiene que hacer el presenter? understand this activity
there will be a competition about music, about sports. Le Provably the input of the
colocan su tema. And we have two teams fighting for, or teacher will be the only
competing for and IPod for example or a travel to USA o instance where students
12:55
cualquier premio que quieran ponerle Queda claro? Yes? And will be exposed to L2
65
a escribir todo lo que van a decir en el TV show. Queda claro? things like reporting to
Yes. Ahora son las 9:05 a las 10:30 yo ya debera ms o menos the class
ver el bosquejo para hacer el cierre, if you have any doubt just
/sts discuss and lots sts ask for questions it seems they did not
Sts: YES!
Ahora tienen que decir Great answer, good answer, good job le
And you have tos ay ok the winning tea misy dicen quin gan
66
Fs: Cuntas preguntas mnimo miss?
67
Field Note N 3
Time: 45 min
Grade: 12th
Subject: English
During the lesson Are We Different? Students discuss about how culture affects peoples lives
and then analyze the meaning of a Mahatma Gandhis proverb. Students listen to an audio about
the importance of knowing other cultures. Students do activities which develop listening skills to
find specific information. Finally Students analyze some pictures, guess peoples nationality, and
68
09:58 /Students get into the classroom/ The lesson does not
(Students had a two-hour-lesson of physical education and then start on time; this
a break.) may delay the
/ Gt writes on the board the date: April 17th, name of the Unit: activities and can
People and our beliefs, name of the lesson: Are we different? /
cause that the
Sts: /All the students stand up/ Good morning teacher focus.
understand the
/Gt writes on the board the proverb A man is but the product
proverb. Maybe to
10:07 of his thoughts. What he thinks, he becomes/
ask them which are
Gt: Ok very good. Now, In pairs, discuss the meaning of the students might be
proverb that I wrote on the board. Make a list of ideas and share
familiarized with the
them with the other pairs.
10:10
vocabulary which
Fs: Qu significa eso miss?
facilitates their own
Gt: Un Hombre no es sino el producto de sus pensamientos. Lo
que l piensa, se hace esa es la traduccin en espaol Ok a
69
trabajar, si tienen dudas levantan la mano. comprehension.
/ Sts forget the meaning of the proverb, they are continuously students ask for
asking to the teacher the meaning of it/
translation. Maybe,
/ Gt writes the full proverb in Spanish on the board/
other ways could be
Gt: Ok, Times up! ahora compartan con la pareja de atrs, used to facilitate
10:17
tienen 5 minutos para hacer eso.
their comprehension
/Most of sts are not sharing their thoughts about the topic with
their partnerts, they seem to be talking about their private lives/ It is difficult for the
students to focus on
Gt: Ok now, Open your books on page n 15.
the topic. It has to be
Activity n 2 You are going to listen to a person talking about the
importance of knowing other cultures. considered that they
10:23
are teenagers trying
As you listen, underline the phrases you hear from the list
below. Clear? to take any chance to
breaking news of
/sts look tired and confused/
their private lives.
/sts are chatting, they are not paying attention to the teacher/
Monitoring may help
to keep students
/GT speaks loudly/ Una persona hablar sobre la importancia
focus on the activity.
de conocer otras culturas, ese es el tema del listening. Ustedes
tienen que subrayar
A female student
Gt: Yes! Deben subrayar de la listita que aparecen en activity helpful to identify the
70
n2 que dice: strong students in
We may think there are differences between others and order to help the
us,the culture of other countries, other cultures are more weak or shy ones
interesting than my own culture
Claro ahora?
other cultures are more interesting than my own they liked the topic
culture.
and if the topic
core values, beliefs and social attitudes that are typical
engages them, it may
to each particular race or ethnicity.
be easy to pay more
Every time I travel
10.25 attention.
things about other cultures.
Students seem to
we could begin to notice these similarities.
understand the
Brits are very different people.
audio, due to the fact
tried to learn about other cultures.
that almost all of
I think this is happening.)
71
10.30 Gt: Ok! Voy a poner el track them are answering
Sts: Siiiiiii
Ready?
Students seem to get
Sts: Yes miss! / most of the students were listening carefully/ the instructions, but
Gt: Please listen again and check your answers. maybe it is not a
Ok, lets check. Which are the ones mentioned? good idea to do
/ Gt starts reading/
72
Discuss the pictures and decide what nationality you think the
people might belong to.
Is that clear?
73
( Example of the chart taken from the book)
10:38
People from We know about We want to
the country the know about
country the country
74
Field Note N 4
Time: 45 min
Grade: 12th
Subject: English
During the lesson Myths and legends students discuss about the Chilean myths and legends that
they know. Students observe images from the book and identify the myths and legends related to
the pictures. Students try to match Chilean myths and legends with their description. Students
listen while read a piece of text called The Far North: The Origin of the Flowering Desert. Then,
students complete the gaps with the correct words or phrases from a box.
75
10:00 /Students get into the classroom/ The lesson does not
start on time; this may
/ Gt writes on the board the date: April 24th, name of the Unit:
delay the activities and
People and our beliefs, name of the lesson: Myths and legends/
can cause that the
Gt: !Rpido Rpido! !Good morning students! students miss the focus.
Sts: /All the students stand up/ Good morning teacher Taking into account that
students are tired, it
(Students had a two-hour-lesson of physical education and then
could be said that
a break. They look very tired)
opening is a little bit
10:05
Gt: We are going to start a new lesson called Myths and boring. A creative
Legends. Alguien conoce algn mito o leyenda? opening may help to
connect the students to
Fs: El Caleuche
the topic of the lesson
Ms: El Trauco /Ms points at someone and says: Ah est el in a faster way.
Trauco miss. Students laugh/
When that male student
(El Trauco is a mythological character from the south of was making fun of his
Chile. He is described as an ugly dwarf who used to classmate by saying you
impregnate women. Women used to blame El Trauco,
are El Trauco. Students
when they got unintentionally pregnant)
laugh and maybe there
Gt: OK! Open your books on page n22 como pueden ver en el
was a chance to take
libro aparecen algunas imgenes de lo que ustedes
10:07 proof of their good
mencionaron. Please do activity n 2 that says: Work with your
mood and to change the
partner. Discuss what you think the difference is between a
environment in
myth and a legend. Luego, you have to match el mito o leyenda
classroom.
to its description. Unir la leyenda a la descripcin. Claro?
For example saying ok
Sts : Yes miss
you have 30 seconds to
/Sts ask questions to the teacher/ draw El Trauco.
It seems that students did not get the instructions Students work a lot with
accurately. Students are taking too long because they are the text book.
asking to the teacher in order to understand what do
they have to do Gt tries to connect
Students answers to
76
Gt: Ok! Lets check! Letter A Desierto Florido the images in the
textbook.
10:12 Fs: Flowers in the desert.
Gts instructions are not
Gt: Is that ok? Est bien la respuesta?
very clear because there
Sts: Yeeeeeeeeeeeeees! Students seem tired and sleepy are a mixture between
English and Spanish.
Gt: Letter b La Calchona
Even though students
/sts laugh/
affirmed that they
Gt: Por qu se ren? understood the
instructions, It can be
Students may laugh because Calchona is similar to the Word
Calzn that refers to underwear. seen that they have a
10:23 lot of doubts. Maybe it
Fs: No la conocemos miss
would be helpful to
Gt: Pero que se les ocurre simplify the instructions
and divide them into
Ms: A bird that brings good luck to miners.
steps.
Fs: Noooo! Ese es el Alicanto
(some sts are not paying attention and are doing other things
A visual support and
such as studying for other subjects)
mimicry may also be
Ms: Witch? helpful in order to avoid
using Spanish and give
10.25 Gt: Yes! La Calchona is a witch; letter c Portillo
clear instructions.
Sts: Tampoco estamos seguros miss
It can be seen that is
Ms: An enchanted lake. difficult for the students
to understand what
Gt: Very good! Letter D as you know is A bird that brings good
they are reading.
luck to miners como dijo su compaera. Ahora letter E?
Pincoya? Esta, est muy fcil It seems that students
are answering at
Sts: A Mermaid
77
Gt: Y El Trauco? random.
Gt: Respeto a sus compaeras. Con que descripcin van Las tres It might be helpful to
Pascualas? El seor molestoso que responda por favor. monitor students and to
walk around the
Ms: Three sisters who loved the same young man.
classroom in order to
Gt: Very good! Ok now we are going to do activity n 4 Listen realize what is going on
while you read the text. Complete the gaps with the correct ath the back of the
words or phrases from the box. classroom.
The words in the box are: return, were able, remain searching
for, appeared, grief, wept, bloom, revealed to, spread, spot,
It is also helpful to
seeking
encourage the most
10.30 Ustedes tienen que completar el texto con esas palabras inattentive students to
mientras escuchan el audio. Ok? participate.
Sts: Yes miss!
It can be seen that just a
/Sts listen to the audio/ few students were
involved in the activity.
Gt: Ok Ill repeat one more time
This might be related to
Fs: Miss no entiendo nada
several reasons:
Gt: Silence! Si se calla va a escuchar mejor. Listen to the audio
Maybe Students do not
Gt: Ok compares sus respuestas con el compaero del lado en 5 like the topic, maybe
minutos vamos a corregir. they did not want to
share the book, and
78
/Some Sts talk and discuss about what they listen, most of maybe they do not
students get distracted/ understand what the
audio was about.
GT: Ok students lets check /GT starts reading the piece of text/
It might be helpful to
All the young men were in love with the lovely Aauca, but
stop the lesson and to
none of them?
identify why just a few
Sts: Were able to win her love. (students share their textbooks. students are paying
Many of the left the book at home) attention.
Gt: Very good, One day, a handsome, young miner came Maybe it could be
through town, and? necessary to rearrange
the sits in classroom or
Sts: Searching for gold! (Just a few sts respond)
to work in groups and
Gt: One night, the miner had a disturbing dream, in which a give them roles etc.
mountain spirit?
Gt:Her funeral was on a rainy day and all the villagers? Sts:
79
Wept for her.
10:37 Gt: The next day, the sun warmed the valley and beautiful, red
flowers grew from the?
Desert
desert in bloom.
80
Field Note N 1A
Date of observation:
Time: 90 minutes
Grade: 12th
Subject: English
Symbols
Sts: students
() Observations
Spoken actions
institutions who do volunteer work. Students watch a movie fragment related to volunteering. The
movie is called UP. Then, Students answer questions comprehension questions from the video.
Finally, students share personal experiences while they were doing volunteer work.
81
Time Field note Analysis
Sts: Fine!
/ST projects the name of the name of the unit, name of the
ST lets Sts know about
lesson and objectives for the lesson/
the objectives. Sts
St: Did you finish? become aware of what
are they going to do. To
/students are writing the objectives in their copybooks/
identify the objectives of
ST: Are you ready with that? a lesson is necessary
because students will
Sts: Yes, no
have an idea of what will
11:33
Fs: Profe y el cuaderno cuando lo revisa? be able to.
Gt: El mircoles
Sts: No miss no
What do you know about volunteering? Have you talk The opening is clearly
82
11:35 about volunteering with Miss GT right? (St uses mimicry) stated. Students recall
background knowledge. It
Sts: No!
is a good strategy to
St: No? What is the meaning of volunteering? make a connection with
the students' background
Fs: Voluntariado
knowledge and make the
St: Very good! Do you know any volunteer organization? information come to their
minds.
Fs: Teletn
83
Fs: When someone from USA comes to Chile and they are here ST makes students to
for a long time helping with our English /St is able to give a participate; she makes a
good answer in English/ lot of questions to
reinforce class
St: Have you met any volunteer from the states? Have you
performance. This gives
work with any volunteer here at your school?
them a sense of
Sts: Yes! belonging and that they
are contributing to the
St: Can you tell me their names?
class.
11:41 Ms: Tomas
St: Ok
ST projects a video of a
/st projects a video of the movie Up/ very well-known movie. It
is a good strategy to use
11:43 Sts: awwwwwww
material that students
/because of this expression, it seems that most of the know. Students were
students watched the movie before/ familiar with this movie
and they like it.
/St freeze the piece movie/
84
Ms: Personajes
11:45 St: Good, 2) think what they are going to speak about?
3) If you dont understand the meaning of some words please ST use mimicry as
tell me. Are you ready with that? technique to make her
understood.
Fs: Whats the meaning of elder person?
St: Ok ready?
Sts: Yes!
c) Loser
a) Doctor
b) Secretary
Students focused on the
c) Explorer
visual input in order to
85
Ms: Secretaria? understand
11:53 St: Maybe. You have to listen to the audio and choose one
option! What assistance does he offer? He is going to offer
something! You have to pay attention!
ST checks the activity in
a) to help to cross the street yard and porch
the whiteboard; it is
b) To give him money to buy medicine important to check the
activities in order to test
c) To bring cookies for him
students' comprehension
And Why does he need to assist and elder person? Why? /St and understanding.
uses mimicry/
Sts: yes!
11:57
ST Pay attention to the gestures and movements
86
some markers to the sts. it means that they have to go in front
of the class and write their answers on the whiteboard/
To change her voice
ST: Ok sr. the stage is yours, question n 1 Whats the kids throughout the story
name? makes it more interesting
and it may call students
Ms:Lettler B
attention.
ST: Ok question n 2 Sr.
ST emphasizes to make
/Ms writes his answer on the whiteboard/ the story more
interesting
ST: ok Question 3 What assistance does he offer?
12:00
/fs seems confused/
ST: Ok good! And the last one! Miss over there please come to
the front! What does he need to assist an elder person?
87
badge,doing fine and cross the street. You all know what you teacher monitors the
have to do. groups to encourage
interaction between the
/sts watch the video again/
members of this.
ST: ready?
ST: Very good! ...in Tribe 54, Sweatlodge 12. Are you in need of
an assistance today, sir?" No.I could help you ...?
Monitoring is also
Sts:Cross the street important to keep
students focused on the
/ST changes her voice to represent the characters/
activity despite
ST Good! ...No. I could help you cross your yard.No. I could distractions that may
help you cross your... porch? No.Well, I gotta help you cross occur at the time
something.Uh, no. I'm?
88
12:28 "Good afternoon. My-"
See these? These are my Wild Explorer badges. You may notice The teacher should
one is missing. It's my Assisting the Elderly badge. If I get it I encourage the use of
will become a Senior Wilderness Explorer English. Although she
speaks English all the
ST: Ok now, in groups of 5 you have to discuss about this. Do
time, it is necessary to
12:30 you have any volunteer experience?
encourage students to
/Sts are messy. St waits for a couple of seconds/ make use of L2.
Ok! discuss
Sts. Ok
/St monitors and talks with the students, she shares her
12:34
personal experiences with the groups//Sts discuss for about 12
minutes/
89
classroom. Sts get distracted for this situation/
ST: Ok! I have been monitoring and I believe that everyone has
something to share so, question n 1 was Do you have any
experience as a volunteer and was it positive or negative?
Why? We are going to start with this group Can you share your
experiences please? / Group n1 seems very shy, they take a
To tell a student to pay
couple of minutes to share their experiences/
attention because you
ST: You can say anything. It is ok!! can later ask a question
12:36 about the topic they are
/ST tries to cheer them up/
discussing, is a good
ST: Was it positive or negative? strategy to keep students
attentive.
Sts: positive and Negative
90
that.
Sts: Yes!
91
little girl when her house was burning.
12:47 ST: Can you tell us a little bit more about that situation?
Fs: Thats the best thing I can do in my life because the kids
smile all the time and play football and with dolls and things
like that. Sometimes I think that I have problems in my life and
y cry but their reality, and they are so young and have this
92
reality with their father in Jail or some days they dont have a
house to sleep and something to eat that change my way to
Teacher should not
see the world.
correct all activities at
12:54
ST: very good thats what volunteers do. They help people but once because this can
in the process they see different realities and at the end they cause a messy
see the world in a different way. Ok what was she talking environment and
about? Can you tell me? confusion
ST: Very good! Y ella dijo algo muy importante que a los
adolescentes siempre nos pasa; sea yo no soy adolescente
pero lo fui y no hace mucho jajaja! /all the students lugh/ que
son los cambios de humor cierto? Un da podemos estar
12:56 uuuuuuhhh felices y otro da estamos awww bajoneados y
llorando pero estos nios que muchas veces no tienen nada,
estn siempre sonriendo. Una gran leccin para la vida. Thank Closure is clearly
you very much for sharing your experience. exposed. The teacher
makes a connection with
Fs: Sometimes we need tosee the world like a kid
socio-cultural issues
ST: Did you hear her? Sometimes you have to see the world which were related to the
like a little kid. Now what do you think people volunteer to do topic of the unit.
something that they are not paid for? Do you see this picture?
What does it means?
Ms: No money.
93
12:58 Sts: YES! the lesson because the
topics can be applied in
ST: Why?
everyday life.
Fs: Because they love what they do because they want to
change something like help. Como se dice construyendo?
ST: building
ST: Would you volunteer if you dont get paid. For example to
build a house is a lot of work and you get tired. Would you do
that if you are not getting paid for that?
94
piece of text is going to be about? Can you predict that?
Ms: reforestation.
ST: Very good. How do you feel when you watch the video,
when you see that Torres del Paine National Park is getting
burned? What do you feel? You are a fireman right? This park
is part of our country. When I knew about this situation I was
not in Chile and my mom told me and I was very very sad and
all my Chilean friends in that place were sad too. So what do
you feel?
ST: Ok now look at your hand out here you have a piece of text
you have to complete the text with the correct word the words
are Patagonia, Organization, forest environment and
ecosystem and you have to write the correct word in this
space provided ok? After that You have to create a title for the
text. And finally to write your opinion. Do it in pairs and Ill be
monitoring If you have any doubt just raise your hand.
/ST give some markers to the students and they complete the
handout which is projected on the whiteboard; all the groups
participate but the whiteboard seems a little bit messy/
ST: Yes!
ST: Reforest
Sts: Patagonia
ST: Is a non-profit
95
Sts: Organization
Sts:Ecosystems
ST: Ecosystems do you all have that: What is the mission of this
program it says. We promote cultural change what is the
meaning of this?
Cambio cultural
Sts: No
ST: Why
Sts: Environment
96
Sts: forests
ST: Very good Can you read the titles that your classmate
wrote.
Fs: I believe that this program is great because they care for
the environment.
ST: OK Thank you very much for sharing to many things with
me! Have a nice week!
97
Field Note N 2A
Date of observation:
Time: 45 min
Grade: 12th
Subject: English
In this lesson students predict the topic of an audio. Students are able to predict using pictures
related to the topic. Then, Students identify general and specific information, confirming their
predictions. Finally, students role play a situation of a new exchange student who arrived to their
school.
98
Time Field note Analysis
11:32 /Sts start to arrive to the classroom in a noisy way/ ST greets students which
establish the first connection
11:33 /Sts sit down and the St starts the lesson with a PPP
with them. This helps the ST
showing the name of the unit, objective, and name of the
to maintain students
lesson/
attention because they feel a
ST: Good morning! How are you?? sense of caring
99
/there is a lot of noise/ instructions. It is a good
strategy to check if students
ST: Ok silence please! Girls over there! Silence! OK now you
really understand what they
are in groups of 5 Ill give you a picture and you have to do
need to do so then they can
three things. N1 you have to observe this picture. N2 you
develop activities without
have to put a title to the picture. N3 you have to predict
problems.
what the audio is going to be about ok? /ST writes on the
11:45
board. ST is controlling time, this
helps keep the pacing of the
ST: Ok Sam can you tell your classmates what do you have
lesson
to do?
100
Fa: the audio is going to be about a football game those students to have a
different answer.
11:59 ST: Good. Group N3
Student teacher should
Fs: can you tell me your tittle?
encourage students to try to
Ms: Cooking Lessons
speak more English. If we do
ST: Very good! And group N4 can you tell me your
not promote the use of L2 in
predictions?
the classroom, it would be
Fs: Profe se podra tratar de deportes
very difficult for students to
ST: Can you tell me that in English? How do you say
improve their oral skills.
deportes in English?
Fs: Sports It is a very good strategy to
101
ST: Very good help one another when
OK conversation N1 Do you all have cooking classes? answering. this does not
Fs: No yo tengo la dos miss, handicrafts classes make students lose face and
12:19 ST: very good Gaby its handicrafts classes. And the it encourages collaborative
last one, everybody has karate? work
Sts: YES!
ST: Good job! Ok know you are going to listen to the
three conversations again two times ok? And you are To role play is a great activity
going to answer the true and false activity. to build rapport as long as
/students listen; someone knocks the door. Sts get the environment is relaxed
and fun.
distracted. ST stop the listening and starts again/
ST: Ok lets check! /ST gives markers to three students
again. ST projects the activity on the whiteboard/
Students write their answers on the board
ST: question n1 true or false?
12:27
Sts: False!!!
ST: Yes it is false but why?
Ms: porque le gusta el futbol y no bailar? The important thing is to
ST: very good Marco! What about question n 2 and 3 make students feel
Sts: True! comfortable and safe
ST: You have done a great job! You are going to listen
Mistakes are allowed
one more time and you are going to answer the
fluency is what matters.
questions in activity n 7 ok?
/students listen to the audio again/
ST: Ok In Conversation I, when does the girl want to
start the activity? Nicole do you have the answer?
This is a very good way to
12:36 Fs: Next Tuesday?
make students lose their fear
ST: Very good, Do you all have the same?
to participate in class
Sts: Yes miss!
ST: And What three examples of the activity does the
conversation mention?
102
Fs: Salsa! Role play is a good
ST:OK What else? opportunity for shy students
Ms: Reggeton? to practice voice projection
/All the sts lught out loud/ and to overcome their fears.
12:40 ST: Yes waltz! Does anybody have the last example?
Fs:Is it meringue?
ST: VERY GOOD CARLA! In Conversation II, what Closure is clearly stated.
Students make a summary of
techniques are mentioned? Girls at the back do you
what they did in class.
have the answer?
This is a good opportunity
Fs: Oils, painting on glass and jewellery making.
for all students to recall the
topics and objectives that
were discussed in class
ST: Excellent! And finally In Conversation III, what clothes
will the person need if he or she joins the classes? Felipe do
you have the answer?
12:44
103
will ask him questions about soccer. You will have 10
minutes to practice your role-play.
/Sts practice their role-plays and ask for doubts in
pronunciation. ST monitors the activity/
ST: Ok! Are you ready? I need two volunteer groups to
role-play in front of the class. All the group members
will win a golden star
/Sts get very excited. The three Sts who have more
golden stars will receive a present from USA next year/
Group 2: Nosotros miss!!!
ST: OK! Guys the stage is yours!!
Nick: Hey Simon! You are the new exchange student
12:50
arriving from Brazil right?
Simon: Yes, I am
Nick: Nice to meet you Bro! These are Mila, Laila, and
Nicolle. We are your classmates.
Simon: Of course!
104
Laila: How often do you play?
105
Nick: OK. Great. Lets go to our English class!
ST: very good! Give them and applause they have made a
very good job!
ST: What kind of audio did you heard? Did you heard a
story, a quiz show or a conversation?
106
Field Note N 3A
Time: 45 min
Grade: 12th
Subject: English
During the lesson Students listen Student-teachers preferences about books and movies and also
discuss about their own preferences .Then, students watch a video about Books Vs movies.
Students answer some comprehension questions focus on general aspects and specific
information. Finally, to summarize the lesson students observe a list of statements and discuss if
107
09:56 /The name of the unit, date and objective of the lesson are All the materials and
projected on a power point presentation, tables are set in information is ready
groups of 4, handouts are on the tables/ at the beginning of
the lesson. In this
St: Good morning students
way there is more
Sts: Good morning miss time for the activities
planned.
St: How are you today?
Students are
Sts: Fine / Sts look sleepy/
encouraged to start
St: Come on people! Did you have breakfast? the lesson with
energy; they seem to
/Sts laugh/
enjoy the warm up.
St: Im going to ask again. Good morning my dear students!
Students know what
Sts: GOOD MORNING MISS / They look more energetic/ they have to do and
they do it fast. They
St: Ok, thats better. Now you all know what you have to do,
seem to be used to it.
please quickly write down the date, name of the unit and name
Students seem
of lesson in your copybooks.
attentive and
/students put their copybooks on the table quickly and write participate in class
down what is projected on the board/
I have a question for you all? Do you like reading? Please raise
your hand if you like reading!
Students get involved
/St speaks in English all the time, she uses a lot of mimicry and
in the lesson, they
expressive movements and gestures to make herself
discuss about the Sts
understood/
preferences.
/10 sts raise their hands/
108
name of my faaaaaaaaaaaaavorite book is pride and prejudice. students.
Yes,I know (/silently/Im very romantic). Do you know it?
( the visual input help sts to understand) The magic words are
a strategy to
St: I also like Vikings and how I met your mother Im going to ask
encourage students
you a question and you have to say the magic words: I like
to speak in English.
Which are the magic words?
109
St: Very good
110
will answer the following ones. Mr what do you have to do. is more difficult.
Please explain to your classmates.
A female student is
Ms: La primera vez que veamos el video respondemos las able to recognize
primeras preguntas y luego la segunda vez nos enfocamos en los
new vocabulary from
detalles.
the video.
St: Miss! The first time Will we focus on general or specific
information?
Maybe the level of
Fs: no, general information
English of the video is
St: And the second one? not suitable for the
student. However
Fs: specific information
10:19 their answers to the
St: Great lets watch! difficult questions
were fair.
/Sts laugh the video is very appealing to them, maybe the level
of English is too advanced for the Sts. However, gestures and We might assume
body language of the character helps them to understand/ that the visual input
may be a facilitator in
St: Ok very quickly 3 minutes to answer the first questions
terms of
10:22 /St projects the time/ /sts try to do the activity very quickly they comprehension.
are constantly observing the watch projected/
The closure of the
St: lets watch again! lesson is not very
strong but help in
Now you have 4 minutes to answer the following questions!
some way to
Hurry up!
students to reinforce
Lets check the vocabulary learnt
unconsciously during
Does he prefer books or movies?
the lesson.
Sts: Ambos, los dos miss
St: How do you say ambos in English? I have a candy for the one
111
10:26 who knows
Ms: both?
St: Very good Ill give you a candy at the end of the lesson. So
then both! / St writes both on the board/
Sts: Yeeeees! Porque a unos les gustan los libros y a otros las
peliculas
St: very good Some like movies and others prefer books. /st
writes prefer on the board/ prefers means prefieren.
St: Very good miss, you remember the expression book lover
from the video, good job! Book lovers and movie lovers /St
writes book lover and movie lover on the board/ the book lovers
10:32 complain because of the details. For what kind of person are the
books designed?
Fs: Las que les gusta leer? Esa estaba difcil miss!
St: I know but you are right books are designed to the ones who
enjoy Reading and invest the time to read them. Darse el tiempo
del leer because is time consuming!
112
St: Yes! He says dont freak out if the book is not like the movie!
We have no so much time left so to close the lesson Im going to
read some expressions, thumbs up if you agree thumbs down if
you disagree.
The most exciting film Ive ever seen is The Hunger Games.
10:35
The longest book Ive read is Don Quijote of La Mancha.
Thank you very much people. See you next lesson! Bye!
113
Field Note N 4A
Time: 45 min
Grade: 12th
Subject: English
During the lesson Students sit on the floor making a circle. They locate a photo, song, or video
from their mobile device that they have share on Facebook. Students share their media with one
of his/her classmates and explain why they choose that specific picture video etc. Students get to
know that they will create a video next class in which they will talk about advantages and
disadvantages of social network. In pairs Students discuss questions that will help them to create
the video. Then students use a dictionary to look up definitions of the words related to social
networks and digital media. Students write down the meaning and a sentence as example. This
114
09:53 /The name of the unit, date and objective of the lesson are All the information is
projected on a power point presentation/
ready at the
St: WOW, there is a lot of energy today! How are you today? there is more time
St: Ok, now share your phone with the classmate next to you. they do it fast. They
And tell him/her why you selected that. Mr. What do you have
seem to be used to it.
to do. Please tell your classmates.
115
09:56 Ms: Fs miss. A female student
St: ok miss! Why did you choose that picture? feels nervous
St: Ok, you have two minutes to rearrange the classroom. 1,2,3, clarification.
GO!
10:00 There is a positive
/Sts make a lot of noise but they are fast, they see this like a
game/ environment in the
classroom. Some of
St: Ok I have to inform you that next lesson you will create a
video in which you will talk about advantages and disadvantages the students also like
of social network. Miss over there what will you have to do next
Sts preferences.
lesson?
Some students
Fs: un video
repeat the
St: very good a video about what mr?
instructions in a
10:03 Ms: ventajas y desventajas de las redes sociales?
different way. Then,
St: Very good! Because of that, in pairs you have to discuss the
all the students know
questions written in this piece of paper. Miss please helps me to
deliver these handouts. what to do.
116
/ a Fs helps to deliver the handouts/ Monitoring seems to
St: The questions are: What are two examples of social be a good strategy to
networking? Which are your favorites? Why? Before social keep sts working on
networks, do you know what other forms of communication
the activity
people used the most? How often should you post updates on
Facebook? How much time do you spend on internet? Can you
To project the time
name at least two advantages of twitter and Facebook in our
on the board
10:05 culture? Can you think of any disadvantages? These questions
will help you to create your video. You will have to write down encourage students
all the answers on your copybooks. You have 6 minutes to
to work under
discuss the questions. If you have doubts raise your hand. You
can use your phones to look for vocabulary but just for that. Ill The instructions are
be walking around!
given step by step
/Sts are working teacher monitors. Sts seem to be working and
discussing/ It is a good strategy
to ask an student to
/St monitors the activity, Sts raise their hands asking for doubts/
explain again the
St: Ok, now you have 4 minutes to write the answers in your
copybooks. Short and simple answers. As I said this will help you instructions
to create the video next lesson.
Students analize a
10:11
/st projects the time, sts raise their hands asking for questions/
video as an example,
St: Ok! You can continue that at home. Now, you will use a
it seems that can
dictionary or the internet to look up the following words. So,
gent the main ideas
Step 1: To look up the following words:
from the visual input
/St projects a word box)
provided by the
The words are:
video.
Search, site, post, tag, viral, risks, snoop, mob mentality. Step 2:
In your copybooks, you will write down the meaning and a
117
10:15 sentence as an example.
/st projects the instructions divided into steps on the board, she future project work.
10:19
also include images to make the instructions easier/
Sts: No miss,
St: Ok it doesnt matter, Now with the definitions that you have,
discuss how are the definitions of the words applied to social
networks and digital media. You have two minutes.
St: Ok, if you did not have enough time to write down all the
definitions you can do it at home. But please bring your entire
10:29 notes next lesson because you will use them to create your
video. Now to close this lesson, we are going to watch a video
related with the topic discussed in class. This is an example of
what you will have to do next Tuesday.
St: did you like the video? Who can tell me what the video is
about? Volunteers!
118
10:32 instead of face to face. Very good people, Times up see you
next class!
10:37
119
Lesson Plan N 1a May 13th
Learning outcome:
Contents:
120
I. Activities
121
Patagonia and predict what the
text is going to be about (10
minutes)
Students get in pairs. Students
receive a handout and complete the To identify general and
text with the correct word from the specific information
box, name the most suitable title Analyzing
for the text and finally students
write their opinions about Reforest
Patagonia organization according
to what they saw in the video.
Students share their answer with
the class (20 minutes) Application
122
Date: May 13th
1. In groups of 5, read the following sentences. Listen and watch the video and
choose the correct alternative.
a) Brussel
b) Russell
c) Loser
a) Doctor
b) Secretary
c) Explorer
123
4) Why does he need to assist and elder person?
2. Listen to the video and choose the correct words from the box and fill in the blanks
writing the corresponding sentence in the script paragraph that follows.
124
Complete the text with the correct word from the box
125
Lesson Plan N 2a May 20th
Learning outcome:
Contents:
- Nouns: dancing club, sports club, karate, cooking classes, soccer team
- Adjectives: tropical, musical, comfortable, professional
- Verbs: to be interested in, waltzing around, watch soccer
- Skills: Listening, reading, writing and speaking
126
Activities
Sequencing: 25 minutes.
Students listen to three conversations and
circle the activities they are about, they choose To identify specific Application
from the options provided. Students share their information
answers with the class (12 minutes)
Students listen to the three conversations again
(two times) and differentiate true (T) or false Application
(F) statements. To identify the correct
Students share their answers with the class information
(13minutes)
Students listen again (two times) and answer
some questions such as: In Conversation I,
when does the girl want to start the activity?
127
What three examples of the activity does the
conversation mention? Students share their
answers with the class (12 minutes)
Resources
- Worksheet
- Speakers
- Projector
- Course book
- PPP
128
Name:____________________________________ Date:_____________________
Felipe: Hey Simon! You are the new exchange student arriving from Brazil right?
Simon: Yes, I am
Felipe: Nice to meet you Bro! These are Juliana, Andrea, and Carlos. We are your classmates.
Simon: Of course!
Simon: Now I don't play, but before I played about three or four times a week.
Carlos: Wow, that's quite a bit. -- How come you don't play now?
Simon: Yeah, I came to Chile. I had a soccer team, but now that I study at LERO I can't play for my soccer
team at home.
Andrea: OK. Yeah, we all have to study I guess. Um...Who is the best soccer player in the world?
Simon: That's hard to say. I believe that Ronaldinho for Brazil. Maybe he will be the best.
129
Lesson Plan N 3a June 12th
- Time: 45 minutes
III. Contents:
the class.
Notions:
130
Activities
131
The Twilight books/films are as good as
Harry Potter.
The most exciting film Ive ever seen is The
Hunger Games.
The longest book Ive read is Don Quijote of
La Mancha.
IV. Resources
- Projector
- Speakers
- Whiteboard
- Markers
- PPT
https://www.youtube.com/watch?v=rz9dQdJ3D2Q
132
Lesson Plan N 4a May 26th
- Class: 12th
- Time: 45 minutes
V. Learning outcome:
VI. Contents:
Notions:
133
VII. Activities
134
the following words: Search, site, post, tag, viral, To create sentences
applying contents
risks, snoop, mob mentality. With a partner,
students identify how are the definitions of the
words applied to social networks and digital media. Understanding
When ready students check meanings with the
whole class (8 minutes)
Students write one sentences for each word or
phrase using the standard definition or the way the
words are used on the internet. Analyzing
(11minutes)
Closure: (5 minutes)
Students watch a video related with the topic which To summarize the lesson Summarizing
is an example of what they have to do next lesson.
VIII. Resources
- Projector
- Speakers
- Whiteboard
- Markers
- PPT
- Video
Assessment: The assessment is formative. Students ability to speak about a certain topic fluently,
to define words using dictionary to formulate questions and using vocabulary in context is
assessed by providing feedback to students work throughout the lesson.
Bibliography:
https://www.youtube.com/watch?v=90nExMAdZe4&feature=youtu.be
135
Survey Results in Percentages
136