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THE IMPROVEMENT OF LISTENING

COMPREHENSION SKILLS BY MEANS OF


LISTENING STRATEGIES AND THE USE OF
VIDEO TEACHING TECHNIQUES
by

Evelyn Parra Arellano


A report submitted to Universidad de los Lagos for the degree of
Profesor de Enseanza Media con Mencin en Ingls

Supervisors
V. Pea
E. LLanquileo

Universidad De Los Lagos


Depto. Humanidades y Srtes
Pedagoga en Ingls y Traduccin

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

listening strategies and video teaching techniques.

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

2.2 The importance of Listening comprehension 4

2.3 Teaching Listening 5

2.3.1 Listening strategies 6

2.3.2 The use of video in English language teaching 8

2.3.3 Video teaching techniques 10

3. Methodology

3.1 Overview 12

3.2 The context and sample 12

3.3 Problem statement, variables and research question 12

3.4 Description of the research instruments to collect data 14

3.4.1 Ethnographic notes 15

3.4.2 Survey 16

3.4.3 Pre-Post test 16

3.5 Procedures 18

4. Results and discussion

4.1 Attainment of the general objective 20

4.2 Checking the attainment of objective 1 24

4.3 Checking the attainment of objective 2 30


4.4 Checking the attainment of objective 3 34

4.5 Categorization 39

4.5.1 The impact of videos 39

4.5.2 Teaching methodologies 39

5. Conclusion 41

6. References 43

7. Appendices 45

Appendix 1: Pre-Post test 46

Appendix 2: Survey 51

Appendix 3: Ethnographic notes 53

3.1 Ethnographic notes n1 53

3.2 Ethnographic notes n2 62

3.3 Ethnographic notes n3 68

3.4 Ethnographic notes n4 75

Appendix4: Field notes form Student- teacher

4.1 Ethnographic notes n1a 84

4.2 Ethnographic notes n2a 98

4.3 Ethnographic notes n3a 107

4.4 Ethnographic notes n4a 114

Appendix 5

Lesson Plan from Student- teachers field notes 120

5.1 Lesson Plan n 1a 120

5.2 Lesson Plan n 2a 126


5.3 Lesson Plan n 3a 130

5.4 Lesson Plan n 4a 153

Appendix 6 Survey results 156

LIST OF TABLES AND GRAPHS

Table 1. Listening strategies 8

Table 2. Video Teaching techniques 11

Table 3. Specifics objectives and research questions summary table 14

Table 4. Pre and Post test results 21

Table 5. Statistical results of students listening comprehension achievement 22

Table 6. Pre and Post test results per item 23

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

Table 9. Pre and Post survey percentages results 36

Graph1. Listening strategies used by students ( yes answer) 28

Graph2. The usefulness of using video 33


1. Introduction

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

communication (Crystal, 2012).

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

activities in the classroom. In order to measure students listening comprehension, a standardized

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

intervention period, where it is intended to cause an effect on the dependant variable of

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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

and video teaching techniques.

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

lesson before and during the intervention period.

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

analyzed and is discussed later in this report.

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

findings and the discussion presented in this research study.

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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

of learners listening comprehension skills are presented play.

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,

the International Listening Association (ILA) approved the following definition:

Listening: the process of receiving, constructing meaning from, and responding to spoken

and/or nonverbal messages (Purdy & Borisoff, 1997:6).

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).

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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.

2.2 Importance of listening comprehension

Listening plays a crucial role in the language learning acquisition but it is one of the most

complex processes. As Vandergrift (1999) defines it,

Listening comprehension is a complex, active process in which the

listener must discriminate between sounds, understand vocabulary and

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

cultural context of the utterance (p.168)

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

and/or strategies to facilitate learners interpretation of messages effectively.

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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.

Therefore, when teaching listening comprehension, it is important to develop listening

comprehension skills, which may facilitate the development of the others language skills such as

speaking, reading and writing (Lundsteen, 1979)

2.3 Teaching listening

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

making successful learners.

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

(2009:4) certain conditions need to be present when listening in the classroom:

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- 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.

- Only a small proportion of the language features is unknown to the learners.

- The learners can gain some knowledge of the unknown language items through

context clues and background knowledge.

- There are large quantities of input.

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

strategies and skills instead of providing random practice.

2.3.1 Listening strategies

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

listeners use to process speech:

- getting the background information they need to know something about what they will

hear,

- making predictions about what they will hear,

- ignoring information in the speech they do not need,

- noticing if they are not comprehending what they hear,

- checking their comprehension often as they listen and, if they are speaking with another

person,

- making an appropriate response to keep the conversation going.

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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

comprehension, leading to students apprehension and frustration towards the activities.

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

enjoyment; this may be helpful to decrease students level of anxiety.

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

improve students listening comprehension and a corresponding description of each strategy.

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Table 1. Listening strategies

Learning strategies Focus on the learner

Metacognitive These strategies help to oversee, regulate or direct the language


learning process.
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.

3. Selective Learners pay attention to details in a listening task.


attention

Cognitive Strategies These strategies manipulate the material to be learnt or apply a


specific technique to the learning task.

4. Linguistics Learners guess the meaning of unknown word with those they
inferencing already know.

5. Personal Learners use their background knowledge to facilitate their own


elaboration understanding of a listening passage.

6. World Learners use their general knowledge about the world to facilitate
elaboration their own understanding.

7. Creative Learners use their understanding of a listening passage to create or


elaboration adapt it to a new situation.

(Adapted from Listening strategies and their pedagogical implication Vandergrift,


1997)

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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

will be explained below (See also 3.3 in the methodology section).

2.3.2 The use of video in English language teaching

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).

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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

clues as to meaning; so do the clothes they wear, their location, etc.

Background information can be filled in visually. (p.144)

Non-native speakers support their understanding by paying attention to body language

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

communication. He assumes the role of gestures as facilitators in comprehension, and in his

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

the speakers voice in an audio recorded lecture(p.89).

2.3.3 Video teaching techniques

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

project reported here.

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The following table shows the selected video teaching techniques which were employed in

this research proposal and their corresponding description.

Table 2. Video teaching techniques

Viewing techniques Description

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.

(Based on Harmer, 2001 page 286)

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

the following section.

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3. Methodology

3.1 Overview

This quasi-experimental research study was conducted by using a combination of

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.

3.2 The research context and sample

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.

3.3 Problem statement, variables and research questions

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,

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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

improvement of students listening comprehension achievements. In order to achieve the aim of

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

manipulated in order to cause a change in the dependent variable: students listening

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

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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

teaching techniques have on students performance and attitude.

Table 3. Specific objectives and research questions summary table.

Research questions Specific objective

1 What listening strategies do students To determine the use of listening


strategies before and during the DIP
use before and during the DIP?

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

3 To what extent do listening comprehension To identify the effect that learning


strategies and the use of video teaching
strategies and the use of video teaching
techniques have on students
techniques cause an effect on students
performance and attitude.
listening comprehension achievements?

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)

3.4 Description of the instruments used for data collection

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

were applied before and after the DIP respectively.

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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

quantitative instruments cannot be explained because of its lack of contextualization. In other

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

perspectives of the context and participants involvement in it.

A description of the different instruments used to collect data and their purposes is given

below.

3.4.1 Ethnographic notes

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

context in which the research study took place (Drnyei, 2007).

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

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to identify the main problems in the classroom regarding the listening comprehension problems

and in the learning process.

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

Language, Listening Comprehension, and Listening Comprehension strategies.

3.4.3 Pre and Post Test

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,

therefore changes were not necessary (See appendix 6).

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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

support students listening comprehension such as advanced organization, personal elaboration,

world elaboration and creative elaboration strategy.

The pre-post test consisted of a set of listening activities to evaluate students

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

http://www.howcast.com/ website (See Appendix 1).

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

gave sentences a sequence by reordering chronologically. The strategy assessed in this

listening activity was directed attention. The last item required students to guess meaning

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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

permission of the guide teacher and the school.

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

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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

were being applied with no complications.

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

three sources of information in the following section.

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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

the attainment of objectives and answer the research questions.

4.1 Attainment of the general objective

It is remembered that the general objective of this research study aimed at

determining the effectiveness of the use of listening strategies and video teaching

techniques in improving students listening comprehension achievements. To accomplish

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

post test with the corresponding gain.

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Table 4. Pre and post test results.

Student Pre- Test Post- test Gain

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

was more homogenous.

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.

Table 5. Statistical results of students listening achievements

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

video teaching techniques.

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

items (see also analysis of expert n4 page 26) .

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

assimilated by students since all of them improved in those areas.

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

developing the post test.

4.2 Checking the attainment of objective 1

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

of the survey are analyzed.

Excerpt N 1. Guide teacher lesson

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.

(Taken from appendix 3, ethnographic note n2 , page 62)

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

would be necessary to explain or compare something. Otherwise, we would be preventing

students to acquire the communicative proficiency which is necessary for the success of

this project work.

Excerpt N 2. Student teacher lesson

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.

ST Very good! Mr, please tell us Who is the device owner?

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!

(Taken from appendix 10, ethnographic note n 4a, page 114)

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.

Excerpt N 3. Guide teacher lesson

/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?

Sts LISTENING (loud choral response)

(Taken from appendix 3, ethnographic note n1, page 53)

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

necessary to implement certain strategies which would facilitate this process.

Excerpt N 4. 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.

/sts watch the video again/

ST: Let's check

"Good afternoon. My name is Russell. And I am a...?

Sts: Wilderness Explorer

(Taken from appendix 7, ethnographic note n 1a, page 84)

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

48 to 67 respectively, demonstrating the dominance of this strategy.

Regarding the survey analysis, it would be important to indicate that the survey

consists of a set of 21 questions related to English language, listening comprehension and

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

focus on specific words in order to understand better.

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

the DIP identified in the analysis of the field notes.

Table 7. Listening strategies used by students before and during the DIP.

Before DIP During DIP


- Students identify general and - Students make predictions about
specific information. what they were about to hear.
- Students use their background
knowledge and context to facilitate
their own understanding.
- Students observe body language and
associate it to what they listen.
- Students get the main and general
idea of a listening passage
- Students guess vocabulary by
linking unknown words with those
they already know.

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

unconsciously before should not be excluded.

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.

4.3.Checking the attainment of objective 2.

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

facilitating students listening comprehension and, in particular, whether the use of

authentic videos intended to catch students attention and motivate them in the activities of

the lesson.

Excerpt 5. Teacher guide lesson


T Ok now, Open your books on page n 15,activity n 2 You are going to listen to a person
talking about the importance of knowing other cultures. As you listen, underline the
phrases you hear from the list below. Clear?

/sts look tired and confused/

/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

FS Ahhh si Subrayar las frases de la listita miss?

Yes! Deben subrayar de la listita


T

(Taken from appendix 5, ethnographic note n3,page 68

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.

Excerpt 6. Student teacher lesson

ST Miss! The first time Will we focus on general or specific information?

FS No, general information

ST And the second one?

FS Specific information

ST Great lets watch!

/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/

(Taken from appendix 9, ethnographic note n3a, page 107)

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

to the gestures and body language of the character.

31
Excerpt 7. Student teacher lesson

/St projects a video of the movie Up/

STS Awwwwwww!

/Because of this expression, it seems that most of the students watched the movie
before/ /St freeze the piece movie/

ST Have you watched this movie before?

STS YES! /Loudly/

FS Me encanta Up!

FS S, es sper tierna, lloro cuando muere la abuelita.

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.

ST Good, N 2, Think what they are going to speak about?

/she uses mimicry/

N 3, If you dont understand the meaning of some words please tell me.

(Taken from appendix 7, ethnographic note n 1a,, page 84)

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,

influencing students to develop the activities with enthusiasm. According to students

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).

Graph 2. The usefulness of using video

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

students preferred audio video material over audio only.

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.

4.4 Checking the attainment of objective 3.

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

video have on students attitude and performance.

Excerpt 8. Teacher guide lesson

T Silence! Si se calla va a escuchar mejor. Listen to the audio

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/

(Taken from appendix 5, ethnographic note n 4, page 75)


As can be seen in excerpt 8; students did not pay attention to the audio. The teacher

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 !

STS "Good afternoon. My name is Russell. And I am a...?


ST
Wilderness Explorer
STS Very good! ...in Tribe 54, Sweatlodge 12. Are you in need of an assistance today, sir?" No.I
could help you ...?

Cross the street

/ST changes her voice to represent the characters/

(Taken from appendix 7, ethnographic note n1a, page 84)

In excerpt 9, it can be seen students had no problems in participating providing

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

presented in the following table.

35
Table 8. Comparison between students learning context before and after the DIP.

Students before DIP Students after DIP


Students participation was poor. Students interest and participation
increased.
Students are used to L1 exposure Students are used to an English
environment.
Students did not enjoy working with the Students enjoyed working with worksheets,
course book. videos and creative activities
Students did not pay attention. Students listened to the video paying
attention and enjoying it.

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.

Table 9. Pre and post survey percentages results.

Pre-survey Post-survey

Statement Yes No Yes No


11. I understand what is said in English paying 5% 95% 100% 0%
attention to gestures and facial expressions
of the speakers.
21. I make predictions based on what has been 5% 95% 100% 0%
said

18. I focus on the context (place, time, etc.) of 25% 75% 100% 0%
what people say.

8. When I am in my English lessons I prefer 20% 80% 85% 15%


listening activities.

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

survey are presented.

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

before listening to audio, reaching both an increase from 5% to 100%.

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

participants (p<0.05) which revealed that during student-teacher intervention students

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

results which also showed a positive effect on students.

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

and without modifying the lesson plans.

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

In this sub section, the research instruments corresponding to the qualitative

methodology are analyzed under two categories.

4.5.1 The impact of videos

The analysis of the field notes revealed that the use of videos in the classroom had a

positive impact on students. Some of these are explained as follows:

- Attention: videos caught students attention while being played. The topics

were interesting. As consequence, students remain silently and work on their

listening activities.

- Participation: Students participation increased during the DIP since they

work with interesting topics that are in vogue. Students found the

opportunity to express their ideas freely, showing themselves eager to

participate in the listening activities, providing information and answers

leaving the student teacher as facilitator rather than a giver.

- Interest and motivation: Students showed interest in working with video

material. They felt motivated with the use of technology in general.

4.5.2 Teaching methodologies

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

of the field notes.

- Learner-centered: The lessons were planned to make students active

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

at students taking responsibility of their own learning process.

- Structure of the lesson: Lessons were structured with a pre-listening,

while-listening and post-listening stage. The first stage aimed at

contextualizing and presenting students the vocabulary to facilitate their

understanding of the listening passage. In the second stage, students

developed the listening activities by watching a video. At the end, students

developed different activities to put into practice what they had learned.

- Activities: these were thought and planned according to students interest as

well as the units and lessons in general.

- Listening strategies and video teaching techniques: Learner-centered:

The main aim of the lessons was to present listening and video teaching

strategies both implicitly and explicitly inspired by an interesting and

contextualized input, to encourage students to make predictions, ignoring

unnecessary information, and to pay attention to general and specific

aspects, identifying the context and what was familiar to them.

40
5 Conclusion

The current research study explored the effectiveness of the use of listening

strategies and video teaching techniques in the improvement of students listening

comprehension achievements. Considering the national issue in listening comprehension

(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

video-teaching techniques. In order to answer these questions a mixed methods approach

was implemented for collecting data.

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

appealing to students, being an effective tool to foster motivation and creativity.

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

motivate students and catch their attention.

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
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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

Vandergrift, L (1999). ELT journal: Facilitating Second Language Listening


Comprehension: Acquiring successful strategies. Oxford: Oxford University Press.

Wolvin, A.D (ed) (2010) Listening and human communication in the 21st century. Malden,
MA: Blackwell publishing ltd.

Ministerio de Educacin (2012) SIMCE. Chile. Accessed at:


http://www.agenciaeducacion.cl/simce/resultados-simce/

44
7 Appendices

45
PRE-POST TEST How to run in hot weather

Name:_________________________________________ Date: _________________

Grade:___________________ Total score: 47____ Your score:_____________

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)

a) Who is the video addressed/directed to?


1 Sportsmen 3 Sportswomen
2 Singers 4 Students

b) What are the running recommendations about?


5 While running 7 Before running
6 After running 8 During running

c) If you plan to run more than 60 minutes, it is suggested to...


9 To drink water 11 To drink a sport drink
10 To drink a cold soda 12 To bring chocolate with you.

d) What is the purpose of the video?


13 To oblige you to go running 15 To advise you to take precautions
14 To advise you to stay safely 16 To invite you to go running

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)

1. Waterproof sunscreen 5. High temperatures


2. Sport drink 6. Running schedule
3. Heat index 7. Lightcolored clothes
4. Post-run snack

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 1 2 Drink 16 to 20 ounces of water two to three hours


before running.

STEP 2 4_ Dark colors absorb more heat and cotton retains


moisture.

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.

STEP 5 3_ Put on sunglasses

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

4. Get in the shade


a) To look for a safe place
b) To stay in a place where the sun cant reach you
c) To sit on the street

48
Listening Script How to run in hot weather

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:

The heat index

Water

A sports drink with electrolytes

Waterproof sunscreen with SPF 30

A hat Sunglasses Light-colored clothes made of moisture-wicking fabrics

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

side and terminate your run.

50
Listening comprehension questionnaire

1. El cuestionario es annimo, as que responde lo ms sincero/a posible.


2. Responde todo el cuestionario, no dejes respuestas en blanco.
3. Tienes 15 minutos para responder.

N Questionnaire Si No

Idioma ingls

1 Considero importante aprender el idioma ingls.

2 Considero que la formacin que me entrega el colegio es suficiente para


poder dominar el idioma ingls.

3 El dominio del idioma ingls podra ser una herramienta til para
desenvolverme en mi futuro laboral.

Comprensin auditiva

4 Entender lo que escucho en ingls es importante para aprender y dominar el


idioma.

5 Cuando escucho un audio en ingls comprendo todo lo que se dice

6 Me siento frustrado al no poder comprender todo lo que se dice en ingls.

7 Cuando estoy en clases de ingls prefiero las actividades de comprensin


auditiva.

8 Cuando estoy en clases de ingls prefiero las actividades de produccin


(hablar y/o escribir)

9 Los profesores deberan dedicar ms tiempo a las actividades de comprensin


auditiva.

51
10 Ver videos me ayuda a comprender mejor que escuchar solo el audio.

Estrategias de comprensin auditiva

Comprendo lo que se dice en ingls poniendo atencin a la gesticulacin y


11
expresiones faciales de los hablantes.

12 En mi tiempo libre escucho msica en ingls.

Asocio el sonido de una palabra o frase en ingls con el sonido de una palabra
13 o frase en espaol.

Imito la manera de hablar de los hablantes nativos.


14

Intento predecir lo que una persona va a decir basado en lo que ha dicho


15 anteriormente.

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

Me enfoco en el contexto (lugar, tiempo, etc) de lo que la gente dice.


18

19 Escucho palabras especficas para ver si puedo entender o no.

Uso el tono de voz de los hablantes como pista para saber el significado de lo
20
que estn hablando.

21 Hago predicciones del tema basndome en lo que se ha dicho.

(Based on Cohen, A and Chi, J, 2006)

52
Field Note N 1
Date of observation: April, Thursday 4th, 2015

Time: 45 min

Period: (09:50 10:30)

School: Liceo Eleuterio Ramrez Osorno

Grade: 12th

Observer: Evelyn Parra Arellano

Subject: English

Description of the lesson

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

a previous lesson. The lesson objective is to identify information through a song

Symbols

Gt: Guide Teacher Sts: Students

ST: Student teacher (): Observations

Fs: Female Student / / : Non spoken actions

Ms: Male Student : Spoken actions

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.

Ms: Lo que no pertenece There are always a group of


Sts who translate the Gts
(There are some sts who understand what the Gt is saying
instructions. Gt should give
and they are the ones who generally develop a rewarding
the opportunity to other sts
class performance)
to participate in order to
Gt: Do you need one more time? make the class more
homogenuous.
Sts: YES!
Gt encourages the
Gt: How do you say that?
instructions translation She
Sts: Miss please repeat should use other strategies
10:13
to accustom the Sts to use
Gt: OK
just English. However it is
good that the she asks the

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: Is it raining? The bell rings but the Gt


continues with the lesson.
Sts: NO
The lesson started 11
Gt: Is he heartbroken?
minutes delay and it finished
Sts: NO 9 minutes late.

Gt: No, he is trying to make her to understand that if she


10.30
let him he will be sad. How she shows a possible sad
feeling? Through the rain

Gt: Now, you are going to write on your copybook if you


liked the song or not and why.

/ Gt: translates/

Gt: van a anotar en sus cuadernos si la cancin les gust o


no y por qu

59
Gt:And you are going to use the connector?

Sts: BECAUSE!

Gt: Very good!

/Gt stamps their handout to demonstrate that they did the


job/

/ Sts raise their hands to ask: miss how do you say?/

/The bell rings/

Gt: one, two, three ok, whats your name?

Fs: Aileen
10:34
Gt: Do you like the song?

/Fs answers/

Fs: I like the song because it is beautiful and I understand


the meaning

Fs: I like because it is romantic

/ other Fs answers/

Gt: What did we do today?

Sts: we listen to a song


10:37
Gt: what was the name of the song?

Sts: It will rain

Gt: Can you identify information? Yes. What was the most
difficult?

Sts: Complete

60
Gt: And the easiest?

Sts: Underline, cross out

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

Date of observation: April, Tuesday 10th, 2014

Time: 90 min

Period: (11:30 13:00)

School: Liceo Eleuterio Ramrez Osorno

Grade: 12th

Observer: Evelyn Parra Arellano

Subject: English

Description of the lesson

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

establish the first


11:33 Ms: quien tiene tijera?
connection with them.
GT: Grupos de trabajo
This helps the ST to

MS:Miss tiene alguna tijera por alguna casualidad maintain students

attention because they


GT: Para qu?
feel a sense of caring.

Ms: Para cortar hojas

11:36 GT: Pero yo no he pedido cortar hojas

GT: Good morning students.

/ students stand and greet the teacher /

Sts: Good morning miss

11:38 GT: Do you remember what we did last class?


Guide teacher makes

Ms: we listen to a quiz show? students recall what

they did last class. To


GT: Very good we listened to a quiz show
encourage the to recall
11:41 GT: Ok can you remember?
what was the last class

/Most of the students are chatting/ about is a good strategy

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

Ms: Las partes del volcn

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

respuesta? the parts of the volcano

Ms: The crater

Fs: The cone


11:45
GT: Ok today you are going to write a script for a quiz show. Lo
Guide teacher does not
mismo q escucharon la semana pasada, the same ok?
wait to see if students
You are going to write the script for a quiz show, for a
really understand the
competition ok? One of you is going to be the presenter and the
activity. GT assumes
others are going to be the teams, van a ser los equipos. Queda
they did.
claro? Ok now everybody has to write everything! Todos tienen
It would be a good idea
que escribir todo porque a cualquiera le puede tocar ser el
to try comprehension
presenter y a los otros el team. Pero ahora, its not going to be
questions to see if they
about volcanos. No va a ser acerca de volcanos, it can be about
really understood the
music, politics, sports it can be about movies, countries you
activity.
chose the topic ustedes eligen el tema. Queda claro? Yes.

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

slows their production


Sts: presentar
and it takes much longer
11:52 GT: How do you present? Cuando empieza el show Qu es
than expected.
lo primero que dicen? HOw do you do the bienvenida que es lo
It is not good that the
que se dice which Word do you use?
teacher speak in
Sts: Welcome
Spanglish, this may
12:50
GT: Welcome to le colocan el nombre de su quiz show. Today confuse students.

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

then you are going to begin with the questions y hacen,


Students were not able
minimum four questions mnimo cuatro preguntas. Queda
to complete the activity
claro? Ahora if the topic is sports. Tienen que ser todas
in class so the teacher
relacionadas con sports different sports ahora si esto eso solo
will give them what 10
football el tema debe ser solo de football. Si es msica puede
minutes to finish the
ser sobre different kinds of music . Queda claro? Yes. Ahora
next class. is a good
entienden lo que van a hacer?
strategy to encourage

Ms: Yes students to complete

their activities at home


Fs: Questions
so that time can be

GT:Pero no solamente questions. Van a hacer un TV show y van implemented in other

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

raise your hand

/sts discuss and lots sts ask for questions it seems they did not

understand the instructions. GT is monitoring all the classwork/

/Students work in the activity/

Ok solo les voy a dar 10 minutes para terminar queda claro?

Entramos a clases y uds se forman immediately en los mismos

groups queda claro. A los que faltaron los integrar despus.

Ahora solo 10 minutes and y despus empezamos las

presentation de los groups entonces 10 minutes para terminar

el trabajo, luego immediately empezamos con las presentations

de los quiz shows queda claro? Yes?

Sts: YES!

Ahora tienen que decir Great answer, good answer, good job le

13:00 tienen que ir dando reinforcement. Positive reinforcement a los

teams ok? Feedback, positive feedback.

And you have tos ay ok the winning tea misy dicen quin gan

ok? Congratulations etc. Queda claro? yes?

Ahora si pueden avanzar en su house, at home pueden hacerlo.

66
Fs: Cuntas preguntas mnimo miss?

GT: Mnimo four questions. Ahora si pueden hacer ms mejor

pero mnimo four questions queda claro? Ahora pueden

guardar sus cosas and see you next class

Sts: Bye miss

67
Field Note N 3

Date of observation: April, Thursday 17th, 2013

Time: 45 min

Period: (09:50 10:30)

School: Liceo Eleuterio Ramrez Osorno

Grade: 12th

Observer: Evelyn Parra Arellano

Subject: English

Description of the lesson

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

talk about what they know or think about them.

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

Gt: Good morning students! students miss the

Sts: /All the students stand up/ Good morning teacher focus.

Gt: The name of todays lesson is: Are we different? I have a


It seems difficult for
question for you
students to

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

the words that they


How do you think culture affects peoples lives? Cmo la
do not understand
cultura afecta o influencia a gente?
from the proverb?
Ms: La msica es parte de la cultura miss?
Then, a good idea
Gt: Of course, music is part of our culture Do you think that
might be to play a
peoples lives are affected by music?
game in order to
Sts: Yeeeeeeees!
guess the words
Fs: Nuestro estado de nimo miss
meaning. In this way

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.

Most of the time

/ 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

share the important

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

tries to clarify the

Fs : Ahhh si Subrayar las frases de la listita miss? instruction. It can be

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?

Sts: Yes miss!

Most of the students


(Full list of sentences taken from the book:
were listening

We may think there are differences between others carefully to the


and us.
audio. It can be
the culture of other countries.
deduced that maybe

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.

I went to the USA as a child.

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

Gt: Ready? Una vez ms? together.

Sts: Siiiiiii

Gt: Ok, one more time

Ok now please compare your answers with your partner. You


have 2 minutes!

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

group work at the


/ Most of sts answer together. Some of them remain silent/
end of a lesson, even
10:34
more when they have
Sts: The culture of other countries; other cultures are more
to finish the activity
interesting than my own; every time I travel; things about other
cultures; I went to the USA as a child; Brits are very different at home.
people; tried to learn about other cultures; I think this is
happening. A lot of monitoring is

needed when doing


Gt: Very good! Ok now, get in groups of 4.
group work because
/ Sts are very messy while forming groups/
students get
10:36
Gt: Ok now go to activity n 3 on page n16.
distracted easily

/ Gt starts reading/

72
Discuss the pictures and decide what nationality you think the
people might belong to.

En la pgina 16 hay cuatro fotografas

/ Gt shows the pictures from her book/

de acuerdo a esas fotos ustedes deben decir a qu


nacionalidad pertenecen.

Also, discuss as a group what you know about these countries or


cultures.

Qu es lo que saben de estos pases o culturas?

and How do you know these facts?

En qu se basan ustedes para reconocer estos hechos.

Ask your group if they know any other interesting information to


share. Then complete the chart and research the last column.

De ah completan el recuadro que aparece ah. Tambin pueden


buscar ms informacin en la casa. Van a terminar esta actividad
en sus casas.

Is that clear?

Sts: Yes miss / sts get a little messy)

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

Gt: Ok lets work. No queda mucho tiempo

Ok chicos no vamos a alcanzar a revisar lo que tienen hecho


hasta ahora de esta actividad, empezaremos con esto la prxima
clase. No olviden traer sus libros

74
Field Note N 4

Date of observation: April, Thursday 24th, 2013

Time: 45 min

Period: (09:50 10:30)

School: Liceo Eleuterio Ramrez Osorno

Grade: 12th

Observer: Evelyn Parra Arellano

Subject: English

Description of the lesson

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.

Sts: A dwarf who impregnates women. Maybe to pre-teach


vocabulary would be
Gt: very good! And the last one? Las tres Pascualas?
necessary.
Ms: Ah estn miss! ( Pointing at a group of 3 female students)
It can be seen that
/Sts laugh/
some sts are not paying
Fs: Que eris pesao attention to the lesson.

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?

Sts: Reveal to him! (Just a few sts respond)


The lesson has no
Gt: The gold that he was? closure. There was no
10:34 time for the sts in order
Sts: Seeking (same sts respond)
to reinforce what was
Gt: Promising Aauca that he would? learnt. No Listening
strategies were applied.
Sts: Return soon
Gt tries to remind them
Gt: Aauca waited for him day after day, but her miner never
to bring their books
again?
next lesson
Sts: Appeared

Gt: Aaucas heart was broken and, inconsolable, she


eventually died from.?

Sts: Grief (Same group of sts replying)

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?

Sts: Spot where the young woman had died.

Gt: The legend says that Aauca became a flower as a gesture


of love, so that she could always?

Sts: Remain close to him and spread her love everywhere.

Gt: Today, you can still see the Aauca flowers?

Sts: Bloom in the area that is now known as the Atacama

Desert

Gt: creating spectacular fields of wildflowers. This amazing


phenomenon is known as desierto florido, or

desert in bloom.

Gt: Ok, Nos vemos la proxima clase, no se olviden de traer sus


libros. Bye bye
10:39
Sts: Bye miss (A Little bit messy)

80
Field Note N 1A

Date of observation:

Time: 90 minutes

Period: (11:30- 13:00)

School: Liceo Eleuterio Ramirez Osorno

Grade: 12th

Student-teacher: Evelyn Parra Arellano

Subject: English

Symbols

Gt: guide teacher

St: student teacher

Fs: female student

Ms: male student

Sts: students

() Observations

/ / non spoken actions

Spoken actions

Description of the lesson


In this lesson, students discuss about the topic Volunteering. Students name the most well-known

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

11:30 /students come in the classroom/ ST greets students which


establish the first
/ St projects the date, name of the unit, name of the lesson,
connection with them.
and the objective/
This helps the ST to
ST: Good morning Students maintain students
11:32
attention because they
Sts: Good morning miss?
feel a sense of caring.
ST: How are you today?

Sts: Fine!

St: Please write down this information in your copybook.

/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

Fs: Alguien tiene su cuaderno al da?

St: OK! lets continue

Sts: No miss no

St: Ok, Now I need silence. I want to ask you something.

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

11:37 St: very good! Any other?


To activate their
/ST makes mimicry to help students to recall/
emotions and memories
Fs: Un techo para Chile gets the students
involved with the lesson.
St: Yes it is. Un techo para Chile.
ST use mimicry as
Fs: Coaniquem
technique to make her
St: very good! What about international organizations? understood.

Ms: Green peace Students recognize


certain Volunteer
St: Excellent! Green peace!
organizations and realize
Fs: La Teletn igual, si la teletn es internacional that the topic that they
were discussing was not
St: What about this one? / St shows a picture of English open
entirely new and
doors program/
unknown to them. It
St: Have you heard about this before? makes them much more
involved in the lesson.
Sts: Yes!
ST uses L2 all the time.If
St: Can you explain me? What do they do? What is English
11:39 the students are exposed
open doors program about?
to L2, Sts may improve
Ms: Los que vienen de Estados Unidos their listening skills.

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

Gt: Toms this year

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/

St: Have you watched this movie before?

Sts: YES! /Loudly/

Fs: Me encanta Up!


To use material which is
Fs: S, es super tierna, lloro cuando muere la abuelita
more appealing to
St: We are going to watch a video. In groups of 5 you have to students makes them to
answer the exercises in your handout. /St uses mimicry/ Please put more attention in
read the questions, in the multiple choice section. Silently (she what they are doing.
uses mimicry) 1) identify the characters, Characters?

84
Ms: Personajes

11:45 St: Good, 2) think what they are going to speak about?

/she uses mimicry/

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?

/sts mimicries an elder person/

Ms: un abuelitoSt: yes it is!

St: Ok ready?

Sts: Yes!

St: Do you understand the questions?


ST makes comprehension
St: What is the kids name?
questions before to start
Fs: The name of the kid! the activity. That strategy
11:48
helps to make sure that
St: Yes! the options are:
all the students
a) Brussel understand what they
have to do.
b) Russell

c) Loser

St: What is his job position? What does he do?

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/

a) He likes elder people


To ask students to come
b) He needs to get an Assisting the Elderly badge in front of the class may
be a good way to keep
c) Because his mother tell him so
their attention.
Do you understand the questions?
On the other hand
/St looks at a female student/ Can you explain the questions to probably to correct
your classmates? activities on the Board
can be intimidating to
Fs: la primera es Cul es nombre del nio? Cul es el trabajo
some students and it can
que l hace? cul es su posicin. Cul es el servicio que
make them feel
ofrece? y Por qu necesita ayudar a una persona mayor?
uncomfortable.
ST: Ok, now you all understand! We are going to watch the
video.

ST: Did you get something? Should I play it again?

Sts: yes!
11:57
ST Pay attention to the gestures and movements

/ST projects the questions and checks the activity by giving

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: Can you help your classmate? What assistance does he


offer?

Fs: To cross the street

Fs: The street the yard

ST: Ok good! And the last one! Miss over there please come to
the front! What does he need to assist an elder person?

Fs: He wants his last badge


It is a good strategy to
ST: So then lets check! The kids name was Russell, he was an have students in groups
explorer, and he wanted to offer to help to an elderly person sharing their experiences.
to cross the street or the yard or the porch and he wanted to This builds rapport
get an assistance elderly badge. between students and
gives them more
Sts: Yes!
confidence for future
ST: Ok now Item n 2 selective attention! you will have to fill in activities.
the gaps. As always you will have to pay attention and put the
12:07 correct words in the gaps. The words in the box are Wilderness
Explorer, need any help, skip to the end, Assisting the Elderly It is important that the

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?

Fs: No miss please again again


St could also share their
ST:Ok, One more time own experiences with the
students in order to build
Let's check
rapport and to make the
"Good afternoon. My name is Russell. And I am a...? activity more meaningful.
12:12
Sts: Wilderness Explorer

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?

Sts: doing fine.


12:15
ST: Great! ..."Good afternoon. My name is Russell."
To share the opinions
Uh... kid... "And I am a Wilderness Explorer in Tribe 54, with the whole class
Sweatlodge 12." Kid. KID! "Are you in need of any assistance reinforce rapport among
today Sir?" students, on the other
hand, students can see
Thank you, but I don't need any help!
the different perspectives
Ow. of the activity.

88
12:28 "Good afternoon. My-"

But skip to the end!

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.

ST. Can I talk please?

/Sts get quiet/

ST: Do you have any experience as a volunteer? How was that


experience? For example. Has any of you has help to collect
money for Teletn or Un techo para Chile?

Sts: Yes! Ok share your experiences and discuss about that.


The Student Teacher
Fs: I helped to take care of a baby!
should try to use
ST: ok! Discuss about that and Ill be monitoring to hear your strategies to make the
experiences ok? Do you have any experience as a volunteer? students pay attention to
Was it positive? Was it negative? How was it? the lesson

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/

/The inspector gets into the classroom to take an Ms out of the

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

ST: wow positive and negative! Why?

Fs: Porque es gratificante ayudar a la gente pero muchas veces


se ven realidades crudas y diferentes y a veces no estamos
listos para eso.

ST: Ok very good! Sometimes its hard to see someone


12:38
suffering and living under different conditions, it is shocking,
and many times we see those shocking events like negative
experiences because we are not prepared for that! However it
Sometimes it is necessary
makes us grow up and see the world in a different way.
to use L1 to emphasize an
/Fs uses L1. St tries to paraphrase her idea in English/ important idea thus we
can build rapport with
ST: OK! Thank you very much. The group over there!
students. This is a great
Fs: In our group we discussed about the topic and some of us way to connect students
collected money for Teletn, Hogar de Cristo and some with the subject in a very
organizations at Christmas time it was a great experience and significative way
we felt so good because we helped people and we felt part of

90
that.

Sts ohhhh!!! Awwww! (Sts laugh at loud)

/ST raises her voice/

ST: Very good! You have a beautiful pronunciation!


Congratulations! She collected money for Teletn and Hogar
12:41
de Cristo Have you done that before. I think that many of us
had done that before right?

Sts: Yes!

Ms: and Un techo para Chile!

ST when I was at school like you, I used to collect money for


Un techo para Chile thats why I know that many of you have
12:4
done that before.
It is good to connect a
ST: Ok the group over there. Where is the explorer?
lesson to a particular
Ms: Se fu miss! social and cultural
context. While teaching
ST: Awwwww he was the only explorer in the room. But
we can promote values.
anyways Can you share the experiences of your group?
Students are training
12:45 Ms: Yes, we collected money for Teletn. process and they are
open to changes.to be a
ST: OK! Very good. What about this group we have a fireman
teacher not only means
here! He is a fireman and he has a lot to say so please listen to
to teach a subject. A
your classmate ok?
teacher trains students in
/Sts are chatting/ a comprehensive and
complete manner.
ST: Silence please! /St is getting closer to the student/ Could
you share your experience please?

Ms: Im a fireman and I love helping people. Once I helped a

91
little girl when her house was burning.

/Ms has good English, Problems with pronunciation/

12:47 ST: Can you tell us a little bit more about that situation?

Ms: si no hubisemos llegado a tiempo se hubiese quemado Student teacher


todo. encourages social
awareness and
ST: Wow good job! What about this group?
encourages her students
Fs: One of my best experiences is when I work with kids at to know their
Christmas. I play with the kids and I know another reality than environment
my reality. and things like that. I work with 3-year-old to 6-year
old kids, and that is positive to me because I see that little
smile all the time and
12:50
/Fs can communicate in English however, she has some
problems with verb tenses/
Student teacher corrects
/Some of Sts are paying attention, others are chatting, there is the activities on the
noise in the classroom/ board as this keeps
students attentive and
ST: OK, please listen to your classmate. What she is saying is
quiet.
very important. Sr Can you explain me what your classmate is
talking about?

Ms: I dont know

12:52 ST: so pay attention because Im going to ask you later.

ST: /to the class/ PLEASE! Pay attention because Im going to


ask you later! Ok continue please

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

Ms: cambio de visin del mundo

Fs: nios tristes.

Ms: Ellos estaban siempre happy

Ms: They have troubles. Padres in jail.

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.

ST: ok Would you work if you are not getting paid?


Students get engage with

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

Fs: help building houses and change the reality of some


families and they feel good helping.

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?

Ms: The experience es la paga.

/guide teacher gives her opinion/


13:00
GT: How does society see fight fighters?

Ms: Como heroes

Fs: they are heroes

GT Yes they are heroes they get social recognition, thats


another advantage of being a volunteer.

ST: So now you have to work in pairs, Im going to give you a


handout.

/ST delivers a handout/

So we are going to watch a video first.

/Sts are very wuit watching the video/

Ok now so According to the video Can you tell me what the

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.

/Sts work in pears and ask for doubts. ST is monitoring /

/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: OK, lets check

Ms: Miss can I go to the bathroom please?

ST: Yes!

ST: Reforest

Sts: Patagonia

ST: Is a non-profit

95
Sts: Organization

ST: Why is it an organization and not a forest

Fs: Porque un forest no puede ser sin fines de lucro y no podra


ser un bosque.

ST: Very good! That strives to be a leader in recognizing and


recovering the environmental value of Chiles

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

Why? Girls overthere? Why do we need a cultural change?

Fs: Because we need to take care of the forests

ST: As Chileans do we care for the environment? We live in a


beautiful area full of forest and wildlife. Do we knowthe name
of the trees?

Sts: No

ST: Why

Fs: Because of the culture?

ST:Yes you are right. Lets continue in relation to caring for


the

Sts: Environment

ST: recovering Chilean native

96
Sts: forests

ST: And raising awareness about the importance of healthy,


strong forests. Our mission is to reforest degraded ecosystems
in Patagonia and aid the recovery of areas of high
environmental value while at the same time raising awareness
about the importance of these places.

ST: Very good Can you read the titles that your classmate
wrote.

Fs: Reforest Patagonia and reforestation

ST: Very good and what about the opinions?

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!

Sts: Bye miss.

97
Field Note N 2A

Date of observation:

Time: 45 min

Period: (09:50- 10:30)

School: Liceo Eleuterio Ramirez Osorno

Grade: 12th

Observer: Evelyn Parra Arellano

Subject: English

Description of the lesson

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

Sts: Good morning Miss! ST lets Sts know about the


objectives. Sts become
ST: Please sit down and write down in your copybooks the
aware of what are they
11:36 date, name of the Lesson and the Objective. Todays
going to do. To identify the
objective is to Listen an audio comprehensibly
objectives of a lesson is
/Sts write down in their copybooks/ necessary because students
will have an idea of what will
ST: OK! Are you ready with that??
be able to.
Ms: No miss espere un poquito
11:38 The opening is clearly stated.
ST: OK 1 minute left! Students get together in
groups and predict what the
ST: OK! Listen to me!!! Ill give you a piece of paper with the
audio is going to be about by
name of a sport such as: ski, soccer, basketball, tennis,
observing pictures. It is a
11:41 volleyball, baseball. You have to get together with the
good strategy to make
partners who have the same sport. Ok? So then what do
students predict and make a
you have to do?
connection with the
Fs: tengo que buscar al que tenga el mismo deporte que yo students' background
11:42 knowledge.
ST: Very good! You have to find the partner who has the
same sport! You have 2 minutes to find your partners! The teacher asks a student
Come on people MOVE!!! to explain his classmates
what they have to do in
/Sts get very excited and look for their partners/
order to check that they
have understood the

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?

Ms: ponerle un titulo a la foto y


ST engages all groups to
/Ms doesnt understand step 3/
make public their ideas and
ST: Danielle Can you help him? predictions. this is a great
way to integrate the entire
Fs: Poner un ttulo y decir de que se va a tratar el audio
class and encourage class
ST: Yes it is so you have ten minutes to do so ok? If you performance.
have any doubt just raise your hand!
Student teacher tries to
/Sts ask for doubts and ST monitors the activity/ encourage students to speak
in English. She tries to help
ST: Are you ready?
them by making them
Sts Yes!!!! No!!! remember words they have
11:52
previously learned.
ST: Ok 2 more minutes!!!

ST Ok now please Group N1 Can you tell me the tittle of


your picture?

Fs: Dance night! Student teacher corrects the


answers with the whole
ST: Very good, Group N 2 what is the audio going to be
class. It gives the
about?
opportunity to report for

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

ST: So then, its going to be check all activities on the


12:03 whiteboard and in this way
Fs: about sports
all students can see and
ST: Great! OK now open your books on page 99 activity verify if their answers are
N5 you are going to listen to three conversations and you correct or not.
are going to circle the activities they are about. You have to
It is a good strategy to laugh
choose from the options provided. For example
at certain jokes of students
Conversation n 1 is about a dancing club or a sport club? Is
it clear? such as reggeton joke.

Sts: Yes miss

To consider students can be


/students listen/
a good strategy to build
ST: Ok lets check! /ST gives markers to three students. ST rapport in the classroom.
projects the activity on the whiteboard/ This is a good way to create
12:15 a fun and relaxed
atmosphere.
/students write the right answer on the whiteboard/
ST: OK conversation N1 Do you all have dancing
club?
Sts: yes!
It is good to let the students

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.

ST: No, Pablo it was not reggeton, but it was funny!


Ok can Anybody tell me the two examples left?
Fs: Waltz? Pero no entend los otros miss

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?

/Felipe was chatting with a classmate/

12:44

Ms: Miss can you repeat the question?


ST: In Conversation III, what clothes will the person
need if he or she joins the classes?
Ms: aaah T-shirt and shorts
ST: very good
/ST the teacher delivers some worksheets/
ST: OK now you are going to role-play a situation of a
new exchange student who arrived to their school. You

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.

Mila, Laila, and Nicolle: Hi Simon!!!!

/students lugh at the situation/

Mila: Hey Simon, and what is you hobby?

Simon: Playing soccer.

Nicolle: OK. Wow, you play soccer?

12:51 /Fs has some problems in pronunciation/

Simon: Of course!

104
Laila: How often do you play?

Simon: Now I don't play, but before I played about


three or four times a week.

Mila: Wow, that's quite a bit. -- How come you don't


play now?

Simon: I've retired.

Nick: You've retired.

12:53 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.

Nicolle: OK. Do you watch soccer on TV?

12:55 Nick: These days? No! No time. Im always studying!

Mila: OK. Yeah, we all have to study I guess.


Um...Who is the best soccer player in the world?

/Mila has a poor pronunciation. She is a little bit shy


and she does not project her voice/

Nick: That's hard to say. I believe that Ronaldinho for


Brazil. Maybe he will be the best.
13:00
Laila: OK. Nice. And what is you favorite soccer
team?

Simon: Deep Cove Royals. That's my soccer team.

105
Nick: OK. Great. Lets go to our English class!

ST: very good! Give them and applause they have made a
very good job!

/Sts applaud their classmates/

ST: What did you learnt today?

Sts: to listen to an audio comprehensibly

ST: What kind of audio did you heard? Did you heard a
story, a quiz show or a conversation?

Fs: three conversations

ST:Ok thank you very much! See you next class!

Sts: Bye miss

/Everyone leaves the classroom/

106
Field Note N 3A

Date of observation: May, Thursday 17th, 2013

Time: 45 min

Period: (09:50 10:30)

School: Liceo Eleuterio Ramrez Osorno

Grade: 12th

Subject: English

Description of the lesson

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

they agree or not with them

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/

St: and now How many of you enjoy watching movies?


Sharing personal
10:00
/all the students raise their hands/ preferences may be a
good way to build
I really enjoy reading. It is one of my favorite activities. And my
rapport among the
favorite book is: Dont laugh ah! Maybe you dont know it. The

108
name of my faaaaaaaaaaaaavorite book is pride and prejudice. students.
Yes,I know (/silently/Im very romantic). Do you know it?

Fsts: Yeeeeeeeeeees! Mr. Darcy


There is a positive
St: Yeah girls, you know what I mean. Did you read the environment in the
classroom. Some of
the students also like
book or did you watch the movie? / Sts writes on the board Sts preferences.

ead and watch/

Fsts: The movie! The books and


movies mentioned
St: My favorite movie is the black swan, but I also like the
seem to be chosen
chronicles of Narnia and the hunger games saga ( I read all of
according to
them) I told you I love reading. And My favorite series are Game
teenagers
of thrones of course! Raise your hands the ones who like game
preferences.
of thrones!
10:14 Sts also share their
/almost all sts raise their hands. Everybody is commenting about
preferences.
the series and books who are projected in a power point
presentation/

( 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?

/ St writes I like on the board/


Monitoring seems to
Sts: I like
be a good strategy to
St: What is the meaning of I like to mr? keep sts working on
the activity
Ms: Me gusta?

109
St: Very good

/St moves around the classroom/ The instructions are


given step by step
Miss! What is your favorite book? / Silently/ Dont forget the
magic words It is a good strategy
10:17
to ask an student to
Fs: I like Juventud en Extasis
explain again the
St: Very good book, I like it too. Mr please tell me what is your instructions
favorite book? /singing: Magic woooords/

Ms: I like Papelucho el Marciano


It seems that
/ Sts laugh/ students got the
instructions in a clear
St: Nice one. I read that one when i was 7 years old! How cute!
way
Miss tell me your favorite movie!
It is good to show an
Fs: I like El diario de una pasin
appealing video
St: Awwww so romantic and you Mr. your favorite movie according to students
preferences,
Ms: I like Avatar
considering their age
St Veeeeeeeeery good! Thank you all for remembering the and level of English.
magic words. Now people we are going to watch a video who
tells us about a controversial topic. Which is better the book or
the movie? You are going to work in groups. You will watch a To project the time
video about books Vs movies as I said. You will answer the on the board
questions from your handout. Ill give you 2 minutes to read the encourage students
questions. Ill be around solving doubts. to work under
pressure.
/sts read the questions. St is walking around solving doubts/
Students can easily
Ready? Now The first time the video is played, you will focus on
get the general
general aspects and you will try to answer the first questions.
10:18 information but the
The second time you will focus on specific information and you
specific information

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/

Is this a controversial topic? Why?

Sts: Yeeeees! Porque a unos les gustan los libros y a otros las
peliculas

St: Dont forget the magic words

Fs: they like movies and they like books

St: very good Some like movies and others prefer books. /st
writes prefer on the board/ prefers means prefieren.

What happen every time that a book is adapted into a movie?

10:30 Fs: los book lovers reclaman

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!

What is the advice that he gives to book people?

Ms: No enojarse si el libro no es igual a la pelcula?

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.

/sts laugh and comment/

Films are more entertaining than books.

Books are cheaper than DVDs.

Romantic novels are less interesting than adventure stories.

The Twilight books/films are as good as Harry Potter.

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

Date of observation: May, Thursday 27th, 2013

Time: 45 min

Period: (09:50 10:30)

School: Liceo Eleuterio Ramrez Osorno

Grade: 12th

Subject: English

Description of the lesson

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

will be useful for creating a video next lesson.

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: Good morning students beginning of the

Sts: GOOD MORNING MISS! lesson. In this way

St: WOW, there is a lot of energy today! How are you today? there is more time

for the activities


St: You all know what you have to do, please quickly write down
the date, name of the unit and name of lesson in your planned.
copybooks.
Students start the
09:54 /students put their copybooks on the table quickly and write
lesson with
down what is projected on the board/
enthusiasm, maybe it
St: Dear sts please put the tables away and make and sit on the
floor making a circle. 2 minutes! Quickly! would be related to

the rapport build in


/sts move fast/
previous lessons.
St: Ok now locate a photo, song, or video from your mobile
09:55 device that you have shared on Facebook. You have it?
Students know what

Sts: Yes miss! they have to do and

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.

Students get involved


Ms: Compartir el telfono, sea la foto o una cancin de Face, al
compaero del lado y decir por qu la escogimos. in the lesson, they

St: Very good! Are you ready? are open to share

their personal lives.


Sts: YES MISS!
That reinforces their
St: Ok lets start you have 2 minutes from NOW!
connection as a
St: Mr, please tell us Who is the device owner?
group.

115
09:56 Ms: Fs miss. A female student

St: ok miss! Why did you choose that picture? feels nervous

because she does


Fs: because, buu no puedo miss porque salgo con mi pololo
not find the way to
St: its very simple. Because I am with my
express herself in
Fs: Boyfriend!
English. St sows her
St: Very good! What about you mr, why did you choose that
simple way to do it.
picture?
Then, the second
Ms: because I am with my dog
09:59 student can easily
St: You see that is easy to speak in English
express his thoughts
/Everybody laugh/
based on the sts

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.

Step 3: With a partner, identify how are the definitions of the


Students finish the
words applied to social networks and digital media. You will
lesson reflecting on
share your point of view to the rest of the class. This also will
help you to make your video next lesson. 10 minutes for step the video. That gives
one and two! Quickly!
them ideas for their

/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 work are continuously watching the timer/

St: Are you ready?

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 projects the timer/

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!

Ms: Sobre prestar mucha atencin a los objetos tecnolgicos


ms que a las personas.

St: very good! Sometimes we prefer to chat by Whatsapp

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10:32 instead of face to face. Very good people, Times up see you
next class!

Sts: Bye miss, Bye

10:37

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Lesson Plan N 1a May 13th

Identification of the lesson:

- Name of the unit: At work


- Name of the lesson: Why volunteering is important?
- Class: 12th grade
- School: Liceo Eleuterio Ramrez Osorno
- Date: May 13th
- Time: 90 minutes
- Student-teacher: Evelyn Parra.
- Period: 11:30-13:00

Learning outcome:

To listen a video comprehensibly

Contents:

Functions: Expressing ideas, finding general and specific information, reporting to


the class
- Nouns: volunteer, mission benefits, humane society,
- Adjectives: senior, elderly, wilderness
- Verbs: reforest, planted, get involved, make a difference
- Skills: Listening, reading, writing and speaking

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I. Activities

Opening (15 minutes) Learning outcome Blooms domain


Students become aware of the lesson learning To identify the outcomes Knowledge
outcome and write it down on their for the lesson
copybooks (5 minutes)
Students discuss what they know about To activate previous
volunteering and volunteers. Students knowledge Application
mention some Chilean and international To report to the class
organizations that do voluntary work. (10
minutes)
Sequencing: (60 minutes)
Students watch the video why To find and support Application
Volunteering is important? Two or three Specific information
times. In groups of 5 students answer a
handout with exercises of multiple choice
and fill in the gaps to reinforce listening
comprehension. Some of the questions
1) What is the kids name?
a) Brussel
b) Russell
c) Loser
2) What is his job position? What does he
do?
a) Doctor
b) Secretary
c) Explorer
(30 minutes)
Students discuss some questions
such as: Do you have any To express ideas
experience as a volunteer? Were To report to the class
they positive? Why do you think
people volunteer to do something
they are not paid for? Students
share their answers with the class
Application
(15minutes)
To make predictions
Students watch the video Reforest

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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

Closure: (15 minutes)


Students write the titles on the board and To report to the class Synthesis
some pairs share their opinions about To summarize the lesson
Reforest Patagonia in order to summarize the
lesson.

Assessment: The assessment is formative. Students ability to listen to a piece of text


comprehensibly, to read a text accurately, to identify specific information, to classify specific
information is assessed by providing feedback to students work throughout the lesson.

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Date: May 13th

Student teacher: Evelyn Parra A.


Unit n 5: At work
Name of the Lesson: Why is volunteering important?
Name:__________________________________________________________

1. In groups of 5, read the following sentences. Listen and watch the video and
choose the correct alternative.

1) What is the kids name?

a) Brussel

b) Russell

c) Loser

2) What is his job position? What does he do?

a) Doctor

b) Secretary

c) Explorer

3) What assistance does he offer?

a) To help to cross the street yard and porch

b) To give him money to buy medicine

c) To bring cookies for him

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4) Why does he need to assist and elder person?

a) He likes elder people

b) He needs to get an Assisting the Elderly badge

c) Because his mother tell him so

Do you understand the questions?

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.

5. Wilderness Explorer 4. Assisting the elderly badge


6. Need any help 5. Doing fine
7. Skip to the end 6. Cross the street

Good afternoon. My name is Russell. And I am a _______________________in Tribe 54,


Sweatlodge 12. Are you in need of assistance today, sir?" //No// I could help you
_________________________//No// I could help you cross your yard //No// I could help you
cross your... porch //No// Well, I gotta help you cross something. //Uh, no.
I'm_______________________ // "Good afternoon. My name is Russell." // Uh... kid... // "And I
am a Wilderness Explorer in Tribe 54, Sweatlodge 12." //Kid. KID! // "Are you in need of any
assistance today Sir?" //Thank you, but I don't______________________!// Ow. "Good afternoon.
My-" //But____________________! // See these? These are my Wild Explorer badges. You may
notice one is missing. It's my _____________________. If I get it I will become a Senior Wilderness
Explorer

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Complete the text with the correct word from the box

Patagonia- forest -organization- environment- ecosystems

Reforest __________________is a non-profit ______________________ that strives to be a leader


in recognizing and recovering the environmental value of Chiles _____________________. We
promote cultural change in relation to caring for the _______________________, recovering
Chilean native __________________ and raising awareness about the importance of healthy,
strong forests. Our mission is to reforest degraded ecosystems in Patagonia and aid the recovery
of areas of high environmental value while at the same time raising awareness about the
importance of these places.

125
Lesson Plan N 2a May 20th

Identification of the lesson:

- Name of the unit: Being Active


Name of the lesson: Leisure activities
- Class: 12th grade
- School: Liceo Eleuterio Ramrez
- Date: May 201th
- Time: 90 minutes
- Student-teacher: Evelyn Parra.
- Period: 11:30-13:00

Learning outcome:

- To listen to an audio comprehensively


-

Contents:

Functions: Expressing ideas, performing a role play, reporting to the class

- 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

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Activities

Opening (25 minutes) Learning outcome Blooms domain


Students become aware of the lesson To identify the
objectives and write it down on their objective for the lesson Remembering
copybooks (5 minute)

Students receive a piece of paper with the


name of a sport (ski, soccer, basketball, tennis,
volleyball, baseball). Students get together with
the partners who have the same sport. (5
minutes)

In groups of five, students observe a picture, To make predictions


put a title to the picture, predict what the audio through pictures
is going to be about and share their work with
the class. (25 minutes)
Analyzing

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?

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What three examples of the activity does the
conversation mention? Students share their
answers with the class (12 minutes)

In groups of 5, students role play a situation of


a new exchange student who arrived to their
school. They ask him questions about soccer
(30 minutes)

To perform a given Application


situation
Closure: (10 minutes)
Volunteer groups present in front of the class. To summarize the lesson Summarizing

Resources

- Worksheet
- Speakers
- Projector
- Course book
- PPP

Assessment: The assessment is formative. Students ability to listen an audio comprehensibly, to


relate contents with their own context; and the ability to role play a situation is assessed by
providing feedback to students work.

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Name:____________________________________ Date:_____________________

ROLE PLAY: OUR NEW BRASILIAN CLASSMATE

I IN GROUPS OF 5 ROLE-PLAY THE FOLLOWING SITUATION.

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.

Juliana, Andrea, and Carlos: Hi Simon!!!!

Carlos: Hey Simon, and what is you hobby?

Simon: Playing soccer.

Juliana: OK. Wow, you play soccer?

Simon: Of course!

Andrea: How often do you play?

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: I've retired.

Felipe: You've retired.

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.

Juliana: OK. Do you watch soccer on TV?

Simon: These days? No! No time. Im always studying !!!!

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.

Carlos: OK. Nice. An..and what is you favorite soccer team?

Simon: Deep Cove Royals. That's my soccer team.

Felipe: OK. Great. Lets go to our English class!!!!!.

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Lesson Plan N 3a June 12th

Identification of the lesson:

- Name of the unit: Being Active

- Name of the lesson: Books or movies?

- Class: 12th grade

- School: Liceo Eleuterio Ramrez

- Date: June 12th

- Time: 45 minutes

- Student-teacher: Evelyn Parra.

- Period: 09:45 -10:30

II. Learning outcome:

- To listen to a video comprehensively

III. Contents:

Functions: Expressing ideas, finding general and specific information, reporting to

the class.

Notions:

- Nouns: book person, 3d videos, imagination, demographics, teenagers

- Adjectives: great book, favorite part, popular book, painstaking

- Verbs: to be released, to go ahead, to get adapted

- Skills: Listening, reading, writing, speaking

130
Activities

Opening (10 minutes) Learning outcome Blooms domain


Students become aware of the objective of the To identify the objective
lesson which is projected on a PPP and write it down for the lesson Remembering
on their copybooks (5 minutes)

Students listen Student-teachers preferences about


books and movies. Some pictures projected in a PPP To give opinions about a Evaluating
to facilitate comprehension. Students discuss about specific topic

their own preferences (10 minutes)


Sequencing: 25 minutes
Students get in groups of 4. Students watch a video
about books Vs movies. Students answer some To analyze the video to find Analyzing
questions. Students first read the question. The first answers
time the video is played students focus on general
aspects and try to answer the first questions. The
second time students focus on specific information.
Some of the questions are: Does he prefer books or To find general and
movies? specific information by Applying
Is this a controversial topic? Why? answering some questions
What does your group prefer books or movies?
What happen every time that a book is adapted into
a movie? For what kind of person are the books
designed? What is the advice that he gives to book
people? Students share their work with the class.
Closure: (15 minutes)
To summarize the lesson students observe a list of
statements and discuss if they agree or not with
the,. The statements are:
To summarize the lesson
Films are more entertaining than books. Summarizing
Books are cheaper than DVDs.
Romantic novels are less interesting than
Adventure stories.

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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

Assessment: The assessment is formative. Students ability to listen an audio comprehensively, to


find general and specific information and to report to the class is assessed by providing feedback
to students work throughout the lesson.

https://www.youtube.com/watch?v=rz9dQdJ3D2Q

132
Lesson Plan N 4a May 26th

Identification of the lesson:

- Name of the unit: The Arts and Their Influence

Name of the lesson: Social networking and I

- Class: 12th

- School: Liceo Eleuterio Ramrez

- Date: May 26th

- Time: 45 minutes

- Student-teacher: Evelyn Parra.

- Period: 09:45 -10:30

V. Learning outcome:

- To speak about a given topic fluently

VI. Contents:

Functions: Expressing ideas, finding general and specific information, reporting to

the class, answering questions.

Notions:

- Nouns: Facebook, twitter, site, post, site, profile

- Adjectives: snoop, social, favorite, careful

- Verbs: To search, to post, to tag, to chat, to like, to comment, to share

- Skills: Speaking, Listening, writing, reading

133
VII. Activities

Opening (15 minutes) Learning outcome Blooms domain


Students become aware of the objective of the To identify the objective
lesson which is projected on a PPP and write it down for the lesson Remembering
on their copybooks (5 minutes)

Students sit on the floor making a circle. They locate


a photo, song, or video from their mobile device To explain the reason for a Understanding
that they have share on Facebook. Each student particular choice
then shares his or her media with one of his/her
classmates. Students are chosen randomly to show
the picture to the class. The device owner explains
the reason why the picture was selected. (10
minutes)
Sequencing: 25 minutes
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 To discuss questions based Understanding
create the video such as: What are two examples of on the topic
social networking? Which are your favorites? Why?
Before social networks, do you know what other
forms of communication people used the most? How
often should you post updates on Facebook? How
much time do you spend on internet? Can you name
at least two advantages of twitter and Facebook in
our culture? Can you think of any disadvantages?
Students write down all the questions and answers
To define words using
on their copybooks.(6 minutes)
dictionary

To recognize the standard


Students use a dictionary or the internet to look up
definition and the way it is
used on the internet.

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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

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Survey Results in Percentages

PRE SURVEY POST SURVEY

Q YES NO YES NO Q YES NO YES NO

Q1 17 3 85% 15% Q1 20 --- 100% 0%


Q2 --- 20 0% 100% Q2 16 4 80% 20%
Q3 10 10 50% 50% Q3 20 --- 100% 0%
Q4 11 9 55% 45% Q4 20 --- 100% 0%
Q5 --- 20 0% 100% Q5 --- 20 0% 100%
Q6 15 5 75% 25% Q6 10 10 50% 50%
Q7 5 15 25% 75% Q7 18 2 90% 10%
Q8 8 12 40% 60% Q8 5 15 25% 75%
Q9 5 15 25% 75% Q9 3 17 15% 85%
Q10 10 10 50% 50% Q10 20 --- 100% 0%
Q11 1 19 5% 95% Q11 20 --- 100% 0%
Q12 7 13 35% 65% Q12 10 10 50% 50%
Q13 4 16 20% 80% Q13 17 3 85% 15%
Q14 --- 20 0% 100% Q14 12 8 60% 40%
Q15 2 18 20% 80% Q15 15 5 75% 25%
Q16 1 19 5% 95% Q16 11 9 45% 55%
Q17 1 19 5% 95% Q17 10 10 50% 50%
Q18 5 15 25% 75% Q18 20 --- 100% 0%
Q19 2 18 20% 80% Q19 11 9 45% 55%
Q20 2 18 20% 80% Q20 12 8 60% 40%
Q21 1 19 5% 95% Q21 20 0 100% 0%

136

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