Final Project3rdSemester“What you do today can improve all your tomorrows”Ralph MarstonTeachers: Nadia Patricia Mejía Rosales, Ana Virginia GarduñoÁlvarez Tostado, Julio Cabrales, Isaías Sigoña and NatanaelDelgado Alvarado.Team 4 Members:Jaema Macias Breceda, Hazel Jaquez Sepúlveda, Cristian DavidCortez and Alejandro Huerta ZamarripaJune, 3rd 2013
ObservationWe went to the Centro Universitaro Promedac to observe an English class. The staff atthe Promedac was able to let us observe an upper intermediate class of high schoolstudents. The day we went it was the only English class available. The teacher´s nameis Pedro, very respectful man and was in the classroom before the students got there.He let us know in advanced that his lesson plan for the class was going to be a reviewfor an exam they were having the following day.Aim of the lessonThe aim of the lesson was to review the past perfect and the past perfect continuous,because the students were having an exam on that topic the following day. The aim wasalso to check homework based on that subject to reinforce it and solve doubts.Grade, class size and abilities.The students we observed were high school “freshmen” of an intermediate level. Theclassroom was very clean, average size and the class was a bit small, with only 14students. Having this low number of students we think it makes it easy for the teacherto have a better learning environment. It is important to mention that the teacher spokeEnglish the whole time and the fluency of the students was excellent.First activity: Take attendance and Check HomeworkThe teacher took attendance and then told students to open their book to check thehomework. The teacher would volunteer one student to read the exercise along with theanswer, if the answer was correct he would say the whole sentence again for thestudents to repeat after him. If the answer was wrong he would explain why it waswrong and give another example on the board.The teacher was applying the Behaviorist perspective because he was using repetition,while checking homework.Second Activity: Working in groups of 3 to create dialog.After the class and the teacher finished checking the homework, the teacher gave clearinstructions to the students to get in groups of 3. The purpose of the group activity wasfor them to make a dialog using the past perfect and the past perfect continuous. At thebeginning of the activity it seemed to be going smoothly but after a couple of minutesthe students started to go off topic. The teacher stopped the activity, one group went tothe front to present their dialog and the teacher made corrections if needed. In thisactivity the teacher was trying to promote communication and productive knowledge.
Third activity: Book exercisesThe students worked on some exercises on the book, the topic was the same like theactivities before. Once again the teacher would state something and the students wouldrepeat. There were some words that the students did not fully understand so theteacher would use his body or relate to something previously seen. But repetition tookplace in most of the activity. The teacher used total physical response and behaviorism.The activity was not helpful at all because the students were distracted doing otherthings, we believe that too much repetition was boring for them. These particularstudents are in the age where it is hard to keep them interested, so we figured anotheractivity to keep them interested and keep them from having an incomplete successprocess. Even though the Critical Period Hypothesis claims that there is a biologicaldetermined period when language can be acquired easily, there is also a time whenlanguage is more difficult to acquire, with this students we observe that their Englishlevel was good along with the pronunciation. So age was definitely not an affectingfactor. The students just needed a more dynamic activity.Based on what we observed we think that adding a game would be more challengingand would motivate the students. In the class there were some anxious students whodidn’t take advantage of the opportunities to speak and others who didn’t worry aboutthe inevitability of making mistakes. Here is where two important factors of SLA cometogether, motivation and personality. Playing a game that will result in having a winnerat the end would be beneficial towards the student’s exam and this activity motivatesthe students to try a little harder while they are having fun. The students who didn’tparticipate much during the other activities will feel more comfortable participatingplaying the game.Status of StudentsBased on what we observed in the classroom and the theories we saw in adolescentdevelopment we agreed that the student’s characteristics fall into James Marcia’sIdentity Statuses. Marcia suggests that there are four identity statuses in developingwho we are as individuals. Based on the age of the students we believe they are in theprocess of developing who they are. For example they are starting to think about theirideal career, they are developing interest in political and religious beliefs. Their wantsand interests might change with time or experience.It is helpful for teachers to know these stages because they can take the tutor rolewhere they can work with individuals or small groups and have more personal contact.By this we mean giving the students a real chance to feel supported and helped.Finding out what they like, what they want to be can also help the students to make acommitment, in this case with learning a second language, if it is what the student reallylikes. If the students make a commitment to really focus and learn the second language,
the learning process will be great not just for the student but also for the teacherbecause he/she already knows the commitment and desires of the student. They will beable to work together as a team.ConclusionBased on the observation of the class review we determined that the teacher was usingthe audio-lingual method. When he was checking the homework repetition andrestatement took place. The students’ English level was impressive and all the speakingwas in the target language. If the students had a doubt about a word or grammar, theexplanation was NOT in the native language instead the teacher used total physicalresponse. The use of total physical response is a great tool to put to practice whentrying to describe something, instead of going immediately back to the native language.The teacher used face expressions and body movements.When the teacher was checking the homework, he would ask a student to say theanswer of the book exercise and after the students answer, the teacher would use therepetition technique. The students would repeat what the teacher would say. Theteacher made very clear the importance of the accurate pronunciation, correctingstudents. Even though the teacher was active and served as model to get the rightpronunciation the class was just too repetitive. He did a great job modeling the correctpronunciation of words and the students were guided to produce response and alsoreacted to stimuli, but not all of them were encouraged to start interacting when theyhad the chance because it could lead to making mistakes.