1. HOW TO DEVELOP THE READING AND WRITING SKILLS AMONG
FEMALE STUDENTS THROUGH ARTICLES AND REVIEWS FROM THEIR
FIELD OF STUDY IN A SECOND LANGUAGE?
First of all, my preliminary Project has taken place in the Institución Educativa
Exalumnas de la Presentación, in the eighth grade. This place is well-known
since their entire student body is female and is characterized as a community
education officer in the service of children and youth that is for the working
world and science.
That's why I decided to focus on this group, as it provides all aspects needed
to develop my research project.
The first step takes place in the development of this research project was to
dig through some questions to the owner of the eighth grade so that I would
provide some aspects of behavior of students, the quality of
strategies learning and teaching that had to with the students and especially
the type of communication between teacher and students either through
questions and answers, slot allocation for answers, questions of participation
and between students themselves, through dialogues, jokes, questions, etc..
After that, I began to take notice about any details that would serve to develop
my research question so that this was feasible. When I started making the
observations, the teacher called a list, noting that the group had 40 female
students. The teacher to break the ice with his students gave a brief
description of her and then asked his students to describe a one of a very
short in English. I realized that many of them, mostly panicked, because for
them it was not easy to speak in public, much less the power expressed in a
second language, so the students resorted to the use of material as a
bilingual dictionary to write a short account of them.
What I realized, that some students were not very aware of the use of some
words. For example, one girl said that "I am a student, I live in Cañaveral and
I am very candy". What surprised me because the teacher did not make any
comments about it, in order to explain the difference between "I am very
sweet" and "This candy is delicious”.
Therefore, I consider this is a problem that it is not only observed in
classrooms of schools but also affects many of the institutions where the
intensity is minimal time.
This research proposal has been building since I made my first two classroom
observations, which were developed in the classroom. And finally, in the
computer room where the teacher was explaining to students how to use
tools like the Virtual Discovery Program Online program through the first 55

2. minutes to develop their skills in reading, writing through the understanding
of texts where the students were interacting in pairs, being enriched with new
vocabulary and develop listening skills and speech between them, through
repetition.
When, in the second half of class, the teacher asked his students, a
composition using the simple present and present progressive with the words
they had learned in the computer room, I noticed that they were not clear in
many of the words they had to use when writing. It should be noted that the
teacher offered his cooperation, if they need to find expressions for each of
the compositions and on the board; he writes a list of logical connectors serve
to connect one idea to another...
Then the teacher asks to 5 students to share their composition with the rest of
the group, helping to correct the pronunciation and pauses in reading them,
but the teacher ignored the students need feedback on how to write in
English, because they write as they think in Spanish and do not have all the
necessary clarity in writing sentences using the present tense.
Finally, when I realized my three visits, I was able to realize that learning a
second foreign language has more impact and influence on students,
especially if the method that the teacher is using in your group, technological
and scientific because it can develop all the skills of communicative
competence, and at the same time and this plan calls for the attention of their
students so that they take the initiative to acquire a second language because
according to national conditions, is essential.