187 school- 5th and 6th grades-2017 This project leading by English teachers Mónica Anza and Adriana Uslenghi, with the support of the Second and Freign Language Department- ANEP The project foccuses students´ attention on Reading Skills. It was held during four-five months and it is going to e continued next year.

1. Mónica Anza & Adriana Uslenghi

2. Theoretical framework
We support our work in the Post Method Condition(B. KUMARAVADIVELU SunJose'
Slate Uniuersity) TESOL QUARTERLY Vol. 28, No. 1, Spring 1994’ which has inspired
these teachers to think the lesson from the practice to the theory. It has made us make
deep insights about our way of teaching, and the way students learn to learn. ‘…The
postmethod condition can also reshape the character and content of L2 teaching,
teacher education, and classroom research. in practical terms, it motivates a search for
an open-ended, coherent framework based on current theoretical, em- pirical, and
pedagogical insights that will enable teachers to theorize from practice and practice
what they theorize. …’ Additionally we fully concur with Freemas´s concept referring to
teachers autonomy and expertise. (Freeman, 1991, pp. 34-35) which it is fully
recognized in the Post Method frame work.’…The postmethod condition, however,
recognizes. the teachers' potential to know not only how to teach but also know how to
act autonomously within the academic and administrative constraints imposed by
institu- tions, curricula, and textbooks…

3. The focus of our work relates to the ten macro strategies of the Post Method.
Macrostrategy 1: Maximize Learning Opportunities
Macrostrategy 2: Facilitate Negotiated Interaction
Macrostrategy 3: Minimize Perceptual Mismatches
Macrostrategy 4: Activate Intuitive Heuristics
Macrostrategy 5: Foster Language Awareness
Macrostrategy 6: Contextualize Linguistic Input
Macrostrategy 7: Integrate Language Skills
Macrostrategy 8: Promote Learner Autonomy.
Macrostrategy 9: Raise Cultural Consciousness.
Macrostrategy 10: Ensure Social Relevance.

4. Objectives:
• To promote collaborative Reading working.
• To teach reading strategies in order to improve reading skill and develop
comprehension.
• To involve students in interactive activities: Working in centres.
• To make students read and role-play the scripts of the plays.
• To engage students in different reading activities taking into consideration
multiple intelligences.
• To make students read and infer collaboratively.
• To scaffold reading skill.
• To teach animal, food and weather nouns in context.
• To improve fluency and focus on word recognition.
• To help students to appreciate the pleasure of reading.
• To make students take advance of prior knowledge. (6th grades have worked on
the author in Spanish)

5. Language purpose:
• To continue to redesign the use of the past simple.
• To enable students work collaboratively in a positive environment.
• To promote critical thinking into the classroom setting.
• To encourage students to develop reading strategies such as some
tools in order to construct meaning.
• To promote and develop SLFL project: Reading.
• To teach vocabulary related to geography.
• To develop comprehension through students background knowledge.

6. Language content:
• La comprensión global del texto.(R)
• Información implícita y explícita.(W)
• Las biografías.(R)
• Las inferencias semánticas de los textos a nivel local y proposicional.
(R)
• El cuestionario. (W)

7. Function(s):
• Describing habits and lifestyles.
• Making requests and asking questions to obtain information in
different contexts.
• Obtaining information using different reading strategies.
• Telling about past events.

9. Working in centres. (5th)
Teacher gives students a worksheet to work in different centres (5 stages)
First week:
Task 1: Put in order the different parts of the first part of a chapter of the
book.
Task 2: Put in order the different parts of the second part of a chapter of
the book.
Task 3: Answer some questions about the chapter that ss have read.
Task 4: Find the infinitive and the past tense of the verbs they find in the
text.
Task 5: Draw scenes of this chapter.

11. Second week:
Task 1: Oral and listening activity : Practice a dialogue between Mr Fogg and Mr
Sean. (First part)
Task 2: Oral and listening activity : Practice a dialogue between Mr Fogg and Mr
Sean. (Second part)
Task 3: Writing activity: Describe Mr Fogg. (He was…)
Task 4: Writing activity: Describe Mr Sean (He was…)
Task 5: Reading activity: complete some sentences with the words in the box.
(Get up/ got up, have/had. Eat/ate, drink/drank, go/went, take/took…
Because…)

13. Working in centres. (6th)
Teacher gives students a worksheet (Penguin Reader) about Verne´s
book: ‘The Mysterious Island’.
http://www.penguinreaders.com/pdf/downloads/pr/teachers-
notes/9781405878623.pdf.
Teacher divides the reader into four different big chapters.
Each lesson is planned based on one of the chapters of the reader.
At the end of the project students will have worked on:
Lesson 1: Chapters 1-4
Lesson 2: Chapters 5-7
Lesson3: Chapters 8-10
Lesson 4: Chapters 11-13
Activities.
1.Questionnaire.
2-Find the verbs in the past tense.
3-Find the infinitive.
4-Drawing activities for the dinosaurs.
5-Write a summary about the chapters.
6-Pronunciation .

14. Warm up: Teacher explains the activity. (Working in centres)
Activity1: Students read the text and order the paragraphs.
Activity 2: Students find verbs into the past tense and write the infinitive.
Activity 3: Students answer questions about the text.
Wrap up: Collaborative assessment. Verne´s biography to read and order.
Spelling.
Text stick on the board. Student read and the rest write. Spelling.
Crea activities to do.

15. ‘The mysterious island’ by
Jules Verne.
Reading Comprehension-
Chapters 1-4-

17. READING ALOUD

19. Sounds
.

21. READING ALOUD

24. Third week:
Task 6: Reading activity: To read the biography of Jules Verne.
Part 1: answer the questions.
Part 2: true or false statements.
Part 3: what facts did happen in those dates? Ss complete with information.
Task CREA 2: Multiple choice and true or false. (Individual task).