This document provides a report on the second week of observation and teaching practice for a student teacher named Ana Patricia Tototzintle Balseca. During this week, she taught reading comprehension in English to two second year groups (2nd "B" and 2nd "D") at a high school in Puebla, Mexico. For the 2nd "B" group, she had students work in coils to make the reading assignments less tedious, which they responded positively to. However, for the more restless 2nd "D" group she had to have students work individually. Through using different strategies for each group, the overall purpose of understanding short English readings was achieved, as evidenced by students correctly answering a post-

1. SUBSECRETARÍA DE EDUCACIÓN SUPERIOR
DIRECCIÓN GENERAL DE FORMACIÓN Y DESARROLLO DE DOCENTES
DIRECCIÓN DE FORMACIÓN DOCENTE
ZONA ESCOLAR 004 DE ESCUELAS NORMALES
ESCUELA NORMAL SUPERIOR FEDERALIZADA DEL ESTADO DE PUEBLA
CLAVE: 21DNS0001J
“2014, año de Octavio Paz”
“Ejercer la libertad para trascender en el tiempo”
LICENCIATURA EN EDUCACIÓN SECUNDARIA CON ESPECIALIDAD EN
LENGUA EXTRANJERA (INGLÉS)
MODALIDAD ESCOLARIZADA
OBSERVACIÓN Y PRÁCTICA DOCENTE IV
INFORME DE LA SEGUNDA JORNADA
DEL 31 DE MARZO AL 4 DE ABRIL DEL 2014
PRACTICANTE
ANA PATRICIA TOTOTZINTLE BALSECA
GRADO: TERCERO SEMESTRE: SEXTO
ASESORA
MARIA ANTONIA VILLEGAS LARA
CICLO ESCOLAR 2013 – 2014

2. My second round of Observation and Teaching Practice IV was performed in the
High School General Profesor Moisés Sáenz located on extension of Avenida
Hidalgo S / N San Pedro Cholula Pue, key 21DES0023N and under the direction of
Maestro Jorge Hoyos Rivera and themes were provided by the owner of the field,
Miss Beatriz García Rodríguez.
The subject taught in this week for the second year was "Reading comprehension
in English”, which in my point of view I found it a bit tricky to impart, because
reading comprehension is what they like least make students less in English, that's
when I was presented one of the challenges was to try students understand short
texts in English in a fun and dynamic way without being bored and lose the order in
the classroom. Note that in the class I taught two groups had to use different
strategies to teach the class for the two groups that I teach them are completely
different in a matter of discipline, for the 2nd "B" is a group generally relatively
peaceful, participatory and responsive as long as the activities are dynamic, but
two students I realized that I have attention problem, sit in the back of the room,
they talk much and work little, actually excluded from the group.
As the 2nd "D" , if this is a restless group because the group is separated here by
various small groups of students, which implies that it is better to work with them
individually , as well as work in a more orderly manner and efficient.

3. In the 2nd "B" used the strategy of working in coils , since in this way the reading
assigned to them are not made so tedious, other group was provided for this
activity and responded positively to the purposes for which they had to reach.
However in the 2nd "D" had to work individually, as if put into coils would just talk
and not finish the job.
The purpose of the issue was that the students were trying to understand what
they said short readings, since the texts I assigned had a level of agreement that
they manage in English. In my view the overall purpose was achieved, since the
end of the week I evaluated students using a questionnaire about the readings and
both groups responded correctly, this means that managed to capture the main
ideas of each text.