1. PRELIMINARY PROJECT

10. THEORICAL FRAMEWORK “ Since integrated skills use coincides the way we communicate in real life, and integrating the skills can bring plenty of benefits to English teaching, it is a worthwhile experiment in a communicative classroom despite its higher demanding for teachers” Jing, Wu (2006) Most of the time in our English teaching procedures, because of many factors such as lack of time, a not well prepared syllabus, outdated teachers, lack of interest or just laziness, English teachers usually work with one or two isolated skills, which can be good in some senses, but this is not enough, whereas that they could not communicate in a real context which demands the integration of the four skills.

11. “ Listening, speaking, reading and writing are means of communication ” Jing, Wu (2006) Reflecting on this and on the idea of changing my way of teaching my students arose in me, my intention is to achieve that my class becomes a meaningful communicative environment . And I think that a means to carry out this is working together the four skill integration and the project work approach. “ Project-based learning should be viewed as a versatile vehicle for fully integrated language and content learning” L. Stoller, Fredrika (1997). THEORICAL FRAMEWORK (II)

12. Haines (1989)

13. S upported on these project work features and the integrative approach benefits for a communicative classroom, such as variety of activities, dynamic and interactive lessons, oppxdortunities for students to participate in class, different learning styles, learning English willingly and comfortably ( WANG, 2000: 147 ), I consider, I can achieve my goals . “ Teachers have been studying the ways of enabling learners to use English freely, effectively, and as far as possible accurately, in realistic communication, which has become not only the major goal of all English language teaching, but also the students’ main concern when they make their efforts to study English.” Jing, Wu (2006). I finish with this reflection because I think that more than teachers, we must be facilitators for our students, to share with them our knowledge our experiences in order to motivate them to have more confidence in themselves and to make them start to believe that learning English is not as difficult as they think. THEORICAL FRAMEWORK (IV)

17. INSTITUCIÓN EDUCATIVA MANUEL JOSE CAYZEDO ENCUESTA A ESTUDIANTES ÁREA INGLÉS DOCENTE: CARMEN MUÑOZ LOZANO. FECHA: ________ NOMBRE DEL ESTUDIANTE: _____________________CURSO:______ OBJETIVO: Conocer las necesidades e intereses de los estudiantes de los grados 8°,9° y 10° de la Institución, y a quienes estén interesados en aprender inglés y pertenecer al ENGLISH STUDENTS’ CLUB en horario extendido de clases.

20. 11.¿Qué clase de programas de televisión o películas prefieres ver? Románticas Entretenimientos Videos divertidos Acción Terror/suspenso Comedias Documentales Series Realities Novelas Históricas Noticias Otro. ¿Cuál/cuáles? _________________________________________ 12¿Qué tipos de lecturas te parecen interesantes? Moda deportes Música Famosos Humor Noticias Naturaleza Superación personal Novelas Culturas Astrología Investigación Curiosidades Otro. ¿Cuál/cuáles? _________________________________________ STUDENTS´ SURVEY (IV)

21. 13¿Qué actividades prefieres desarrollar en clase de inglés? Role plays. Escuchar canciones Ver pelicular, videos ,programas de televisión Juegos de palabras (busca palabras, sopas de letras, crucigramas, el ahorcado, etc.) Dramatizaciones Exposiciones Entrevistas Juegos de adivinanzas (concéntrese, adivinar parejas, etc) Manualidades/dibujos Competencias Otro. ¿Cuál/cuáles? _________________________________________ STUDENTS´ SURVEY (V)