Beruflich Dokumente
Kultur Dokumente
Prohibida
su venta
2002-2003
Licenciatura
en Educacin
Secundaria
Especialidad:
Lengua Extranjera
Programa para
la Transformacin
y el Fortalecimiento
Acadmicos de las
Escuelas Normales
Programa y materiales
de apoyo para el estudio
Los Adolescentes
y el Aprendizaje del Ingls
er
semestre
Los Adolescentes
y el Aprendizaje del Ingls
Programa y materiales
de apoyo para el estudio
Licenciatura en Educacin Secundaria
Especialidad: Lengua extranjera
Tercer semestre
Los Adolescentes y el Aprendizaje del Ingls. Programa y materiales de apoyo para el estudio. Licenciatura en
Educacin Secundaria. 3er semestre fue elaborado por el personal acadmico de la Subsecretara de Educacin Bsica y Normal de la Secretara de Educacin Pblica.
La SEP agradece la participacin de los profesores de las escuelas normales en el diseo del programa
y en la seleccin de los materiales.
Coordinacin editorial
Esteban Manteca Aguirre
Cuidado de la edicin
Rubn Fischer
Diseo
Direccin Editorial de la DGMyME, SEP
Formacin
Ins P. Barrera
970-18-6356-9
Impreso en Mxico
DISTRIBUCIN GRATUITA-PROHIBIDA SU VENTA
Index
Presentation
Introduction
Content organization
11
Introductory activity
13
Themes
Unit I. The social function of language
14
18
26
Support materials
Unit II. The learning of English as a foreign language
in the escuela secundaria
Learning a first language
Patsy M. Lightbown y Nina Spada
33
Cognitive transitions
Laurence Steinberg
61
69
73
77
Presentation
This material has been prepared to support the updating workshop for teachers that
will be in charge of teaching the course Los Adolescentes y el Aprendizaje del Ingls in the
Foreign Language specialty (English) pertaining to the Licenciatura en Educacin Secundaria,
plan 1999. It contains the curriculum and texts of the basic bibliography that teachers
and students will read during the third semester.
The support study materials that the Secretara de Educacin Pblica prints and distributes free of charge to the students and teachers, only includes readings of the basic
bibliography that for some circumstance, are hard to get or arent part of the common
property of the escuela normal; all other titles have been incorporated to each schools
library to encourage the students to directly make use of them.
It is important that the teachers read the complete works from which the suggested
titles in the curriculum come from, to strengthen and enrich their professional training.
This way they will have more elements to promote students learning and motivate
them to constantly look up the bibliographic materials that the school has, which will
without any doubt, be of great help all along their career. With all this the future teachers will develop habits to investigate and use information, capacity teachers themselves
will have to develop in their students and moreover, they will take advantage of the wide
variety of books that the Secretara de Educacin Pblica (SEP) has provided for the
escuela normal.
The bibliography to approach the topics suggested in the course does not end with
the recommendations made in this curriculum, the teachers can enrich it with other
books, articles, stories, recorded material on video or audio cassettes or CD-ROM they
consider appropriate to fulfill the proposed objectives in each one of the topics.
The SEP again invites teachers and students to send recommendations regarding the
selected materials. Your opinion will be taken into account to improve the educational
resources that support the Teacher Training Curriculum Development.
Secretara de Educacin Pblica
Crditos: 7.0
Program
Introduction
A necessary condition to transform the way of teaching nowadays in the escuela secundaria reduced many times to the simple transmission and reception of information
on the teacher and students part, respectively is that the initial training of teachers for
this school level should guarantee enough knowledge of the processes of change the
students undergo in this period of their life and that influences their learning as well
as knowledge of their school background and the conditions and demands of a specific
teaching practice, so that regardless of the subject that is being taught they acquire the
capacity to carry out their job as educators of adolescents, and that by means of their
daily work they can contribute to the fulfillment of the objectives contained in the basic
education curriculum.
In the second semester the future teachers started studying subjects concerning
the specialty. In the course Introduccin a la Enseanza de Lengua Extranjera (Ingls) the
students did activities related to the study and analysis as well as observation in the escuela secundaria which led them to obtain a general and realistic view of the purposes
for teaching English, in addition to some strategies and materials through which student
learning is promoted, and learn about what a teacher must take into account to know
the students of a certain group and organize the class work.
In this course, Los Adolescentes y el Aprendizaje del Ingls (Adolescents and the Learning
of English) the teacher trainees will analyze the social function of language as a system of
communication, the processes the students follow to learn English, the ways in which
the native language interferes, and the factors that influence these processes. The activities done to prepare and develop the teaching practice will allow the identification
of the challenges that teaching English represents and understand the role that the
teacher must play to strengthen the students development of basic linguistic competencies.
Content organization
The curriculum is organized in three instructional units, in which the general aspects of
English acquisition by adolescents in the escuela secundaria is analyzed. In each unit you
will find the content and basic bibliography that supports the study of the contents and
complementary bibliography to extend the information, as well as a set of activities for
the development of the topics. These activities are flexible and allow changes that enrich the work with the contribution that teachers and students make, always keeping in
mind the purposes and contents of the course.
9
Its essential to point out that the topics in this unit dont necessarily have to be
dealt with at the end of the course: some of the contents that are necessary to participate in the observation and practice periods may be revised to prepare the work and
analyze the teaching experiences at the escuela secundaria.
studying, in this case English. During that period, if possible, the teacher trainees
will conduct a class in which they will experiment with previously planned activities.
b) During the second week, the teacher trainees will continue with the observation of the work that takes place in all the classes in one or two groups of first
grade. Unlike the first period of observation, the future teachers will put into
practice activities with both groups for which we recommend to stay in the
classroom the whole time on the dates the classes will be performed.
The teacher of the subject Los Adolescentes y el Aprendizaje del Ingls should contact
the teachers at the escuela secundaria that will be visited to point out to them the type
of activities the teacher trainees are required to perform so they will allow the students to work with simple activities that emphasize the development of communicative
skills, and not as it usually happens, grammar contents.
5. According to the contents of the course, during the observation and practice
periods, the teacher trainees will gather information regarding the adolescents work in
the English class; for which they are to talk to students, teachers and parents, record
conversations among students and if possible some fragments of class as well (if the
teacher agrees), photocopy some parts of the students English notebook or through
the written description of the performed activities in class. For these activities to be
organized properly, before each period of observation and practice the teacher of
the subject and the students will agree on the kind of material they will collect.
6. Its the responsibility of the teacher of the subject Los Adolescentes y el Aprendizaje
del Ingls to prepare with the students the observation guide they will need to watch
the classes. Likewise it is important for the teacher of this subject to attend the escuela
secundaria and supervise the students work with the group. Only by doing so will he
have enough information to guide the later analysis of the visits to the schools that is
also done in this course.
7. Practicing reading in this subject isnt only a requirement for the analysis of the
texts in the basic bibliography, it is as well, a skill that must be encouraged in the students. Reading texts in English with the purpose of a better understanding begins in this
course and it is essential for the teacher to support the students, according to the
characteristics of the group, in making reading in English a useful tool for the analysis,
reflection and study and not only view it as a mere transcription of information.
8. Its fundamental to take advantage of this course and the others taught in this
semester so that students can strengthen their capacity of selecting and interpreting
information from different sources, read analytically, defend, and communicate their
own ideas in a written or oral form. When faced with these challenges, the teacher
trainees will be able to discover the factors and conditions that influence the development of the communicative competence, otherwise, the knowledge obtained from the
texts included in the basic bibliography will have no specific meaning and therefore will
12
Introductory activity
In teams, select one of the following situations. Prepare a message related to the situation you wish to communicate. Devise an oral or written code to convey that message.
Dont use known symbols or words (if the message is transmitted orally, its better to
record it).
Situation A
How would you advise people traveling on the highway of the danger there is
on a washed out part of the road and no signal to indicate it?
Situation B
How would you explain to a tourist who approaches you how to get to a certain
place?
Situation C
How would you advise the people in a town that a storm is approaching?
Situation D
If youre planning on inviting some friends over for a party, how would you
explain the intention of the party and place of reunion.
Give another team the written or recorded message and have them decipher it.
Each team will show the rest of the group the corresponding message after discussing:
If the message was deciphered in the way it was designed. Why?
What features were considered to decipher it?
What difficulties were faced to decipher the message?
What is needed to interpret the oral messages and what for the written ones?
13
Basic bibliography
Cassany, Daniel, Martha Luna y Gloria Sanz (2000), Conocimiento y uso de la lengua, in Ensear
lengua, 5th ed., Barcelona, Gra, pp. 83-99.
Enciclopdia Britannica, Types of Communication, Language, Origins and Basic Characteristics of the English Language and Varieties of English, in http://www.britannica.com.
Complementary bibliography
Resnick, Lauren B. (1999), El alfabetismo dentro y fuera de la escuela, in Propsitos y Contenidos
de la Educacin Bsica I (Primaria) Programa y materiales de apoyo para el estudio. 1er semestre. Licenciatura en educacin secundaria. Mxico, SEP, pp. 44-59.
Suggested activities
1. In group, make a list (as complete as possible) of the students answers regarding the
question What is language used for? Then, with this information ask the students to
make a word map that explains why language is used.
2. In teams discuss the following topics and write down the aspects that are considered most important when giving your own point of view in relation to this next
question:
How would you describe communication in the following cases?
In the family, within a group of friends, in school.
In a conference (about politics, human rights, economy, etcetera).
In an international reunion on education.
14
Would you say there is a more efficient communication in any of the discussed
cases? Why yes or why not.
Submit the results of your team discussion to the group.
Individually read Types of communication and make a chart that shows the general characteristics of language.
In class talk about some of the charts that were made. Then, considering the conclusions that arouse in class, write a text in English that describes the characteristics of
language and answers the question Why do we write?
3. In teams examine a short text in any indigenous language (maybe the words to a
song, a poem, legend, etcetera) and:
If possible record someone reading the text.
Try to decipher the text.
Make up a spelling rule starting from what you were able to interpret and the
structure of the text.
Later on, submit the translation of the text and the spelling rule you came up with to
the group and explain how you got to that conclusion. Listen to the song and compare
it with the work done in each team.
Comment on:
Similarities in pronunciation.
What things were taken into account to say the text.
Difficulties faced to understand the message and the strategies used to solve
the exercise.
4. Individually read the section entitled Conocimiento y uso de la lengua (Knowledge
and use of language) by Cassany. In teams, think about the following issues and answer
the question in writing.
The authors ideas about the different types of competencies and the relationship among them.
The characteristics of the communicative approaches and linguistic abilities.
Considering the ideas in the text about oral and written skills, answer the question:
What does it mean to know how to speak and how to write Present and explain
your answers before the group.
5. Individually look up in the article Language information about the general characteristics of language, variations and factors that influence their production.
In group, discuss:
The characteristics of language that the author mentions.
The similarities and differences between the article and the texts each one
wrote in the last activity.
Taking into account the discussion that just took place, review your own text, if
necessary, to include characteristics that werent there in the first place. In group, talk
out the changes that could be made in the text and explain why. Each writing must
15
include the explanation of the following items: Phonetics and Phonology, Grammar,
Semantics.
After the discussion make a chart like this:
Variety
Based on the information registered in the chart, identify which variations of language are used most evidently in spoken language and which in written language.
After studying the content of the previous chart, make a similar one that represents
the variations that Spanish used in Mexico has, and explain some of the causes that
brings them about.
6. In teams select one of the following words and research its origin, uses the word
has been given over time or in different cultures or regions, etymological and actual
meaning, word its derived from and words its related to. Submit the results to the
group.
EMOTION
FOCUS
IGLOO
ROCKET
SALT
WELCOME
An example to guide the type of exercise that is asked for, could be the following
which is done using the word moon: Moon: Earths natural satellite, visible because it
reflects sunlight; Latin: Luna; light, from Indo European leuksn, moon, light, from leuk,
light, shine. Light: Electromagnetic radiation the human eye perceives and that makes
objects visible, light, brightness, latin lucem accusative of lux (theme Luc-) light, light of
day, from Indo European: leuk light; shine. Of the same family as shine, dazzle, illuminate,
illustrate, illustrious, leukemia, leukocyte, Liechtenstein, evening star, brilliant, shine, fire, luminous, lunar, lunatic, light, luster, shining, glimpse, and probably Oslo, Santa Lucia, possibly
Nicosia.1
Taken from Guido Gmez da Silva, Breve diccionario etimolgico de la lengua espaola,
Mxico, El Colegio de Mxico/FCE, 4a reimpresin, 1996.
16
After doing the activity, group into teams to reflect on the influence words of other
languages have in English and their adoption in the modern vocabulary.
7. In teams, select one of the next situations and discuss the questions that follow.
Convince someone of danger in case of an emergency.
Narrate to a soccer match to someone who is not watching.
Explain and support your point of view on abortion.
Tell someone akin a personal problem or feeling with the intention of seeking for
advice.
In which cases is it more common to use spoken language? In which is it better to
use written language? Why?
In each case how does the context influence the speakers intention?
Explain in each case explain the importance of Phonetics, Phonology, Grammar and
Semantics.
8. With the text written in activity 2 and after reading Origins and basic characteristics of the English language review the writing and include the concepts of Phonetics, Phonology, Grammar and Semantics the text introduces. In small groups read
some of the works and explain why they were rewritten.
9. In teams determine the essential features of fragments of dialogues in which
variations of language are self evident (record for example, parts of movies, TV or radio
news reports, conversations between tourists, etcetera) and discuss the difficulties students have to understand the content or the messages. Then, in group consider the
following:
In which cases was it easier or more difficult to understand the content of the
message. Why?
Which is the country or origin of the people that speak and which is the situation taking place in the dialogue?
What strategies were used to be able to understand the messages they convey?
10. Individually read the article Varieties of English and enroll in a class discussion
about:
The characteristics of English in the following regions: London, Ireland, some
places in The United States, New Zealand, India, Pakistan and Africa.
Characteristics and conditions of the so called RP.
The challenges the variety of pronunciations around the world represent for
English teaching.
11. Individually, write a text, in English, that describes the importance of aural comprehension in learning a language.
17
Basic bibliography
Avery, Peter and Susan Ehrlich (1992), Spelling and Pronunciation in Teaching American English
Pronunciation. New York, Oxford University Press, pp. 3-6.
Laroy, Clement. (1995) Introduction in Pronunciation, New York, Oxford University Press,
pp. 5-8.
Lightbown, Patsy M. and Nina Spada (2000), Learning a First Language and Theoretical
Approaches to Explaining Second Language Learning, in How Languages are Learned,
New York, Oxford University Press, pp. 1-9 and 31-48.
Oxford, Rebecca L. (1999), Styles and Language Anxiety: an Overview, in Dolly Jesusita Young
[Editor], Affect in Foreign Language and Second Language Learning. A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere, New York, McGraw-Hill, pp. 218-220.
SEP (1999), Aspectos metodolgicos, en Libro para el Maestro. Ingls. Secundaria, Mxico, pp.
15-26.
Steinberg, Laurence (1999), Cognitive Transitions, in Adolescence, 5 th ed., McGraw-Hill College,
USA, pp. 58-62.
18
Complementary bibliography
Brown, H. Douglas (1994), Teaching Listening Comprehension, Teaching Oral Communication Skills, Teaching Reading and Teaching Writing Skills, in Teaching by Principles:
An Interactive Approach to Language Pedagogy, New Jersey, Prentice Hall, pp. 233-346.
(2000), Neurological Considerations, in Principles of Language Teaching and Learning, 4 th ed.,
New York, Longman, pp. 54-70.
Lightbown, Patsy M. and Nina Spada (2000), Factors Affecting Second Language Learning, in
How Languages are Learned, New York, Oxford University Press, pp. 48-70.
Suggested activities
1. Organize teams and record a conversation between teenagers (not necessarily in
school). The tape may contain chats among friends, sections of movies, interviews, etcetera. Listen to the recording and discuss the following questions.
Which characteristic of the conversation would you highlight?
Possible reasons why teenagers communicate in that way.
If the communication among teenagers had been written, Which changes or
characteristics would be depicted? Discuss your points of view.
Point out the results of your discussion to the whole group and write down the
most important aspects.
2. Individually read the text Learning a first language by Lightbown and Spada and
engage in a whole group conversation that makes your points of view apparent in
relation to the authors ideas about:
The steps human being takes to master his own language.
How far can you get in this mastery without schooling?
Whats understood by pragmatic competence?
3. Using the information from the previous analysis, individually make up a diagram
that includes: significant aspects related to the use teenagers give their native language,
and also, any individual differences concerning the development of communicative competencies you might have identified through the recorded conversations. Afterwards,
enroll in a whole group discussion in which you can establish the possible causes that
bring about these differences among teenagers.
4. With this knowledge in mind, identify in Steinbergs text Cognitive transitions the
ideas the writer mentions regarding the way the following aspects influence teen communication.
The ability to think about what is possible.
Development of abstract thinking.
Reflecting on what is thought.
Ability to see things in multiple dimensions.
Relative way of seeing things.
19
Individually think about situations in which language forms and styles used during
your adolescence may have provoked conflicts or misunderstandings. Share your experience with the group.
5. In teams analyze these interviews and discuss the questions that follow them.
Entrevista a alumnos de secundaria2
P: Pregunta.
Al: Alumnos.
Entrevista 1
Grado: 3.
Asignatura: Ingls.
P: De todo esto que hace la maestra con ustedes, qu es lo que te gusta
a ver si lo puedes sealar de manera precisa de esa forma de trabajo, y qu
no te gusta de esa forma de trabajo, de esa forma de llevar la clase?
Al: Lo que ms me gusta es el material que usa porque muchas veces le
entendemos mejor que lo que explica ella. Lo que me desagrada es que no nos
deja hablar a nosotros y no nos deja dialogar y siempre est explicando ella.
P: Qu actividades con el idioma realizas generalmente en la clase?
Al: Bsicamente es organizar un dilogo o completarlo con palabras que
nos va dando durante la clase o muy pocas veces nos deja dialogar entre
nosotros.
P: Escuchan expresiones en ingls?
Al: Con el audiocasete nos deja escuchar y respecto a eso dialogamos tambin.
P: Usas el libro de texto en la clase?
Al: No, nosotros no usamos libro de texto.
P: No consultan ningn libro, no manejan ningn libro?
Al: No, la maestra no pidi el libro desde el principio del ao.
P: Slo son materiales que ella lleva?
Al: S.
P: Escritos en ingls?
Al: S, son materiales que ella hace respecto al tema que nos va a dar o el
dilogo que viene en el audiocasete, nos explica y ella nos hace el material.
P: Cules son las caractersticas del material que ms te gusta?
Al: Ms que nada es el audiocasete que nos deja mucho a la imaginacin y
como que nos adentramos ms al tema.
2
20
P: Alguna otra caracterstica del material que te atraiga, que te haga placentera la clase?
Al: Muchas veces en las lminas llevan dibujos y entendemos mejor el tema
y los verbos que nos plantea.
P: Ya dices que no llevan libro de texto, pero aparte no llevan algn otro
material.
Al: No, no usamos ninguno.
P: Entonces si no llevan el libro, el material, lminas, qu otros materiales
utilizas t?
Al: Solamente el cuaderno de trabajo.
P: Qu es lo que se te hace ms difcil de la clase de ingls?
Al: Se me dificulta entenderle cuando la maestra explica muy rpido y por
eso muchas veces prefiero el audiocasete.
P: Fuera de los dilogos que se organizan en la clase, hablas el ingls con
tus compaeros?
Al: Muy pocas veces, slo para algunas frases pequeas o bromear entre
nosotros.
P: Slo bromas o hay algunas otras actividades que adems les gusten?
Al: Cuando realizamos la tarea en las horas libres que tenemos s lo practicamos mucho.
Entrevista 2
Grado: 2.
Asignatura: Ingls.
P: Cmo te dan la clase de ingls?
Al: Nos la pasamos respondiendo el libro, pero si vemos algo un da jams
lo volvemos a ver hasta la hora del examen bimestral.
P: Qu te gusta y qu no te gusta de la clase de ingls?
Al: Me gustan los crucigramas y no las conversaciones porque hay veces en
las que se burlan de la pronunciacin que uso.
P: Qu actividades realizas comnmente?
Al: Siempre son ejercicios del libro, puras conversaciones.
P: Usas el libro de texto en la clase?
Al: S y bastante.
P: Qu haces en l?
Al: En l hago ejercicios y los respondo por grupos.
P: Te gusta trabajar con l?
Al: Ms o menos.
P: Por qu?
Al: Porque lo que me gusta son nada ms los crucigramas.
21
23
6. Individually, and after reading the texts Spelling and pronunciation by Avery, and
Introduction by Laroy, write, on specific working cards, your own interpretation of the
ideas the authors express about:
The difficulties a Spanish-speaking person faces with the American alphabet,
specifically in regard to phonetics and phonology.
What obstacles does a person meet when trying to learn English?
In teams, present the content of the cards you prepared, and explain in which attitudes of the escuela secundaria students you perceive the difficulties they have in learning English. With this information design some activities to interest the escuela secundaria
students in learning English.
7. Get into teams, and again analyze interview 2, considered in activity 5 in this unit,
and place your attention on the causes that hinder the student from speaking English,
and discuss:
The role of the teacher.
The effects this situation has on the practice of the language.
The tolerance to mistakes when speaking English.
Why do you think English is not spoken in class?
Reasons why solving puzzles is preferred.
8. With this information, the conclusions reached in the previous discussion and the
personal experience during the periods of observation and practice taken place up to
date (in this and other semesters), design a set of activities in which, the following
aspects are favored intentionally, when teaching adolescents:
Oral expression in English within a respectful environment.
Attention to the difficulties Spanish-speaking people face with the English spelling system.
Strengthening the communicative skills.
Share some of the sequences with the group and discuss them to evaluate the
possibility of putting them into practice in an escuela secundaria during the periods of
observation and practice.
9. In group, and after reading Theoretical approaches to explaining second language
learning by Lightbown and Spada, review the previous sequences of activities, and in
group, analyze them at the light of the following aspects the authors mention:
Essential elements to learn English.
Similarities and differences between the theories that explain language learning.
Taking into account this new information and after discussing it in group, if necessary, make adjustments in the sequences of activities planned to put in practice with
adolescents.
To do the following activities, its necessary for the future teachers to have organized the information gathered in the escuela secundaria related to the students ability
to communicate in the foreign language as well as have read the section Aspectos
24
metodolgicos in Libro para el maestro. Ingls (Methodological aspects, in the English Teachers book).
10. In teams organize the collected materials taking into account the information
you identified regarding foreign language skills.
Submit the result of your analysis to the group and explain the criteria used to place
the material, pointing out:
Aspects related to the texts you read.
Specific situations in which you collected the information.
Individually write down the most outstanding details.
11. Individually read Styles and language anxiety: an overview by Rebecca L. Oxford
and write down the authors ideas about:
The way the learning style influences the acquisition of skills in a foreign language.
Characteristics of the learning styles.
Enroll in a team discussion directed to:
The relation between the authors ideas and the situations that have been observed in the schools.
The importance it has for the teacher to know the students learning styles.
The teachers influence in strengthening the students learning styles.
Present and explain to the group the result of the team discussion.
12. Once more, review the sequence of activities that was begun in activity 8 of this
unit and include details from the last topics studied.
3. The attention given to students with special needs in teaching or learning a language.
Basic bibliography
Brown, H. Douglas (2000), Language Learning and Teaching, in Principles of Language Learning
and Teaching, 4 th ed., New York, Longman, pp. 1-4
Holden, Susan and Mickey Rogers (1998), Listening and Using Songs and Rhymes in English
Language Teaching, Mxico, DELTI, pp. 35-42 and 66-72.
Mager, Robert F. (1984), Why its all About, in Developing Attitude Toward Learning, 2 nd ed., California, Lake Publishing Company, pp. 7-12.
Mata Barreiro, C. (1990), Las canciones como refuerzo de las cuatro destrezas, in P. Bello et al.,
Didctica de las segundas lenguas. Estrategias y recursos bsicos, Madrid, Santillana (Aula
XXI), pp. 158-171.
Complementary bibliography
Vila, Ignasi [coord.] (1997), Ensear y aprender ingls en la educacin secundaria, Barcelona, ICE/
Horsori (Cuadernos de formacin del profesorado, 13).
Suggested activities
1. Read the following hypothetical situations.
Teacher A is a female teacher with eight years teaching experience. She is a quiet, softspoken teacher who is always polite and pleasant to her students. Her students do
well academically and are always quiet and attentive in class.The students sit in single
rows. When the teacher enters the room, students stand up and greet her. They
raise their hands when they want to speak, and they stand when they answer the
teachers questions. Teacher A follows the textbook closely in her teaching. She tends
to be teacher-centered in her teaching, because she believes her classroom is a place
where students come to learn.
Teacher B has three years teaching experience. His class does not do as well academically as the students in Teacher As class, although they work hard and are enthusiastic.
The teacher has an excellent relationship with his students, but his classroom is much
less traditional in its organization. Students do not have to stand up when the teacher
enters, or raise their hands to answer a question, or stand up when they answer a
question.The classroom atmosphere is very relaxed. Students can volunteer answers
when they wish to, so the class is often quite noisy.The teacher often makes use of his
own teaching materials, and is often critical of the assigned text. (Richards, 1997:36)
26
Organize in teams to compare the situations with the ones observed at that escuela
secundaria and answer the following questions:
What coincidences have you noticed between the previous situations and those
observed in the escuela secundaria?
Does a quiet and well behaved group learn better than one in which the students communicate among themselves and get up from their place without the
teachers permission?
How does the teachers practice influence the students attitude toward learning English? Explain your answers.
In each situation, what would you keep and what would you change? Support
your answers.
2. Taking as a starting point the answers given to the previous questions and the
reading of the selection Why its all about by Mager, in teams discuss the following ideas
stated by the author:
Why teach to learn?
Factors that influence attitudes toward teaching.
Considering your personal experience and the texts that were read, What aspects
would you include in your practice with adolescents? Write them down and present
your ideas to the group, explaining the criteria considered in the selection.
3. Individually, organize the data collected in the escuelas secundarias regarding the
general characteristics of the groups that were observed considering the information
in reference to:
Size of the group, age, amount of boys and girls.
Interest the students show toward learning English. Possible causes.
Activities students like and dont like to do.
Difficulties you noticed students have regarding English (in writing, conversations, diction, etcetera).
In group discuss this information and the individually answer the following questions:
The group I observed What is it like?
What criteria would I take into account in designing sequences of activities to
teach English in that group?
Its appropriate to remember that the intention in this type of activities is to analyze
the factors that influence learning English and not to disqualify the teachers work or the
activities the students do in class.
4. Starting with the analysis of the materials in the previous activity, your personal
experience as an escuela secundaria student and the results of the discussions, in teams
consider the following issues:
What is read in class?
Who reads?
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8. In view of the sequences of activities carried out by the future teachers at the
escuela secundaria, identify in the curriculum of that level:
The relationship between the educational aims of the subject and the level.
The agreement with the foreign language teaching approach.
9. Participate in a round table discussion with this topic: Considering different options to deal with the most frequent obstacles in learning a foreign language, in which
you should analyze some of the following issues:
Proof that allows detecting the difficulties the escuela secundaria students have
in learning English.
Main causes of the difficulties to learn a foreign language.
Students responsibility for his own learning.
The challenges of a foreign language teacher at an escuela secundaria level.
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