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NARRATING MY ANECDOTES IN A FOREIGN LANGUAGE
Carolina Gomez Gomez 20051165056
Diana Carolina Rojas Torres 20031187026
Liliana Sabogal 20051165045
Seminary IX
Professor: Mauricio Ochoa
Universidad Distrital Francisco Jos de Caldas
School of Science and Education
Licenciatura en Educacin Bsica con nfasis en Ingles
Bogota, 2009
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NARRATING MY ANECDOTES IN A FOREIGN LANGUAGE
INTRODUCTION
This project was born from the necessity we as pre-service teachers found in
our practicum of getting to know more about our students, their life, their
experiences and thoughts. This because one of the problems an English
teacher has to face in his performance is the lack of motivation for learning
English, especially in those schools where students do not see clearly the
connection between the contents of the class and their real life.
For those reasons we as researchers wanted to go further this matter of
knowing more about our students. In this way we have the notion that it is
possible to improve our performance what is more help our colleagues with our
project giving them an idea of how can they apply students` life experiences in
their teaching performance.
At the beginning our concern was how to foster motivation and teach English in
a meaningful way; As a result we came with the idea of using narratives in the
class, moreover narratives done by students about their personal experiences
what we called anecdotes since we consider that through this way we can
identify more about their lives because Narrations according to what Mason
states In her book school education (1925) is the telling back in one's own
words what has been read aloud or read silently. Most children enjoy telling you
what they know. To have an adult wait for their words with smiling eyes and
anticipation is something any child cherishes. Charlotte Mason believed that this
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love of telling could be used as a foundation for self-education. By this token,
Our believe as educators and researchers is that, at the moment in which
students narrate their anecdotes or experiences in the foreign language
discover that they can express effectible in other languages and in the same
way find useful and interesting the learning of any different language from the
mother tongue.
Consequently this project aims to analyze students personal life experiences in
order to find similarities and differences among them, recognize patterns in
children of this epoch and the importance of a foreign language in their life. In
addition at the end analyze and describe the influence of those life experiences
in the learning process.
Finally this research is divided into two main sections. First our pedagogical
intervention that is the pedagogical part of the project that was about the use of
narratives in the class and secondly the research part that has to do with the
recollection of data its analysis and also the description of the findings. In like
manner there is the invitation for further research.
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LITERATURE REVIEW
The narration and the students life experiences, which will be noted in this
preceding section, are the constructs of this research project. Accordingly, we
will start defining narration using writing skills to indentify the way students will
express their anecdotes and what this implies to highlight at a later stage the
meaning of students life experiences
NARRATIONS IN ENGLISH CLASSES
A narration according to Charlotte Mason (1925) means the assimilation
process of information and retelling of it. Some of the benefits of the use of
narration in language classes may be the promotion of abilities such as self-
education, improvement in attention, retention, expressive language, and higher
level thinking. Therefore, according to the author, it is expected by a teacher
that the students talk about their lives through the narration, which can be oral,
written or drawn with the main purpose of communicate all their recalls in their
own words.
Accordingly, thanks to the use of narration, students may work in the four
language skills such as writing, when they narrate their anecdotes in a written
way; Listening when they listen to others narrations and the use of vocabulary
the others do; Besides of reading, when students read their own and
classmates narrations understanding the main topic and the situation theydescribe. So taking into account the last idea of the diverse manners narration
can be uttered, it is indispensable to clarify that this project will develop the
narration procedure with the writing approach, since we consider that for our
students writing is the easier way to express themselves - according to what
they have expressed to us, as well as we think this approach is suitable for us in
order to see, characterize and analyze the data we need for working on our
research question.
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Hence, we consider essential to mention that narrations in general have six
common elements, which according to McCarthy (1991, p.138) are:
Abstract- "short statements of what the story is going to be about"
Orientation- "sets out the time, place, characters for the reader or
listener"
Complicating event- "main events that make the story happen"
Resolution- "how the events sort themselves out"
Coda- "provide a bridge between the story world and the moment of
telling" Evaluation- "an element that weaves in and out of the story
constantly...making the story worth listening to or reading".
WRITING PROCESS
Since we focused this aspect of narration on the process of writing, it is
necessary to define writing as a dynamic and creative process that occurs in a
context giving to the writers the opportunity to express their perception about
their world and what happens around them. Goodman (1996), and Clavijo,
(2001).
Therefore, writing needs to be taught in a rich and authentic environment that
engages students in the exploration of language actively. What means, children
reflect how written language works as they are immersed in meaningful writing
experiences. Critically important, however, is the fact that writing carries somestages which subsequently will address us to different dimensions.
Writing Stages and Dimensions
Gradner and Jhonson (1997) describe the stages of the writing as process
created by writers as they work. And in which skillful writers move about the
stages of the process, in a consciously and unconsciously manner.
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1. Pre- writing: Where students set the ideas about they are going to write.
Doing brainstorming, working on the ways the ideas are going to be
presented, bringing back prior knowledge.
2. Rough Draft: Where students start laying out ideas on the paper.
Writing with no concern for conventions.
3. Reread: Where students are supposed to do verification of their own
work by reading for themselves the work that they have gotten so far.
4. Share with a Reviser: Where students share and suggest for
improvement , asking who, what, when, where, way and how questions
about the development of the text
5. Revise: Where the students work in the improvement of what the text
says and how the ideas are expressed on it. Providing attention to the
additions, and details in order to complement what is already done. As
well as Taking out unnecessary material.
6. Editing: Where students and the reviser in this case, we as the
teachers and guides of the process - Work together on editing for the
writing work.
7. Final Draft: Where students produce their final copy to discuss with the
teacher about the feedback of the process, they results showing as final
show of the work the final writing paper.
8. Publishing: Students publish their written pieces.
In this regard, now it is turn to point out the dimensions in which the writer
student- will be involved in.
Contrary to learning theories implied or stated in instructional and
methodological material that equate writing with filling the blanks worksheets,
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Nonetheless, it is important to take into account the phenomenon we have
noticed about our students with reference to the tendency of the usual use of
the written and sound system of their mother tongue when they are writing in
English.
So, regarding the importance the mother tongue has in learning a foreign
language Hudelson (1994) states that it is vital taking into consideration the use
of the mother tongue when making decisions about how written language
works. In this respect, Rodari (1999:88) states El nio usa el lenguaje
construyendo su sistema lingstico segn la sintaxis y la gramtica de su
lengua materna.At this time, it is important to clarify that we reveal this aspect
because this is something goes through all our research process and which we
have not found as an obstacles taking into account we are dealing with English
as a foreign language.
Afterward we will refer to the term literacy, generally interpreted as the ability to
decode words to understand, and communicate by using written material in
different contexts. However, beyond these interpretations, for us literacy is not
only a matter of decoding different words to understand a text. It is a matter of
social interaction to bring up the gaps in communication. This approach must be
something that helps our students to understand those words through the use of
their own personal experiences. This means that when the students acquire the
ability to write and read, they are able to communicate and to share their own
experiences with others within different contexts.
When we refer to context we intend to give the students significant resources to
perceive the English class in a different way. In addition to, the idea of using
narratives in our proposal is going to help them to contextualize the contents
studied in class with their personal lives what is the idea of critical thinking
stated by Paulo Freire (1985)
For Freire and Luke, critical literacy is an approach in which people learn how to
experience the world through the wordit implies that when they use critically the
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words to change their own surrounding world then it is said that there is a good
critical comprehension of the tools acquired. In this case reading and writing.
Through the use of anecdotes in the EFL class students will feel that they can
connect their personal experiences with the new vocabulary, we haveevidenced that students get more involved when they narrate funny things ,
gossips, or sad experiences.
As all of us know everybody has a different way to narrate his or her
experiences depending on the culture, the social context, the school , the family
etc. that is why, we want to look for those characterizations in the students
narratives performances because apart from enhance writing, we are going to
find different aspects of their personal lives. To do that, it is necessary to go
deep into the discourse analysis due to the fact that a discourse can change in
different situations and what is more can influence the way you write and read
your own world.
As it was mentioned before literacy is the critical way we use the words, we can
identify that when a student write something that he likes , maybe a place ,a
trip they are going to use words to express their feelings about those
anecdotes in a positive way ,when they read they also understand the way the
narrator or the author expresses his points of view by using certain words or
expressions to show his or her own perception of his /her environment that is
why literacy is a matter of culture ,social interactions and contents.
That way, it has been seen the importance for the students to bring their
personal story life to the classroom setting. Because they can express freely
what they think, believe, liked and feel according to their previous experiencesthey have lived opening the line to mention in what way we are interpreting the
Students life experiences for our project.
Consequently, we consider that the ideas expressed before, leads to present
the term of Life Experiences as the second construct of this research project.
STUDENTS LIFE EXPERIENCES
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Anyhow, for us it is important to clarify the term experience in order to reach
our general objective in this project. Experience is a key term, Jhon Dewey in
his book experience an Education (1998) He argues that teachers must first
understand the nature of human experience before and through the learning
teaching process.
For Dewey, experience is a personal and social term, and which are always
present. People are individuals personal - and they need to be understood like
that. But they are always in relation - social context. Moreover, Dewey held that
one condition of experience is continuity and interaction. Continuity is that each
experience a person has will influence its future, for better or for worse. And
Interaction refers to the situational influence on a person's experience. In otherwords, one's present experience is a function of the interaction between one's
past experiences and the present situation.
The term experience in this case helps us to think through such issue as an
individual childs learning while also understanding the learning takes place with
other children, with a teacher in the classroom. This way is an important point to
identify students experiences in order to look for their ideas, thought,
perceptions, believes; as a way to achieve the requirements for the narration
process. In this sense, Rosenblatt, (2002) states that students provide in their
performances with past experiences, remembrances, needs and concerns to
make meaning of them.
So, taking into account the aim of this project is to know and identify our
students life experiences in order to involve them in the reflection and
encouragement of expressing them in a written way, it is pertinent to state ourown definition of life experiences as all those situations that people live daily
and which have direct effect in our way to live and see the world. It means the
empirical knowledge obtained from people and events.
Then as teacher we can set about progressively organizing the task in a way
that it takes accounts of students past experiences, and followed by providing
them with experiences which help to open up the students access to future
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growth experiences, thereby, expanding the students likely contribution to
society.
In view of this, teachers according to Wells (1995) as participants in the
construction of meanings and knowledge with the students inside the classroom
should adopt a responsive attitude for teachers is by organizing teaching
around inquiries. Which are viewed as a way to connect the childs world with
their new understandings, questions and issues that the child wants to explore
further, (1996) he suggests the implementation of a curriculum that allows
learners to author each one of the components in the curriculum and thus
become active participants.
Currently, Building from the known theory we just mentioned. Connecting
students own life experiences is essential for designing the way the world and
knowledge could be useful presented to the students. Initial engagements need
to support learners in making connection to what they already know and in
telling their stories about these experiences, which (Short, 1996) describes as
the process of Learners bring the knowledge they have gained from the
personal experiences of living in the world and of being part of specific culturalgroups and social contexts.
In addition, life experiences male allowance for demanding the recognition of
diversity needs as the cognitive, social and academic experiences of the Childs
inasmuch as they must be valued as the foundation of successful academic
achievement and social integration. (Handscombe 1994).
Owing this, we take advantages of our students life experiences to engage andmotivate students to be active participant in the English class, thinking that the
own students narrations that we named my anecdotes give many benefits to
children knowledge since it is near to their reality, at this manner, students
identify themselves into the narrations as a character using their imagination
that motivate them to create an own perspective about the story, and at the
same time to understand and assume certain attitudes that help them in their
current and future lives, as Ellis G. writes about anecdotes are a useful tool inlinking fantasy and the imagination with the childs real world. They provide a
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way of enabling children to make sense of their everyday life and forge links
between daily life and school (1991, p 9)
Finally as a result, this learning process from the experience allows students to
face a reflective practice. At the same time promotes the development of
students autonomy improving their self knowledge and their personal growth.
INSTRUCTIONAL DESIGN
Nowadays teaching a foreign language moves between what was taught based
on the traditional grammar teaching and what is now intended to be
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implemented based on the new perspectives about how to teach a language.
First of all, we know the process of learning a language is connected to learning
and usage of grammatical rules this process means that the application of those
rules has a purpose in order to express experiences, ideas, feelings, beliefs.
Etc.
Thus in order to answer our wonderings about students life experiences and
the ways they are expressed, we decide to formulate the following question:
What does students narration of their anecdotes reveal about their
personal life experiences?
The innovative part of this project is the new experience that students have
when narrating their anecdotes in a foreign language what allows us to get to
know more our students and bring up the gaps between the contents proposed
in the class and students` lives aiming to have a meaningful learning process.
6. Instructional objectives
Short et all, in Clavijo (2001), propose the following activities for the projects
developed by students which are personally significant to students life:Building from the known Connecting to and building knowledge from learners
own life experiences what is essential for learning.
Initial engagements need to support learners making connection to what they
already know and in telling their stories about these experiences through the
narrations. Therefore in terms of instructional objectives, we mention these
three ones:
Increasing the development of writing skills. Promoting reflective thinking on students. Encouraging students to communicate and share their ideas in a clear
way.
Thematic development
First of all as it was mentioned before one of the ideas of this project was to
connect the thematic and topics proposed by the school with the process of
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writing students` anecdotes in order to see and analyze their personal life
experiences.
For those reasons the topics were adapted from the syllabus presented by
Eduardo Carranza School in the following way:
1. TOPIC: WHO AM I?
Sub topics:
Personal information (name, telephone number, address, age) Verb to Be
Application in the research
Free narration about any anecdote
2. TOPIC: WHO AM I IN THE FAMILY?
Sub topics:
Family members (father, mother, sister brother, daughter, son, grandfather, etc) Verb to Be
Adjectives of situations ( boring, funny, sad, happy, etc)Application in the research
Narration about students` familiar vacations
3. TOPIC: DESCRIBING MY WORLD
Sub topics:
Adjectives of physical appearance (tall, short, blond, tanner, fat, thin, etc) Adjectives of personality (intelligent, funny, curious, honest, generous, etc)
Application in the research
Narration about students` favorite toy and friends
4 TOPIC: SCHOOL
Sub topics:
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Members of the school and their occupation (Student, Teacher, coordinator,etc)
Elements of the classroom, ( book, notebook, eraser, board, etc)
Application in the research
narration about any funny anecdote at school
5 TOPIC: IN FASHION
Sub topics:
Clothes ( t-shirt, jacket, vest, dress, etc) Colors ( black, orange , green, etc)
Describing people clothes (she is wearing)
Application in the research
Writing about students favorite way of dressing
METHODOLOGY
Regarding the methodology applied in the project it is important to write about theprinciples that guided it.
To start with the main principle of the project is the Communicative approach which fitsperfectly because the main goal of the research is mostly concern about social issuessuch as students` personal life experiences, hence the pedagogical interventionfacilities the communication of those in an oral and written way.
First the communicative approach arose from the necessity to create a different
method to develop language teaching and change the traditional concepts of
language such as grammar and vocabulary as the basis of language learning.
in 1972 Wilkins proposed a different way to conceive language teaching and
learning based on some syllabuses that attempted to focused on meaning
rather than grammar and vocabulary and for the first time students needs were
one of the most important components to enrich language teaching and
learning theory.
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Wilkins contribution was an analysis of the communicative meanings that a
language learner needs to understand and express rather than describe the
core of language through traditional concepts of grammar and vocabulary
Richards and Rodgers (2001).
Since that period of time teachers have tried to apply different methods and
approaches to teach English based on their concept of those theories.
Nowadays teachers focus on the meanings and the intentions of words and
patterns in English for learners to express their own intentions and opinions. in
or project rather than grammar and the well structure of the language we intend
to stress the four skills specially writing through the use of students narrations
about their experience in life. By this way our main objective is to give to our
students the opportunity to get more confidence when they are writing and
speaking in the English class and to encourage their communicative
competence.
Theory of language teaching
According to Hymes (1972) the theory of language is a matter of culture and
communication which means that teachers must focus on what the students
need to communicate in a proper way but is not a matter of a grammatical
process and the perfect structure of the language as Chomsky stated in his
theory of language. In the same way Hymes (1972) states that the main goal of
the theory of language is the communicative competence so that, if someone
acquires the communicative competence is because he is able to interact in a
community and what is more, he has a domain of the knowledge and also he
knows how to use the language in different contexts, no matter if this is
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grammatically correct but the most important is the message. Nevertheless
Chomsky thought that if someone acquired the communicative competence
this was because the students were able to produce correct sentences which
sometimes limit them, because they are not immerse in the setting. That is
why, the motivation to learn a different language and the confidence to speak
would be affected. What it has been evidenced in our practicum is that
students do not feel confidence when they express their ideas in English
because they think that what they are saying is not grammatically correct or
because they do not have enough vocabulary to express what they want to say
or write.
The goal of language teaching is to develop what Hymes (1972) referred to as
communicative competence Hymes coined this term in order to contrast a
communicative view of language and Chomskys theory of competence.
Chomsky (1965) held that linguistic theory is concerned primarily with an ideal
speakerlistener in a completely homogeneous speech community, who knows
its language perfectly.
Hymes held that such a view of Linguistic theory was sterile, that linguistic
theory needed to be seen as part of a more general theory incorporating
communication and culture. Hymes theory of a communicative competence was
a definition of what a speaker needs to know in order to be communicably
competent in a speech communicative. In Hymes view, a person who acquires
communicative competence acquires both knowledge and ability for language.
Theory of learning
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On the one hand, the theory of learning refers to the way students learn,
through activities for improving their communicative competence and how these
promote their learning. That is why in this project we want to include activities to
contextualize our students in the narratives world and to provide them with the
necessary tools to narrate their life experiences in English.
Activities that involve real communication promote learning. A second element
is the task principle: Activities in which language is used for carrying out
meaningful tasks promote learning (Johnson 1982). A third element is the
meaningfulness principle. Language that is meaningful to the learner supports
the learning process. (Richards and Rodgers 2001).
On the other hand it was considered that Through the use of narratives they
can express their experiences, feelings, because as human beings this is one of
the way we use to experience the world.
Role of the teacher
The teacher has two main roles: The first role is to facilitate the communication
process between these participants and the various activities and texts. The
second role is to act as and independent participant within the learning teaching
group.(Richards and Rodgers 2001).
Role of the student
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The role of the learner as negotiatorbetween the self, the learning process,
and the object of learningemerges from and interacts with the role of joint
negotiator within the group and within the classroom procedures and activities
which the group undertakes. The implication of the learner is that he should
contribute as much as he gain, and thereby learn in an independent way.
(Richards and Rodgers 2001).
Likewise during the process we identified one necessity of students that limited
them to write confidently and it was the lack of vocabulary they have in English.
For these reasons it was necessary to find another approach to help them withthis issue. Then we came up with the use of some patterns of the lexical
approach which according to Richards and Rodgers (2001) refers to the belief
that the building blocks of language learning and communication are not
grammar, functions, notions, or some unit of planning and teaching but lexis.
That is words and words combinations. This approach attempts to work on the
issues of vocabulary and collocation of words what we identified students
needed when writing their anecdotes.
Some of the patterns it was talked before are:
a) Teaching individual collocation when explaining them the position of
some elements in a sentence for instance the subject doing the action.
b) Making students aware of collocation when talking about the importance
of the use of verbs in a sentence and explaining the collocation of
adjectives before nouns.
7. COGNITIVE STRATEGY
In order to apply the pedagogical intervention it was necessary also to
find a suitable strategy which is the cognitive strategy that fosters
students` enhancement of thinking skills they need at the moment of
writing.
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As it is defined Cognitive Strategy Instruction (CSI) is an instructional strategy
which emphasizes the development of thinking skills and processes as a means
to enhance learning. The objective of CSI is to enable all students to becomemore strategic, self-reliant, flexible, and productive in their learning endeavors
(Scheid, 1993) which were some of the characteristics that called our attention
at the moment of applying a strategy.
On the one hand in this strategy there are some established steps that we
considered useful for the development of the project stated by OMalley et al.
(1985).
Repetition: it was applied individually when a student came to the teacher
looking for a word or expression and the teacher made him to repeat for getting
the correct pronunciation
Resourcing : This is used by the student when they need to express
something in their mother tongue
Translation: When it is necessary the teacher use the mother togue in
order to clarify concepts and ideas
Grouping: Refers to all the concepts given by the teacher and that are
used for the students as an strategy to develop tasks during the naration
process.
Keyword : Those are given by the teacher for all the students in that way
students can apply then when they consider it is necessary.
Contextualization: It is applied during the classes not only with the
contents studied in the class but also with the vocabulary. in this case
teachers try to establish a connection between the subjects sutdied in
class and their real setting
According to what has been presented in this chapter about the approach and
the strategy we as pre-service teachers and future researchers decided to applyin our pedagogical intervention in this group, the activities have been designed
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Role of the students
In this part students have to get involved in the narratives world and they start
by giving some definitions of what they knew about anecdotes and narratives. In
addition, they have to be active participants and spectators of the teachers`anecdotes.
Stage 2
Experimenting my narrative world
In this stage it will be applied some workshops about how to write a narration
and it will be connected to the topics of the school syllabus.
Role of the teacher
In the second stage we as teachers have to motivate our students to
start writing some anecdotes. That is why; we created some workshops
in which students have to narrate some anecdotes as if they were the
main characters of it. Also we have to act as a human dictionary for
them, in order to clarify some vocabulary to develop this task and give
them some ideas to complete the workshop successfully.
Role of the students
The students have to be active askers if they want to start writing their own
anecdotes. some of the strategies that they are going to use to complete the
task are :
Use their mother tongue when it is necessary
Write the vocabulary that they already know
Ask for new words in order to write their own ideas
Stage 3
Let`s do it
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In this stage students will start doing their own narrations based on what
they learned in the last stage and also on the input the teacher gives
each section of class.
Role of the teacher
The teacher has to promote the interaction and the motivation in the
class so it is important to support them when they do not know how to
say or how to write a word. Some times, it is evidenced that students feel
frustrated when they can not express their ideas and they prefer not to
write or say anything. It is remarkable that in this stage we have to beactive listeners of their anecdotes and give them a feed back for them to
correct their mistakes.
Role of the students
In the workshops applied in this stage, students have to provide personal
aspects in their narratives. They can write sad, funny or happy personal
experiences. Additionally, they have to relate the contents studied in class with
their real life.
Apart from giving information and relate contents in their narrations they have
to be the audience of their own classmates by this way they are going to take
what is useful for them and they are going to get to know more their own
partners.
Stage 4
Sharing experiences
In this stage students will share their experience not only about their life but also
about the process. Students will show their portfolios to the homeroom teacher
and the Pre-service teachers to share their feelings about this academic
anecdote.
Role of the teacher
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In this stage we as teachers have to be active listeners of our students
narrations and give them a feedback of their process during the classes.
Role of the students
In this part our students are going to be narrators of their own personal life
experiences, they are going to realize about all their process during the English
classes and they are going to be listeners of their classmates` anecdotes.
These are some of the activities that they have to develop in this stage :
To write their autobiography taking into account the elements worked on
the previous stages
To share their experiences with their partners To listen to others personal life experiences
10ACHIEVEMENTS TO EVALUATE
WRITING:
Students write narrations about their anecdotes
LISTENING
Students listen to their classmates `narrations and understand the
main topic
READING
Students read and understand their classmates narrations
SPEAKING
Students narrate orally experiences they consider relevant
CRITERIA FOR EVALUATION
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According to our proposal, we focus the syllabus as procedural or process
oriented defined by Nunan ( 1999) as the ones which concerns basically in the
learning experiences themselves. For these reasons our criteria for evaluation
is going to be oriented mostly in the process of the semester more than in the
products. Anyway, there will be final products like the autobiography.
Criteria /
Product
Description %
CLASS
WORK
Writing skill:
Students make descriptions of their family in the
aspects studied in class
(Physical appearance. Personality and dressing)
Students write short compositions about the
anecdotes they consider relevant
Listening skill: Students listen to their classmates narrations and get
required information.
Students listen to partners oral presentations and
understand the topic and the main information
Reading skill:
Students read short stories and get the main
characters and the second characters
Students read some partners narrations and
understand the main issue
Students read their narrations with good pronunciation
Speaking skill:
Students share their experiences with their partners
15%
15%
15%
60%
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13 Schedule: class date, activities and contents
DATE ACTIVITY
WEEK 1 PRESENTATION STUDENTS
TEACHER BICEVERSAWEEK 2 DIAGNOSIS STYLES OF LEARNING
NEEDS ANALYSIS
WEEK 3 SYLLABUS DESIGN
GRADING AND CHOOSING OF
CONTENTS
WEEK 4 FIRST STAGE GETTING TO KNOW
THE NARRATIVES` WORLD
WEEK 5 FIRST STAGE
Students have short conversations providing personal
information
Students describe their best friend in the three
aspects studied in class (physical appearance.
Personality and dressing) 15%
FINAL
PRODUCTS
Students write an autobiography using all the issues
we worked on during the semester such as description
of people and places, narration of experiences and so
on.
Students listen to a conversation and get the main
required information
Students make a presentation about any anecdote
they consider relevant
20%
PORTFOLIO Students have compiled all the narrations and the
activities done in class in their portfolio having it
organize and divided by sections
15%
Attendance Students go to the 80% of the classes during the
semester
5%
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PEDAGOGICAL INTERVENTION (
WORKSHOPS)
WEEK 6 FIRST STAGE PEDAGOGICAL
INTERVENTION (WORKSHOPS)
WEEK 7 SECOND STAGE EXPERIMENTING
MY OWN NARRATIVES` WORLD
WEEK 8 SECOND STAGE
PEDAGOGICAL INTERVENTION
(WORKSHOPS)
WEEK 9 SECOND STAGE
PEDAGOGICAL INTERVENTION
(WORKSHOPS
WEEK 10 THIRD STAGE LET`S DO IT
WEEK 11 THIRD STAGE PEDAGOGICAL
INTERVENTION WRITING
NARRATIVES
WEEK 12 THIRD STAGE PEDAGOGICAL
INTERVENTION WRITING
NARRATIVES
WEEK 13 THIRD STAGE PEDAGOGICAL
INTERVENTION WRITING
NARRATIVES
WEEK 14 THIRD STAGE PEDAGOGICAL
INTERVENTION WRITING
NARRATIVES
WEEK 15 FOURTH STAGE SHARING
EXPERIENCES
WEEK 16 FOURTH STAGE SHARING
EXPERIENCES
WEEK 17 DATA ANALYSIS
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WEEK 18 DATA ANALYSIS
WEEK 19 DATA ANALYSIS
WEEK 20 FINDINGS
BIBLIOGRAPHY
STAGE RESEARCH PORPUSE
TO KNOW THE
NARRATIVES
WORLD
BUILDING CLASS CONCEPTS
EXPERIMENTING MY
NARRATIVE WORLD
TO ANALISE STUDENTS` ANECDOTES
LETS` DO IT
TO DOCUMENT STUDENTS` WRITING
PROCESS.
SHARING
EXPERIENCES
TO ANALISE STUDENTS` LIFE EXPERIENCES
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H. DOUGLAS BROWN (1994). Teaching by principles An Interactive Approach
to Language Pedagogy. PRENTICE HALL
H. DOUGLAS BROWN. Principles of language learning and teaching 4 th
edition. PRENTICE HALL
Olga Moudraia, Walailak University, Thailand June 2001 Lexical Approach to
Second Language Teaching
Internet resources
http://en.wikipedia.org/wiki/Universal_grammar
http://en.wikipedia.org/wiki/Universal_grammar
http://coe.sdsu.edu/people/jmora/almmethods.htm
http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
http://en.wikipedia.org/wiki/Universal_grammarhttp://en.wikipedia.org/wiki/Universal_grammarhttp://en.wikipedia.org/wiki/Universal_grammarhttp://en.wikipedia.org/wiki/Universal_grammarhttp://coe.sdsu.edu/people/jmora/almmethods.htmhttp://coe.sdsu.edu/people/jmora/almmethods.htmhttp://www.ed.gov/pubs/OR/ConsumerGuides/classuse.htmlhttp://www.ed.gov/pubs/OR/ConsumerGuides/classuse.htmlhttp://www.ed.gov/pubs/OR/ConsumerGuides/classuse.htmlhttp://coe.sdsu.edu/people/jmora/almmethods.htmhttp://en.wikipedia.org/wiki/Universal_grammarhttp://en.wikipedia.org/wiki/Universal_grammar -
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