final report - nathalia-melanie

7/23/2019 Final Report - Nathalia-Melanie

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TEACHING PRACTICUM PROJECT

NATHALIA CAROLINA AGUILLON DELGADOMELANIE GUALDRON ROBLES

UNIVERSIDAD COOPERATIVA DE COLOMBIASPANISH AND ENGLISH LANGUAGE TEACHING PROGRAMM

BUCARAMANGA2014


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TEACHING PRACTICUM PROJECT

NATHALIAAGUILLON DELGADO

MELANIE GUALDRON ROBLES

PRACTICUM SUPERVISOR

Mg. NOHORA INES PORRAS GONZALEZ

UNIVERSIDAD COOPERATIVA DE COLOMBIASPANISH AND ENGLISH LANGUAGE TEACHING PROGRAMM

BUCARAMANGA2014


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1. CLASSROOM DIAGNOSISIn order to implement a classroom project with the second grade students at Santander

school, a classroom diagnosis was carried out. To collect the information about students

likes and interest two data collection instruments were used: a needs analysis survey and a

teachers interview.

1.1 NEEDS ANALYISIS SURVEY

The following survey was made with the purpose of finding those interests and

preferences that students have in order to design a classroom project that meets the

reuirements and e!pectations of students

The following graphics and diagrams describe the answers students provided when they

were asked some uestions about their personal information, their interests and

preferences. This survey was conducted with second graders. The total number of

students who participated in the application of the survey was "#.

1.1.1. STUDENTS GENDER

Diagra 1shows that the class is mainly composed by boys.

1.1.2. STUDENTS AGE


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Diagra 2 shows that the most common ages in this class are $ years%old and & years%old.

1.1.! "HERE DO YOU LIVE#

Diagra ! shows that most of students live in 'ucaramanga

1.1. 4 "HO DO YOU LIVE "ITH#


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Diagra 4 shows that parents are the most common members in students families.

1.1.$"HO IS YOUR GUARDIAN#

Diagra $ shows that most of the students guardians are their mothers

1.1.% "HAT DO YOU DO IN YOUR &REE TIME#


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Diagra % shows the students preferences regarding hobbies or leisure activities. $students said they like reading, and the others $ students said they like all of the options

like: reading, watching t.v, playing with (riends and playing in the computer.

1.1.'"HO HELPS YOU "ITH YOUR HOME"OR(S

Diagra ' shows that mom and dad are the ones who help students with their homeworks

1.1.) DO YOU HAVE A GOOD RELATIONSHIP "ITH YOUR CLASSMATES#


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Diagra ) shows that the most of the students answered that their relationships in theclassroom are good.

1.1.* "HATS YOUR &AVORITE SUBJECT#

Diagra * shows that students favorite subjects are )nglish and *ath. +n the otherhand, none of the students consider Technology as their favorite subject.

1.1.10 HO" MUCH DO YOU LI(E ENGLISH#


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Diagra 10 shows that the whole group do like )nglish a lot.

1.1.11DO YOU TA(E AN ENGLISH COURSE OUTSIDE SCHOOL#

Diagra 11shows that students havent taken an )nglish course outside of their school.

1.1.12 "HATS THE MOST DI&&ICULT THING "HEN YOURE LEARNINGENGLISH#

11. DO YOU TAKE AN ENGLISH

COURSE OUTSIDE SCHOOL?


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Diagra 12 shows that reading is the most difficult skill for students and the easiest skillsare speaking and writing.

1.1.1! "HICH TOPICS HAVE YOU BEEN LEARNING IN ENGLISH#

Diagra 1! shows the topics that the students have been learning in )nglish, and themost common are fruits and family.

1.1.14 "+i,+ a,-ii-i/ 3 5i6/ - i7 -+/ E7g5i+ ,5a#


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Diagra 14 shows the activities that students prefer to work in class. The most common activityis learning with games

1.2 TEACHERS INTERVIE"

'ased on the teachers answer in her interview we can conclude that the teacher is not an )nglish

teacher. She doesnt know what to e!plain before our intervention. lso that she has beenworking as a teacher for - years. She e!pects a lot with this project because she wants that

students learn another language, which its very important for them and they also enjoy it.

2. PROJECT PROPOSAL


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2.1. INTRODUCTION

+ur project will be based on the teaching of )nglish through tales and cartoons using the ITS in

order for children to have a meaningful learning and they also can have fun while they are

learning.

Today, it is very important the use of )nglish in education, focusing on elementary, and the

language learning has become a vital tool, which is why students should not be strangers to this

reality, that/s why we want to do it in a different way more fun and easy for them.

2.2. JUSTI&ICATION

0earning a language is essential in the development of the person because through this we can

communicate properly in a global way. To speak )nglish can transcend, giving way to better

employment opportunities, cohabitation and understanding with other cultures. It is a language

that is taken force in the environment, from preschool education to higher education. It is also

important to mention that the use of ITS in education facilitates the process of learning and

provides a different perspective to the teaching and learning process.

In the needs analysis survey, we found that the students enjoy reading and that their favorite

subject is )nglish. (or this reason we decided to design a project where students enjoy reading,

and improve their skills based on it in order for children to have a meaningful learning in a

different way.

!. OBJETIVES


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!.1 GENERAL

To design a project around fairy tales in )nglish through which second grade students learn some

new vocabulary and enjoy reading.

!.2 SPECI&IC

To create a communicative environment that improves students learning and

interpersonal relationships.

To develop dynamic and participatory content in )nglish, in this way children havemeaningful learning.

To use different tools as videos, audios and big books, to develop the learning of students

and to catch their attention.


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4. LITERATURE REVIE"

TEACHING THROUGH &AIRY TALES AND TOONS

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SUMMARY

This article presents a proposal that has to adapt teaching strategies and attractive activities

adapted to students, the means used were the classic stories, having similarity to real life, also

their imaginary and cultural aspects.

The literary world, offers writing, genres, reading skills, comprehension, not only personal

and social well culturally, also helps develop skills.

hildren2s stories are an important tool to introduce students to Spanish as a foreign language

to the creation of literary te!ts3 the proposed reaction activity combines learning of Spanish as

a second language and the recreation of children2s literature, to stimulate creativity and

communication skills.

The proposed activity consists of three stages, the first mentions a diagnosis and analysis of

short stories, the second according to the results, choose the elements that will be developed,

finally, the division of student teams for the analysis of the stories and instruction to develop

the recreation of the story, also the wording in several sessions, for later presentation,

analysis, posting and commentary.


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SUMMARY

This article is a reflection on the introduction of ITs in the classroom, makes important

mention of the IT as a firm start in education, since the virtuality and learning form a new

educational sphere in this process.

The ITs enable new teaching%learning situations, besides being the way of access to the

information society and knowledge.

The interaction of ITs is not an easy task, reuires the participation of all, and a leader to

support the process.

The research uses a uestionnaire in order to draw conclusions and suggestions for

improvements to the use of ITs so it run the respective analy4es. way of finding conducted

the uestionnaire responses.


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$. SYLLABUS


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STANDARDSTANDARD

LISTENING:

)ntiendo la idea general de una

historia contada

por mi profesor cuando se

apoya en movimientos,

gestos y cambios de vo4

READING:

Sigo la secuencia de una

historia sencilla.

5isfruto la lectura como una

actividad de esparcimiento

ue me ayuda a descubrir el

mundo.

SPEAING:

6espondo a saludos y despedidas.

1tili4o el lenguaje no verbal cuando

no puedo responder verbalmente a

preguntas.

6espondo a preguntas sobre objetos,

personas, animales y cosas.

!RITING:

opio y transcribo palabras ue

comprendo y uso con frecuencia.

)scribo el nombre de objetos,

lugares, animales y cosas ue

observo en una imagen.

STORYSTORY Sno" "#ite

$n% t#e seven %"$r&s

Sno" "#ite

$n% t#e seven %"$r&s Cin%ere''$

DATEDATE SEPTEMBER 2ND SEPTEMBER *TH SEPTEMBER 1%TH

&UNCTION&UNCTION )!pressing feelings and emotions 6ecogni4ing the vocabulary about colors andclothes

Identifying vocabulary about domestic animal

NOTIONNOTION )motions6ecycled and new

7ocabulary colors and clothes 5omestic nimals

S(ILLSS(ILLS

ACTIVITIESACTIVITIES

Listening

Students will listen to the

story 8Snow white

and the seven dwarfs9

ListeningStudents will listen to the story

8Snow white

and the seven dwarfs

ListeningStudents will listen to the story

8inderella9

Re$%ing

students will read images

of the story 8Snow whiteand the seven dwarfs9 Re$%ing

students will read images of the

story 8Snow whiteand the seven dwarfs9 Re$%ing

Students will read a story throug

pictures and identify thevocabulary.

S(e$)ing

Students will e!press

some feelings and

emotions

S(e$)ing Students will talk about favorite

colorsS(e$)ing

Students will identify domestic

animals and they will speak abou

each animal.

!riting

rite howthey feel. If

they are happy or sad; !riting

Students will write short

description about a dwarf. !riting

Students will write about what i

their favorite animal

Vo*$+,'$r- ngry, sad, happy,

shy


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STANDARDSTANDARD

LISTENING:


historia contada




READING:


historia sencilla.




mundo.

SPEAING:


1tili4o el lenguaje no verbal cuando

no puedo responder verbalmente a

preguntas.



!RITING:


comprendo y uso con frecuencia.




STORYSTORY D,+o /0/ %$'$ti$ns S*$re% S#re)'ess

DATEDATESEPTEMBER 2!TH SEPTEMBER !0TH OCTOBER 14TH

&UNCTION&UNCTION6ecogni4ng vocabulary about wild animals Identifying vocabulary about members of family,

recycled vocabulary of numbers

6ecogni4ing vocabulary about parts of house

NOTIONNOTIONild animals *y (amily >arts of house

S(ILLSS(ILLS


Listening

Students listen to an audio

of some wild animals ListeningStudents will listen to the story

8"?" 5almatians9 Listening

0isten and watch video about

8scared Shrekless

Re$%ing

6ead a story trough

pictures and identify the

vocabulary.

Re$%ingstudents will read images of the

story 8"?" 5almatians9 Re$%ing

6ead and identify in some cards

house parts

S(e$)ing

nswer the uestions

hat is this animal@ ithyour classmates. S(e$)ing

Students will identify members

of the family and they willspeak about them

S(e$)ing

nswer the uestions what part o

house appear in video @

!riting

Students write what is

your favorite animal,

choose one

!ritingStudents will write and draw

their families !riting

Students write about what parts

have your house@

Vo*$+,'$r- )lephant, mouse,

stork,bear, kangaroo,

hippo, tiger, giraffe,4ebra

Vo*$+,'$r- Arandfather, grandmother,

father, mother, sister, brother,

baby

Vo*$+,'$r- =ouse,kitchen,bedroom,bathroo

garde,living room, parking, etc..


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STANDARDSTANDARD

LISTENING:


historia contada




READING:


historia sencilla.




mundo.

SPEAING:


1tili4o el lenguaje no verbal cuando no

puedo responder verbalmente a

preguntas.



!RITING:


comprendo y uso con frecuencia




STORYSTORY To- stor-

DATEDATEOCTOBER 21ST

&UNCTION&UNCTION6ecogni4ing vocabulary about toys

NOTIONNOTIONToys

S(ILLSS(ILLS


Listening

Students will listen to the

story 8Toy story9 Listening Listening

Re$%ing

students will read images

of the story 8Toy story9 Re$%ing Re$%ing

S(e$)ing

Students will identify toys

and they will say about

their favorite toy

S(e$)ing S(e$)ing

!riting

Students will write about

their favorite toys !riting !riting

Vo*$+,'$r- 'all, bike,dice, doll,robot,

teddy bear, toy car,

cowboy,etc..

Vo*$+,'$r- Vo*$+,'$r-


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%. &INDINGS

The results were satisfactory in the high school students and teachers in training. e

mention several aspects that madeprocesssomething satisfying and a fun e!perience.

In classes directly with students, the interest was evident by the proposed project.

hildren were attracted forby the readings, for of the stories and cartoons, andby the

manual art and craft activities.

e were used 5isney tales such asSnow hite and the Seven 5warfs to for teaching

subjects like emotions, clothes, colors,inderella, for pets,5umbo for wild animals,"?"

5almatians forfamily, the short film Shrekless for parts of the house and The Toy Story

Toys for toysvocabulary. In each of the activities the children were attentive, motivated

and interested.

(or the closing, was held a play, and a song, in which the theme of the stories, a mi!ed

form, and the song not only submit stories, but the family together is e!posed.

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'. CONCLUSION


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In this project we learned that we can teach in different ways, not only using a traditional method

that is the usual teaching method, using different ways strategies like songs, videos, games,

stories, cartoonsandpictures. This allows a meaningful learning forstudents.

That is very important if we want to work with kids it is very important tobe creative teachers.e thought this project will be important and special and it was, is for that reason that we are

very satisfied with the results. This idea is not clear.


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). RECOMMENDATIONS

e recommend to work this way because it is a very satisfactory process for children and also for

us as teacher shave the opportunity to teach in a creative and fun process for kids to learn in a

better way. 6ecommendations has to do with things future teacher should do to improve the

project.

*. BIBLIOGRAPHY AND "EBGRAPHY

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3 ig7ii,a-ia 8ara / 5 7i a8r/7a7 /5 iia

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U7i/ria C8/ra-ia / C5iaT+i ar-i,5/ ;a r/,/i/ 7 Ag- 1 200* a7 a,,/8-/ 7 Ja7ar3 11 2010.

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10. ANNEES

DIAGNOSTIC TEST

ENCUESTA A ESTUDIANTESUNIVERSIDAD COOPERATIVA DE COLOMBIA

LICENCIATURA EN LENGUA CASTELLANA E INGLES

Arado: ;;;;;;;;;;;;.. Bornada: ;;;;;;;;.ACnero: ;;;;;;;;;;;; )dad: ;;;;;;;;;..

6esponde o marca la mejor opciDn de las preguntas ue encontrarEs a continuaciDn.

gradecemos enormemente tu colaboraciDn y honestidad.". F)n uC barrio vives@ ;;;;;;;;;;;;;;;;;;;;;

G. Fon uiCn vives@

a. padres ;; b. abuelos ;.. c. papE solo ;;d. mamE sola ; e. otros ;; FHuiCnes@;;;;;;;;

. FHuiCn es tu acudiente@ ;;;;;;;;;;;;;;;;;;;;;;.

a. papE ;; b. mamE ;;. c. otro ;;.. FHuiCn@ ;;;;;..

#. FuEles actividades haces en tu tiempo libre@a. leer ;;. b. ver televisiDn ;. c. jugar con amigos;.

d. jugar en el computador ;;.. e. otras ;.. FuEles@ ;;;;;.

- FHuiCn te ayuda con las tareas escolares@a. papE ;; b. mamE ;;. c. otro ;;.. FHuiCn@ ;;;;;..

J. FTe llevas bien con tus compaKeros de clase@

Si ;;;. Lo ;;;; F>or uC@ ;;;;;;;;;;;;;;;;;..

$. uEl es tu materia favorita@ ;;;;;;;;;;;;;;;;;;;;.&. F=as tenido clases de inglCs en el colegio@ SM ;;.. Lo;;.

F5esde uC grado@ ;;;;;;;;;;;;.N. 5e uno a cinco FcuEnto te gusta el inglCs@ ;;;;;;..

F>or uC@ ;;;;;;;;;;;;;;;;;;;;;;;;;;;;.

"?. F=as tomado algOn curso de inglCs fuera del colegio@ Si;;; Lo ;;;

F5Dnde@ ;;;;;;;....................... FuEntos niveles@ ;;;;;;."". FHuC es lo ue mEs se te dificulta de aprender inglCs@


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a. )scucharlo ;. b. )scribirlo ;. c. 0eerlo ; d. =ablarlo ;;

"G. F>or uC te gustarMa aprender inglCs@ ;;;;;;;..;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;..

". FHuC temas has visto en la clase de inglCs@ ;;;;;;;;;;;;;..

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;..

"#. FuEles actividades te gustarMa hacer en la clase de inglCs@a. )scuchar mOsica;;.. b. prender con juegos;;.. c. 7er videos ;;;.

d. 0eer historias ;;; d. +tras ;;;; FuEles@ ;;;;;;;;;;..

"-. FHuC materiales usa tu profesor de inglCs durante la clase@ ;;;;;;..a. tablero ;;; b. libro ;;.. c. diccionario ;;

d. otros ;;.. FuEles@

"J. FuElPesQ habilidadPesQ lingRMsticas han trabajado mEs en tus clases de inglCs@a. =ablar ;;. b. )scuchar ;;; c. )scribir ;; d. 0eer;;.

"$. FDmo te evalOan en la clase de inglCs@

a. on evaluaciones escritas;.. b. on evaluaciones orales ;;

c. 5e otra manera ;;. FuEl@ ;;;;;;;;;;;;..GRACIAS POR SU COLABORACINQ

TEACHERS INTERVIE"ENTREVISTA A DOCENTES TITULARES

UNIVERSIDAD COOPERATIVA DE COLOMBIALICENCIATURA EN EDUCACIN BSICA N&ASIS HUMANIDADES

LENGUA CASTELLANA E INGLS

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AradoPsQ en ue enseKa: ;;;;;;;; Bornada: ;;;;;;;;. ACnero: ;;;;;;;;;;;;;;;.. )dad: ;;;;;;;;;..


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". FHuC e!pectativas tiene usted ante este proyecto@

G. FuEles son las estrategias y metodologMas ue emplea en cuanto a la enseKan4a del

inglCs@

. F=ace cuEnto tiempo lleva desempeKEndose como docente de inglCs@

#. FuEl es su formaciDn acadCmica@

-. FDmo evalOa el proceso de aprendi4aje@

J. F=a tenido usted alguna e!periencia laboral en el e!terior@

$. FDmo evaluarMa su capacidad para tratar los conflictos@

&. FuEles son las necesidades educativas ue tiene la instituciDn@

N. FuEl considera usted ue es el nivel de inglCs de sus estudiantes@


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"?. Fonsidera usted ue los estudiantes tienen motivaciDn y gusto para aprender una lengua

e!tranjera@

"". Fpor uC considera ue aprender inglCs es importante@

"G. FHuC actividades reali4a en clases para mejorar el aprendi4aje del inglCs en sus

estudiantes@

". FHuC es mEs importante la creatividad o la eficiencia@ F>or uC@

*arue con una

"#.FcuEles de estos recursos estEn disponibles en el olegio Santander sede (@% Speakers

% >uppets

% )nglish test book

% omputer for the class room% )nglish posters

% )nglish story books

% 7ideo beam%omputers


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final report - nathalia-melanie

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