THE EFFECT OF TOTAL PHYSICAL RESPONSE ON THE DYNAMICS AND INTERACTION IN THE ENGLISH CLASS

UNIVERSIDAD DE LAS AMÉRICAS FACULTAD DE EDUCACIÓN

THE EFFECT OF TOTAL PHYSICAL RESPONSE ON THE

DYNAMICS AND INTERACTION IN THE ENGLISH CLASS

NATALY CAROLINA ESTRADA GONZÁLEZ SEBASTIAN MATÍAS GONZÁLEZ RUGGERONI

MARÍA EMILIA SABAG ROJAS 2008

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UNIVERSIDAD DE LAS AMÉRICAS FACULTAD DE EDUCACIÓN



Trabajo de Titulación en conformidad a los requisitos para obtener el

titulo de Profesor de Inglés y el grado de Licenciado en Educación.

Guide Teacher: Ignacio Rojas Pavez

NATALY CAROLINA ESTRADA GONZÁLEZ

SEBASTIAN MATÍAS GONZÁLEZ RUGGERONI MARÍA EMILIA SABAG ROJAS

2008

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ABSTRACT

This dissertation addresses the issue of the effects of Total Physical Response on

classroom dynamics and interaction of an English language class in Santiago, at a

subsidized school in the district of Recoleta, Chile. It attempts to identify the relationship

between these three concepts and the way they function.

A literature review is presented for reference. The Experimental Design – Simple

True Experimental method is used in this study, leading to the application of instruments

and techniques such as Observation Guidelines, Survey, Tests and Participant Observation.

Triangulation is applied with the aim of providing valid interpretations. Students' behaviour

is tested by applying TPR prompts in occurrences of high frequency in order to measure the

level of Interaction and Dynamics that take place in the classroom.

Given some conditions and after analysing the degrees of Interaction and Dynamics,

TPR is found to provoke positive reactions in students. Moreover, students are more

motivated and eager to participate actively in the lesson.

Finally, this dissertation allows to conclude that once Interaction is present, the

classroom is more likely to offer a stress-free environment and a comfortable atmosphere.

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TABLE OF CONTENTS

INTRODUCTION …………………………………………………………. p. 6

CHAPTER I: APPROACHING THE PROBLEM ...…………………… p. 7

1.1 Justification................................................................................................. p. 7

1.2 Objectives................................................................................................... p. 8

1.2.1General Objectives.................................................................................... p. 8

1.2.2 Specific Objectives .................................................................................. p. 8

1.3 Research questions...................................................................................... p. 9

1.4 Hypotheses.................................................................................................. p. 9

CHAPTER II: THEORETICAL FRAMEWORK ................. ...................... p. 10

2.1 Total Physical Response .............................................................................. p. 10

2.1.1 Objectives and Techniques........................................................................ p. 13

2.1.1.1 Using commands to Direct Behaviour ................................................... p. 14

2.1.1.2 Action Sequence .................................................................................... p. 15

2.1.2 How to Apply Total Physical Response .................................................... p. 16

2.1.3 Strengths and Drawbacks........................................................................... p. 17

2.1.3.1 Strengths ................................................................................................. p. 17

2.1.3.2 Drawbacks .............................................................................................. p. 18

2.2 Classroom Interaction .................................................................................. p. 19

2.2.1 What is Interaction? .................................................................................. p. 19

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2.3 Dynamics...................................................................................................... p. 21

2.4 Motivation.................................................................................................... p. 22

2.4.1 Intrinsic Motivation.................................................................................. p. 24

2.4.2 Extrinsic Motivation................................................................................. p. 24

2.5 Role of the Teacher...................................................................................... p. 26

2.6 Role of the Learners..................................................................................... p. 28

2.7 Classroom Discipline................................................................................... p. 29

2.8 Large Classes and Classroom Management................................................ p. 31

CHAPTER III: METHODOLOGICAL FRAMEWORK.............. ............ p. 39

3.1 Type of Investigation.................................................................................. p. 39

3.2 Manipulation of the Independent Variable................................................. p. 39

3.3 Variables..................................................................................................... p. 40

3.3.1Definition of the Variables....................................................................... p. 40

3.4 Subjects...................................................................................................... p. 41

3.5 Instruments and Techniques....................................................................... p. 43

3.5.1 Observation Guidelines........................................................................... p. 43

3.5.2 Survey..................................................................................................... p. 43

3.5.3 Classes Observation................................................................................ p. 45

3.5.4 Evaluation of the English Classes........................................................... p. 45

3.6 Procedure.................................................................................................... p. 45

3.7 Field Work and Scenario Access................................................................ p. 47

3.8 Research Credibility................................................................................... p. 47

3.8.1 Viability................................................................................................... p. 47

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3.8.2 Theoretical Triangulation........................................................................ p. 48

3.8.3 Methodological Triangulation................................................................. p. 49

CHAPTER IV: FINDINGS ........................................................................... p. 50

4.1 Presenting Data........................................................................................... p. 50

4.2 Survey......................................................................................................... p. 63

4.3 Academic Results........................................................................................ p. 64

4.4 Analyzing Data............................................................................................ p. 65

4.5 Synthesis...................................................................................................... p. 66

CHAPTER V: CONCLUSIONS..................................................................... p. 68

5.1 Suggestions and Reflections.......................................................................... p. 69

BIBLIOGRAPHY............................................................................................. p. 71

WEBLIOGRAPHY.......................................................................................... p. 73

Appendix A: Survey…………………………………………………………… p. 75

Appendix B: Tests……………………………………………………………… p. 77

Appendix C: Pie Charts……………………………………………………….... p. 81

Appendix D: Observation Guideline and Lesson Plans………………………… p. 83

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INTRODUCTION

In the late 1970’s, Professor James Asher created the Total Physical Response

method (TPR) which looked forward to teaching English by using commands which

triggered off physical answers. One of the main goals of this method is to teach the target

language in a free-of-stress environment.

In spite of the fact that this method looks very innovative, it must be said that it does

not work on its own. TPR fosters several factors, which might affect the development of the

lessons. These factors are related with the Interaction and the Dynamics that is carried out

in several moments of the lesson.

Particular attention is focused on the Interaction and the Dynamics since

doubtlessly, these phenomena take place in every day classes. Nevertheless, these aspects

are present in different degrees depending on the kind of lesson. Therefore, TPR intends to

promote as good levels of Interaction and Dynamics as possible.

Based on all the facts mentioned above, this research is about the way in which TPR

works together with Interaction and Dynamics. As this dissertation develops, it will be

possible to observe in great detail how this method provokes a variety of effects on the

learners’ performance.

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CHAPTER I: APPROACHING THE PROBLEM

1.1 JUSTIFICATION

The first thing that needs to be said is that Pedagogy is a household word among

teachers all over the world. The pursuing of different ways to teach is an issue that remains

until nowadays.

One of the main problems that Pedagogy has to face is the lack of Interaction, this

fact represents a significant flaw in the classrooms. In this regard, H. Douglas Brown

(2001:165) argues that Interaction is the basis of all human relationships and teachers must

manage this concept in a compulsory way. Considering the latter information it must be

stated that if the issue of Interaction is to be studied, the factor of Dynamics cannot be put

aside. In this aspect, Maria Andueza (1983:23) points out that once Interaction is present,

the phenomenon of Dynamics and all its forces are bond to arise. Once these issues are

taken into account, an ensuing problem appears and it deals with choosing a suitable

method to promote Interaction.

A review of the literature concerning the history of teaching methods provides

interesting views of how varied these methods are. Most of the methods take the position

that students of a foreign language must speak the target language from the very beginning.

Subsequently, in the 1960’s and 1970’s research claimed the hypothesis that

language learning must start with understanding and later proceed to production (Winitz,

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1981). Thus, students are not forced to produce language and as a result of this the learning

process will occur in a stress-free environment. Accordingly, it is imperative to bring up the

Total Physical Response method created by Professor James Asher in the 1970’s. This

method focuses on teaching English through commands which elicit physical responses and

eventually, TPR might create the necessary levels of Interaction in the classroom.

These issues raise a fundamental question: What is the efficacy of TPR? In order to

find valid answers to this question we want to overcome the following problem:

What effect has the application of the Total Physical Response Method on the

Dynamics and Interaction in the English class of the tenth grade “A”, at Alejandro

Flores School, Recoleta district, Santiago, Chile, year 2008?

1.2 Objectives

1.2.1 General Objective:

• To find out the effect that TPR has on the dynamics and the interaction of the

English class.

1.2.2 Specific Objectives:

• To identify if there is a connection between TPR, motivation, participation and

academic results.

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• To explain when it is appropriate to apply TPR and when it is not appropriate

for the class.

• To compare the behaviour (dynamism, motivation, discipline, participation)

between the Experimental Group and the Control Group.

• To analyze the results of the different instruments applied in both groups.

1.3 Research Questions

• Does TPR create an interactive and dynamic class?

• Does TPR need a special environment to be applied?

• Can TPR improve self-confidence in the students?

1.4 Hypotheses

a) When applying TPR, students react in a positive way; they are more enthusiastic

to participate and it brings benefits to their learning process.

b) When applying TPR, students are more willing to participate in classes and their

stress level is dramatically reduced.

c) When applying TPR, students do not react as expected; hence, this method is not

suitable for this class and their participation level does not improve.

d) When applying TPR, students are not in the mood to participate in classes and

their stress level is not reduced.

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CHAPTER II: THEORETICAL FRAMEWORK

In this thesis, particular attention is focused on the problems of Interaction and

Dynamics that occur in the English class. In this regard, there is a number of methods that

intend to tackle these issues. However, this thesis will focus on the method that tries to

encourage Interaction and Dynamics by means of movement, i.e., Total Physical Response.

2.1 Total Physical Response

“Total Physical Response (TPR) is a language teaching method built around the

coordination of speech and action; it attempts to teach language through physical (motor)

activity.” (Richards and Rodgers, 2001).

A professor of psychology at San Jose State University, California created this

method in the 1970’s. The cornerstone of this method is to facilitate the process of second

language learning in an environment that is free of stress. Furthermore, motor activity will

not allow only successful learning of the target language. As Desrosiers and Tousignant

state: “movement plays an important role in kids’ development, he/she gets to know

him/herself and the environment through physical activity” (Desrosiers and Tousignant,

2005:11). TPR founder James Asher points out that successful second language acquisition

is a parallel process in which infants learn their second language.

Considering this aspect, TPR suggests that comprehension must be achieved before

speaking. Asher noticed that children, in acquiring their native language, do a lot of

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listening before uttering their first words and, moreover, their listening comprehension is

accompanied with physical responses such as pointing, moving, grabbing, etc.

Nevertheless, this parallel process of second language acquisition holds a sort of

constraint, which makes things different. It involves a lot of psychological barriers when it

comes to face a new process of learning. In this regard, it has been suggested, for instance

by Paul and Gail Dennison and their Brain Gym theory1, that physical movement can help

people move beyond old negative emotional beliefs. In simple words, Brain Gym is an

educational theory, which could be summarized as follows: …“all learning begins with

movement and any learning challenges can be overcome by finding the right

movements…” Brain Gym was created in the 1970’s by Dr. Paul Dennison and Gail E.

Dennison. They were seeking effective ways to help people who experienced problems

when learning different things. After doing profound research, they found out that

movement was an excellent means to accomplish a successful learning process, among the

different advantages that Brain Gym offers. It could be stated that this theory helps to:

• “Learn ANYTHING faster and more easily”

• “Be more focused and organized”

• “Overcome learning challenges”

1 Brain Gym (2008) Educational Kinesiology: how does movement affect the brain http://www.braingym.org/faq#How_does_movement_affect_the_brain__Do_actual_physical_changes_in_the_brain_occur_through_the_use_of_BRAIN_GYM___

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In spite of the fact that this dissertation is not focused on the brain’s function, it is

necessary to mention briefly the connection that TPR holds with this issue. In this aspect

and drawing on work by Jean Piaget, it is possible to suggest, “The child language learner

acquires language through motor movement – a right-hemisphere activity. Right

hemisphere activities must occur before the left hemisphere can process language for

production.” (Richards and Rodgers, 2001).

Additionally, Asher also dedicated some attention to the function of the brain when

learning and comprehending a language. With the aim of understanding this, it is

imperative to refer to the brain process of comprehension and talking: the capacity of

talking comes from Broca’s area that is located in the frontal lobe of the left side of the

brain. If this area is damaged it is possible to understand what people say but the ability to

speak is completely lost. On the other hand, comprehending takes place in Wernicke’s area,

which is located in the temporal lobe. Any damage to this area allows speaking but there is

a difficulty to comprehend what people say.

This latter information is quite relevant because according to Asher, “motor activity

is a right brain function that should precede left brain language processing”. (Brown,

2001:30).

All this information offers considerable circumstantial evidence to support the

proposal that movement and learning are two elements that have a tight connection. To put

it differently, they can operate as allies pursuing the same benefit, which is achieving

understanding in the students.

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2.1.1 Objectives and Techniques

Taking into account the fact that movement and learning are connected, it is

important to mention the objectives and the techniques that TPR fosters in order to

accomplish understanding. According to Asher, one of the main objectives underlying TPR

is to make the learning process more enjoyable and less stressful. Such suggestion must be

accomplished by providing appropriate “listening” activities which trigger off a physical

response that indicates comprehension. It is worth mentioning that this procedure has a

tight connection with Asher’s “Bio Program”. In simple words, The Bio Program argues

that the target language is stored and then interpreted through movement. The line of action

described previously (commands-physical responses) increases and feeds the most

important issues of this research, i.e., Interaction and its corresponding Dynamics.

However, these issues will be connected to TPR reality in the next section in order to have

a holistic view of the problem. Another additional point needs to be made about the stress-

free environment and the motor activity. According to Rigal’s position (1975), physical

activity provides an environment of trust and mutual comprehension between the teacher

and the student. From the above it can be noticed that in order to achieve a successful

learning process it is necessary for teachers to promote a less stressful environment. To

conclude, it can be claimed that comprehension must be a means to reach the main

objective, which is teaching basic speaking skills.

On the other hand, it is imperative to mention that one of the main techniques of

TPR is the use of commands to direct behaviour. Nevertheless, it is recommendable and

appropriate to present a variety of activities with the aim of keeping learner’s attention

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alive. The paramount techniques of TPR, according to Larsen Freeman (2000: 116-117) are

the following:

2.1.1.1 Using Commands to Direct Behavior

The use of commands is the major technique in TPR classrooms. The degree in

which students perform the commands provides evidences concerning their comprehension.

In other words, the action makes the meaning of the command clear. An important

suggestion by Asher is that the pace of the class must be continuous and active. Therefore,

the commands must be planned in advance in order to keep the rhythm of the class as active

as possible and because of this, Interaction is going to take place in a succesful way.

Through the use of commands and physical responses we are appealing directly to the

kinesthetic intelligence.

With his theory of the kinesthetic intelligence, Howard Gardner suggests that

traditional schools have focused on the development of linguistic and logical intelligences.

According to this viewpoint, it is known that there are a lot of students that succeed by

using these two intelligences. However, there are others that have different skills,

specifically kinesthetic skills. “The core elements of the bodily-kinaesthetic intelligence are

control of one's bodily motions and capacity to handle objects skilfully. Gardner elaborates

to say that this intelligence also includes a sense of timing, a clear sense of the goal of a

physical action, along with the ability to train responses so they become like reflexes.

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Along with these, you often find a high degree of fine-motor control and a gift for using

whole body motions.2

Based on these assumptions, it would seem reasonable to suppose that the use of

commands and physical responses could be a good opportunity to develop kinaesthetic

intelligence in the students.

At the very beginning of the TPR class, the teacher must perform the commands

together with the students. Afterwards the students have to perform the commands on their

own. In addition to this, Asher points out that the sequence of the commands must vary

regularly. The aim of this is that students do not memorize the commands but learn them

and connect them with the language in the best possible way. Finally, it is important to state

that students must feel satisfied with their performance, on that account, the teacher should

not add new commands quite fast. It is extremely important that students feel motivated all

the time.

2.1.1.2 Action Sequence

At first, the teacher must give basic commands to the students. As they progress in

their performance and in their knowledge of the target language, it is possible to add more

complex commands. As soon as they reach an appropriate level, students will perform

2 Gerald Grow PhD. (2007). The Bodily-Kinaesthetic Intelligence.

http://www.longleaf.net/ggrow/7In/Bodily.html

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commands, which encompass a whole procedure. An example of action sequence is the

following:

TEACHER: Stand up.

Take out your marker.

Come to the front board.

Write down your name on the board.

Go to your desk and sit down.

2.1.2 How to apply Total Physical Response

James Asher has claimed that TPR, when applied for the very first time, must not

cause a dramatic change in the current class activities. “At first, TPR must be carried out

for only five or ten minutes to introduce new material” 3. If students and the teacher feel

satisfied with the result, TPR should be applied the same way next class.

Asher also suggests that a fixed number of commands previously selected must be

introduced at a time. The amount of commands that students can acquire are varied.

Depending on the size and on the level of the class, students can acquire up to 36 lexical

items within an hour. “Students should not be made to memorize fixed routines” (Larsen

Freeman, 2000:112). In this regard, the teacher should vary the order of the commands.

Otherwise, the acquisition of the contents would be done by heart and that is not the

purpose of TPR.

3 Asher, James J. (2004). Total Physical Response. TPR: After forty years, still a very good idea. http://www.tpr-world.com/japan-article.html

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2.1.3 Strengths and Drawbacks

TPR has become a worldwide known method. After almost forty years since its

emergence, TPR is still a matter of study and experimentation among scholars, teachers and

psychologists. As H. Douglas Brown says in his book: “Today TPR, with simplicity as its

most appealing facet, is a household word among language teachers”. (Brown, 2001:30).

Despite of this “fame” TPR has experienced, it must be accepted that this method has

strengths and shortcomings or drawbacks that will be described in the following section.

2.1.3.1 Strengths

• Long term comprehension: This aspect has been mentioned several times;

comprehension comes before speaking. This same process occurs with infants

learning their native language. The concept Long-term comprehension refers to the

fact that the contents are acquired and not retained by heart. With the aim of

justifying this, it can be claimed that physical response is the evidence of

comprehension.

• Stress-free and a dynamic method: TPR promotes an environment totally

free of stress. This claim rests on the way that the classes are carried out. At the

beginning, learners act just as listeners that are guided by the teacher, these learners

do not feel the pressure of being mocked at. Additionally, it is pertinent to highlight

that this method reinforces the Interaction and Dynamics of the class due to the

constant teacher–student relationship.

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• It works successfully when teaching beginners: This topic may represent

both a strength and a drawback. However, this feature will be considered as

strength. TPR is a powerful device that allows students to internalize a huge volume

of the target language. When these learners are beginners, they experience a whole

new world of learning which really encourages them to success. TPR is a method

which bases its work mainly on grammatical sentences. These grammatical

sentences would represent the first steps in learning a new language. When

beginners advance in proficiency, they are able to utter chunks of the target

language, which are comprehended in a meaningful way.

2.1.3.2 Drawbacks

After students overcome the fear of speaking, and at the same time they reach a

certain level of proficiency, the question is what comes next? This is a clear shortcoming of

TPR. It could be argued that in a specific moment TPR gets stuck and it lacks of ideas to go

on. When students achieve an average level of proficiency TPR is bond only to teach

vocabulary and specific grammar explanations that might be necessary.

At the end of a period of application, this method works only as a “complementary

method”: “TPR is a method that needs to be supplemented with other approaches as

students progress in proficiency”4. This quote addresses the fact of running out of

4 English Raven Educational Services (2007). Principles and Methodology. Total Physical Response. http://www.englishraven.com/method_TPR.html

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resources. Once TPR accomplishes its main objectives, which have been discussed several

times, it seems to lose depth; when students and the class in general need to go further in

terms of contents and difficulty, this method does not provide the necessary tools to

progress. Apart from vocabulary and basic grammatical structures, TPR might not cover

abstract vocabulary or more difficult topics.

2.2 Classroom Interaction

As it has been previously stated, TPR is a method that promotes movement through

the use of commands and physical responses. Therefore, there exists a relationship between

teachers and students. This relationship is intended to tackle the issue of interaction that

occurs in classrooms. Concerning this, Brown (2001) argues that in general, classes consist

merely in endless lectures regarding different contents. As consequence, students act as

receptors who behave in a passive way. Taking all this information into account it can be

claimed that TPR helps to create an environment of interaction in which both teachers and

students participate actively. What follows is an analysis of the phenomenon of interaction

in the English class:

2.2.1 What is Interaction?

” Interaction is the process referring to ‘face-to-face’ action. It can be either verbal,

channelled through written or spoken words, or non-verbal, channelled through touch,

proximity, eye-contact, facial expressions, gesturing, etc.”(Robinson, 1994).

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The latter definition allows to state that as it was mentioned in the previous section,

TPR “keeps Interaction alive” most of the time. Undoubtedly, TPR works in benefit of

Interaction and due to this a third phenomenon called Dynamincs arises. Firstly and in

order to understand how Dynamics works, it is relevant to analyze the way in which TPR

and Interaction function together.

A review of the literature reveals that there are several kinds of interaction in the

classroom. Nonetheless, this thesis is going to focus only on the kind of interaction that is

more related to the reality in TPR classroom. Sinclair and Coulthard (1975) give a full

account of the “IRF” interaction (Initiation – Response - Feedback). Teaching exchanges

consist of initiation moves, response moves (the answering move), and follow-up moves.

One example of classroom interaction is as follows: the teacher asks a question and

students answer it and then the teacher gives some feedback (corroborates the information

or assets the student if necessary), after that the teacher asks new questions, and so on.

With the aim of extrapolating this routine of interaction to TPR context the steps

could be the following: The teacher gives a command and students answer it by a physical

response. In case students cannot perform the command, the teacher helps them by

performing the command him/herself (this step could be considered as the feedback).

In spite of the fact that this kind of interaction is the most suitable for TPR

classrooms, its patterns are not constant. It is well-known that teachers do not always have

the initiative on his/her hands; TPR interaction may occur in many different ways. Students

giving commands to their classmates and even to the teacher may carry it out. Nevertheless,

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considering the fact that time availability is an important impediment, the opportunity of

experiencing these varieties in the interaction will not be possible.

2.3 Dynamics

After reviewing the literature concerning TPR and Interaction, it can be stated that

in its nature, TPR allows teachers and students to interact because of movement and

comprehension. However, this interaction that exists between teachers and students is not

based merely on the commands and responses given, i.e., there are further factors that affect

this interaction. These factors deal with the problem of Dynamics in the classroom. María

Andueza (1983:11) points out that every person who works with groups must manage the

concept of Dynamics. “The group takes a determined direction and it is led by different and

complex forces. Sometimes these forces are difficult to identify: energy, changes, reactions,

activities, wrong answers, right answers, etc. Groups Dynamics is the result of these

forces...” (Andueza, 1983:23).

After providing this definition it is imperative to define the concept of group:

“Group is gathering individuals whom interact with forces and energies, the members of a

group are aware of the existence of each other...” (Andueza, 1983:19).

From the above definitions it can be appreciated that Dynamics is the force that

affects or determine the interaction that is carried out in the classrooms. Concerning TPR, it

is necessary to keep in mind the way that commands and physical answers (Interaction)

together with the present forces (Dynamics) work in pursuit of a unique objective, which is

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achieving understanding of English. Considering all the features of TPR that were exposed

in the previous section, it seems that this method has direct relation with the concept of

Dynamics. This claim rests on how TPR deals with the forces that are part of Dynamics.

For instance, TPR promotes physical answers (either they are right or wrong); besides, this

method offers the opportunity to perform activities, which possess a lot of energy and

therefore, the physical response, will be the proof of understanding. In addition to this, the

dynamics that is carried out in the classrooms will modify in some sense the behavior of the

students. To summarize, it must be claimed that once Interaction is initiated, this stream of

energies (Dynamics) will trigger off communication among the members of the class. This

communication is supposed to provoke a positive change in terms of education and

learning. In other words, the class must take advantage of this phenomenon.

On the other hand, it is pertinent to state the fact that “groups” are an amount of

people who are gathered in order to accomplish the same goal. To put it differently, the

group is the number of students who are looking forward to achieve the same objective,

which is in this case, the understanding of English by means of TPR.

All this information offers, considerable circumstantial evidence to support the

proposal that TPR will give the process of Interaction as a result, which implies different

factors, and forces, which are called Dynamics.

2.4 Motivation

First of all, and before plunging into the issue of motivation, it must be said that

motivation and interaction are two concepts that are unavoidably related. The relationship

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that exists between teachers and students (Interaction) implies several factors such as

Dynamics and the teaching method that is being used. However, there is a substantial factor

that will affect this process of interaction. This factor deals with the fact of Motivation. Lev

Vigotsky (2007)5 points out that in order to feed this process it is mandatory for the teacher

to motivate students with the goal of having a good performance in the class.

Considering the latter information, now it is possible to refer to the concept of

motivation itself. Penny Ur (1996) defines motivation as a complex process. She prefers to

think in terms of the motivated learner: “one who is willing or even eager to invest effort in

learning activities and to progress” (Ur, 1996:274).

Alternatively, H. Douglas Brown (2001) dares to provide a definition of motivation;

“Motivation is the extent to which you make choices about (a) goals to pursue and (b) the

effort you will devote to that pursuit” (Brown, 2001:72).

Considering both viewpoints exposed above, in simple words it can be stated that

motivation is a state where a kind of force pushes someone to achieve certain goals.

This concept of “force”, allows to identify that this force can be external or internal,

i.e., extrinsic and intrinsic motivation. In spite of the fact that these two kinds of motivation

are undoubtedly important, this thesis will focus only on the extrinsic motivation. The

reason of this is that this kind of motivation is the one that has a tight connection with this

research. However, for seriousness’ sake it is necessary to refer to the intrinsic motivation

very briefly.

5 Lev Vigotsky (2007) .http://estilosdedocenteseneldesarrollodelnin.blogspot.com/2007/08/interaccin-profesor-alumno.html

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2.4.1 Intrinsic Motivation

“Global intrinsic motivation – the generalized desire to invest effort in the learning

for its own sake…” (Ur, 1996: 280). Whereas, H. Douglas Brown (2001:76) states the

following definition: “Intrinsically motivated activities are ones for which there is no

apparent reward except the activity itself. People seem to engage in the activities for their

own sake and not because they lead to an extrinsic reward.”

This information allows pointing out that the student with intrinsic motivation is the

one who struggles and studies only because he/she wants to. The reward obtained because

of this is the self-confidence and the enthusiasm of facing a challenge.

2.4.2 Extrinsic Motivation

“Extrinsic motivation is that which derives from the influence of some kind of

external incentive, as distinct from the wish to learn for its own sake or interest in tasks”

(Ur, 1996:277). Additionally, Brown (2001:76) suggests the following: “extrinsically

motivated behaviours, on the other hand, are carried out in anticipation of a reward from

outside and beyond the self.”

Adapting these two perspectives to the ESL reality it can be claimed that the main

responsible for prompting this motivation is the teacher. One way of triggering off this

external motivation could be the possibility for the students to receive a good mark.

After analysing both sorts of motivation an obvious question might arise: which

motivation is more important? A review of the literature reveals that intrinsic motivation is

more important and powerful. Abraham Maslow (1970) points out that intrinsic motivation

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is superior to the extrinsic one. According to his perspective, “We are ultimately motivated

to achieve self-actualization once the basic physical, safety, and community needs are met.

No matter what extrinsic rewards are present or absent, we will strive for self-esteem and

fulfilment”. (Brown, 2001:76). Accordingly, Jerome Bruner believes that an effective way

of helping people to learn is by removing the rewards and punishments. In some way the

extrinsic motivation could be addictive and human beings would become dependent.

From the above it can be assumed that the intrinsic motivation is more important

than the extrinsic one. Nevertheless, the intrinsic device needs an external support in order

to strengthen the former one. In some sense they play a kind of direct symbiosis. In other

words, it would be perfect to have students intrinsically motivated and with the desire to

learn. When it comes to relate motivation with the principles of TPR, it can be claimed that

both aspects are undoubtedly connected.

As it was pointed out in the previous section, Asher argues that TPR promotes a

lesson free of stress. Because of this, each student progresses step by step according to their

skills. This allows them to reinforce motivation in all aspects. And as a result, students

increase their self-confidence and eventually, achieve a better performance.

The reasons mentioned above allow claiming that the role of the teacher as a

prompter or motivator is a key part in order to achieve a successful learning process. For

instance, when correcting mistakes, teachers do it in a very comprehensive way just like

parents do with their children. Undoubtedly, this procedure offers an aid to the students’

motivation since it does not put pressure on them.

26

There is, then, considerable circumstantial evidence to support the proposal that

external motivation, if used sensibly, feed and reinforce the inner motivation that already

exists.

2.5 Role of the Teacher

As it was illustrated at the end of the previous section, it must be stated that the role

of the teacher as a motivator is quite relevant in initiating and maintaining a successful

interaction. “The role of the teacher in cooperative learning becomes predominantly that of

planner and facilitator of active learning, as opposed to that of instructor”6. On the other

hand, the role of the learner, once interaction was initiated, is quite important as well.

“There are many excellent reasons for using activities, which promote classroom

interaction. First and foremost, you make full use of your most valuable resource; the

learners themselves.”7

The two aspects provided above are important because they allow identifying the

direct symbiosis that exists in the teacher-student interaction. In order to have successful

interaction it is absolutely necessary that both teachers and students participate actively in

this process. Moreover, TPR classrooms offer an environment which allows Interaction and

Dynamics to take place. Nevertheless, it is not possible to understand this process unless

the specific roles of teachers and students are clearly analyzed.

6 Joubert, Trudi (2000) Roles And Social Interaction http://hagar.up.ac.za/catts/learner/cooplrn/c1.html 7 BBC Active (2008). The benefits of interaction in language learning. Educational Publishers LLP trading as

BBC Active http://www.bbcactive.com/languages/Talk/whyextra.htm

27

A review of the literature reveals that the role of the TPR teacher, at the very

beginning, is the role of a director of the students’ performance. The first phase of the

lesson must be based on modeling i.e. teacher must perform the commands together with

the students. In due course of time, students must perform the commands on their own. This

allows the teacher to see if they could understand properly. Imperative drills are the basis of

the TPR class, the teacher has a direct and a charismatic role and moreover, teacher must

provide the best sort of exposure to the target language. Besides, Asher states that students

that remain all the time as observers must show understanding in order to perpetuate them.

In spite of the fact that the technical information provided above is quite coherent

with TPR and the issues this method involves (Interaction, Dynamics), it would be

meaningless to study this topic if the connection with the concept of how to be a good

teacher is not made. In other words, it is necessary to adapt this information to reality.

Jeremy Harmer (2006) suggests that the personality of the teacher affects directly in

the development of the class. “The way that teachers talk to students - the manner in which

they interact with them-is one of the crucial teacher skills, but it does not demand technical

expertise. It does, however, require the teacher to empathize with the people they are

talking to” (Harmer, 2006:3). Regarding this, it is important to mention that in order to be a

better teacher it is quite necessary to use fewer complex grammatical structures and to use

movements, which support the performance. In summary, it can be stated that the theory is

totally irrelevant unless the traits and the personality of the teacher are really considered.

28

2.6 Role of the Learners

The literature that deals with this aspect shows clear evidence that the role of the

learner is tied with listening and performing, they must demonstrate their understanding

with body movements. The attitude from the teacher must not be obstructive and students’

anxiety must be handled with care. “Learners are also expected to recognize and respond to

novel combinations of previously taught items. They are required to produce novel

combinations of their own.” (Richards and Rodgers, 2001).

Another additional point needs to be made about the role of the learner. However,

its scope is more oriented to the qualities of the learners rather than the specific role in TPR

classrooms.

Harmer says that defining a good learner is an important issue. The explanation to

this is that many characteristics of good learners might be only merely generalizations. For

instance, some teachers say that good learners are those who always do their homework.

Notwithstanding of this, there are a lot of successful students who do not do their

homework. Based on this evidence it can be asserted that defining a good learner is not an

easy task.

29

2.7 Classroom Discipline

First and foremost, it can be said that this study has mainly shown the relationship

that TPR holds with Interaction and Dynamics. However, there are other factors that

undoubtedly affect the normal pace of the classroom. For instance, Discipline is one of

these factors and it deals with the way in which students behave and at the same time the

way in which the teacher manages them. Obviously, the environment in which the lessons

are carried out will affect either positively or negatively in the outcome of this.

Once the Discipline factor is identified, it is important to quote some definitions in

order to have a clearer view regarding this issue.

1-“To discipline thus means to instruct a person or animal to follow a particular

code of conduct, or to adhere to a certain order. Consequently, in the field of child

development, discipline refers to methods of modeling character and of teaching

self-control and acceptable behavior”. (Papalia, Wendkos-Olds and Duskin-

Feldman, 2006),

2- “Training expected to produce a specific character or pattern of behaviour,

especially training that produces moral or mental improvement”.

3- “Effective discipline means the classroom is relatively free from confusion,

disorder, and anti-social behaviour. Each student and the group as a whole operate

30

freely within a structured framework which they understand, accept, and incorporate

into their behaviour without constant reminders and punishment” .8

Taking all these definitions into account, it can be reinforced that the concept of

discipline points to the fact of leading and teaching, rather than to punishing in a coercive

way. Since these definitions could be accurate, it must be said that in a certain way they are

quite absolute and limited.

Penny Ur (1996) appears to contribute to tipping the scales in a different direction.

She claims that defining the concept of discipline is in fact complex and difficult to define

in words. She suggests teachers that in order to build up a definition of discipline it is

recommendable to brainstorm a list of relevant words concerning discipline (control,

norms, obey, cooperation, etc.). This invites us to think that definitions among teachers may

vary since priorities and viewpoints could often differ.

There is, then, considerable circumstantial evidence to support the proposal that the

concept of discipline could be a common concept among teachers and students. However,

there will be always specific notions and concepts that can vary. This variety depends on

the context, the teacher formation, the students’ reality and background, among others.

Actually, to have a good environment depends on the teacher but also depends on

the students and the relationship between them. Therefore, both agents should pursue the

8 W. Mills, Dennis. Ph. D. (2001) Classroom Discipline: A Management Guide for Christian School Teachers. http://www.csrnet.org/csrnet/articles/classroom-discipline.html

31

same objectives and eventually, they could be able to create an environment of trust and

mutual comprehension.

To summarize, it is appropriate to say that one of the most important things that a

teacher should do is “to create the conditions in which learning can take place” (Scrivener,

2005). The abilities to create and manage a successful class can be crucial for the triumph

of a course. All the aspects concerning discipline and correct behavior must be created

according to the specific circumstances where the learning process is carried out.

2.8 Large Classes and Classroom Arrangement

Heretofore, it has been pointed out the symbiosis that is found within the teaching

process. Nevertheless, the agents of this symbiosis have not been identified completely. In

this regard, it is crucial to bring up the factor concerning the size of the class and at the

same time the arrangement of this. It seems reasonable to say that in order to cover all the

edges it is imperative to deal with these issues. To exemplify this it must be noticed that

classes with 10 students will provoke different kinds of Interaction and Dynamics from

those classes with 45 students. Based on all these facts it is suitable to allude to the role that

these factors play in the classroom.

As an introduction, it is very important to say that the concepts of size and

arrangement are deeply connected. Doubtlessly, the fact of teaching in large classes will

determine the way in which the desks are arranged. Several and important aspects such as:

space, number of students and the sort of the class, among others, must be considered at the

moment of setting out the classroom.

32

Large classes are also known as “Heterogeneous Classes”. According to Ur

(1996:302), “Large is a relative term and it will vary from place to place. In some private

language schools a group of twenty students may be considered large; in my own teaching

situation, 40-45; in some places numbers go up to hundreds.”

Alternatively, Scrivener argues that large is relative; it depends on what teachers are

used to. He claims that if teachers are used to groups of eight students, then he/she might

consider 25 as large. Nonetheless, Ur and Scrivener come to the agreement that some

teachers regularly teach classes of 40 students, others 80. There are others who work with

100 or more students at a time. This means that the concept “large” is very flexible indeed.

Based on the accurate information provided above and regarding the number of

students that participated in this research - 35 to 40 students - will be considered as a large

class.

Once the concept of large classes is clarified, it is pertinent to state that although it

may seem evident, the fact of working with large classes might bring up both advantages

and disadvantages.

The advantages that can be identified when working with a large group of students,

according to Harmer (2007), are the following:

”It is suitable for activities where the teacher is acting as a controller”. By this quote

it can be inferred that TPR fits completely in large classes. The teacher as a controller is the

33

one who gives and directs the commands to the class. Students must follow the teacher’s

instructions and because of this, the class is developed easier.

Penny Ur (1996) illustrates some advantages as well:

1. Such classes provide a much richer pool of human resources than do smaller

or less mixed classes. The individuals have between them far more life experience

and knowledge, more varied opinions, more interests and ideas – all of which can be

used in classroom interaction.

2. There is educational value in the actual contact between very different kinds

of people: co-students get to know each other’s values, personalities and perhaps

cultures, and thereby increase their own knowledge and awareness of others, as well

as tolerance and understanding.

These two advantages are strictly related to personal enrichment, in large classes,

students get to know each other and in some sense, their perspectives and viewpoints could

be expanded. To put it differently, the complement between academic and personal learning

could give as a result a holistic enrichment of the individuals.

On the contrary, the disadvantages could be due to the fact of concrete differences

that may exist in a large classroom. Referring to these differences Ur (1996) identifies the

following: Learning style, cultural background, attitude to the language, gender,

motivation, among others.

34

She argues that theses differences produce various teaching problems, as

exemplified below in form of teacher statements:

1. Discipline: “I have discipline problems in these classes; I find them difficult

to control.”

2. Correcting written assignments: “I cannot keep up with the marking load”.

3. Interest: “They get bored: I cannot find topics and activities that keep them

all interested.”

4. Effective learning for all: “I cannot make sure they are all learning

effectively; the tasks I provide are either too difficult or too easy for many of them”.

5. Materials: “I cannot find suitable material: the textbooks are

‘homogeneous’- rigidly aimed at one find of learner, with no options or flexibility.”

6. Individual awareness: “I cannot get to know and follow the progress of all

the individuals in my class: there are too many of them, and they are all so

different.”

7. Participation: “I cannot activate them all: only a few students – the more

proficient and confident ones – seem to respond actively to my questions.”

In this regard, Ur (1996) provides several solutions to these problems. However, in

this research, considering the context and the reality, only the most suitable ones will be

outlined:

35

1. Variation of topics, methods, texts. Thus, if one day the material is not of

the right level for, or does not interest certain members of the class, maybe the next

day it will (be).

2. Make activities interesting. So that even if the language is not challenging

for some of the learners, the content will hold interest and keep everyone

participating.

Both of the solutions provided above might allow inferring that the use of TPR fits

with these suggestions and therefore, promotes interaction. It is relevant to observe here

that TPR provides a full account of features that make classes more dynamic. For instance,

the use of body movements, commands that elicit behaviour, etc. To conclude, it can be

stated that the variation of methods and trying to make activities more interesting represent

a kind of challenge, which TPR intends to tackle.

Once the advantages, disadvantages and solutions concerning large classes are

identified, an important issue might arise: the seating arrangement. Undoubtedly, dealing

with large classes involves arranging the seats in a comfortable way. This is due to the fact

that the space of the classroom must be used as good as possible. Besides, the scope of

teachers must be always to achieve a successful and a comfortable development in the

class.

Previously, it was exposed that working with large classes implies several issues.

Undeniably, the seating arrangement is considered as one of these issues. Scrivener (2005)

36

points out that, different problems related with the arrangement and the size of the

classroom may be found, some of the most important ones are the following:

• Students and teachers cannot move easily.

• The seating arrangement seems to prevent a number of activities.

• There is limited eye contact from teacher to students.

• There is limited or no eye contact amongst students.

• Teacher cannot give attention equally to all students.

Nevertheless, different solutions proposed by the same author provide some light

about how to overcome these issues:

• Rearrange the seating.

• Let them sit or stand on the desks.

• Move to a different classroom.

• Go outside on the grass.

In spite of the fact that these solutions may seem accurate and appropriate, Teachers

must be down to earth and be aware that the last two suggestions provided are very difficult

to use. Moving to a different classroom or going outside involve different factors

concerning the availability of classrooms and permissions of the school’s authorities.

37

Therefore, rearranging the seats could be a good solution to deal with large classes.

There are several kinds of seating arrangement; however, this research fosters only one

kind of seating as the most suitable: The Traditional Seating Arrangement. The lack of

space and the size of the class are the two main reasons for this. For the sake of

completeness, what follows is a diagram of the traditional seating arrangement:

Note: In the following seating arrangement, 0 = the learners, and x = the trainer

X

O O O O O O

O O O O O O

O O O O O O

O O O O O O

O O O O O O

Despite the traditional seating arrangement could be criticized, it must be pointed

out that it benefits the work with large classes, and with TPR specifically.

Harmer (2007: 162) claims that this system of arrangement brings different benefits

such as:

1-“The teacher has a clear view of all the students and the students can all see the

teacher”

2-“Orderly rows allow the teacher to work with the whole class.”

38

3-“If all the students are focused on a task at the same time, the whole class gets the

same messages.”

Moreover, there exists more evidences concerning the benefits of this system:

1-“...the traditional arrangement is probably best because it places the primary

interaction focus in the classroom on the teacher”

2-“Best used for large groups”

For simplicity’s sake, all the features outlined above will be summarized in a

concise analysis. The main strengths of Traditional seating arrangement are based on the

importance of the teacher and the work of the class as a whole group. An extrapolation to

this thesis’ context deals with the weightiness of the teacher’s performance (and the

commands as well). Hence, the literature allows inferring that students will focus and

concentrate on the teacher’s commands in a better way. This assumption plays a central

role in the development of TPR class. In addition to this, large classes seem to fit

appropriately with this model of arrangement.

The satisfactory use of the classroom is something that cannot be put aside. Also,

the quality and the development of the lessons must be as successful as possible.

Considering these aspects it can be said that the Traditional arrangement is the most

suitable model for this context.

39

CHAPTER III: METHODOLOGICAL FRAMEWORK

3.1 Type of Investigation:

Experimental Design – Simple True Experimental

This type of investigation was chosen because there existed a control situation

where the independent variable was intentionally manipulated (TPR classes) and then the

consequences that this manipulation had over the dependent variables were analyzed

(Dynamism and Interaction).

Besides, this is a Simple True design because dependent variables were measured.

All this procedure went through a control and a validity process. We worked with two

groups, the first one was the control group and the second one was the experimental group.

This thesis tries to demonstrate whether the two groups are different after the application of

TPR Method, in terms of interaction and dynamism. It must be stated that a pre-test is not

required for this design because we are using random assignment. To begin with, the two

groups are equivalent because of their cultural, social and educational background, age.

3.2 Manipulation of the Independent Variable:

Presence - Absence

In our investigation, TPR was applied on the Experimental Group. The Control

Group did the same activities but without TPR Method.

40

3.3 Variables

The following variables concur:

1) TPR Method

2) Dynamism

3) Interaction

3.3.1 Definition of the Variables

Conceptual and Operational definition of the variables:

1) TPR Method

James J. Asher defines the Total Physical Response method as the one that

combines information and skills through the use of the kinaesthetic sensory system. This

combination of skills allows the student to assimilate information and skills at a rapid rate.

As a result, the success of this assimilation leads to a high degree of motivation. The

operational definition was measured through the answers that students provided.

2) Dynamism

A more useful goal for a higher education system is dynamism, that is, evolution

through variation, feedback, and adaptation (Postrel, 1998). A concrete definition deals

with the forces and energies that occur in the classroom (Andueza, 1983).

41

The operational definition deals with group behavior and the changes in the group

having a direct relation with Interaction, because of the factors involved in it. It has to do

with the characteristics of a group, how they relate within the group. By means of TPR we

can see if groups’ dynamics improves and if students can learn English.

3) Interaction

Teacher-student interaction, by its very nature, can be characterized as a systematic

and intensive social contact, necessitating a mechanism that maintains order and control

(Jackson, 1968). The variables associated with the process of classroom interaction are

determined by school roles and the structure of the lesson itself. In the course of the

interaction, the teacher has the following roles: instructional, motivational, evaluative,

managerial and social. In Robinson’s (1994) words, “Interaction is the process referring to

‘face-to-face’ action. It can be either verbal, channelled through written or spoken words, or

non-verbal, channelled through touch, proximity, eye-contact, facial expressions, gesturing,

etc.”

The operational definition could be seen when the commands were given,

interaction was carried out between students and teacher. This was measured with the

guideline previously mentioned.

3.4 Subjects

The subjects who provided the data for the present study were students of Alejandro

Flores School. Moreover, this is a subsidized school, located in Recoleta district. The

subjects who took part in this research study were chosen neither at random nor on purpose,

42

because we were doing our teaching practice there. Our school guide teacher assigned us

the students who actually participated in this investigation.

The number of subjects who participated in the study was 84; their age ranged from

15 to 18. From these 84 subjects, 41 belonged to the 10th grade A, 14 males and 27 females;

43, to the 10th grade B, 18 males and 25 females. 75% of the 10th grade A subjects lived in

Recoleta district; 65% of the 10th grade B subjects lived in Recoleta district; and 25% of

both groups lived in Huechuraba district.

School registration data shows that the research group includes 41 subjects;

however, this number eventually varied according to the availability of the students to come

to classes. The average of students in 10th grade A is 33 and 39 in 10th grade B.

Finally, it must be said that the subjects of this research have a beginner’s level of

English proficiency. According to TESOL9, Beginner students (Pre-production and early

production) initially have limited or no understanding of English. They rarely use English

for communication. They respond non-verbally to simple commands, statements and

questions. As their oral comprehension increases, they begin to imitate the verbalization of

others by using single words or simple phrases, and begin to use English spontaneously. At

this earliest stage these students start to construct meaning from text with non-print features

(e.g., illustrations, graphs, maps, tables). They gradually construct more meaning from the

words themselves, but the construction is often incomplete.

9 English Language Learner Proficiency Levels. TESOL (1999) http://www.waterford.k12.mi.us/staffDev/ell/word%20documents/English%20Language%20Learner%20Proficiency%20Levels.doc

43

They are able to generate simple written texts that reflect their knowledge level of

syntax. These texts may include a significant amount of non-conventional features,

invented spelling, some grammatical inaccuracies, pictorial representations, surface

features and rhetorical features of the native language, i.e., ways of structuring text from

native language and culture (TESOL, 1999: 20).

3.5 Instruments and Techniques

The instruments used are the following:

3.5.1 Observation Guidelines

An Observation Guideline was created to observe every class, making reference to

the Likert Scale. This Guideline had four categories: Participation, Discipline, Motivation

and Production, and these categories are divided into subcategories, which are pointed out

as shown in chart 1.

This guideline (chart 1) allows determining if the methodological strategies utilized

by the teacher point out to the development of the student’s dynamism and interaction.

3.5.2 Survey

This survey was applied to the Experimental Group to find out their perceptions

concerning TPR.

44

Chart 1 – Observation Guideline

CATEGORY SUBCATEGORY DEFINITION

Promptness The degree of delay in responding or

answering the commands.

Participation

Oral Responses The oral interventions that students do

(giving answers, contributions, etc.).

Physical arrangement The way in which the activity takes place,

either if the students are standing up, or

on their seats.

Follow instructions The disciplinary commands provided by

the teacher, such as “silence, be quiet, pay

attention, etc.”

Discipline /

Order

Respect to Peers The degree of respect among the students.

(Teasing each other, mocking, etc.)

Aligned / Positive Responses How the teacher makes the class feeling

comfortable by providing them support.

Positive Task Orientation When the learner is willing to tackle tasks

and challenges, and has in his or her

success.

Motivation /

Engagement

Questions to the Teacher Any doubt the students have during the

activities.

Understanding of instruments The degree of understanding in relation to

the material’s used by the teacher

(flashcards, cardboards, whiteboard, etc.)

Hesitation The degree of hesitation when answering

the commands.

Production /

Comprehension

Physical responses The accuracy in the physical responses

performed by the learner.

45

3.5.3 Class Observation

An external observer watched twelve lessons, six classes for every class involved in

this investigation, with a length of one hour and thirty minutes each. In this observation

process, we utilized an Observation Guideline, described above.

3.5.4 Evaluation of the English Classes

When the TPR classes were finished, two tests were taken to the Experimental

Group (Pre and Post TPR application). Through these tests, we analysed the learning

objectives that we aimed at accomplishing for each lesson.

3.6 Procedure

In this investigation, the following actions were carried out:

• An observation guideline was designed. This guideline was built taking as

foundation the information’s processing levels by Penny Ur (2005). In addition, in

this guideline it was indicated the previously mentioned levels.

• The classes were observed during the month of October, employing the built

guideline. A total amount of 9 hours of teaching per class, on Tuesdays and Fridays

with 10th grade A, and on Tuesdays and Wednesdays with 10th grade B in different

schedules of the day. In total, each lesson was observed in 6 occasions, about one

hour and a half each one.

46

• The lessons were planned in advanced in order to have a better organization.

• At the beginning of each TPR activity, the teacher acted as a model and

performed every single command so students could carry out the commands as

expected.

• The very first TPR activity had a lenght of time of 10 minutes as a

maximum. Because, as the literature points out, TPR must be introduced step by

step.

• The intention was to make each lesson as varied as possible. However, the

scope of the contents were never put aside.

• Information was gathered about the grades corresponding the term of the

Unit: “The Working World”.

• A content analysis of an English test was carried out. Previously, analyses

criteria were established. As reference, Benjamin Bloom’s educational objectives’

taxonomy was adopted. For an appropriate test, a specifications table for each

learning objective by the Education Ministry was established as criteria.

• The data collection’s instruments were corrected, in order to be analyzed

later.

• The correlation among the variables was performed.

• The hypotheses were answered.

47

3.7 Field Work and Scenario Access

It must be stated that two of this thesis’ authors did their teaching practice at

Alejandro Flores School, in a three-month period; this allowed the authors to be observers

inside the Institution. Therefore, it allowed a permanent participant observation with the

investigation subjects.

This situation enabled the authors to perform field work in excellent shape,

visualizing the following steps from self-experience. This means, timing, data collection’s

techniques, sample choice.

3.8 Research Credibility

A pluralistic criterion was used, which allowed us to obtain reliability to our

research. Achieving a more global and holistic vision of the subjects by means of the

following:

3.8.1 Viability

A pluralist account was taken in order to collect different types of information.

Triangulation was performed to verify and confirm the collected data, in order to achieve a

global and holistic approach about the subjects.

48

3.8.2 Theoretical Triangulation

Different theoretical perspectives were used to interpret a simple group of data. At

this point, we developed triangulation through interaction guidelines by Sinclair and

Coulthard, and Robinson; Dynamism guidelines by María Andueza and TPR method by

Asher.

The objective to use these theoretical guidelines are based on the idea that the

method utilized on adolescents impelled us to interpret their behavior and their interaction,

dynamism, and achievement patterns, with an integral and holistic criteria.

We have to remember that TPR works as a method where movement is involved,

i.e., the commands that are given by the teacher must be answered by means of physical

responses.

There are several stimuli, which interact indirectly. Among these you can see:

• Participation

• Discipline / Order

• Motivation / Engagement

• Comprehension / Production

49

There was something that kept us in a constant reflection, which is ‘discipline’ and

how to link it with a dynamic method. In this sense, our perspective was related to taking

the social context into account, based on the theories previously mentioned and their

analysis.

3.8.3 Methodological Triangulation

The following techniques were utilized: Interviews, observational studies (including

participant observant) and content analysis. These techniques are typical from qualitative

researches.

50

CHAPTER IV: FINDINGS

In this section, we present and discuss the results of the observation guideline

applied to the two classes (Tenth grades “A” and “B”). Additionally, we analyze a survey

applied to students. These instruments contribute to come to the conclusions and to answer

the research questions.

It is imperative to highlight that the main purpose of this study is to analyze the

effects of TPR on the Dynamics and Interaction in the English class.

4.1 Presenting Data

In the following graphics a frequency that allows us to make a contrast between the

two classes is established. This contrast is carried out by means of the Categories and

Subcategories explained in the previous chapter. These graphics are divided into six

chronological lessons. (See Appendix D).

51

Figure 1.a. Experimental Group

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100

Prom

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ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

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Respect

to p

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Positiv

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s

Positiv

e task

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Questi

ons t

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Hesitat

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es (ph

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Subcategories

Per

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Participation

Discipline

Motivation

Production

Figure 1.b. Control Group

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Follow

instr

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Positiv

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Positiv

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Hesitat

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Participation

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Motivation

Production

52

Table 1

CATEGORIES SUBCATEGORIES EXPERIMENTAL

GROUP %

CONTROL

GROUP %

CONTRAST

%

Promptness 90 40 50 Participation

Oral Responses 60 30 30

Physical arrangement 90 80 10

Follow instructions 100 70 30

Discipline /

Order

Respect to Peers 100 70 30

Positive Resp. 100 90 10

Positive Task Orient. 60 40 20

Motivation /

Engagement

Questions to the T. 100 10 90

Understanding of instr. 100 80 20

Hesitation 10 30 20

Production /

Comprehension

Physical Responses 90 0 90

In terms of Participation, Table 1 reveals a clear distinction between the two groups,

being Promptness the most substantial evidence of this. Regarding Discipline it is possible

to observe that the Experimental Group shows a higher degree of discipline. However,

physical arrangement differs only in 10%. On the other hand, it is relevant to observe that

Motivation presents a considerable gap of 90% in the subcategory Questions to the teacher.

Regarding this same category, it is pertinent to underline the dramatic divergence that the

subcategory of Respect to peers illustrates (30%). Finally, it can be noticed that the

Experimental Group demonstrates deeper Understanding and less Hesitation when

answering commands.

53

Figure 2.a Experimental Group

October 24th

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production


October 22nd

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production

54

Table 2


GROUP %

CONTROL

GROUP %

CONTRAST

%





Discipline /

Order




Motivation /

Engagement



Hesitation 20 33 13

Production /

Comprehension


Concerning the second lesson, the Experimental Group exhibits similarity on the

Promptness, and, the difference in Oral Responses is clearly distinctive. Regarding

Discipline, it is important to highlight that the Control Group shows a deficit in following

the instructions. In terms of Motivation it can be observed that the most significant contrast

relies on the Positive Responses. At last, the Category of Production illustrates differences

concerning Hesitation and Understanding of the instruments.

55


October 28th

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production


October 28th

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f inst.

..

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production

56

Table 3


GROUP %

CONTROL

GROUP %

CONTRAST

%





Discipline /

Order




Motivation /

Engagement



Hesitation 20 30 10

Production /

Comprehension


In this case, Table 3 makes it clear that the Control Group has almost the same

degree of Oral Responses. Promptness still maintains its variance. The Discipline Category

reveals that, for the very first time, Respect to peers reaches its slightest difference between

the two groups. The Follow instruction Subcategory maintains its degree of contrast.

Regarding Motivation Category, it can be noticed that Positive Task Orientations present

the same levels in the two groups. In conclusion, it is necessary to underline that the

Understanding of instruments and Hesitation Subcategory shows difference, which does not

go above the 10%.

57


October 31st

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production


October 29th

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production

58

Table 4


GROUP %

CONTROL

GROUP %

CONTRAST

%





Discipline /

Order




Motivation /

Engagement



Hesitation 15 50 35

Production /

Comprehension


Following the same pattern, Table 4 suggests a considerable difference in terms of

Promptness. Regarding Oral responses we can appreciate that the contrast does not reach

the 10%. However, Discipline presents important differences, which go above the 20% in

its three Subcategories, being the Physical Arrangement the most serious one. The most

noticeable difference in the Category of Motivation rests on the Questions to the Teacher.

This phenomenon has already been observed before. To conclude, the Production Category

provides a huge difference regarding Hesitation, existing a 35% of difference between the

two groups.

59


November 4th

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production


November 4th

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production

60

Table 5


GROUP %

CONTROL

GROUP %

CONTRAST

%





Discipline /

Order




Motivation /

Engagement



Hesitation 10 20 10

Production /

Comprehension


In Table 5, the Control group reaches a percentage of 80% regarding Promptness.

However, the Experimental Group keeps its superiority in this Subcategory. Also, it is

important to underline that the Control Group presents a considerable increase of the Oral

Responses. It can be appreciated that Discipline is a Category that the Experimental Group

keeps leading. The Category of Motivation offers its hugest difference concerning the

Questions to the Teacher, being an amount of 20%. Finally, it is important to highlight

Hesitation as the only real difference since Instruments and Physical Responses were not

used in the Control Group.

61


November 7th

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production


November 5th

0102030405060708090

100

Prom

ptne

ss

Respons

es (or

al)

Physic

al arra

gem

ent

Follow

instr

uctio

ns

Respect

to p

eers

Positiv

e resp

onse

s

Positiv

e task

orie

ntatio

n

Questi

ons t

o Tea

cher

Unders

tand

ing o

f instr

uments

Hesitat

ion

Respons

es (ph

ysica

l)

Subcategories

Per

cen

tag

es

0102030405060708090100

Participation

Discipline

Motivation

Production

62

Table 6


GROUP %

CONTROL

GROUP %

CONTRAST

%





Discipline /

Order




Motivation /

Engagement



Hesitation 10 25 15

Production /

Comprehension


At the end of the period, it can be observed that the Control Group presents an

important decrease of Promptness again. The Discipline Category reveals that, for the very

first time, Respect to peers reaches its slightest difference between the two groups. The

Motivation Category demonstrates that, in this opportunity, the gaps are not significant

enough (13% in both Physical Arrangement and Follow instructions Subcategories). To

finish, it is imperative to notice the difference that the Subcategory of Understanding of

instruments presents.

63

4.2 Survey

What follows is a survey applied to 30 students of the Experimental Group. The

results are the following (see Appendix A):

Table 7

Classification Questions Never Seldom Sometimes Always

1. Did you understand the

commands of the teacher?

3% 5% 50% 42%

2. Did the teacher make you feel

comfortable in classes?

- 2% 8% 90%

Interaction

3. Did the lessons improve the

relationship with your classmates?

- 30% 50% 20%

4. Did you feel observed by the rest

of your classmates?

80% 10% 10% -

5. Once the commands were given,

did you hesitate when answering?

10% 40% 50% -

Dynamics

6. Were the activities varied?

- - 20% 80%

7. Did you enjoy learning English

through movement?

- - 10% 90%

8. Were the commands given easy

to follow?

- 10% 40% 50%

TPR

9. Did the activities through

movement improve your level of

English?

- 8% 42% 50%

In Interaction we can observe that 90% of the students felt comfortable during the

classes, and only a 20% of them improved their relationship with their peers. Nevertheless,

42% clearly suggested an understanding of the commands. In relation to Dynamics, 80% of

64

the respondents reported that they never felt observed by their classmates. Moreover, 80%

manifested that the activities were varied. Also, 50% of the students sometimes hesitated

when answering. Regarding TPR, 90% of the group enjoyed learning English through

movement. Nonetheless, only 50% stated that the commands were easy to follow and

improved their level of English.

4.3 Academic Results

A test was applied to the Experimental Group before exposure to TPR activities.

The Pre-Test dealt with “The Present Perfect” and the Post-Test was about “The Working

World” (Formal Documents). The goal of these tests is to find out if it is possible to

establish a significant difference and to discover if TPR is a good device to learn English.

(See Appendix B)

The Pre-Test showed that only 10 of 41 students got a grade that ranged between the

5.1 until the 7.0. On the other hand, in the Post-Test, 31 of 35 students got grades ranging

from 5.1 to 7.0. After illustrating these differencess we can say that the contrast in the

performances is evident. Despite of the fact that these result may not be entirely due to the

use of TPR, it is important to consider the appilcation of these tests for future purposes.

65

4.4 Analysing Data

The present investigation has shown that there is sufficient evidence to prove that

the use of TPR method triggers off a higher degree of Participation and Engagement in the

Experimental Group. This can be due to the novelty and the dynamics that this method

offers. Besides, the Experimental Group presented a willingness to work most of the times.

Accordingly, this group was eager and inquisitive, because of this, they faced the lesson

with less hesitation; therefore, they did not feel peer pressure. At the same time, an analysis

of the survey showed that most of the students felt comfortable with the teacher and also

they could understand the commands properly. Moreover, they felt that the activities were

varied.

To sum up, it seems reasonable to conclude that at first, TPR creates an interactive

and a dynamic class, indeed. In addition, the results demonstrate that this method helps to

build self-confidence in the students.

On the other hand, it is imperative to plunge into another issue: Is TPR a good

device to learn English? In this regard, the results clearly suggest that there exists a

significant difference between the grades of the Pre-Test and the Post-Test. This fact

deserves some comments. The tests, thus, confirmed our expectations about the

effectiveness of TPR on the learning process. In this aspect, we could see that the grades

presented a dramatic variation between the pre and post application of the method. In spite

of this, we must say that the tests did not show conclusively that the change of the results

was due to the application of TPR only. Therefore, the evidence by no means covers all

66

cases, because of the possible inner and external factors that could have affected the

students’ performance.(Abilities, type of test, preferences, etc.)

The point concerning Discipline also deserves special attention. As an overall

reflection, we can say that the Experimental Group did not have serious discipline problems

unlike the Control Group. In general, the Experimental Group offered a comfortable

environment to perform the lesson. They behaved in a supportive way which allowed the

teacher to work properly. Regarding the Control Group, there were several situations when

they behaved in a very disrespectful way. It was difficult to manage them; they did not

allow the teacher to continue with the lesson. These discipline problems are clearly

reflected in the findings presented in the previous section.

As a final conclusion, it would be very simplistic to claim that TPR can be carried

out in any environment, since the evidence leads to say that maybe there are some special

requirements to apply TPR. However, it is relevant to observe here that the reviewed

literature does not offer details about this.

4.5 Synthesis

According to the instruments applied, it can be said that the most substantial

differences are present in Figures 1, 2 and 5. (See Appendix C). There were several

percentages in favor to the Experimental Group. For instance, one of the results somewhat

surprinsing were shown in lesson 5, where there was a contrasting percentage of 68% in

terms of Production.

67

On the other hand, after analysing the survey it can be pointed out that the reception

of TPR as an interactive method was as expected. Because of this, students did show

enthusiasm in order to participate actively in the classroom. Furthermore, the graphics in

the appendix illustrate the latter information.

As a final reflection, it can be said that perhaps the differences are not only due to

the novelty that TPR offers. Moreover, there may exist different factors that could have

affected the performance of both groups. For instance, the factor of time could have played

an important role because English lessons were given during different times of the day and

hence, this could have affected directly the mood of the students.

68

CHAPTER V: CONCLUSIONS

In this research study on the effects of Total Physical Response on the Dynamics and

Interaction in the English class, the following conclusions can be drawn:

Hypotheses 1 and 2, i.e., when applying TPR method, students react in a positive

way; they are more enthusiastic to participate and it brings benefits in their learning

process; when applying TPR, students are more willing to participate in classes and their

stress level dramatically reduced, these are confirmed firstly, by the average results of the

observation guidelines, which revealed that the percentages of Participation and Motivation

are higher in the Experimental Group (87%) than in the Control Group (75%). Secondly, it

can be appreciated a substantial difference between the grades obtained by the

Experimental Group in the first and in the second test. The results demonstrated an

improvement of grades that ranged from 6,1 to 7,0 (65%) after the application of TPR.

Hypothesis 3 and 4 i.e., when applying TPR method, students do not react as

expected; hence, this method is not suitable for this class and their participation level does

not improve; when applying TPR, students are not in the mood to participate in classes and

their stress level is not reduced. These hypotheses are not proven since the previous

conclusions concerning the hypotheses 1 and 2 clearly suggest the opposite.

To sum up, concerning the hypotheses, it can be stated that there is an increase in the

Dynamics and Interaction during the application of TPR. This can be clearly seen in every

table and figure showed in the previous chapter. The most significant difference was related

69

to Discipline and Motivation. A possible explanation for this phenomenon is the

relationship between classmates of each group. In the Experimental Group, the

environment was suitable to apply the method. Instead, in the Control Group, there was a

hostile environment. There are also other external factors, such as family background,

motivation, and personal interests, among others.

5.1 Suggestions and Reflections

First of all, it is pertinent to point out that TPR provokes a different reaction in the

students. Since this is a totally new method for them, students tend to behave in a more

enthusiastic way. The fact of learning through movement encourages them to participate

and in some sense to become active learners of the language. Likewise, TPR represents a

benefit for the learning process. These benefits are reflected in the improvement of

academic results and an increase of self-confidence.

As it was stated, the subjects had a beginner’s level of proficiency and as a

consequence, the contents covered using TPR were very basic and easy to follow. These

contents were based mainly on concrete vocabulary and commands, which worked out

properly. In spite of the fact that TPR has positive aspects, it remains an open question as to

what extent TPR can be applied to different levels such as pre-intermediate, intermediate

and so on. Therefore, research is needed in order to investigate if this method can be

applied with older or more advanced students in this environment.

70

Another proposal, which might merit further research, is the length of time in which

TPR is applied. A future task will be to increase the amount of time with the aim of

obtaining more substantial evidence about the effectiveness of this method.

As a final suggestion, it can be said that there is an important factor that affects the

application of TPR. This factor deals with the relation that the teacher has with the learners.

In other words, perhaps it would be better to have a closer relation with the learners when

applying TPR. Further investigation should show whether this suggestion affects the

appropriate implementation of this method.

71

BIBLIOGRAPHY

• Andueza, María (1983) Dinámica de Grupos en Educación. Third edition, Trillas

Editorial. México.

• Brown, H. Douglas (2001). Teaching by Principles: An Interactive Approach to

Language Pedagogy. Second edition. Oxford University Press

• Collins COBUILD (2006). Advanced Learner’s English Dictionary.

• Desrosiers, Pauline; Tousignant, Marielle (2005). Psicomotricidad en el aula. INDE

Editorial.

• Harmer, Jeremy J. (1998). How to Teach English. London: Longman

• Harmer, Jeremy J. (2007). The Practice of English Language Teaching. London:

Longman

• Jackson, P. (1968). Life in the classroom. New York: Holt, Rinehart & Winston

• Larsen Freeman, Diane (2000) Techniques and Principles in Language Teaching.

Second edition. Oxford: Oxford University Press.

• Maslow, Abraham (1970). Motivation and Personality. NY: Harper. second edition

• Papalia, D. E.; Wendkos-Olds, S.; Duskin-Feldman, R. (2006), A Child's World:

Infancy Through Adolescence (10th ed.), New York: McGraw-Hill.

• Richards, Jack; Rodgers, Theodore (2001) Approaches and Methods in Language

Teaching. Cambridge: Cambridge University Press.

• Rigal, R.A.(1987) Motricidad humana Fundamentos y aplicaciones pedagógicas.

Madrid: E. Pila Teleña

72

• Robinson, H.A. (1994) The Ethnography of Empowerment – The Transformative

Power of Classroom Interaction. The Falmer Press. London.

• Scrivener, Jim (2005) Learning Teaching: A Guidebook for English Language

Teachers. Oxford: Macmillan

• Sinclair, J.McH. & M.R. Coulthard. (1975) Towards an Analysis of Discourse: the

English Used by Teachers and Pupils. London: OUP.

• Ur, Penny (2005). A course in Language Teaching: Practice and Theory.

Cambridge: Cambridge University Press

• Winitz, H. (1981) Native Language and Foreign Language Acquisition. Annals of

the New York Academy of Science.

73

WEBLIOGRAPHY

• Asher, James J. (2004). Total Physical Response. TPR: After forty years, still a very

good idea.

http://www.tpr-world.com/japan-article.html

• BBC Active (2008). The benefits of interaction in language learning. Educational

Publishers LLP trading as BBC Active

http://www.bbcactive.com/languages/Talk/whyextra.htm

• Brain Gym (2008) Educational Kinesiology: how does movement affect the brain

http://www.braingym.org/faq#How_does_movement_affect_the_brain__Do_actual

_physical_changes_in_the_brain_occur_through_the_use_of_BRAIN_GYM___

• Clark, Don (2001). Training Room Design.

http://www.nwlink.com/~donclark/hrd/seating.html

• Cook, Dennis and Dayley, Jon (2004). The Developmental Psychology Student

Netletter, Peer Pressure During Adolescence.

http://www.mc.maricopa.edu/dept/d46/psy/dev/Fall99/peer_pressure/index.html

• Dr. McClelland, Buffy (2007). The Oxford Brain Gym, About Brain Gym.

http://www.oxfordbraingym.com/aboutbg.htm

• TESOL (1999) English Language Learner Proficiency Levels.

http://www.waterford.k12.mi.us/staffDev/ell/word%20documents/English%20Lang

uage%20Learner%20Proficiency%20Levels.doc

• English Raven Educational Services (2007). Principles and Methodology. Total

Physical Response.

74

http://www.englishraven.com/method_TPR.html

• Estilos Docentes (2007) Interacción Profesor-Alumno

http://estilosdedocenteseneldesarrollodelnin.blogsplot.com/2007/08/interaccin-

profesor-alumno.html

• Gerald Grow PhD. (2007). The Bodily-Kinaesthetic Intelligence.

http://www.longleaf.net/ggrow/7In/Bodily.html

• Joubert, Trudi: Roles And Social Interaction

http://hagar.up.ac.za/catts/learner/cooplrn/c1.html

• McCroskey, James C.; McVetta, Rod W. (N/D). Classroom Seating Arrangements:

Instructional Communication Theory Versus Student Preferences

http://www.jamescmccroskey.com/publications/82.htm

• Todd Carroll, Robert (2008). Brain Gym® (educational kinesiology).

http://skepdic.com/braingym.html

• W. Mills, Dennis. Ph. D. (2001) Classroom Discipline: A Management Guide For

Christian School Teachers.

http://www.csrnet.org/csrnet/articles/classroom-discipline.html

75

APPENDIX A

76

ENCUESTA

MARCA CON UNA (X) TU PREFERENCIA

1. ¿Entendiste los comandos de la profesora?

(__) Nunca (__) Rara vez (__) A veces (___) Siempre

2. ¿El profesor te hacia sentir cómodo en las clases?


3. ¿Las clases mejoraron tu relación con tus compañeros?


4. ¿Te sentías observado por el resto de tus compañeros?


5. Una vez escuchados los comandos, ¿dudabas en responder?


6. ¿Las actividades eran variadas?


7. ¿Te agrada aprender ingles a través del movimiento?


8. Los comandos recibidos, ¿eran fáciles de reproducir? (físicamente)


9. ¿Las actividades a través del movimiento mejoraron tu nivel de ingles?


ALEJANDRO FLORES SCHOOL ENGLISH CLASS 10TH GRADE A

77

APPENDIX B

78

QUIZ-Present Perfect Tense

Name: ____________________________________ Date:

_______________.

Class: ___________ Score: ______/ 39 marks.

I. Here are the present tense forms of some irregular verbs.

Write the past participle. (6 marks)

1) Be _____. 4) Get_______

2) Do _____. 5) Read_______

3) See _____. 6) Leave_______

II. Complete the following chart using the present perfect tense.

Use the subject and the verb given to create positive, negative

statements and questions. (21 marks)

(+)

Statements

(-) Statements (?) Questions

I/work

You/work

He/work

She/work

It/work

We/work

They/work

COLEGIO ALEJANDRO FLORES

ENGLISH CLASS

79

III. Complete the following sentences using For or Since. (5

marks)

1) Has Carter really been married _____ he was 18?

2) I’ve worked here _____1995.

3) We have lived here _____ five years.

4) I’ve known Alice _____ six years.

5) We’ve been best friends _____ we were in primary school.

IV. Complete the following dialogue using: ever-never-just-yet-

already. (7 marks)

(Two friends talking)

A: Have you _____watched “Spiderman 1”?

B: No, I have _____watched that film before.

A: Are you joking? because I have ______ seen it twice.

B: I’m telling you the truth, I have not seen that film _____.

A: This is your lucky day; I have ____ bought two tickets.

Do you want to go with me?

B: I’m not sure let me talk with my mother.

(Now, He is talking with his mother)

B: Mum Can I go to the cinema?

C: No, I’ve _____seen your teacher, and

she’s told me that you haven’t done your

Schoolwork ______.

GOOD LUCK!

80

JOB INTERVIEW MODEL

Kathy : __________ ____________. I’m Kathy Smith I have an appointment with Mrs. Thomson at 10 o’clock. Could you please let her know that I’m here?

Receptionist : Please have a seat and I’ll tell her. Mrs. Thomson

: _______, you must be Kathy, It’s nice to meet you.

Kathy : It’s nice to meet you ______. Mrs. Thomson

: Have a seat and make yourself comfortable.

Kathy : _______ _______ Mrs. Thomson

: Tell me about yourself. Where did you study?

Kathy : I attended the University of Pennsylvania from 1987 to 1991 I ________ Admistration. After that, I graduated with a _________ in Business and I am currently studying English at the Borough Community __________

Mrs. Thomson

: Oh! That’s good

Now…I want to know, what did you do in your last job? Kathy : Well, I ___________ as an Export Sales Coordinator at the general Sportswear

Company. Then I was employed by a ______ ________ from 1997 to 2008. I have been working there since then.

Mrs. Thomson

: Ok. But Why should I hire you?

Kathy : Because you are _________ ______ someone who can manage sales and marketing. This is where I’ve spent almost my entire career and I have 15 years of experience also I have the ability to solve problems and communication skills among others.

Mrs. Thomson

: Ok. Kathy, do you have any question?

Kathy : In fact, I do have one; I want to know if there are any special qualifications not mentioned in the _______________.

Mrs. Thomson

: Well, requirements are spelled out in the description and I don’t have much to add really, but I’m looking for someone to start immediately.

Kathy : Oh! Ok I have no problems with that. Mrs. Thomson

: I have your ________so my secretary will call you next week.

Kathy : Thank you Mrs. Thomson. Mrs. Thomson

: Good bye

Kathy : Good bye have a nice day

81

APPENDIX C

82

Contrasts in Figure 1

Figure 1

40%

20%40%

43%

Participation Discipline Motivation Production

Contrast in Figure 2

Figure 2

27%

13%6%

40%


Contrast in Figure 5

Figure 5

35%

22%

12%

68%


83

APPENDIX D

Activity 3

Note: Positive Task Orientation: Learner is willing to tackle tasks and challenges, and has confidence in his or her success GROUP: 2º "A" DATE: October 21st

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE %

PARTICIPATION 1. Promptness show me your résumés raise their résumés 90

2. Responses (oral) who wants to come to the board? miss, choose me! 60

DISCIPLINE/ 1. Physical arrangement go back to your seat stay in their seat 90

ORDER 2. Follow instructions keep quiet and stay in your seat do as requested but just for a while 100

3. Respect to peers be silence and listen to your partners keep silence 100

MOTIVATION/ 1. Aligned / Positive Response T performs the actions with the Sts performs along with the T 100

ENGAGEMENT 2. Positive task orientation. who wants to come to the board? Sts raising their hands 60

3. Questions to Teacher do you have any questions? no questions 100

PRODUCTION/ 1. Understanding of instruments. sticks a cardboard containing a résumé put attention and recognize it 100

COMPREHENSION 2. Hesitation point to the title do nothing 10

3. Response point to the title point to the title 90

85

LESSON PLAN Nº1

LEARNING OBJECTIVES General Objectives To understand the new content and participate in classes Specific Objectives To comprehend and produce necessary vocabulary for this topic Language Skills Reading and writing Students expected performance Sts will be able to detect mistakes when writing a résumé Syntax Past simple- Present Perfect, résumé format. Keywords Employment, interview, position, experience. Resources The whiteboard, a marker and a cardboard Time 1 hour and 30 minutes

ACTIVITY TEACHING STAGE

STRATEGIES/ ACTIVITY METHODOLOGICAL SUGGESTIONS

WARM UP

(10’)

Brainstorming

T asks Sts how they feel, Sts answer the question T asks: “what did we do last class?” Sts make a Brainstorming about the contents. Sts review every part of the résumé T corroborates the information

Unit: « The working world » Contents: Résumé

Class: 10th A Teacher: María Emilia Sabag Date: October 21st

86

ACTIVITY 1

(10’)

Giving instructions T writes a résumé on the whiteboard, which contains a lot of mistakes. T explains that this résumé is not correct so Sts have to correct all the mistakes in it. Sts must pay attention and ask for doubts.

ACTIVITY 2

(40)

Correct mistakes Sts write down on their notebooks the résumé And correct all the mistakes. T walks throw the room in order to help Sts in their work.

ACTIVITY 3

(15’)

Sticking and Pointing

TPR

-T sticks a big cardboard, containing a Résumé, on the white board. Sts are still working on finding mistakes. T says: “ok stop everybody, it’s time to check”. Then T says: “show me your resumes!” (T performs the actions with the Sts) T asks for two volunteers to come in front of the class. T gives the commands to the volunteers: “Please, point to the title” “point to the name”, etc. T gives the same commands with all the parts of the resume (the T performs the actions with the Sts) T turns to the rest of the class and repeats the same procedure with them. Once everyone could identify the parts of the resume. T asks the volunteers to go back to their seats and begin with the checking.

ACTIVITY 4 (IF TIME)

True or False T writes down some true false exercises. Sts must answer it and they must correct false statements.

EVALUATION (15’)

Checking T asks for every line of the résumé Sts participate and correct the mistakes orally T corrects all the mistakes on the whiteboard.

87

Warm Up: Sticking pictures

1st Activity


PARTICIPATION 1. Promptness pick up the slice pick up the slice 100

2. Responses (oral) T asks for seven volunteers Sts come to the front 90

DISCIPLINE/ 1. Physical arrangement everybody in their seats Sts stay calm 90

ORDER 2. Follow instructions pick up the slice and put it under the picture perform the action without problems 100

3. Respect to peers look very carefully the work of your classmates Sts observe their work 90

MOTIVATION/ 1. Aligned / Positive Response T I am going to perform the action Sts perform the action with the Teacher 100

ENGAGEMENT 2. Positive task orientation. I need some volunteers Sts that want to participate 80

3. Questions to Teacher Is it clear? shaking heads 30

PRODUCTION/ 1. Understanding of instruments. T stick different pictures on the whiteboard Raise their hands 90

COMPREHENSION 2. Hesitation Stick the name under the picture Sts doing it wrong 0

3. Response You have to stick the name under the picture Sts stick the name under the picture 100

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness T asks for Sts attention Sts listen and pay attention 100

2. Responses (oral) T asks for seven volunteers Sts come to the front 90 DISCIPLINE/ 1. Physical arrangement keep quiet and stay in your seat do as requested 100 ORDER 2. Follow instructions Look at the whiteboard Sts look at the board 100 3. Respect to peers Be silence Sts listened quietly 80 MOTIVATION/ 1. Aligned / Positive Response T performs the first action Sts pay attention 90 ENGAGEMENT 2. Positive task orientation. T utters the commands Sts kept quiet and paid attention 90

3. Questions to Teacher Do you have any question? Sts raising their hands 10 PRODUCTION/ 1. Understanding of instruments. T sticks 8 different pictures Raise their hands 100 COMPREHENSION 2. Hesitation Raise your right hand for doubts Sts raising their hands 0 3. Response pick up the correct slice Sts picking up the correct slice 90

88

2nd Activity


PARTICIPATION 1. Promptness raise your hands Sts raise their hands 70

2. Responses (oral) you have to raise your hands indicating the number Sts understanding and saying "ok" 90

DISCIPLINE/ 1. Physical arrangement seat down, just raise you hands Sts remain in their seats 100

ORDER 2. Follow instructions you have to raise your hands indicating the number Sts indicating the number 80

3. Respect to peers What number is it? Sts show the number with their fingers 90

MOTIVATION/ 1. Aligned / Positive Response T performs the first action Sts watching the T action 90

ENGAGEMENT 2. Positive task orientation. Now everybody the whole class Everybody doing it 80

3. Questions to Teacher Are the commands clear? Raise your hands for yes Sts raising their hands 100

PRODUCTION/ 1. Understanding of instruments. XXX XXX X

COMPREHENSION 2. Hesitation indicate the correct number using your fingers Sts doubting when indicating with their fingers 20

3. Response indicate the correct number using your fingers Sts show the correct number 90 GROUP: 2º "A" DATE: October 24th

89

LESSON PLAN Nº2

LEARNING OBJECTIVES General Objectives To understand the new content and participate in classes Specific Objectives To comprehend and produce necessary vocabulary for this topic Language Skills Reading and writing Students expected performance Sts will be able to create their own job advertisement Syntax Past simple- Present Perfect, résumé format. Keywords Employment, interview, position, experience. Resources The whiteboard, a marker and some pictures Time 1 hour and 30 minutes



WARM UP

(10’)

Sticking

TPR

-The teacher sticks eight different pictures containing different profession all over the whiteboard (1-teacher, 2-engineer, 3-secretary, 4-plumber, 5-dentist, 6-doctor, 7-police officer and 8-accountant). Besides, T. brings the eight slices of paper with the corresponding name of the professions and sticks them on the board as well (randomly). -T asks for Sts attention and says (performing the action): ok

Unit: « The working world » Contents: Job advertisement

Class: 10th A Teacher: María Emilia Sabag Date: October 24th

90

Sts “Look at the whiteboard, what do you see, try to think about each picture and its correct name”. Sts are supposed to “pick up” the right slice with the name and “put it/stick it under the picture” -T says: “ok dears, time’s up¡”. T says: “I’ll perform the first example”. Then T picks up the first slice and sticks it/put it under the right picture (while the T. Performs the actions she must utter the commands).

ACTIVITY 1 (10’)

Performing

T asks for seven volunteers to come in front of the class. Afterwards the T gives the commands to each one of them: “Ok student number 1, pick up the slice number 2 and put it/stick it under the right picture”. In case that the students hesitate T must perform the action for him/her. Then, T asks the same student to perform the action again. The purpose of this is to make sure that the student understood correctly. The same procedure must be repeated with the other students. Once the activity is finished the T writes down the commands on the whiteboard. T asks the students to go back to their seats.

ACTIVITY 2 (5’)

Performing Now, T removes the eight pictures and says: “ok class now you are going to raise your hands indicating the right number of the profession”. As an example, T shows picture number one and she raises her hand indicating number one. Then the T starts showing the rest of the pictures and students must raise their hands.

ACTIVITY 3

(10’)

Brainstorming T asks: “what is the role of each one?” Sts make a brainstorming about each career. Sts deduce and infer the role of each one. T corroborated the information given by the Sts

91

ACTIVITY 4

(35)

Explaining 3 examples T writes on the whiteboard three different examples of job advertisements T reads those announcements together with the Sts and Break down each part of it.

ACTIVITY 5

(15’)

Filling the Blanks

T gives an exercise on a separate sheet of paper (containing an advertisement with some missing words) to each St. T explains gives the instructions Sts have to complete it with the correct word given by the teacher.

EVALUATION (10’)

Checking T corrects the exercise orally T picks up different Sts and they must read aloud and then tell the class the meaning of it. T checks if the information given by the Sts is correct.

CLOSING (5’)

Sum up

T makes a brief review Sts solve doubts and ask questions

92

Warm Up

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness show me your hands if you remember Sts raising their hands 80 2. Responses (oral) Dou you remember what we saw last class? Sts saying "yes" 90 DISCIPLINE/ 1. Physical arrangement seat down and raise your hand stay seated and raise their hands 80 ORDER 2. Follow instructions Come in front of the class Sts do as request 100 3. Respect to peers write the name under the picture Sts are quiet and pay attention 90 MOTIVATION/ 1. Aligned / Positive Response Raise your hands if you remember Sts raise their hands 90 ENGAGEMENT 2. Positive task orientation. Please, come to the front Sts participating 80 3. Questions to Teacher Raise your hands if you have doubts Sts raising hands 10 PRODUCTION/ 1. Understanding of instruments. stand up if you remember Sts stand up 100 COMPREHENSION 2. Hesitation Raise your hands if you have doubts Sts raising their hands 10 3. Response Please, write the name under the picture Sts write the name 100 Note: "how do you say your name"? Some of them remember but they do not raise their hand. 2nd Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Teachers: write on the board Sts write on the board 100 2. Responses (oral) Are the instructions clear? Saying "yes" 80 DISCIPLINE/ 1. Physical arrangement T separates the class into 3 rows Sts do as request 100 ORDER 2. Follow instructions You must performed the commands Sts do the commands 90 3. Respect to peers T gives the commands to the volunteers Sts laugh occasionally 70 MOTIVATION/ 1. Aligned / Positive Response T starts performing all the commands alone Sts pay attention 80 ENGAGEMENT 2. Positive task orientation. Doctor: take your temperature St doing correctly 80 3. Questions to Teacher XXX XXX X PRODUCTION/ 1. Understanding of instruments. Engineers : measure the whiteboard St doing it correctly 100 COMPREHENSION 2. Hesitation Doctor: write a prescription St does the action correctly 30 3. Response Say hello to the students St says hello 100 Notes: they laugh but not mockering. They did not understand very well. It needed to be explained in Spanish GROUP: 2º "A" DATE: October 28th

93

LESSON PLAN Nº3

LEARNING OBJECTIVES General Objectives To understand the new content and participate in classes Specific Objectives To comprehend and produce necessary vocabulary for this topic Language Skills Reading and writing Students expected performance Sts will be able to write a job advertisement Syntax Past simple- Present Perfect, résumé format. Keywords Employment, interview, position, experience, teacher, engineer,

secretary, plumber, dentist, doctor, police officer and accountant Resources The whiteboard, a marker and a cardboard Time 1 hour and 30 minutes



WARM UP (15’)

Review TPR method

T sticks on the board the same pictures (professions) that were seen last class. This time, the slices with the names will not be stuck because this is only a review. T says: “ok Sts do you remember what we studied last class? Raise your hands if you have the answer (T performs the action) T chooses and asks for one student to come in front of the class in order to write the name. T says: “very well St. Stand up, come in front of the class, take the marker and write the name UNDER the picture”

Unit: « The working world » Contents: Job advertisements

Class: 10th A Teacher: María Emilia Sabag Date: October 28th

94

T should imitate the first exercise. Then, this same procedure must be repeated with the next pictures.

ACTIVITY 1 (35’)

Writing their own job Advertisement

T separates the class into 3 rows. 1st row Teacher 2nd row Engineer 3rd row Doctor Each row must write an advertisement looking for the appropriate person for the job, previously assign.

EVALUATION (15’)

Checking T checks all the time T is available to solve questions and doubts the whole class.

ACTIVITY 2 (15’)

TPR Method

T tells Sts that now it is time to play a game. T writes on the board the following professions and below them, T writes the following commands: TEACHER- Write on the board, open the book, say hello to the students ENGINEER-Measure the whiteboard-use the calculator- put on the helmet DOCTOR-Take your temperature-write a prescription-put on the apron. Additionally, in a different part of the board the T writes down the following commands: Sit down-stand up-point to the white board. T starts performing every single command alone (three to four times depending on time’s availability) afterwards; T asks the class to perform the commands together with her. After a couple of rehearsals, T gives the commands and Sts must perform them alone.

95

Once the commands were understood, the T divides the class into three rows (TEACHERS, ENGINEERS, and DOCTORS), then, the T asks for two volunteers from each row. They must come in front of the class and the T gives the following instructions: -The six players (2 teachers, 2 engineers and 2 doctors) will receive all the commands that were practiced in different orders. Specific commands must be performed only by the specific professions (ex: T says: “engineers; use the calculator”) -All the players must perform the rest of the commands. The idea of this game is that the T must utter the commands randomly and as soon as one player performs them incorrectly, he/she is eliminated and the game ends when there is only one student participating. The row represented by the winner students receives a prize (score for the next test.)

CLOSING (10’)

Sum-up T gives the prize to the winner’s row Sts ask for doubts.

96

Warm Up

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness measure the whiteboard Sts measuring it 90

2. Responses (oral) Do you remember what we studied last class? Sts that remembered 70 DISCIPLINE/ 1. Physical arrangement T divides the class in 3 rows Sts took the given positions 100 ORDER 2. Follow instructions the other rows must be silence Sts keep quiet 90

3. Respect to peers the other rows must be silence Sts keep quiet 90 MOTIVATION/ 1. Aligned / Positive Response T performs the action" open a book" Sts open their books 100 ENGAGEMENT 2. Positive task orientation. Secretaries: type a letter Sts typing a letter 90

3. Questions to Teacher Do you have any question? Sts asking for doubts 20 PRODUCTION/ 1. Understanding of instruments. T writes down the commands Sts read and remember 90 COMPREHENSION 2. Hesitation Engineers: use your calculator Sts using their calculator 20

3. Response Doctors: Put on your apron Sts put on their apron 90 1st Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness you have to follow me Sts follow the T 90 2. Responses (oral) I will raise may right arm and you must perform the action Saying ok 100 DISCIPLINE/ 1. Physical arrangement You must stay on your seats while I'm reading Sts stay in their seats 100 ORDER 2. Follow instructions ok guys please be silence Sts keep quiet 90 3. Respect to peers now, the whole class Sts performing the action 80 MOTIVATION/ 1. Aligned / Positive Response T raise her arm Sts perform the action 80 ENGAGEMENT 2. Positive task orientation. now, the whole class the whole class doing the action 90

3. Questions to Teacher Is it clear? Yes or no?(showing her left and right hand) Sts raising their left hand 30 PRODUCTION/ 1. Understanding of instruments. Look at this letter of application Sts look at the board 100 COMPREHENSION 2. Hesitation XXX XXX X 3. Response T raise her arm Sts performing the action 90 Note: Sts chat occasionally but without standing up

97

Closing- TPR therapy

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Put all your things away put their things away 100

2. Responses (oral) Put all your things away Saying "yes" 100

DISCIPLINE/ 1. Physical arrangement Stand up and step on your chairs Sts go up 100

ORDER 2. Follow instructions Put all your things away put their things away 100

3. Respect to peers Girls put your hands in your head Girls doing it 80

MOTIVATION/ 1. Aligned / Positive Response Freeze! (performs the action) Sts stay freeze 100 ENGAGEMENT 2. Positive task orientation. Jump 3 times Sts jump 3 times 60

3. Questions to Teacher Is it clear? Yes or no? Sts asking questions 20

PRODUCTION/ 1. Understanding of instruments. Shake your right hand Sts shake their right hand 80 COMPREHENSION 2. Hesitation Shake your left hand Sts shake their left hand 10

3. Response Shake your head Sts Shake their heads 80 Note: women do it, but they feel a little embarrassment and boys mock them. GROUP: 2º "A" DATE: October 31st

98

LESSON PLAN Nº4

LEARNING OBJECTIVES General Objectives To summarize the contents about announcements and Letters Specific Objective To complete a Letter of Application Language Skills Writing and Listening Students expected performance Sts will be able to recognize a real job advertisement Syntax Past Simple- Present Perfect Keywords Enclosing, organized, join, growing, salary, currently. Resources A sheet of paper, a marker and the whiteboard. Time 1 hour and 30 minutes



WARM UP

(10’)

Review TPR Method

T greets Sts. T asks: “Do you remember what we studied last class?” Sts answer the question. T divides the class into 3 rows (A Secretaries; B Teacher, C Engineers) First, T starts giving the commands to the Secretaries. (The commands must be written on the whiteboard, previously) Next T continues with the Teachers and ends up with the Engineers. In case, Sts don’t remember the commands T must help by performing them

Unit: « The working world » Contents: Job Advertisement+ Letter of Application

Class: 10th A Teacher: María Emilia Sabag Date: October 31st

99

ACTIVITY 1

(15’)

Filling the gaps T says: “ok, write this on your notebooks” T writes down on the whiteboard a letter of application with some missing words and also a Job advertisement with vital information that gives Sts clues about the missing words. Sts must complete those gaps.

EVALUATION

T checks on the whiteboard T picks up some volunteers Sts come at front and write down the answers

ACTIVITY 2

(15’)

Performing the actions TPR Method

Once the gaps were filled and checked T starts reading the letter of application and performs the actions in bold/capital letter. This must be done at least 3 times. All the class will perform the commands/sentences. T gives the following instructions: “ok, while I am reading the letter I will raise my right arm and you must perform the action in bold faster and faster until I lower my arm when I lower it, you must stop and I shall continue my reading T has the freedom to control and to manage the activity as she wishes.

CLOSING

(5’)

“Therapy” TPR Method

T says “Put all your stuff away, I don’t want to see anything on your desks” Sts do as the T says. -T says: Stand up Sit down Stand up and step on your chairs. -Now put your hands up. -Put your hands horizontally. -Now hands up again and move them as fast as you can. Stop it!

100

-Now put your hands down -Boys put your hands in your pockets -Girls put your hands in your head. -Now everyone jump 3 times, 5 times. Stop it! -Put your hands down say “good morning miss” as loud as you can now louder, I can’t hear you! Stop! -Shake your right hand then shake your left hand now shake your head, -Ok now move your feet count to ten and FREEZE!! -Cal down Sts and sit down put your arms on the desk and close your eyes now breathe in and out, deeply go to sleep, good night Sts. T says you did it great! Good job! Clap your hands.

101

Warm Up CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE %

PARTICIPATION 1. Promptness Stand up everyone Sts stand up 100 2. Responses (oral) XXX XXX X DISCIPLINE/ 1. Physical arrangement Please stay near to your seats Sts stay near to their seats 90 ORDER 2. Follow instructions I'm going to stretch hands with you St Stretch hands with the teacher 100 3. Respect to peers Shake your hands with your classmate Sts shaking hands with their classmates 100 MOTIVATION/ 1. Aligned / Positive Response listen and follow Sts listening and follow the commands 100 ENGAGEMENT 2. Positive task orientation. Hello, my name is Emilia, pleased to meet you St shaking hands with the teacher 100 3. Questions to Teacher Hello, my name is Emilia, pleased to meet you Sts forget their lines 30 PRODUCTION/ 1. Understanding of instruments. I'm going to stretch hands with you St Stretch hands with the teacher 100 COMPREHENSION 2. Hesitation Hello, my name is Emilia, pleased to meet you St shaking hands with the teacher 0 3. Response Hello, my name is Emilia, pleased to meet you St shaking hands with the teacher 100 Note: Sts hesitate but then they act naturally 1st Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness You have act this scene after me ok Sts ready to participate 100 2. Responses (oral) You have act this scene after me ok Sts saying ok 100

DISCIPLINE/ 1. Physical arrangement ok now just observe, you must stay in your seats Sts paying attention 100 ORDER 2. Follow instructions ok now just observe and stay in your seats Sts do as request 90 3. Respect to peers now practice with your partner Sts practicing with their partner 90 MOTIVATION/ 1. Aligned / Positive Response I'm going to act the commands first Sts showing approval 100 ENGAGEMENT 2. Positive task orientation. practice the interview with your partners Sts practicing with their partner 90 3. Questions to Teacher If you have any question, just ask Sts asking for doubts 30 PRODUCTION/ 1. Understanding of instruments. XXX XXX X COMPREHENSION 2. Hesitation Hello, my name is Emilia, pleased to meet you Sts introduce themselves shaking hands 20 3. Response Hello, my name is Emilia, pleased to meet you Sts introduce themselves shaking hands 90

SHAKING HANDS Note: they ask about pronunciation GROUP: 2º "A" DATE: November 4th

102

LESSON PLAN Nº5

LEARNING OBJECTIVES General Objective To comprehend the interview format Specific Objective To analyze this model Language Skills Listening and writing Students expected performance Sts will be able to write their own interview following the model Syntax Present simple-simple past and present perfect Keywords Job, worked, announcement, experience. Resources A marker and the whiteboard Time 1 hour and 30 minutes



WARM UP

(10’)

Shaking hands TPR Method

T greets Sts Then T says: “stand up everyone”. T stars walking all around the class, suddenly, she stops randomly in front of an “x” St and shakes hands with the St. While doing the action, T utters the command these procedure must be done at least 3 times. -Then T says: “ok, shake hands with your classmate”. This must be done twice. -T starts walking around the class again; shakes hands with a St and says: “Hello, my name is Emilia, pleased to meet you”. After she performs this action she says: “I’m introducing

Unit: « The working world » Contents: Job Interview

Class: 10th A Teacher: María Emilia Sabag Date: November 4th

103

myself”. This procedure must be repeated 3 times. - Then T says: “ok, shake hands with your classmate and introduce yourselves. This must be done twice. -Now T stands in front of the class and waves her hand at a St. Then she rushes towards him/her, shakes hands and introduces herself. She must utter the three commands uttered. T must do these action 3 times more. -Finally, T calls one St to come in front of the class T gives the following commands: “ok, “x-St”, wave your hand at “x-St” go in front of him, shake hands and introduce yourself”. This procedure must be carried out at least with three more Sts. -At the end of the warm up the T writes down the commands on the whiteboard.

ACTIVITY 1

(15’)

Role-play TPR Method

T performs the action like in an interview T knocks the door and enters the room T says hello to the person who answers the door and introduces itself The other person says: “Have a seat, please” T writes down: “knock the door, coming, have a seat” Sts must perform the scene previously done by the teacher in pairs. One must be the interviewee and the other the interviewer.

EVALUATION

(20’)

Checking

Sts must perform the scene previously done by the teacher in pairs. One must be the interviewee and the other the interviewer.

ACTIVITY 2

(35’)

Practicing Sts practice the interview that they wrote And improve pronunciation

CLOSING (15’)

Sum up TPR Method

Join warm up with activity 1 but saying “hello” and shaking hands. All the commands together.

104

Warm Up

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Can you write a sentence Sts writing a sentence 90 2. Responses (oral) How are you today? Sts answer the question 90 DISCIPLINE/ 1. Physical arrangement ok go back to your seat Sts keep in their seats 80 ORDER 2. Follow instructions T shakes the book Sts shake their books 100 3. Respect to peers XXXX XXXXX X MOTIVATION/ 1. Aligned / Positive Response I will do it first Sts pay attention 90 ENGAGEMENT 2. Positive task orientation. Who wants to do it first? Sts raising their hands 90 3. Questions to Teacher Do you know the answer? Yes or no? Sts raising their hands 20 PRODUCTION/ 1. Understanding of instruments. XXXX XXXXX X COMPREHENSION 2. Hesitation XXXX XXXXX X 3. Response XXXX XXXXX X Note: warm up with little participation. 1st Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness ok shake the book Sts shaking their books 100 2. Responses (oral) Is it clear? Sts saying "yes" 90 DISCIPLINE/ 1. Physical arrangement please seat down Sts remain in their seats 100 ORDER 2. Follow instructions be silence Sts keep quiet 100 3. Respect to peers raise your hands Sts raising their hands calmly 80 MOTIVATION/ 1. Aligned / Positive Response I will perform the action twice Sts watch and learn 100 ENGAGEMENT 2. Positive task orientation. Clap twice for false Sts clap twice 90 3. Questions to Teacher Is it clear? Yes or no? (right and left hand) Sts raising their right hand 100 PRODUCTION/ 1. Understanding of instruments. move your thumb if you have doubts Sts showing their thumb up. 30 COMPREHENSION 2. Hesitation Was the book shaken by the T? Sts clap just one time 10

3. Response Was the book shaken by the Sts? Clap twice for false 90 Note: they talk occasionally to their seat classmate without causing disorder / some of them raise their hand and say: yes!

105

2nd Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Was the house painted by Row C? Sts clap one time 90

2. Responses (oral) Is it clear? Sts asking questions 10

DISCIPLINE/ 1. Physical arrangement I'm going to separate the class into 3 rows Sts showing agreement 100 ORDER 2. Follow instructions I will give the commands to each row Sts paying attention 90

3. Respect to peers XXXX XXXXX X

MOTIVATION/ 1. Aligned / Positive Response You must perform the action after me Sts follow the T 90 ENGAGEMENT 2. Positive task orientation. You must perform the action after me Sts follow the T 90

3. Questions to Teacher Is it clear? Yes or no? (right and left hand) Sts raising their right hand 10

PRODUCTION/ 1. Understanding of instruments. Was the water drunk by Row B? Sts clap twice 100 COMPREHENSION 2. Hesitation Was the magazine read by row A? Sts clap once 10

3. Response Clap if you liked the activity Sts clap their hands 100 GROUP: 2º "A" DATE: November 7th

106

LESSON PLAN Nº6

LEARNING OBJECTIVES General Objectives To understand and comprehend the passive voice in context Specific Objectives To comprehend and produce necessary vocabulary for this topic Language Skills Writing and reading Students expected performance Sts will be able to identify the passive form in different contexts Syntax The passive voice – was/were + past participle Keywords Throw- cut- picked up. Resources A marker and the whiteboard. Time 1 hour and 30 minutes



WARM UP

(10’)

Writing sentences

T says “How are you today?” Sts answer the question. T says: “ok today we are going to see the passive voice” T throws her keys on the floor and says: “ok can you make a sentence starting with my name? Miss Emilia threw her keys on the floor, Sts make the sentence. Then T asks: “Can you write the same sentence but this time starting with the keys? The keys were thrown on the floor by Miss Emilia, Sts make the sentence. After this T explains a little bit grammatical issues and then follows with some activities.

Unit: « Things that changed the world » Contents: The passive voice

Class: 10th A Teacher: María Emilia Sabag Date: November 7th

107

ACTIVITY 1

(15’)

Explaining how this work

T writes down on the board the following sentences: T shakes the book, and then T performs the action after she utters it (this must be done twice) Next sentence is: Sts raise their hands. Then T says: “ok, stand up” The Sts raise their hands (Sts must perform the action) this must be done twice also.

ACTIVITY 2

(10’)

Practicing True or False commands TPR

Once the Sts understood the commands the T writes on the upper part of the board: “True = clap once – False = clap twice. Next T says: “Ok Sts we are going to practice the True or False commands clap once for True (T performs the action and Sts follow) clap twice for False (T performs the action and Sts follow). After a couple of rehearsals T performs the first command (The T shakes the book) and then asks: “Was the book shaken by the Sts?” (Sts answer); the book was shaken by the T. Next T says: “stand up Sts and raise your arms, ok, now answer me, were the arms raised by the T? The arms were raised by the teacher. T asks for doubts, T says: “if you have doubts move up your thumb” Sts move their thumb

ACTIVITY 3

(15’)

Writing commands TPR

Once the procedure was understood, the T divides the class into three rows (A, B, C) and writes down the following commands for each row: A: read the book, drove a car B: cut a finger, drank water C: picked up the pencil, painted a house The T explains that these actions are referring to the past. The commands are written in past simple. T practices the commands with the Sts (past tense is perform by pointing backwards)

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ACTIVITY 4

(10’)

True or False game TPR

Then it is time to play the True or False game. The procedure is the following: T starts giving the commands to row A, then T asks to row B and C (They must answer together) then T continues with row B and so on. Example: “ok, Row A, you read the book” then T asks: “ok, Row B and C, answer me Was the book read by Row A? The statements are the following: ROW A: The car was driven by Row A, Was the magazine read by row A? The car was not driven by Row A. ROW B: The finger was cut by Row B, Was the water drunk by Row B? The finger was not cut by Row B. ROW C: The pencil was picked up by Row C, Was the house painted by Row C? The pencil was not picked up by Row C. Once the activity is done T writes down all the questions on the board. All the questions and doubts must be solved by the teacher. Suggestions: The questions could vary and it would be good that in a specific moment, only one Row must be asked. This is recommendable to check if Sts understand properly.

EVALUATION (20’)

Checking

T check all these activities through Physical Response Sts have to answer physically

CLOSING

(10’)

Sum up

T makes a brief review of the contents And asks for doubts and solve questions.

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Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Who wants to come to the board? Sts who want to come 40

2. Responses (oral) Who wants to come to the board? Sts who want to come 30 DISCIPLINE/ 1. Physical arrangement go back to your seat Sts working in their seats 80 ORDER 2. Follow instructions keep quiet and stay in your seat do as requested but just for a while 70

3. Respect to peers be silence and listen to your partners keep silence 70

MOTIVATION/ 1. Aligned / Positive Response Please xx come to the board St comes at front 90 ENGAGEMENT 2. Positive task orientation. Who wants to come to the board? Sts who want to come 40

3. Questions to Teacher Do you have any questions? Sts asking questions 10

PRODUCTION/ 1. Understanding of instruments. sticks a cardboard containing a résumé put attention and recognize it 80 COMPREHENSION 2. Hesitation Correct all the mistakes Sts doubting about what to write 30

3. Response XXXX XXXX X Note: Positive Task Orientation: Learner is willing to tackle tasks and challenges, and has confidence in his or her success. GROUP: 2º "B" DATE: October 21st

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LESSON PLAN Nº1

LEARNING OBJECTIVES General Objectives To understand the new content and participate in classes Specific Objectives To comprehend and produce necessary vocabulary for this topic Language Skills Reading and writing Students expected performance Sts will be able to detect mistakes when writing a résumé Syntax Past simple- Present Perfect, résumé format. Keywords Employment, interview, position, experience. Resources The whiteboard, a marker and a cardboard Time 1 hour and 30 minutes



WARM UP

(10’)

Brainstorming

T asks Sts how do you feel, Sts answer the question T asks: “what did we do last class?” Sts make a Brainstorming about the contents. Sts review every part of the résumé T corroborates the information

Unit: « The working world » Contents: Résumé

Class: 10th B Teacher: María Emilia Sabag Date: October 21st

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ACTIVITY 1

(10’)

Giving instructions T writes a résumé on the whiteboard, which contains a lot of mistakes. T explains that this résumé is not correct so Sts have to correct all the mistakes in it. Sts must pay attention and ask for doubts.

ACTIVITY 2

(40)

Correct mistakes Sts write down on their notebooks the résumé And correct all the mistakes. T walks throw the room in order to help Sts in their work.

EVALUATION

(15’)

Checking T checks the exercise on the board T sticks a cardboard containing a Résumé In order to Sts realize about the main differences T calls some volunteers Sts come to the front T corroborated the information

ACTIVITY 4

(IF TIME)

True or False

T writes down some true false exercises. Sts must answer it and they must correct false statements.

CLOSING (15’)

Sum up T makes a brief review of the contents Sts ask for questions

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Warm Up

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Look at these pictures Sts looking at the whiteboard 100

2. Responses (oral) Do you recognize them? Sts saying "yes" 80 DISCIPLINE/ 1. Physical arrangement Please stay in your seats Sts stay in their seats 90 ORDER 2. Follow instructions be silence Sts remain in silence 70 3. Respect to peers listen to your partner Sts listening 70 MOTIVATION/ 1. Aligned / Positive Response Ok, can you tell me what they are about? Sts talking about the topic 90 ENGAGEMENT 2. Positive task orientation. now you must identify each picture Sts writing the names of each picture 90

3. Questions to Teacher Is it clear? Sts asking for doubts 30 PRODUCTION/ 1. Understanding of instruments. Do you recognize the pictures? Sts answering 100 COMPREHENSION 2. Hesitation Can you tell me what each profession is? Sts deduce and infer 10 3. Response XXXX XXXX X 1st Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Please pay attention Sts listen and pay attention 70 2. Responses (oral) Who wants to be the first one? Sts who want to come first 30 DISCIPLINE/ 1. Physical arrangement please go back to your seat Sts remain in their seats 80 ORDER 2. Follow instructions you must complete the missing words Sts completing the exercise 90 3. Respect to peers come to the whiteboard Sts come to the front 100

MOTIVATION/ 1. Aligned / Positive Response If you have doubts just ask ok Sts asking for doubts 70 ENGAGEMENT 2. Positive task orientation. you must write something similar Sts writing a job advertisement 70 3. Questions to Teacher Is it clear? Sts asking for doubts 30 PRODUCTION/ 1. Understanding of instruments. What is the role of each profession Sts answering 60 COMPREHENSION 2. Hesitation you must complete the missing words Sts completing the exercise 80 3. Response XXXX XXXX X

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2nd Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Do you recognize these pictures? Saying "yes" 100 2. Responses (oral) What professional are they? Sts answer the question 80 DISCIPLINE/ 1. Physical arrangement stay in your seats Sts remain in their seats 80 ORDER 2. Follow instructions please be silence Sts keep silence 70 3. Respect to peers St talk me about the letter of application St answer the question 60 MOTIVATION/ 1. Aligned / Positive Response How is a letter of application composed? Sts answer the question 90 ENGAGEMENT 2. Positive task orientation. Very good, and what is its purpose? Sts answer the question 90 3. Questions to Teacher Do you have any question? Sts asking for doubts 60 PRODUCTION/ 1. Understanding of instruments. now you have to do a letter of application Sts write and understand 70 COMPREHENSION 2. Hesitation How can you start a letter of application? Sts deduce and infer 10 3. Response XXXX XXXX X GROUP: 2º "B" DATE: October 24th

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LESSON PLAN Nº2

LEARNING OBJECTIVES General Objectives To understand the new content and participate in classes Specific Objectives To comprehend and produce necessary vocabulary for this topic Language Skills Reading and writing Students expected performance Sts will be able to create a job advertisement Syntax Past simple- Present Perfect, résumé format. Keywords Employment, interview, position, experience. Resources The whiteboard, a marker, pictures and separate sheets of paper Time 1 hour and 30 minutes



WARM UP

(15’)

Brainstorming

-The teacher sticks eight different pictures containing different professions all over the whiteboard (1-teacher, 2-engineer, 3-secretary, 4-plumber, 5-dentist, 6-doctor, 7-police officer and 8-accountant). Sts talk about each picture and brainstorm about their jobs. T asks: ok do you now these professions?

Unit: « The working world » Contents: Job advertisement

Class: 10th B Teacher: María Emilia Sabag Date: October 24th

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Can you tell me their names? Sts answer T writes on the board their names

ACTIVITY 1 (25’)

Explaining 3 examples

Now, T. Removes the eight pictures and says T writes on the whiteboard three different examples of job advertisements T reads those announcements together with the Sts and Break down each part of it. Sts must write these on their notebooks.

ACTIVITY 5

(20’)

Filling the Blanks

T gives an exercise on a separate sheet of paper (containing an advertisement with some missing words) to each St. T explains gives the instructions Sts have to complete it with the correct word given by the teacher.

EVALUATION (15’)

Checking T corrects the exercise orally T picks up different Sts and they must read aloud and then tell the class the meaning of it. T checks if the information given by the Sts is correct.

CLOSING

(15’)

Sum up T makes a brief review of the contents Sts ask for doubts and ask questions

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Warm Up

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Do you remember what we studied last class? Sts infer and deduce 70 2. Responses (oral) Do you remember what we studied last class? Sts answering the question 80 DISCIPLINE/ 1. Physical arrangement stay in your seats Sts remain in their seats 70 ORDER 2. Follow instructions Please be silence Sts keep quiet 80 3. Respect to peers talk me about the professions Sts listen to their partners 90

MOTIVATION/ 1. Aligned / Positive Response very good, now tell me about doctor labour Sts talking about the contents 90

ENGAGEMENT 2. Positive task orientation. very good, now tell me about doctor labour Sts talking about the contents 80

3. Questions to Teacher Do you have any question? Sts asking for doubts 50 PRODUCTION/ 1. Understanding of instruments. I'm going to stick the same pictures Sts recognize them 100 COMPREHENSION 2. Hesitation What is the job of a Doctor? Sts doubting about the answer 20 3. Response XXXX XXXX X Note: they do not understand the activities because they talk a lot during the explanations 1st Activity: Writing a job advertisement

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness you must write an advertisement Sts stat writing 70

2. Responses (oral) I'm going to assign the professions Sts writing as request 100 DISCIPLINE/ 1. Physical arrangement I'm going to separate the class into 6 rows Sts saying ok 90 ORDER 2. Follow instructions each row must write a different advertisement Sts writing an advertisement 70

3. Respect to peers Row 1 teacher. Row 2 doctors so on Sts respect each other 70

MOTIVATION/ 1. Aligned / Positive Response If you have any doubt just ask Sts asking questions 50 ENGAGEMENT 2. Positive task orientation. you must write an advertisement Sts writing an advertisement 80

3. Questions to Teacher Do you have any question? Sts asking for doubts 60

PRODUCTION/ 1. Understanding of instruments. Row 1 teacher. Row 2 doctors so on Sts writing according to their row 90 COMPREHENSION 2. Hesitation write according to your row Sts doubting about their rows 70

3. Response XXXX XXXX X

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CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Now, I'm going to check Sts finishing the exercise 70

2. Responses (oral) Ok guys is it clear? Sts saying "yes" 80

DISCIPLINE/ 1. Physical arrangement Stay in your seats Sts remain in their seats 80

ORDER 2. Follow instructions ok guys be silence Sts keep quiet 70

3. Respect to peers please come to the front Sts listen to their classmates 70

MOTIVATION/ 1. Aligned / Positive Response Now, I'm going to check No miss!!! 90

ENGAGEMENT 2. Positive task orientation. think about each profession Sts talking about the professions 80

3. Questions to Teacher Do you have any questions? Sts asking questions 50

PRODUCTION/ 1. Understanding of instruments. I'm going to stick the pictures Sts recognize them 100 COMPREHENSION 2. Hesitation Is it clear? Sts asking questions 40

3. Response XXXX XXXX X GROUP: 2º "B" DATE: October 28th

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LESSON PLAN Nº3

LEARNING OBJECTIVES General Objectives To understand the new content and participate in classes Specific Objectives To comprehend and produce necessary vocabulary for this topic Language Skills Reading and writing Students expected performance Sts will be able to write a job advertisement Syntax Past simple- Present Perfect, résumé format. Keywords Employment, interview, position, experience, teacher, engineer,

secretary, plumber, dentist, doctor, police officer and accountant Resources The whiteboard, a marker and some pictures Time 1 hour and 30 minutes



WARM UP (15’)

Review

T sticks on the board the same pictures (professions) that were seen last class. T asks: do you remember the name of these professions? Sts answer the question and comment a little bit each one.

Unit: « The working world » Contents: Job advertisements


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ACTIVITY 1 (45’)

Writing their own job Advertisement

T separates the class into 6 rows. 1st row Teacher 2nd row Engineer 3rd row Doctor 4th row Manager of a Shoe company 5th row Personal Trainer 6th row Actor / Actress Each row must write an advertisement looking for the appropriate person for the job, previously assign.

EVALUATION (15’)

Checking

T checks all the time T is available to solve questions and doubts the whole class.

CLOSING (15’)

Sum-up T makes a brief review explaining the Job advertisement format Sts pay attention and ask for doubts

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Warm Up

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness Dou you remember what we studied? Sts answer the question 80 2. Responses (oral) Dou you remember what we studied? Sts saying "yes" 100 DISCIPLINE/ 1. Physical arrangement stay in your seats Sts stay in their seats 90 ORDER 2. Follow instructions be silence Sts keep silence 70 3. Respect to peers tell about a profession Sts listen to their classmates 50 MOTIVATION/ 1. Aligned / Positive Response Ok, now tell me how do write a l.a.? Sts talking about it 80 ENGAGEMENT 2. Positive task orientation. Ok, now tell me how do write a l.a.? Sts talking about it 90 3. Questions to Teacher Do you have any doubt? Sts asking the teacher 60 PRODUCTION/ 1. Understanding of instruments. you have to write the following names Sts writing as request 100 COMPREHENSION 2. Hesitation Who knows what an engineer does? Sts answer the question 50 3. Response XXXX XXXX X

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness ok, now write in your notebooks Sts write on their notebooks 80

2. Responses (oral) XXX XXX X

DISCIPLINE/ 1. Physical arrangement stay in your seats Sts stay in their seats 70 ORDER 2. Follow instructions please pay attention Sts listen to the T 80

3. Respect to peers What words are missing? Sts listen to their classmates 60

MOTIVATION/ 1. Aligned / Positive Response What do we have to do? Sts telling the instructions 80 ENGAGEMENT 2. Positive task orientation. you have to fill the gaps Sts complete the exercise 80

3. Questions to Teacher Is it clear? Sts asking questions 50

PRODUCTION/ 1. Understanding of instruments. I'm going to write a letter of application Sts copy and understand what to do 60 COMPREHENSION 2. Hesitation fill in the missing parts Sts write secures 50

3. Response XXXX XXXX X Note: only a few write but then they do nothing, complaining they do not know English. A big amount of Sts answer since they do not feel embarrassment to go to the whiteboard, in spite of the fact they did not do the activity.

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PARTICIPATION 1. Promptness I'm going to check now Sts finish the activity 60

2. Responses (oral) ok guys is it clear? Sts saying "yes" 70

DISCIPLINE/ 1. Physical arrangement stay in your seats Sts stay in their seats 70

ORDER 2. Follow instructions please pay attention Sts pay attention 60

3. Respect to peers now. St come to the board Sts listen to their classmate 70

MOTIVATION/ 1. Aligned / Positive Response very good, what did you put that? St answers the question 90

ENGAGEMENT 2. Positive task orientation. think a little bit about it Sts talk about it 90

3. Questions to Teacher Is it clear? Sts asking questions 50

PRODUCTION/ 1. Understanding of instruments. now, I need some volunteers Sts write the answers 60

COMPREHENSION 2. Hesitation now, I need some volunteers Sts doubting of it 50

3. Response XXXX XXXX X GROUP: 2º "B" DATE: October 29th

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LESSON PLAN Nº4

LEARNING OBJECTIVES General Objectives To summarize the contents about announcements and Letters Specific Objective To complete a Letter of Application Language Skills Writing and Listening Students expected performance Sts will be able to recognize a real job advertisement Syntax Past Simple- Present Perfect Keywords Enclosing, organized, join, growing, salary, currently. Resources A sheet of paper, a marker and the whiteboard. Time 1 hour and 30 minutes



WARM UP

(15’)

Review

T greets Sts. T asks: “Do you remember what we studied last class?” Sts answer the question. T makes a brief review Sts solve doubts

ACTIVITY 1

(30’)

Filling the gaps T says: “ok, write this on your notebooks” T writes down on the whiteboard a letter of application with some missing words and also a Job advertisement with vital

Unit: « The working world » Contents: Job Advertisement+ Letter of Application


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information that gives Sts clues about the missing words. Sts must complete those gaps.

EVALUATION

(20’)

Checking

T checks on the whiteboard T picks up some volunteers Sts come at front and write down the answers

ACTIVITY 2

(15’)

Looking for the meaning

Once the gaps were filled and checked T starts reading the letter of application. T asks for the meaning of each line in order to check their Understanding. Sts talk about this in Spanish

CLOSING

(10’)

Sum up

T makes a brief review of the contents Sts solve doubts and ask questions

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Warm Up

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness today you have to practice Sts practice their interview 80 2. Responses (oral) Are you ready? Saying "yes" 50 DISCIPLINE/ 1. Physical arrangement please stay in your seats Sts remain in their seats 70 ORDER 2. Follow instructions please stay in your seats Sts remain in their seats 70 3. Respect to peers ok couple nº1 come to the front Sts listen to their partners 80 MOTIVATION/ 1. Aligned / Positive Response I will help you with the pronunciation Sts practicing pronunciation 90 ENGAGEMENT 2. Positive task orientation. Somebody wants to me first? Sts saying "me" 100 3. Questions to Teacher Do you have any question? Sts asking questions 50 PRODUCTION/ 1. Understanding of instruments. XXXX XXXX X COMPREHENSION 2. Hesitation ok now its your turn Sts doubting 20 3. Response XXXX XXXX X Note: Sts practice only the interview they wrote the previous class. No other activity was carried out, since the dialog was evaluated. They practiced pronunciation the first 30 minutes of the class and then they performed. ** On the other hand, tenth grade A emphasized the dramatization of the same dialog. GROUP: 2º "B" DATE: November 4th

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LESSON PLAN Nº5

LEARNING OBJECTIVES General Objectives To comprehend the interview format Specific Objective To analyze this model Language Skills Listening and writing Students expected performance Sts will be able to write their own interview following the model Syntax Present simple-simple past and present perfect Keywords Job, worked, announcement, experience. Resources A marker and the whiteboard Time 1 hour and 30 minutes



WARM UP

(10’)

Brainstorming

T says: “hello, how are you today” Sts answer the question. T says; what is the last step when you are looking for a job? You already send your CV… Sts answer the question T corroborates the information: “the next step is the interview”

Unit: « The working world » Contents: Job Interview

Class: 10th B Teacher: María Emilia Sabag Date: November 4th

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ACTIVITY 1

(10’)

Explanation

T explains that today they are going to see the job interview And all the requirements that an interview needs T explains every step -The vocabulary, clothes, etc Sts listen and take notes

ACTIVITY 2 (30’)

Writing a Job interview Now students must write their own job interview With their partner one must be the interviewee and the other the interviewer.

ACTIVITY 3

(35’)

Practicing Sts practice the interview that they wrote And improve pronunciation T helps the Sts

CLOSING

(5’)

Sum up

T makes a brief review of the contents Sts solve doubts and ask questions

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Warm Up

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness today we will see the passive voice Sts taking notes 80 2. Responses (oral) Can you write a similar sentence? Sts writing something similar 60 DISCIPLINE/ 1. Physical arrangement you must work in your seat Sts remain in their seats 70 ORDER 2. Follow instructions please be silence Sts keep silence 80 3. Respect to peers please come to the board Sts listen to their partner 90 MOTIVATION/ 1. Aligned / Positive Response T gives an example Sts writes that in their notebooks 80 ENGAGEMENT 2. Positive task orientation. T explains the passive voice Sts listen and write the contents 80 3. Questions to Teacher Is it clear? Sts asking questions 20 PRODUCTION/ 1. Understanding of instruments. T explains the passive voice Sts understanding (say yes) 80 COMPREHENSION 2. Hesitation Is it clear? Sts doubting 30 3. Response XXXX XXXX X Note: Sts only respect the ones who are "popular", and with the rest are rude, make noise and do not let them work. 1st Activity

CATEGORY SUBCATEGORY T'S COMMANDS Ss' RESPONSE % PARTICIPATION 1. Promptness ok give me another example Sts giving examples 50 2. Responses (oral) Is it clear? Saying "yes" 70 DISCIPLINE/ 1. Physical arrangement you must work in your seat Sts remain in their seats 90 ORDER 2. Follow instructions please be silence Sts keep silence 90 3. Respect to peers Can you explain me how it works? Sts explaining to the T 60 MOTIVATION/ 1. Aligned / Positive Response relax, you can do it Sts coming to the board 80 ENGAGEMENT 2. Positive task orientation. write some passive sentences writing passive sentences 100 3. Questions to Teacher Do you have any doubts? Sts asking questions 70 PRODUCTION/ 1. Understanding of instruments. complete the following sentences Sts do as request 90 COMPREHENSION 2. Hesitation Let's check now on the board Sts doubting when checking 20 3. Response XXXX XXXX X Note: the Sts who hesitate the most are the ones that are lazy and do not pay attention to the explanations given by the T, the rest is going well. The class is divided into two. Because one half shows domain of English and the other half only knows the basics. GROUP: 2º "B" DATE: November 5th

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LESSON PLAN Nº6

LEARNING OBJECTIVES General Objectives To understand and comprehend the passive voice in context Specific Objectives To comprehend and produce necessary vocabulary for this topic Language Skills Writing and reading Students expected performance Sts will be able to identify the passive form in different contexts Syntax The passive voice – was/were + past participle Keywords Throw- cut- picked up. Resources A marker and the whiteboard. Time 1 hour and 30 minutes



WARM UP

(10’)

Writing sentences

T says “How are you today?” Sts answer the question. T says: “ok today we are going to see the passive voice” T throws her keys on the floor and says: “ok can you make a sentence starting with my name? Miss Emilia threw her keys on the floor, Sts make the sentence. Then T asks: “Can you write the same sentence but this time starting with the keys?

Unit: « Things that changed the world » Contents: The passive voice

Class: 10th B Teacher: María Emilia Sabag Date: November 5th

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The keys were thrown on the floor by Miss Emilia, Sts make the sentence. After this T explains a little bit grammatical issues and then follows with some activities.

ACTIVITY 1

(15’)

Explaining the contents

T writes down on the board some sentences and explains the meaning of them T explains how we form the passive voice Sts pay attention and write the information in their notebooks

ACTIVITY 2

(10’)

True or False

T write some true or false exercises on the board Sts write the exercise on the board and do the activity

ACTIVITY 3

(10’)

Filling the gaps

T writes some exercises on the board with some missing words Sts have to complete the missing gaps

EVALUATION

(20’)

Checking

T check all these activities on the whiteboard Sts have to come to the front and answer correctly

CLOSING

(10’)

Sum up

T makes a brief review of the contents And asks for doubts and solve questions.

THE EFFECT OF TOTAL PHYSICAL RESPONSE ON THE DYNAMICS AND INTERACTION IN THE ENGLISH CLASS

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Transcript of THE EFFECT OF TOTAL PHYSICAL RESPONSE ON THE DYNAMICS AND INTERACTION IN THE ENGLISH CLASS