Proposal of a system of lessons to develop the speaking skill in the 7th grade at Juan Oscar Alvarado Secondary School

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(1)University of Pedagogical Sciences ´´Félix Varela´´ Villa Clara. Term Paper. Title: Proposal of a system of lessons to develop the speaking. skill in the 7th grade at Juan Oscar Alvarado Secondary School. Authors: : Dayana Cervera Darias.. Yasser Toledo Ventura. Pablo Toledo Medero Adviser: MsC. Consuelo Mora .. Course 2010-2011.

(2) Thought: ¿De qué. le sirve la fluidez al orador si no tiene nutrición en el intelecto. corresponda a las facilidades de los labios? José Martí. que.

(3) acnowledgements: This paper is the result of the work of many people, but in the first place we would like to express our gratitude to our adviser Sirelda García for all her h elp and time dedicated to us. We have, indeed to thank our families and friends for all the support provided. At last, but not the least, we would like to express our thanks to all our student teacher colleagues, particularly Reynier y Yanisleidy..

(4) Resumen. La presente investigación fue llevada a cabo en la Secundaria Básica Juan Oscar Alvarado en Santa Clara . La escuela sealeccionada cuenta con una matrícula de 350 estudiantes y el grupo seleccionado come muestra está compuesto por 35 estudiantes. Durante la práctica docente fueron encontrados algunos problemas con la enseñanza del Inglés en especia con la expresión oral. Una serie de reflexiones y consideraciones son presentadas en esta investigación para tratar de dar una solución al problema detectado..

(5) ABSTRACT. The present research was carried out in “Juan Oscar Alvarado” Secondary School. The school selected has a population of 350 students and the group selected as a simple has a registration of 35 students. During the teaching practice many problems were found regarding the teaching of English, but this paper pretends to give a solution to the lack of speaking skill.. A series of reflections and considerations are presented in this research intending to give a solution to the problem under study..

(6) Résumé Cette recherche a été exécutée dans le 7e niveau au ´´Juan Oscar Alvarado lycée avec une population de 350 étudiants. Les auteurs ont choisi comme échantillon le groupe numéro 1 avec une inscription de 35 étudiants. Pendant l´entraînement de l´enseignement en Anglais, on a trouvé des situations mauvaises avec cet aspect et les auteurs on trouvé aussi que les étudiants ont des problèmes avec la expression oral . Un groupe de réflexions te de considérations et aussi un système de leçons. ont été. présenté dans cette recherche pour aider à trouver une solution pour ce problème..

(7) The English Language is widely used all over the world nowadays. In former epochs the countries that colonized most of the world were English speaking – countries. Due to the fact that English is spoken in countries which are considered economic empires, it is often known as the language of commerce. English is spoken as a mother tongue by 300 million people in the United States, Canada, Great Britain, Ireland, Australia, The Caribbean and in many other places and by 100 million people as a foreign language as well. It is also used in different international events; that is why it is almost compulsory to master this language. Taking the previous data as a consideration, in many countries English is included in the curriculum of study and Cuba is not the exception. In the current world it is extremely important that the Cuban people learn how to use the language; due to the fact that Cuba needs to maintain her relations with English speaking – countries in the fields of science, technology, education, health, sport, culture and other aspects. That is why it has been necessary to implement many changes in the curriculum of the subject so as to start developing the main skills of this language from early ages ; that is why English is included in all the sub – systems that conform the National System of Education and it is considered a prioritized subject as Mathematics, History,.

(8) Spanish and Literature are, because these subjects respond to social – politic interest of our country. Nowadays the final goal of teaching a foreign language is the development of communicative competence, that is defined as : Communicative competence is understood as the capacity that should be developed in the students to produce and process written or oral texts in a coherent way. The focus of the teaching of FL in Cuba should be on communicative competence, which is a high – level concept that implies the expressions, interpretation, and negotiation of meaning involving interaction b etween two or more persons, or between one person and a written or oral text.. The teaching of FL should contribute not only to functional language proficiency, but also to the ability to construct and reconstruct new knowledge. Therefore the dimensions of communicative competence to be considered are: . Cognitive: The ability to construct and / or re – construct knowledge. through language. . Linguistic: the ability to use and interpret linguistic forms accurately.. . Sociolinguistic: The ability to produce appropriate utterances according. to the rules of use, the communicative situation, and the participants in the communicative act. . Discursive: The ability to produce and interpret different types of. discourse and interpret and produce coherent texts. . Strategic: The ability to use verbal and non – verbal strategies to avoid. breakdowns in communication. . Sociocultural: The ability to understand the cultural meaning underlying. linguistic forms and to understand the culture of the people whose language is studied. (Taken from English Curriculum K – 12).

(9) CLT includes a set of new ideas, concepts and techniques; which, properly applied, can improve our students learning and make our work as teachers more efficient and rewarding. CLT methodology requires:.  Active lessons centered on the students' educative needs and interests.  Practice done through meaningful activities.  Practice allowing students to develop learning strategies.  Encouragement of student self / correction and self / monitoring.  Lessons developed in a cooperative atmosphere with open communication among teachers and students.. (adapted from English Curriculum. K – 12; A. Camacho) This definition not only indudes the recognition of rules and patterns, but also the knowledge of vocabulary, lexis, orthographic rules, pronunciation, word formation, in other words the command of the language. As it is showed, vocabulary is an important part of this area. This term is used to denote the system composed for other words and equivalent of this areas (word – equivalents) in the language (Font, Sergio 1999) It is a necessity to have an appropriate vocabulary among other aspects in order. to have a. moderate knowledge of a language, for that reason it is. compulsory to work with the students when they face the language. The basic object of the teaching of English is to develop in students the communicative competence; it involves oral expression, translation and negotiation of meaning between two or more persons in oral and written form taking into consideration the judgment of some authors..

(10) The correct teaching of a foreign language must not only follow the linguistic function, but must also work in the basic abilities that allow the development in the language. It is a priority that the students should be competent fro m the communicative point of view in order to achieve their development in the different. areas. of. communicative. competence. (Linguistic,. discursive,. sociocultural and strategic)those are the final objective of teaching a foreign language. To concluded secondary school the student should be able to express themselves in English and translate meaning with other person in many ways. Nevertheless the authors of this work. appreciate the efforts done by the. teachers that teach the subject in the present level, the students from 7 th grade that study at Juan Oscar Alvarado Secondary School in the course 2010 2011have many difficulties in this language due to their limited vocabulary in such language what affects the oral and written expression about everyday , as well as to interpret simple oral or in written texts. In this moment the 7 th grade students from group 7 th 8 at Juan Oscar Alvarado Secondary School from Santa Clara have several problems regarding the speaking skill .Their main difficulties lie on: Vocabulary, Pronunciation, Fluency and the use of discursive markers. In other words, they present plenty of problems regarding to the oral ability. That is why the authors of this research have the following scientific problem: How can the teacher contribute to the development of the speaking ability in the 7th grade students from group 8 from Juan Oscar Alvarado Secondary School? Object of the investigation: The Linguistic abilities within the Teaching learning Process of English. Field of Action: The speaking skill within the T.L.P of English. General Objective: To implement a system of lessons to improve the T.L.P of the speaking skill in 7th grade student from Juan Oscar Alvarado Secondary School in Santa Clara..

(11) Scientific Questions: 1. What theoretical and methodological judgments support the development of speaking skill within the Teaching Learning Process of English in 7 th grade students of the Cuban Secondary School? 2. What is the current situation of speaking skill within the Teaching Learning Process of English in 7 th grade at Juan Oscar Alvarado Secondary School? 3. What system of classes should be designed to develop the speaking sk ill within the Teaching Learning Process of English in 7 th grade at Juan Oscar Alvarado Secondary School? Scientific tasks. 1-Determination of the theoretical and methodological judgments that support the teaching of speaking skill within the Teaching L earning Process of English in 7th grade students of the Cuban Secondary School. 2-Diagnosis of the current situation regarding speaking skill within the Teaching Learning Process of English in 7 th grade at Juan Oscar Alvarado Secondary School. 4. 3-Designing of a system of classes to develop speaking skill within the Teaching Learning Process of English in 7 th grade at Juan Oscar Alvarado Secondary School. Population and Sample: The population of this research is composed by 350 students who study in 7th grade at Juan Oscar Alvarado Secondary School ,and the sample is composed by 35 students from group 8.This sample was chosen from one of the groups the authors is working with her teaching practice. Besides their proficiency is average and their behavior is similar to the rest of the groups. This sample represents the 25% of the population..

(12) In this research the following methods were used:  From the theoretical level  Analytic-Synthetic It allow to carry out some analysis of the obtained information about th e oral expression in the English Language and its later integration that will permit a better understanding of it.  INDUCTIVE-DEDUCTIVE It allow to establish in the research generalities for the proposal of communicative classes and the analysis of the results..  Logic-Historic: It allow a deep analysis in previous problems and the speaking skill from the analysis of different researches, experiences carried out about this theme and to evaluate the students’ Learning situation. The same as the motivations of these students toward topic and the importance of it in their development.  From the empirical level:  Analysis of documents:  It is used to analyze the speaking treatment in the official documents of MINED such as the curriculum, students ‘notebook, syllabus, teacher’s diaries, the English program for 7 th grade, workbook and textbook.  Pedagogical test: It is to compare the gaps and achievements observed according to the teaching – Learning of the communicative functions that are used to express living. . Survey :. It was applied to the sample with the purpose of verifying the results obtained during the observation and the pedagogical test..

(13) . Observation:. It is applied with the purpose of checking the treatment given to the communicative functions to develop speaking; it was carried out in a nonstructured way and during the class time. Experiences of the students of group 8 from Juan Oscar Alvarado Secondary School before and after of the application of the proposal..  Interview: It was applied to the English teachers in 7 th grade with objective of recognizing the failures that present the students in this content ,to get to know if the textbook and the workbook make it easy the developme nt of the communicative functions that are used to express past experiences with validity in the present.  From the mathematical level:  Percentage analysis: To process and quantify the data obtained during the research.. This paper is structured in Introduction, Development, Conclusions, Bibliography and Annexes.. The Development looks at the theoretical. framework, identifies learning needs regarding the problem investigated and offers reflections and a solution to solve it..

(14) Theoretical aspects: 1.1Historical antecedents of the development of specking -skills in English Language. Teaching a foreign language is not an easy issue. Through history many attempts have been made to do this process easy for the students. However many of them were based on repetition of sentences, reproductive repetition until the student got the new content. Great part of that kind of practice was necessary to fulfill the established objective. It involves that teaching a foreign language was seen as a mechanic process of formation, of habits. The exercises done by a very detailed history of the structure of language. The emphasis of that method was given to manipulation drills an d memorizing of linguistic contents in oral form and later transfer them to similar situation in the presented dialogues. In the decade of the 80 ’ s the communicative approach of learning a foreign language began to be used in Cuba. The first attempt of pr acticing that focus was in the many Pedagogical Institutes of the country especially in Villa Clara . Since then this process has been extended with a recognized work of teachers and students during their practice in all the educational institutes where En glish has been taught .Pedagogical , in substituting the traditional teaching of English for amore communicative and opened approach that permitted to bring to the.

(15) classroom real life situation the activities done in class , oral and written or the independent work should be related to a real purpose of language in communicative contexts . This approach has as positive aspect that it considers the students as central in the Teaching Learning Process(T.L.P). The presentation of linguistic context obtains new ways when it is related, to the necessities of the students; their experiences and previous knowledge permit the process of learning be more significant, because it involves the students in different activities in the classroom. It can be concluded that in the context of so many transformation that today take place in the different levels of education; the communicative teaching of English is the most indicated method to counteract the structuralist considerations that have imitated the teaching of Eng lish through all these years. In particular and in a general way, it contributes to form revolutionary students in an active atmosphere, where the habits and skills are developed through a process that includes not only the self study or practice, but also the creativity and solution of a problem. (A. Camacho Delgado, 2001) To apply the communicative approach in the TLP of English, presupposes to contribute to the achievement of communicative competence in the students.. 1.2 The development of the speaking ability in Cuba: A brief analysis of the different methods applied in the world of Teaching Foreign languages will be enough, to be awarded, of how each one of them has considered the development of the linguistic skills. The attention will be focused on the linguistic abilities because they have been the object of study of most of these methods, specially a priority order. The priority of one or other ability depends on the method used and its objective .In this way, the Audio Lingual method aims at developing first the abilities of listening and speaking and writing .The order defended by this method to the development of abilities in the foreign language is to listen, to read, to write. In the direct method, speaking precedes reading, the corr ect.

(16) pronunciation become an important consideration. When the students read the materials, they read the things that they have already discussed orally. The students learn to write the language in the first place by transcription ,then making summaries of what they have been reading or simply have discussed. The reading method was focused on reading as a more easy goal and more appropriate for the school studies. L.G.Alexander declared as the general principles that served as introduction to his course of language learning ,that the students should be trained properly in the four basic abilities of the language :understanding, speaking ,reading, and writing. He also stated that students should be trained in the four abilities , they should make an efficient use of the time at his disputations and that this efficients presuppose the adoption of supplies in the classroom that will attain best results in a shorter time .He suggests this order of presentation: -Nothing can be done before it has been read. -Nothing can be read before it has been spoken. -Nothing can be written before it has been read. According to his theory, speaking and writing are the most important abilities because they presuppose the other two. The first object of his curse is to train the students in the four skills following this order: speaking, understanding, reading, and writing. From his point of view this four skills do not exist in a separate way. This skills most be viewed as activities of the language. Wilga M.Rivers (1968), in her book “teaching of the abilities of a foreign language”, considers the study of the abilities of foreign language as a progressive experience and a progressive acquisition of the ability. She states in her book that “the study of the foreign language pro vides a new experience that amplifies the knowledge of the students progressively those the introduction to a new means of communication, a new cultural model”. According to her point of view this experience indudes among other things , the acquisition o f a group of abilities to understand the foreign language when it is spoken :to speak a foreign language directly with people from other cultures , to read a foreign language progressively , easier .In relations the writing skill , Wilga Rivers declares.

(17) chapter. what writing skill is clears that writing is a skill that should be taught ,. it can hot be developed at random in any case. It is more useful to be acquired when the writing practice goes together with the other skills. (Page 258, same book) The authors work with the oral expression separated from the rest of the skills due to pedagogical necessary for being this one the most affected skill in the sample. In the program it is expressed with clarity the communicative abilities that should be developed in 7th grade. In the work for the development of oral expression two fundamental aspects are followed : -To propitiate that the students express themselves spontaneously and to reinforce their oral expression. -To help students to put their ideas in order. There are many activities to contribute to the development of oral expression ,for example: Participating techniques and within them to develop role plays and each of them will correspond with the ability or the abilities stages in the program. Two really important abilities are: speaking and listening .Listening is closely related to the ability of speaking because students need to see the importance of listening in order to be able to answer suitably and communicate in a better way. Students should understand clearly that listening and speaking form an unit. . 1.3 Requirements a communicative competence. Active lesson focused on the needs and interests so the students. Practice should be carried out through activities oriented toward a specif ic objective. Students’ self corrections and their self monitoring. The English lesson should done in an atmosphere of cooperation and communication between the teacher and students..

(18) According to Neiman, the (C.L.T) principles are: 1. MEANINGFUL PRACTICE BEYOND THE SENTENCE LEVEL This principle instructs us that language operates at levels higher than isolated words or sentences, that language acquires meaning in context; that practice in the classroom should provide for the students to experiment with whatever bits of language they know in order to convey real communicative purposes (orally or in writing); and to process stretches of language as they occur in real life (listening and reading). This principle also has implications in terms of students’ motivation since it implies asking them to communicate and to process real meanings of language.. 2. STUDENT-CENTERED CLASS This principle claims that if students are expected to develop skills they should be given lots of opportunities to participate in pairs, in groups, and for the whole class. In other words, this principle implies that teachers should be “leaving the stage for the students to act.”. 3. TASK ORIENTATION OF CLASSROOM ACTIVITIES This principle is related to problem-solving teaching. It states that students should learn by solving close-to-real life tasks and problems. In real life one does not watch the news for the sake of doing it, but rather to follow up on a current issue, for example.. 4. DEVELOPMENT OF STRATEGIES FOR LEARNING BEYOND THE CLASSROOM.

(19) This principle acknowledges the need for students to develop skills and modes of learning on their own. IN order words, they should not only acquire knowledge and habits but also develop abilities, since it is impossible to teach people everything that they need to know; rather, people should be helped to be able to learn on their own.. 5. PEER CORRECTION AND GROUP WORK This principle considers that in order for teachers to help students develop accuracy, teachers should use feedback correction techniques. By using these techniques, students are helped to develop self-correction and self-monitoring skills. And obviously, if students are able to correct their own mistakes, they will certainly have the ability to correct their partners’ mistakes as well, while working in groups or pairs, and even in situations beyond the classroom.. 1.4The teaching of speaking is carried out during these stages: Presentation Stage: In this stage , the teacher’s task is to introduce the new communicative function to the students and have them get used to it. Controlled Practice Stage: In this stage , the teacher will make the students repeat the communicative function , explain them its use in real life situation and correct their mistakes. Free Practice Stage: Finally , in this stage , the students are supposed to produce the communicative function with the task given by the teacher , acting out real life situation. 1.5 The teaching of speaking ability in 7 th grade The syllabus of the subject in 7 th grade includes educative and instructive objectives. The students should show their political and ideological formation through a responsible social behavior and the constant exchange with.

(20) classmates. The activities of the different lessons and out of the school context where English is used to : . Spelling your name and asking about someone’s age. . Requesting help , locating a place. . Asking about someone’s address. . Asking about someone’s house, giving information about one’s. house . Describing the house , and asking and saying where people a re. . Act out real situation , listened to or observed on T.V. . Talking about family and asking and saying what people are. doing now . Talking about Personal belongings. . Asking and telling where someone is from , describing people. according to their personality traits and physically . Describing the weather. . Talk about clothes and colors. . Asking and telling the time. . The students should show a responsible attitude when acquiring. new knowledge . The teacher should use different learning strategies that help them understand and express themselves , such as: . Recognizing the new words in English and the analogous ones in. new context . Asking about any word , if it is necessary to maintain. communication . Asking for clarification or repetition. . Listening and practicing the pronunciation of written words. . Using graphs to help them to communicate orally or by means of. writing . Using analogous words. . Using the dictionary , mainly bilingual dictionaries.

(21) . Reflecting about the learning process by jotting down personal. objectives , achievements and difficulties , challenges , on their notebook . The reflection or self-evaluation of their own progress and. development under the guidance of the teacher and the cooperation of their own classroom.  The importance of oral communication in the teaching educative process involves among other aspects:  Unrestricted dialogue  Clarity of expression  Self –acceptance  Emotional comfort  Empathy  Originality  Conflict management  Careful listening A development communication is achieved when the implicated people promote specific reasons towards the interactive process which implies the capacity to enter into a personalized contact with a deep motivational value , and through this shared motivation , expressing the personal i nterests that will be integrated in the interactive communication.. Body language is expressed mainly through significant movements of the arms , hands , legs , and the body as a whole:.  Body movement should be in harmony with the meaning of the message  Avoid meaningless movement of arms , hands , legs  The gesture should precede the word  Avoid the tics  Take care of posture.

(22)  Make careful use of space. Success in the achievement of the objectives of the expression relies upon the fallowing aspects: a. Use of most of the time in the classroom to the intensive practice of oral communication in pairs , to favor the development of fluency with a minimum of linguistic correction. b. Gradation of the oral expression tasks (from semi communicate to communicative) and offering helping levels to the pupils so that the classes are attainable and contribute to break the psychology barriers that are generally interposed in the learning of foreign languages. The help that can be provided could be:  Collective demonstrations or previous. to pair work by the teacher. or the most advanced students  Division of the activities into steps: the first step the students working in pairs discussing what they have to do and how (AA and BB) and the second step in which they create new pairs (AB) and the communicative activity is developed. c. Design of the tasks of oral expression ;on the base of the communicative function in which information gap is present The effectiveness of communication is acquired through the social use o f language being present the content of the communication and the production of speaking.. In oral communication there is :  Informative Flow  Rational use of voice  Quality of content  Correct Production of speaking.

(23) The teacher is an important pillar in communication due to the fact that she /he should analyze his/her ideas before communicating them, organizing them logically; using a simple and direct language, being sensitive toward his/her interlocutor and attentive to explain or to repeat; and being patie nt when listening to others.. When students talk to the teacher they should show that they have understood the information, confirming and asking; also, it is important not to force the voice, always taking care of its diction(Idem 16:25). When the extra verbal communication is established of channels: auditive (Voice quality, tone, musicality, etc) visual (facial expression, gesture, posture, movement, face and facial mimic).In the educator there are components of facial expression that break with the harmonic coordination of the communicative process.. 1.6 Pronunciation as an essential component of oral expression: The treatment of pronunciation can be done in specialized classes , during a time of about 10 to 15 minutes with any kind of class, or incident ally in all or almost all classes. The aspirations according to the correction of the students’ pronunciation should be to attain a comprehensible pronunciation to any English speaker. For that reason it is priorized the attention to those aspects that con tribute to achieve a good rhythm such as: stress, bending and rowed quality . Likewise attention given to those consonant and vocalic sounds with incorrect pronunciation would provoke changes in the meaning of what a person is trying to say. 1.7Grammar as a component of oral expression:.

(24) In the treatment of grammar the following consideration will be taken into account : a. To contextualize the grammatical structure with one or given some communicative functions, in a communicative situation. b. To pay attention to the different dimensions of grammar: meaning(the grammar is the expression of concepts) , form(morphology and syntax) and use (what is appropriate ). c. To design systematically the activities in three stages : Presentation, Controlled Practice and Free Practice. In the first phase the students’ comprehension should be attained by all means ; in the second phase, minimum of authomatization of the forms, what is fulfilled either in the classroom or out of it through exercise from the workbook, the educative software; and the third phase is of application and has the objective of developing fluency, that is why it should take more time of work in the classroom than the former two.(Camacho, A 2003).. 1.8 Vocabulary as a component of oral expression: The acquisition of vocabulary is obtained from all components of communication(reading, listening, writing and oral expression) nevertheless, the systematic work with this linguistic aspect will be implemented from the oral component through reflection exercises about the process of word formation, controlled exercises of vocabulary through the Software Educative and from oral expression activities special attention is given to the process of word formation and also to those lexical results that contribute to textual cohesion or which on discursive markers 1.9 Fluency as a component of oral expression: Competence in the use of a language can be differed in terms of correction and fluency. It is said that a person masters a language when she/he understands and produces it with linguistic correction and when transmits a.

(25) message with fluency. From the point of view of the authors, when the students receive a lesson it is necessary to treat these two aspects separately. When the objective is connected to the focus of relies on the correct comprehension and production of sounds, words, and sentences; when the focus of attention is fluency the most important thing is to communicate or receive a message. To achieve the final objective in the Teaching−Learning Process of a foreign language is the development of the communicative competence it is necessary to go through these two stages; the first known as controlled practice and the second one as production, free practice, communicative practice fluency practice. After analyzing these important aspects, it can be said that oral expression is the articulation of words or phrases. After that, it can be added that the work with the abilities are carried out in a harmonic way: listening, speaking..

(26) 2.1 Analysis of documents: Syllabus for the teaching of English in 7 th grade The syllabus of the subject includes educative and instructive objectives. The program is organized taking into account the different communicative functions and also the pronunciation to be taught, the grammatical structures and the vocabulary. The different functions should be presented orally following three stages: presentation stage, controlled practice stage and free practice stage.. The students textbook The students’ textbook has many communicative exercises to practice the speaking ability but they are not enough for the students of the sample as they have many difficulties. And they need even more communicative exercises to practice the language in class or out of class.. 2.2 Diagnosis or determination of needs. In the diagnosis of the sample, many methods and instruments were used in order to determine the real necessities, with the purpose of designing a system of communicative classes to contribute to the development of the speaking skill.. 2.3 Pedagogical Test: (see annex ).

(27) In order to determine the development reached by the students in the speaking production, a pedagogical test was applied, which consisted of the development of a pair work in which they had to introduce each other. Its goal was aimed at evaluating the students’ capacity of using fluently the speaking language with communicative purposes from contents they had learned in previous courses.. In order to rate the results the pedagogical test it was taken into account some aspects and a scale to set the students in the appropriate level according to their scoring. The following chart show the results:. Level. Total of students. Students per. Percentage. level. Height level. 35. ----. -----. Average. 35. 9. 20. 35. 26. 80. level Low level. According to the elements that were taken into account to rate the students’ results in the pedagogical test the following data were obtained:. 20% of the students is capable to give the information required, but they have some difficulties to express the ideas because they do not use corrective elements. Even though they are coherent in what they say without hindering communication the 80% of them have problems expressing the ideas orally.. In pronunciation most of them (60%) have problems whit consonant sounds that do not exist in the mother conger. This same percent of students have problems with both vocalic and consonant sounds which change the meaning of the words..

(28) According to grammatical rules 73,3 % have problems with references, the omission of this subject in the sentence. This percentage of students co incides with the ones that showed poor mastery of vocabulary. This area is greatly affected since most of the students’ vocabulary is poor, with lack of lexical resources, this has as a result that students cannot keep on a conversation plus they do not know the communicative functions. They are not capable of understanding the idiomatic segment.. 84,4% of the students are not fluent since they cannot use reference elements.. 72,6% cannot express comprehensive and coherent ideas beyond the sentence level, this hinders communication and they are not capable to keep a conversation fluently.. 2.4 Analysis of the results of the interview to the students.(see annex ) A group of 35 students were interviewed at “Juan Oscar Alvarado” secondary school including 17 girls and 18 boys, average age 12, with the objective of diagnosing the methodological treatment development of speaking ability. In the first question devoted to determine whether the students considered speaking difficult for them, 7 students( representing 17,67%), considered it is not too difficult and 28 students( representing 84,33 %) considered it is very difficult to speak in English. In the second and the third questions aimed at obtaining the student’ evaluation of the activities realized in the classroom , 16 students (who represent the 50 %) evaluated those activities as good. In the fourth question aimed at knowing about the level of those activities, 50 % answered that they did not understand..

(29) The last question dedicated to obtain the information of the numbers of activities realized in the classroom concerning the development of speaking ability whether they are enough, 35 % students responded that they are no enough.. According to the mentioned analysis the following partial conclusi ons were stated:  The students are interested in learning the language.  The teacher did not prepare very well the procedure to realize the activities inside the classroom.  There exists a lack of communicative activities concerning the development of speaking ability for 7th graders.. 2.5 Analysis of the results of the interview to the teachers.(see annex ) In this interview participated seven teachers, three of them are teaching at “Juan Oscar Alvarado” Secondary School, two of them are teaching at “Jose Marti” Secondary School and the rest are teaching in Santo Domingo. .. In the first question five teachers answered that oral expression does not receive a vital importance and their priority is in the writing ability, it repres ents 71,4 %. Two teachers answer that it is a very important issue the development of many strategies for learning, so the students can express and communicate among themselves using communicative functions and it never can interfere in the understanding of their message, it represented 28,5%. In the second question six teachers claimed that the exercises presented in the video –classes do not match the contents present in the program, it presented 85,7% for that reason it is impossible to develop the communicative.

(30) linguistic skill in students, because there is lack of vocabulary and they can not fulfill the general objective of the grade.. In the third question the seven teachers said that they did not know how to work with the oral expression in their students, so they had lack on contextualized exercises to carry out this objective. The teachers also said that they needed exercises that went further than the context of the video classes and the text book, it could permit the development of speaking ability.. 2.6 Characteristics of the proposal.. The definition of system: it is a set of interrelated parts forming a complex whole. It is a regular union of principles or parts forming one entire thing. The definition of system of classes is: A group of interrelated lessons to achieve a common goal.. The proposal has been designed with the objective of helping students from th. 7 8 from “Juan Oscar Alvarado “secondary school to develop the speaking ability in the English language, which is the goal of the teaching of English in this level.. The proposal contains 5 classes involving socio –cultural aspects of Cuba and English speaking countries, organized from unit three taking into consideration the English syllabus for 7 th grade students. In detail, the proposal covers three communicative functions all the classes were either taken from authentic reference or adapted by the authors. This proposal can be taken as a reference material that teachers may consult and find any exercises in these classes to develop the speaking ability of 7 th grade students in classes..

(31) The classes are designed for presentation, controlled practice and free practice stages in which the students are supposed to reproduce and use the new communicative function in the classroom. 2.7 Teachers’ diaries Unit # 3What is your house like?  Lesson 1  In the first class of unit number three is presented the following communicative function “Asking about someone’ house was presented. At the beginning of the class only four students , who were among the best of the class, did not seen very interested in the activity, and showed difficulties when they were asked to describe the house. The rest of the class was concentrated on the activity and they expected that this activity was motivating. It was really something unexpected. The teacher wondered what was going on whit those four students. After a critical reflection on the first presentation class it was decided that some modifications had to be made regarding the presentation techniques of the new function. The questions in the warm up were changed for questions that involved more information about their own houses; such as, do you like your house?, do you thing that every house has the same characteristics?. The follow up was changed for a mini-dialogue with more vocabulary related with the new content. The activities were changed and practically the whole class was interested in the new content. The four students previously mentioned took part in the majority of the activities, they were chosen to dramatize the mini-dialogue and they did it correctly in front of the class and they used the new vocabulary. This.

(32) activity was end of the class. A new useful strategy was learned in order to improve the students’ learning.. Lesson 2  In the second class the homework was checked, student by student, and this activity did not very well. Most of the students did not do the homework. That was the reason for moving to another activity. In the homework the students were supposed to make a mini-dialogue describing their houses. In order to solve that problem, a new mini-dialogue was introduced. It was a telephone conversation when the mini-dialogue was read, a group of students were talking at the back of the classroom, and it was on inconvenience, because after 10 minutes, almost all the class was not in attention. This dialogue did not have new expressions it only had some new words which did not attract the interest of the students. They expressed their opinions and it confirmed our assumption. So, new vocabulary, and new useful phrases were given, they were organized in pairs; the students worked very hard. At the end of the lesson the best couple dramatized it in front of the whole class. The couple usually performs this activity it was really positive, because it was proved that they were motivated to the content. After that the homework was oriented.  The problems in the first and in the second classes were the same the presentation mini-dialogues did not have a motivating vocabulary, and a clear lack of interest was showed in the students. Lesson 3  In the controlled practice the students should manipulate the previous content. The class began whit some questions about the unit. The first activity was the reproduction of the first mini-dialogue, it was demanded as individual.

(33) work in class. At the beginning nobody wanted to participate. The whole class remained silent. After 10 minutes only tow students were ready to participate, they were the best learner of all. Something bad was happening whit the class. Walking around the classroom was not a solution to the problem. The motivation at the beginning of the class was high, but after the teacher orient the exercise, every thing became awful. The problem was this group has a special characteristic; they feel good when they work in teams or in pairs. After a few minutes the class was divided into two groups, and the students repeated the mini-dialogue better than even. The best group was chosen to demonstrate it in front of the class. A new activity was given to them in order to manipulate the new grammar of the unit. It was successful, because this kind of exercises are easy to complete. The last activity of the class was a role play. At the beginning, many of them wanted to have their favorite pair. It did not work, due to the fact that some pairs were excellent, but the others could not do the work. After that experience the pairs were more careful chosen in order to have more participation in class. After some question about the class, the homework was written on the board. Lesson 4  In the second controlled practice class, the students when more motivated, and the fact that everything did the homework proved that. They were able to reproduce the second mini-dialogue that was used to present the new content. All of them repeated after the teacher, they were organized in small groups. They were checked by the teacher around the classroom. They dramatized the mini-dialogue from the homework to the whole class, only tow students did not do their homework, they both had real problem with English, and for that reason an easier task was assigned to them..

(34) In the exercises there were proves that they knew how to use the form of the verb to be correctly. The following activity was a match activity, it was pretty easy and it only took five minutes for them to do it. The last activity was a role play, the time was not enough and that were included in it, were replaced, but the principal communicative function was included.. Lesson 5  The fifth class, free practice stage. Class number five free practice class began whit some question, some of them were copied on the board and later they were answered correctly. Only a few students did not participate, because they gave different answers. In this class the objective was fulfilled, because almost all of them participated on the board and others in oral form. In the role play there was a general participation. This role play was improved in order to have a better pair work. The best couple was chosen to act it out in front of the c lass. The other students corrected the mistakes.. General reflection: Due to the fact that many exercises were changed in class, the objectives of the unit was fulfilled the efficiency of the unit was proved by the students’ performance the last class. They were able to practice by themselves through different kinds of exercises.. Regularities  The students have the tendency to learn reproductively and it affects the development of the ability.

(35)  The pedagogic practice does not always guarantee the s ufficient practice and the systematic control that permits the process of identification of the mistakes and to offer the levels of help on time.  The student does not have an active role in class.  The school organization and the conception of the class do not fulfill the content given previously  The attention to the orientation and control of speaking ability is not enough.

(36) Conclusions:  The used methods and instruments permitted the authors of this work to identify the students’ strengths and weaknesses regarding the development of the speaking skill in English language for 7 th graders in Secondary School “Juan Oscar Alvarado”, “José Martí “and “El Vaquerito”.  The system of communicative classes was designed taken into consideration students’ needs the development of the speaking ability.  The result of the application of the proposal proved that the active techniques for the English class are useful to develop speaking..

(37) Annexes. Annex 1 Guide for the analysis of documents Objective: to verify the objectives, contents and methodological suggestion for the teaching of English of 7th grade in Secondary School. Documents: Program of the English teaching of 7 th grade students’ textbook. Indicators: . Objectives and contents to be achieved, according to the program/. . Exercises.. . Quality of exercises..

(38) Annex 2. Interview to the students Objective: to know about the methodological treatment to the development of speaking ability. Indicators: 1. Procedures used to present the communicative function. 2. Procedures used to present the pronunciation problems. 3. Aspects taken of grammar, form, meaning and use. 4. Characteristics of the exercises used. 5. Number of exercises to develop the speaking skill.. Guías para la entrevista. 1.. Selecciona la vía que utiliza tu. profesor para presentar la funciones. comunicativas:  El mini-diálogo.  Textos escritos  Láminas  Diálogos. 2.. Selecciona los diferentes aspectos que tiene en cuenta tu profesor pa ra explicar las nuevas palabras:  La ortografía de la palabra.  La pronunciación de la palabra.  El significado de la palabra a través de láminas.  El significado de la palabra usando un sinónimo.  El significado de la palabra traduciéndola al español.  Otros..

(39) 3.. ¿Encuentras difícil expresarte oralmente en inglés?. 4.. ¿Encuentras interesante los ejercicios que se te asignan en clases?. 5.. Selecciona cual de las actividades de las que se relacionan a continuación usa tu profesor con más frecuencia en clases:  Práctica diálogos en parejas.  Preguntas y respuestas.  Hablar sobre una lámina  Hablar a partir de un texto  Un juego lingüístico.  Describir a una persona.  Describir un lugar.  Hablar sobre tu familia.  Hablar sobre el tiempo.  Hablar sobre actividades que se están realizando en el momento.  Otras. 6. Una clases de idioma ingles dura 45 minutos ¿Cuántos minutos de la clases están tus compañeros practicando el idioma inglés aproximadamente? 7. ¿Son suficientes para ti las actividades que se realizan en la clases para mejorar tu expresión oral?. Muchas Gracias.

(40) Annex 3 Pedagogical Test. Objective: To diagnose the students’ strengths and weaknesses in the development of the speaking skill of 7th grade students from group 7 th 8 from “Juan Oscar Alvarado”. Pair Work A:It is your first day at school and you are in the hall, you want to make new friends. A student approaches you: -Introduce yourself.. –Tell him/her your address.. -Tell him/her your age. B:You are in the hall of your school. You see a new student, you want to talk to him/her. Approach him/her and ask him/her about: -Name.. -Address.. -Age.. -Try to be polite.. Individual work: You are a new student in this classroom. Tell the rest of the class. -Your name, age and your address..

(41) Annex 4 Aspects to take into account to assess the pedagogi cal test:  Intonation of questions patterns.  Pronunciation of vowel and consonantic sounds that change the meaning of the word.  Pronunciation of consonantic sounds that do not exist in Spanish.  Correct use of the grammatical structures taught in the grade.  Use of the vocabulary taught in the grade.  Coherence.  Clearness of the ideas.  The use of relating elements..

(42) Annex 5 Scale of qualitative measure for the speaking skill: High level: The student is capable to communicate orally within making mistakes that hinder communication. Averages level: The student is capable to communicate himself correctly even when his mistakes may interfere the comprehension of the message. Low level: Even when the student is capable to understand the oral language he is incapable to transmit the message..

(43) Annex 6 Interview to the Teachers of English. Objective: To gather information about the reality of the scientific problem with the teachers of the subject. Elements to deal with:  Do you think the development of the speaking skill is important?  Are you aware of the different activities widely used for the development of the speaking skill?  How do you develop the speaking skill?  Are your students interested in the learning of the speaking skill?.

(44) Annex 7 Lesson: 1 Unit # 3:What is your house like? Grade:7th Stage: Presentation Grammar: Simple present tense. Functions: all the studied in the unit Material Aids: pictures, charts, 107th grade workbook. Topic: Asking about someone’ house and giving information about own’ s house. Objective: The students should be able to get familiar with the function describing the house and giving information about own’ s house through video -sequences, oral and written activities so as to develop values of respect and courtesy. I.. WARM UP  The teacher checks the homework.  The teacher asks the students the following questions:  What did you learn in the last unit?  Do you like your house?  Do you think that every house has the same characteristics?  The teacher gives the students an explanation and meaning of who they can express existence: We donate existence to give directions using “There is/are”, but do we use them only for giving directions? No, we can use them to count, to describe,etc. . . The teacher introduces the topic and the says the objective of the lesson: En la clases de hoy bamos a trabajar conuna nueva función comunicativa “describing the house” and giving information about own’ s house house describiendo la casa y dar información sobre la nuentra , mediante eje rcicios orales y escritos. The teacher copy on the board the topic of the lesson..

(45) . The teacher explains the difference between HOME and HOUSE. Using the explanation that appear in the workbook page. Home:es la residencia de una familia y la unidad social que ella representa (Hogar) House:Se refiere a la edificación destinada a vivienda (Casa). II.. FOLLOW UP 1ST activity :Listen to the mini-dialogue and march what is Louis’ s house like? _____It is pretty. _____It is small. _____It is large. _____ It is old. ______It is comfortable  The teacher reads the mini-dialogue Peter:Hello!Louis. Louis: Hello! Peter. Peter:What your house like? Louis: My house is pretty and large. And there a re two bed in my bedroom.  The teacher reads again the mini-dialogue. 2nd activity: Listen aging to the mini-dialogue and say right(R) or wrong (W): 1)__There is a bed in my bedroom. 2)__There are two beds in my bedroom. 3)__There is a plant in my bedroom.  The teacher reads the mini-dialogue again and asks the students to repeat after him/her.  The students to repeat after the teacher.  The teacher asks the students if they have any doubt about any words in the mini-dialogue.  The teacher divides the class into two groups for repeating the mini-dialogue. After that the teacher reads the mini-dialogue and then the students repeat after him/her for checking their communication.  The teacher explains the words in which the made more mistakes in thiren pronunciation: like/laik/ and the teacher explains:esta palabra se pronuncia /laik/ y.

(46) como verbo su significafo es gustar pero en este caso no está hacienda funcion verbal y en este caso su significado es “como” an other words is house la pronunciación de sete sustantivo es /jaus/ , the teacher says that in most of the cases when ther are two /oo/ the pronunciation is like a /u/  The teacher asks the students to dramatize the mini-dialogue in pairs and they could change some words in the mini-dialogue.  The teacher gives the students the necessary vocabulary that they could need to do it, an explain the meaning by means of pictures.  Some words to describe the house: -Large, big, small, comfortable, uncomfortable, beautiful, ugly..  Parts of the house: -living room, bedroom, bathroom, dining room, kitchen, backyard, car porch, garage, garden, hall, study,, yard..

(47) . The teacher walks around the class checking their work and explain any dough that they could have.. . After that the teacher asks some pairs to dramatize the new mini-dialogue.. . The teacher explains the mistakes he/she has noticed..

(48) III.. CLOSE UP  The teacher analyzes the necessary grammar.. There is/are: The teacher explains:Esto significa existencia y se pone de ses modo cuande está en forma de respueta .Pero cuando está en forma de prgunta se pone Is /Are there.  The students summarize the class and the teacher motivates them for the next class.  The teacher orient the homework HOMEWORK Your new English teacher wants to know about your house. Make a mini diologue like in the class and tell him/her what your house is like..

(49) Annex 8 Lesson: 2 Unit # 3:What is your house like? Grade:7th Stage: Presentation Grammar: Simple present tense. Functions: all the studied in the unit Material Aids: pictures, charts, 107th grade workbook. Topic: Asking and saying where people are and giving information about one’s house. Objective: The students should be able to get familiar with the functions giving information about one’ s house and asking and saying where people are through video-sequences, oral and written activities so as to develop values of respect and courtesy. I.  . WARM UP The teacher checks the homework The teacher recalls previous content through the following questions:  What do you see at Louis’s house?  In what room do you spend more time at home?  What I your favorite room there?  The teacher introduces the topic of the lesson and says the objective of it: En la clase de hoy vamos a trabajar con las funciones comunicativas “giving information about someone’ s house and asking and saying where people are”, dar información sobre una casa y decir dónde se encuentra alguien. And then, the teacher copies on the board the topic..

(50) II.. FOLLOW UP . The teacher reads the mini dialogue and the students do the following exercises. 1st Activity Mark what are the things that the living room in Louis’s house has. ____ a sofa. ____ an armchair. ____ a coffee table. _____ a book case. _____ a tape recorder. _____ a plant. _____ a T.V set. _____ a lamp. _____ two pictures on the wall A telephone conversation between two friends (Louis and Peter) P: Louis. What’s your favorite room at home? L: My favorite room at home is the living room because there is a big sofa, a T.V set, an armchair, a coffee table and there are two beautiful pictures on the wall. . The teacher reads the mini dialogue and orients the following activity. 2nd Activity Say Yes or No. In the living room:. a) ____There is a sofa and a coffee table. b) ____ There is a bookcase. c). ____ There are two beautiful pictures on the wall..

(51) . The teacher asks the students if they have any doubt about any word in the mini dialogue.. . The teacher divides the class into two groups for repeating the mini dialogue. After that the teacher divides the mini dialogue into two segments and reads them and then asks the students to repeat after him for checking the conversation.. . The teacher explains the words in which they made more mistakes in their pronunciation: armchair es un objeto de la casa que su significado en españo l es butaca y su pronunciación es /armcheir/.. . The teacher does the same with coffee and picture.. . The teacher asks the students to dramatize the mini dialogue in pairs. They could change some words in the mini dialogue.. . The teacher gives the students the necessary vocabulary they could need to do it, by using pictures in the workbook. The furniture Armchair, coffee table, shower, bed, cooker(stove), sink, bedside table, counter, table, bookcase, cup board, toilet, picture, dressing table, T.V set, chair, refrigerator and wardrobe.. . The teacher walks around the class, checking their work and explains any doubt that they could have.. . After that, the teacher asks some pairs to dramatize the mini dialogue.. . The teacher explains the mistakes he has noticed. III CLOSE UP. . The students summarize the class and the teacher motivates them for the next class.. . The teacher orients the homework..

(52) Homework Exercise 67 page 19 in their Work Book Tell your class about your house, the number of rooms in it, what there is in ea ch room, etc. Ask your teacher to help you with the necessary words. She/he may want to tell you about her house first, and she/he may also want to bring some pictures. Example: There are two armchairs and a sofa in the living room..

(53) Annex 9 Lesson: 3 Unit # 3:What is your house like? Grade:7th Stage: Controlled Practice Grammar: Simple present tense. Functions: all the studied in the unit Material Aids: pictures, charts, 7th grade workbook Topic: Describing the house, asking and saying where people are. Objective: The students should be able to manipulate the functions describing the house, asking and saying where people are through oral and written activities so as to develop values of respect and courtesy. III.  . WARM UP The teacher checks the homework The teacher motivates the students and activates their prior knowledge by asking the students the following questions:. . What is the title of the unit we have been working with?. . What are the two main communicative functions we have studied?. . How many rooms are there in your house?. . The teacher asks the students to reproduce the first mini dialogue that was used to present the new content. Have the students repeat. After that, the teacher divides the class into two groups using techniques such as back and front chaining and have them practice each conversation.. . Meanwhile they are working, the teacher goes around the classroom to help them and for correcting on the spot.. . When most of them have finished, the best pairs are gong to demonstrate what they did for the whole class..

(54) . After the demonstration, the teacher is going to explain the main errors he has noticed during the activity.. . The teacher explains and copies the topic on the board. II FOLLOW UP 1st Activity Complete the mini dialogue using the words from the list Peter: Louis, what is your house like? Louis: My house is _________, and ___________________. Peter: How many rooms are there? Louis:. There. are. _________________,. ____________. and. there. is. _______________ , _______________ and ______ ____________. Peter: Are there any garden in your house? Louis: Yes, there is___________. Peter: Are there any flower there? Louis: Yes, there are _____________. List: large, living room, two bedrooms, kitchen, two bath rooms, comfortable, dining room, many flowers and a beautiful garden. 2nd Activity Complete the dialogue using there is and there are. Reinier: How many rooms are in your house? Dayana: ____ _____ six rooms. Reinier: How many bedrooms are there? Dayana: _____. _____ two bedrooms.. Reinier: Is there any living room? Dayana: Yes, ___ ____ . Reinier: Is there any bathroom? Dayana: Yes, _____ _______. 3rd Activity Complete the following mini dialogue and practice with your partner and be ready to act it out. A: Where is your brother?.

(55) B: ________________________________. A: Is your mother in the kitchen? B: No, _______________________________. A: Is your cousins in the garden? B: Yes, ________________________. 4th Activity Student A: You are in Vidal Park and you see one friend of yours approaching you. You have not seen her/him in a long time. She/he wants to know about your new home. Be ready to answer about: -. Your house.. -. The number of rooms there are in it.. -. The objects in each room.. Student B: Your are in Vidal Park and you see one friend of you that you have not seen in a long time. You want to know about his/her new house. Ask him/her about it. -. His/her house. -. The number of rooms there are in it.. -. The objects in each room.. . The teacher gives the students two cards (A and B) each of them contain ing the instructions of what they have to do. III CLOSE UP. . The teacher asks the students some questions to summarize the class.. . Did you learn something new in today’s class?. . What did you learn?. . How did you like it?. . The teacher orients the homework..

(56) Homework Ask the following questions to three classmates. Then, be ready to report in class. -How many rooms are there in your house? -What is there in your living room? -What is there in your kitchen? -What is there in your bedroom? -What is your house like?.

(57) Annex 10 Lesson: 4 Unit # 3: What is your house like? Grade: 7th Stage: Controlled Practice Grammar: Simple present tense. Functions: all the studied in the unit Material Aids: pictures, charts, 7th grade workbook Topic: Describing the house, asking and saying where people are. Objective: The students should be able to reproduce the functions giving information about someone’s house, asking and saying where people are through oral and written activities in order to develop values of respect a nd politenesses. I.  . . . WARM UP The teacher checks the homework. The teacher motivates the students and activates their prior knowledge by asking the students the following questions: - What is your favorite room at home? - Where does your mother spend more time at home? The teacher asks to reproduce the second mini dialogue that was used to present the new content. Have them repeat after the teacher in small groups with techniques such as describing. The teacher divides the classes into two groups (A and B) and then, they have to practice each conversation.. . Meanwhile they are working, the teacher goes around the classroom to help them and for correcting on the spot.. . For doing the activity previously, discussed, the teacher takes into account all the methodological procedures to organize the classroom..

(58) . When most of them have finished, the best pairs are going to demonstrate what they did for the whole class.. . After the demonstration, the teacher is going to explain the main errors he has noticed during the activity.. . The teacher explains the form of To Be verb I-am You-are. . he/she/it-is we/they/you-are. The teacher gives them some examples by using pictures: -Dad is at home -I am in the kitchen -My parents are in their bedroom. .  . After that, the teacher explains the negative forms of To Be verb and gives some examples by using pictures: -I am not in the kitchen. -My sister and my mother are not at home. -Susi is not in her bedroom. The teacher orients some activities for their comprehension. The teacher gives the students two cards (A and B) each of them containing the instructions of what they have to do..

(59) 1st ACTIVITY Complete the following mini dialogue using the correct form of To Be verb. Richard: Susan, where is your mother? Susan: My mother ___ in the backyard. Richard, where is your sister and your father? Richard: They____ in their bedrooms. Susan: Where do you sleep? Richard: I___. sleep in my bedroom.. Susan: Where is your dog and your cat? Richard: They ____ in the living room. 2nd ACTIVITY Complete the sentences to describe your house..

(60) My house is ________________ , ______________ and __________. 3rd ACTIVITY Match each question with the corresponding answer. A. B. 1- Is that your bedroom?. ___That’s the bathroom.. 2- Is your house big?. ___ Yes, it is . There are nice rooms in the house.. 3- Is there an electric stone?. _____ it’s on the left, across the Hall.. 4- Where is the dining room?. _____ No. There is a gas stove/ _____It is here next to the Kitchen.. 5th ACTIVITY Role-play Student A: You are new at school and one of your classmates wants to know about your house and to other things related to it. Be ready to answer his/her questions. -Your favorite room at home. -The things that it has. Student B: You are at school and a new classmate arrives. You want to know about his/her house. -His/her favorite room at home. -The things that it has. . The teacher gives the students two cards (A and B) each of them containing the instructions of what they have to do..

(61) III CLOSE UP . The teacher corrects the general mistakes.]. . Self/peer evaluation on learning. Scale: excellent, very good, good, not so good, poor. Have them reflect on causes.. . The teacher asks the students some questions for them to summarize th e lesson.. . Did you learn something new in today’s class?. . What did you learn?. . How did you like it?. . The teacher orients the homework. HOMEWORK. Dad. Sue. Mel. 1. 2. 3. Rick. Mom. Tim and the baby. 4. 5. 6. Complete the statements according to the information given in the diagram. Example: Mom is in the bathroom. No. she isn’t in the bathroom. She is in the kitchen. 1- Dad is in the garden. 2- Tim and the baby are in the living room. 3- Mel is in the dining room. 4- Rick is in the bedroom.. 1- Is in the living room. 2- Is in the bedroom. 3- Is in the bathroom..

(62) 4- Is in the dining room. 5- Is in the kitchen. 6- Is in the bedroom There are two bedrooms..

(63) Annex 11 Lesson: 5 Unit # 3: What is your house like? Grade: 7th Stage: Free Practice Grammar: Simple present tense. Functions: all the studied in the unit Material Aids: pictures, charts, 7th grade workbook Topic: Describing the house and saying where people are. Objective: The students should be able to express how to describe the house and say where people are through out different kinds of exercises in order to develop values of solidarity and courtesy. I.. WARM UP  The teacher checks the homework.  The teacher motivates the students and activates their prior knowled ge by asking the students the following questions:  Do you remember what the grammar tense we have been dealing with is?  What is the question we ask when we want to know what someone house’s like?  What are the questions we ask when we want to know how many rooms there are in someone’s house?  The teacher copies these questions on the board and how can answer those questions?  The teacher explains and copies on the board the topic of the lesson.  The teacher says: En la clase de hoy vamos a continuar practicando la función comunicativa: describing the house, mediante la realización de actividades orales y escritas..

(64) 1234-. II FOLLOW UP 1st ACTIVITY Guess the Word: You sleep on a __ __ __. We wash the dishes in the __ __ __ __. We keep our clothes in the ___ ___ ___ __ __ __ __ ____. The gas__ ___ ___ __ __ ___ is in the kitchen. 2nd ACTIVITY Write a little paragraph in which you describe your house. Report back to the class. 3rd ACTIVITY Role-play Student A: You have a pen friend and she/he comes to your house to know your family and you. She/he wants to know about your house and the things it has. Be ready to answer her/his questions. Student B: You have a pen friend and he/she invites you to her/his house, but you want to know about his/her house and the things it has. Ask him/her about him/her house..  .    . The teacher gives the students two cards (A and B) each of them containing the instructions of what they have to do. The teacher demonstrates with two advanced students what they are going to do. Have the students discuss and prepare what they are going to say and in their sub group. The teacher goes around the class taking down notes on the students ‘errors or any other things you see that is happening that you want to talk about. The teacher carries out a selective checking to correct what they are doing. Provide the necessary feed back: how well they are doing the activity. The teacher controls noisy level. The teacher stops the activity when most of them have finished and selects some some couples, the ones that were rather nice or did something rather amusing or that really used all the structures and something you have asked them to perform the activity before the class..

(65)  . The teacher talks about the errors that she/he has noticed at the end of the pair work. If it is necessary re teache. The teacher evaluates the task.. III CLOSE UP  The students summarize the class and the teacher motivates them for the next class.  The teacher orient the homework HOMEWORK You have a new pen friend and she/he wants to know about your house. Write a letter to him/her in which you describe your house and the things there are in your house..

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(67) BIBLIOGRAPHY 1- ________ Fundamentos de la Investigación Educativa. Módulo II. Primera Parte. Maestría de Ciencias de la Educación. La Habana, 2006. 2- _______ Diccionario Enciclopédico Grijalbo. Editorial Arte, pp 451. Ed. Grijalbo Mondador. S.A. Barcelona, 1998. 3- _______Fundamentos de la investigación Educativa. Módulo I. Primera Parte. Maestría en Ciencias de la Educación. 12pp. La Habana, 2005. 4- _______. VI Seminario Nacional para Educadores, 2005. 5- Acosta Padrón, Rodolfo. Et al. 2002 Communicative Language Teaching. (CD Carrera Lenguas Extranjeras. MINED. I Parte). 6- Acosta Pedro, R y Escolar Romero, Metodología comunicativa de la lengua. Pedagogía 95, La Habana. 7- Caballero Pérez Mercedes. Methodology of English Language Teaching Escuela Pedagógica . Ed. Pablo de la Torriente Brau, 1997/ 8- Camacho, Delgado, Alfredo. La Enseñanza Comunicativa del inglés en la transformación de la Secundaria Básica: Un modelo curricular para su perfeccionamiento en el territorio. Tesis en Opción al grado de Doctor en Ciencias Pedagógicas, ISP. Félix Varela, 2003. 9- Camacho, Delgado Alfredo. Programa de la Disciplina inglés para la Secundaria Básica. ISP. Félix Varela, 2004. 10- Castro, Ruz Fidel. Discurso pronunciado en el acto de graduación del primer curso emergente de maestros primarios. Tabloide Oficial # 4. Ciudad de La Habana, 2001. 11- Hymens D. On Communicative Competence. A sociolinguistic. Harmondsworth. Denguin, 1972. 12- Hernández, Hernández, Blanca Esther. Tesis de Maestría, ISP Félix Varela, 2009. 13- Naiman, N. Artículo: Teaching Pronunciation Communicatively. Communication Journal, INTUR, 1989..