Genre Based Approach PDF

GENRE BASED APPROACH PEDAGOGY TO IMPROVE READING
COMPREHENSION IN 8TH GRADE STUDENTS AT INSTITUCIÓN EDUCATIVA
LUIS R. CAPARROSO IN SOLEDAD - ATLÁNTICO
By
Yullys Del Carmen Alvarino Ochoa
Liseth María Fontalvo Pérez
Research Advisor:
Dr. Jorge Miguel Mizzuno Haydar
UNIVERSIDAD DEL NORTE
MASTERS OF ART IN ENGLISH TEACHING
BARRANQUILLA
2017
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Acceptance grade
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Program Director
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Judge
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Judge
Barranquilla, 2017
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Acknowledgements
“I can do all things through Christ who strengthens me” Phil 4: 13
Thanks God for giving us so many talents, thanks for that scholarship, a great
blessing that makes us shine in our careers, thanks for our wonderful job and for our
thoughtful students. To God all the glory and honor.
We are deeply grateful to Jorge Mizzuno Haydar, our tutor, for his commitment and
dedication, for having shared with us his wisdom and for encouraging us to reach the top of
this goal.
To my magic princesses and my husband, for understanding this sacrifice, for their
love, patience and support, for seeing me as their brave heroine. To all my family, I
dedicate this triumph especially to my darling sister Yolima for teaching me how to learn
the hardest lesson in our family life, “fighting against cancer.” To my mom and dad, for
their help and for staying next to me all the nights during my long hours of working. And to
my companion traveler, Liseth, for accepting to take with me this challenging experience,
for giving me her unconditional support, and for becoming more than a partner, “my
sister”.
More than grateful, Yullys Alvarino.
I would like to thank to my life and love: Angely G. who was my inspiration along
this way. I also want to express my profound gratitude to my family for providing me with
unfailing support and continuous encouragement. Finally, my sincere thanks to my friend
and fellow in this research: Yullys Alvarino, many thanks my dear.
Liseth Fontalvo Pérez.
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Abstract
This study proposes the implementation of Genre-based approach (GBA) to develop
reading competences. Specifically, it focused on the teaching of the social and functional
purpose of the language. The aim was to expose students to a text-type to foster reading
skills, emphasizing on the overall text structure and not only on the grammar features. In
that way, this proposal facilitates the target language learning too.
The target context of this research was integrated by 40 high school students, in a
range of 13 – 16 years old from an official school in Soledad (Atlántico). Bearing in mind
the learners’ and their context features, this study adopted a qualitative research case view,
under the structure of an action research cycle with four stages (plan, act, observe and
reflect), so a deep analysis was carried out based on reflections and interpretations where
the performer teacher played an active role as teacher-researcher.
Data were collected from different sources in three moments of the research (before,
during and after). Instruments like a questionnaire, an interview and document analysis
based on programs and activities were applied at the beginning to determine the need
analysis. Then, during the implementation class observations, videotaping and field notes
plus another document analysis based on lesson plans and activities were also sources to
determine the influence of GBA in the improvement of students reading competence.
Besides, to establish how the intervention strengthened the teacher’s methodology to teach
reading. And finally, at the end of the implementation, a checklist to evaluate the results
and the impact of the proposal was done. All the class observations were transcribed to
analyze the students’ attitude and the teacher’s practices in order to see the effectiveness of
GBA.
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The results showed that the implementation of the genre- based approach pedagogy
is highly effective to teach students to develop reading competences. Along the process,
students were constantly supported by the teacher who guided their learning following the
genre stages until they got a complete understanding of texts. Besides, students learned to
work collaboratively, participated actively and discovered their own strengths and showed
engagement in the reading process.
Key words: Genre-based approach, English learning, reading comprehension, teacher’s
methodology, and collaborative work.
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List of figures
Figure. 1 Results question 1 17
Figure. 10 Level of register and context situation 32
Figure. 11 Level of genre and context of culture 33
Figure. 12 The teaching and learning cycle 37
Figure. 13 Model of the action research 50
Figure. 14 The circle of action and reflection 51
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List of Tables
Table 1. Genre classification 34
Table 2. Research Data Collection Instruments 57
Table 3. Goals and objectives 62
Table 4. The grid (Text based syllabus) 65
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Table of Appendixes
Appendix 1. Questionnaire (Students) 127
Appendix 2. Interview (Students) 129
Appendix 3. Interview (Teacher) 130
Appendix 4. Transcript of lesson 1 131
Appendix 5. Text- lesson 1 195
Appendix 6. Worksheet (simple past tense- regular verbs) 196
Appendix 7. Timeline 197
Appendix 8. Rewriting Activity 198
Appendix 9. Transcript of lesson 2 199
Appendix 10. Text- lesson 2 223
Appendix 11. Worksheet (simple past tense- irregular verbs) 224
Appendix 12. Activity- lesson 2 225
Appendix 13. Checklist 226
Appendix 14. Students’ work samples 227
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Table of Contents
1. INTRODUCTION 12
1.1 A general description of the English role in Colombia 12
1.2 Description of the context 14
2. RATIONALE 16
2.1 Need analysis 16
2.2 Need analysis conclusions 25
2.3 Research question 26
2.4 Objectives 26
2.4.1 General objective 26
2.4.2 Specific objectives 27
3. THEORETHICAL FRAMEWORK 27
3.1 State of the art 27
3.2 Genre based approach foundations 30
3.3 Genre and context of culture 32
3.4 Genre classification 33
3.5 The teaching learning cycle 36
3.6 Reading comprehension background 38
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3.7 Reading from a communicative perspective 39
3.8 Communicative Competence 40
3.9 Sociocultural theory 42
3.10 Zone of proximal development (ZPD) 42
3.11 Scaffolding 43
3.12 Types of instructional scaffolding to use with English learners 44
3.13 Interaction 46
3.14 Collaborative learning 47
4. METHODOLOGY 48
4.1 Research approach: Qualitative research 48
4.2 Type of study: Action research 49
4.3 Research participants 52
4.4 Data collection instruments 53
4.4.1 Interview 53
4.4.2 Questionnaire 54
4.4.3 Document analysis 54
4.4.4 Observations 55
4.5 Triangulation 56
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4.6 Ethical considerations 57
5. PROPOSAL 58
5.1 Approaches to education, learning and language 58
5.1.1 Approach to education 59
5.1.2 Approach to language 59
5.1.3 Approach to learning 60
5.2 Goals 61
5.3 General objectives 62
5.4 Syllabus focus 63
5.5 The teaching points 63
5.6 The grid 65
5.7. The specific objectives 69
5.8 Sequence criterion 71
5.9 Lesson plans 72
6. RESULTS AND ANALYSIS 94
7. CONCLUSIONS 114
REFERENCES 117
APPENDICES 127
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1. INTRODUCTION
1.1 Historical review of the English Language policy in Colombia
The concern of the Colombian State, expressed through the Ministry of National
Education, (MEN), has always been that citizens can be integrated into the labor market in
an effective way to help the country achieve international standards. For this reason, the
MEN has endeavored not only to establish the route to be followed but also the appropriate
tools to build the country we so long for in terms of English language learning.
For that reason, the MEN (1994) promulgated the General Law of Education
(Law 115 of 1994) to serve as a guide to different public and private educational
institutions with basic, middle, and university level education without taking away their
autonomy and stimulating the specific creativity of human beings whether teachers,
students or parents. Thus, article 23 of this law states that in order to achieve the objectives
in basic education, "mandatory and fundamental areas of knowledge are established",
which will necessarily have to be offered in accordance with the curriculum and the
Institutional Educational Project. This includes foreign languages. This guideline is taken
up in article 31 for secondary education by establishing a more advanced level as a priority.
In the same sense, the Curricular Guidelines of English came to light. These were
published in order to be an axis in the elaboration of basic conceptual elements that allowed
to design the foreign language curriculum within the Institutional Educational Project (PEI)
and to make the best possible use of scientific and technological advances.
Based on the General Education Law and the desire to educate citizens who are
able to successfully face the challenges of this world with increasing communication and
interdependence, the Ministry of National Education launches the National Bilingualism
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Program in 2004. One of its objectives was to contribute to students being capable of
“communicating in English, so that they can help to incorporate the country in the
processes of universal communication, in the global economy and in cultural openness,
with internationally comparable standards" (p.6).
On August 7, 2005, the National Planning Department launched the document
Vision Colombia Second Centenary: 2019. This publication served as a compass since it
points at a north, it plans the course of Colombia that we all want to have for August 7 th,
2019 when Bicentennial is celebrated. In this way, more specific guidelines on the
articulation of the education system are established based on the development of basic
competences, citizen competences and general and specific labor competences developed
not only in basic and secondary education but also in higher education.
In 2006, the Ministry of National Education adopted and adapted the Common
European Framework of Reference for Languages (CEFR) which defines the levels of
mastery of a language. This policy responds to the need to achieve internationally
comparable standards that allow us to evaluate where we are and the policies to be followed
to acquire a good position globally. As a result of this initiative the students will have the
opportunity to be intercultural citizen, being part of a local society but with a wide world
vision, acceding to scientist and technological development. In that same year, MEN (2006)
publishes a guide called Basic Standards of Foreign Language Competences: English, in
order to deal with the demands of the globalized world, as it says, "having a good level of
English facilitates access to better employment and educational opportunities that help
improve the quality of life" (p. 3). In addition, these Standards serve as a guideline for the
entire educational community to know the communicative skills that young people must
cultivate and strengthen in Basic and Middle Education.

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Recently, more precisely last year, MEN (2016) presented to the country the
Basic Learning Rights (BLRs), grades 6 ° to 11 °, like "tools that seek that our students
reach an English level that allows them to communicate, interact and share knowledge, so
that they can enhance their human and professional capacities" (p. 4). With them, the MEN
launched a Suggested Curricular Guidelines and the Basis Standards of Competence (BSC)
proposal that aims to achieve these rights in the Educational Institutions of Colombia
regardless of their social status.
As it can be seen, the Colombian State has strived to provide clear guidelines to
facilitate the acquisition of a second language until reaching the B1 level upon having
finished the last school grade?. In this way, it is intended to fulfill the goal that Colombia
will be the best educated country in South America in 2025.
In this context, the Colombian education system has done great efforts to improve
quality, and it has promoted excellent results in the Saber tests, which are used to assess 3rd,
5th, 9th, and 11th grades students’ knowledge in different subjects. Reading is the most
necessary skill to face on this test, but general results suggest that there is not a meaningful
progress in students’ reading comprehension (Bustamante, 2015). Then, this situation
suggests that the educational community should design interventions to solve this problem.
1.2 Description of the context
It is relevant to describe in general terms the target context of this proposal. The
Institución Educativa Luis R Caparroso is an official school located in Soledad- Atlántico, a
town that is part of the Metropolitan area of Barranquilla city. It offers transition, primary,
and secondary education for students of a low socio-economic level (stratum 1). Students of
ninth, tenth, and eleventh grade also receive and additional preparation on specific areas
from Instituto Tecnológico de Soledad (ITSA) and Servicio de Educación Nacional

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(SENA), due to some special agreements with those institutions that offer free courses such
as computers management and sales.
The students who are under study of the present research are in 8th grade and make
part of a vulnerable population. Some of them are displaced by the violence, and others
come from dysfunctional families. According to the Common European Framework, most
of these students do not have the lowest level of English proficiency (A1).This situation has
been reflected in the results of the Saber Test, applied by ICFES to 11th grade students in
Colombia. In 2014, the 31% of the students of this school were in A- and the 50% in A1. In
2015, the 39, 68% were in A- and the 35% in A1. The last year the 29, 03% were in A- and
the 48, 39% in A1 which reflected one more time the low English proficiency of this
population.
The institution does not have a bilingual room but there is a multipurpose- room
with an interactive board, video beam, computers and headphones. It could be an ideal set
to English learning but they cannot be used because of problems with internet connection.
Another difficulty found in this context is that students do not have a text book; they work
with material provided by the teacher like photocopies, card boards, big papers, among
others. Despite this situation, some of them are interested and engaged in their English
learning process. Currently, the students from sixth to ninth grade attend four hours per
week, meanwhile tenth and eleventh grade students receive three hours. It is important to
mention that the English language program does not have a section focused on the
development of reading comprehension.
Analyzing the context of the institution and identifying what opportunities English
learning receive, we consider relevant to highlight information extracted from different
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research instruments used to determine reasons for the low English proficiency of this
population.
2. RATIONALE
In the classroom, it is important to address the reading process as a broader field,
especially from a communicative perspective taking into account aspects of students’
context. We consider this is a way to improve in a great manner students’ ability to learn.
On account of the fact that in modern life, students are more exposed to printed information
than ever (Grabe, 2009), it is reasonable to take advantage of this situation, and make
possible the use of authentic materials to develop students’ reading skills during English
language teaching. In other words, the idea is that learners are exposed to a variety of texts
paying attention to the overall structure and not only to grammar, because when focusing
only in this item, the reading process might seem artificial and inadequate (McDonough &
Shaw, 2003). As a result, teachers should promote the reading skill with the objective to
obtain knowledge and comprehension of the world through different kinds of written
materials, with tasks that appear to be meaningful for students’ lives.
2.1 Need Analysis
During the procedure followed to identify the type of problem that we wanted to
investigate, we collected data through different instruments such as document analysis,
questionnaires, and interviews. In accordance with the results obtained from the
instruments applied to a group of students in 8th grade at Institución Educativa Luis R.
Caparroso with their English teacher, and taking into account the features of the school
context, relevant aspects of the students’ needs have been identified.
First, documents that reflect the mission of this school consider the particular
situation of these adolescents as a big responsibility. Its main goal is that teachers help this
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population to learn in the way they deserve, giving them good explanations and
implementing an appropriate methodology combining teachings with affective treatment.
Nevertheless, regarding English teaching, documents that contain the curriculum do not
reflect a structured methodology that permits students learn the language in a meaningful
way. Likewise, an analysis of contents and materials suggests improvements with the
intention that students use English language for communicative purposes.
Second, the implementation of a questionnaire (see appendix 1) let us to know some
characteristics and opinions of the target students. Main findings are as follows:
 The first (Fig. 1) and second (Fig. 2) questions were related to the students’
interest and perception toward English learning. Most of them admit that
English is an option for future opportunities, especially for getting a good
job. But we think that it is important to help students consider the boundaries
of communication that a person have when learn another language.
Likewise, with the second question we observed that they do not spend extra
time to learn English.
Figure 1. Results question 1
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 In the third question (Fig. 3) learners expressed their interest for using
diverse activities to learn English, meanwhile we detected their little interest
in the use of texts as a valuable resource. In the question number four (Fig.
4), the easiest skill for them is speaking, which could be another indicator
that reflects the low position of reading skill in the English acquisition for
this population.
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 In question 5 results (Fig. 5), students linked the importance of reading with
an opportunity to know about many topics, but once again we observed that
reading is not considered for communicative purposes.
 In the sixth question (Fig. 6), it is evident the lack of reading strategies
because most of students admitted that they do not use none. In the same
way (Fig. 7), a similar perception is detected related to the use of materials.
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 In the question number 8 (Fig. 8), a considerable number of students selected
the options associated with comprehension and vocabulary as main
difficulties for reading.
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 In the last question (Fig. 9), the need of teacher support during all reading
process was evident to make it more interesting and easier.
Concerning students’ interview (see appendix 2), it helped us to explore and identify
significant data associated with students’ needs. The instrument was applied to twelve
students in eigth grade, these students were chosen taking into account their different
English academic performance. The idea was to construct a group that represented the
diverse kind of students in the mentioned grade. The interview contained seven questions
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focused in five important categories: vision of English learning, student’s
attitude/motivation, collaborative work, reading skill and the teacher’s role. Having made
the analysis of the answers, main findings were stated.
 Starting with the first question (vision of English learning), most of the
students considered that learning English is very important. But their
common thought had long-term implications, since none of them mentioned
their current educational process. They only recognized English relevance
for future opportunities.
A: ¿consideras importante aprender inglés? ¿Por qué?
B: “parece que si, en todos lados están necesitando gente que hable inglés,
mmm…eso da trabajo.”
 Continuing with question number two (student’s attitude-motivation), there
are two positions. Some students said that they listen carefully and try to
participate because they want to learn more. But an important number of
them expressed that they rarely contribute to the development of the classes.
A: ¿Qué tan frecuente es tu participación en clases de inglés?
B: pocas veces, a veces no sé qué decir, me da miedo equivocarme.
 The third question, which was focused on collaborative work, reflected the
positive perception that students have in relation to working in groups.
A: Al desarrollar tus actividades en clases ¿prefieres hacerlo de manera
individual o en grupo?
B: Chévere trabajar en grupo porque uno se ayuda con el compañero. El
que no entiende bien le pregunta al otro”
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 Questions about the reading skill showed the existence of a traditional
methodology only based on activities of tranlations. For that reason,
students’ opinions about the improvement of this skill is linked to the
allotted time for reading activities and the texts extensions.
A: ¿Cómo es el proceso de lectura en el aula de clases?
B: Leemos, buscamos en diccionarios las palabras que no entendemos y
después respondemos unos talleres acerca de lo que hemos leído
A: ¿Cómo crees que se puede mejorar tu habilidad para leer?
B: Leyendo varias cosas, pero como es en inglés que no sean esas lecturas
muy largas, así se hace muy difícil y el tiempo no alcanza […] uno debe ir
poco a poco para entender bien esas lecturas.
 Finally, concerning the teacher’s role in a reading class, students made some
particular specifications such as: the teacher´s support for understanding
formal aspects of the language, and the implementation of activities to deal
with texts.
A: Para ti ¿qué función debe desempeñar la profesora en las clases de
lectura?
B: Es quien nos debe explicar y ayudar con las cosas que no entendemos,
como por ejemplo eso de los verbos que aparecen en las lecturas, esos
temas son muy difíciles
C: la Miss es muy dinámica en sus clases, pero en las clases de lectura por
más que uno quiera no es lo mismo, chévere hacer actividades dinámicas
que ella hace en otras clases
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Relevant aspects were extracted from the students’ answers which let us to come to
precise conclusions that will be exposed in a detailed way in the next section titled “need
analysis conclusions”.
Another instrument used to collect data was a teacher’s interview (see appendix 3).
This teacher with a wide experience in the educational field has worked in the school Luis
R. Caparroso during seven years. She answered ten questions based on her classroom
practice. The interview addressed topics such as methodology, activities, feedback, and
evaluation into the framework of the reading skill. First, her conception of English reading
is viewed as necessary to improve students’ English level for a better performance in
internal and external tests. But this is not determined in a communicative context, since
most of the time this skill is addressed without a specific methodology that enhances this
aspect.
The teacher highlighted different constrains that affect the development of reading
competence activities, some of them are: the inappropriate conditions of the classroom, the
large number of students in classes, the lack of resources, few hours to teach, among others.
The teacher argued the main objective is English for communicative purpose, but
sometimes this objective tends to be more addressed from the speaking skill.
In relation to the methodology used to promote reading, she said that it is based on
texts which have to be translated, students reinforce vocabulary using dictionaries, and
there are workshops designed to review comprehension. Pupils sometimes can work in
groups to exchange ideas. At the end of the class, the teacher collects the photocopies to
grade students’ answers, and the next class she resolves doubts about the activity. In
general terms, during reading activities students do not have the opportunity to analyze
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different texts type, nor to learn about the social purpose of them. In regards to feedback,
this is evidenced in three moments, when she gives the initial instructions, when she
provides the meaning of some words, and when she gives the correct answers of the
activity.
2.2 Need Analysis Conclusions
The needs analysis reveals a lack of interest from the students toward the reading
skill. We consider that this vision is related to a situation where learning to read is
perceived as a difficult and elaborated process, which mainly covers formal aspects of the
language, worked without a continual support from the teacher and peers. Also, most of the
time students feel unmotivated when they have to face inappropriate materials as input, and
they have difficulties to comprehend them. In relation with this, Woolley (2011) states that
naturally reading is a complex process which may produce students’s difficulties and
inappropriate strategies used by the teacher.
Another important finding is students’ willingness for working with peers, since this
way they can support each other, and it could be a relevant aspect for those that need more
help than others (Wood, Bruner and Ross, 1976). Besides, the data permitted to identify the
lack of a functional view of language learning which addresses accurate reading strategies,
a gradual way to present different topics during reading process, constant scaffolding, and
the use of authentic materials.
Considering the aspects that affect students’ reading learning in a second language,
at institution Educativa Luis R Caparroso de Soledad, it is important to make decisions and
changes about the methodology that has been used with these students. It is necessary the
use of meaningful activities to develop communicative competences in the target language,
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so the teacher can strengthen the reading skill as a way to acquire knowledge, learn
through texts, and promote collaboration to achieve a same goal. Providing students enough
support is also significant, because they need help to cover different difficulties found in a
reading process.
With this in mind, it becomes necessary to implement an effective reading approach
which fosters the development of these students in texts comprehension, according to their
needs and limitations in the English language learning, their interests, and their necessities
of communication. We have considered the Genre Based Approach (GBA) (Rose &Martin,
2012) for this purpose, as GBA is developed as a way to address reading process through a
meaningful understanding of how language works, how it can be used for real purposes,
and how those particular purposes contribute to the development of effective texts
(Derewianka, 1990). For this reason, the purpose of this study was to determine whether 8th
grade students developed their reading skills through the use of the Genre Based Approach.
2.3 Research question
Due to the importance to enhance reading competence as a fundamental aspect in
English learning, and taking into account the students' needs in this field we have
formulated the following research question:
 How does Genre based approach influence reading competence improvement in 8th
grade students at Institución Educativa Luis R. Caparroso in Soledad-Atlántico?
2.4 Objectives
2.4.1 General objective
 To analyze how Genre based approach influences in the improvement of reading
competence in 8th grade students from an official institution in Soledad- Atlántico.
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2.4.2 Specific Objectives
 To establish the impact of Genre based approach on teacher’s methodology to teach
reading.
 To determine the effect of Genre based approach on the students’ reading
competence.
 To analyze students’ perception about Genre based approach.
3. THEORETHICAL FRAMEWORK
In this chapter, we will consider the theoretical principles and concepts that are
deeply related to our project. Terms like genre based approach, reading, scaffolding,
interaction, sociocultural theory, and communicative competence will lead the process
through which we pretend to develop reading competence in eighth grade students in an
official institution in Soledad-Atlántico.
3.1 State of the art
In the following lines we will present a brief summary about some researches that
show positive results through the implementation of GBA.
Sawangsamutchai and Rattanavich (2016) conducted a study in Thailand to
investigate whether an applied instruction through the genre–based approach could improve
7th grade Thai students’ English reading skill. The participants were 60 seventh grade
students. The instruments employed for data collection included a multiple – choice Likert
scale questionnaires on reading motivation. The intervention was designed to develop three
units for 18 teaching hours working two each week.
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The researchers took into account an official report from the International Institute
for Management Development (IMD) which had revealed that Thai population English
level of proficiency is decreasing notoriously. This study and others have been conducted to
identify the factors and causes of these results. One of the reasons that they discovered was
that the instructional process used to teach reading in Thailand is not effective for
developing language learning and reading comprehension.
Researchers realized that the method of grammar translation commonly used in
Thailand to teach reading is performed in isolation without assisting students in
interpreting, besides students do not have enough exposure to learn and practice reading
through different strategies and activities. In addition, according to the University of
Cambridge survey done in 2006, most of Thai teachers do not have a high English level of
proficiency. All these reasons are causes of the lack of motivation that also affects student’s
reading process.
In order to solve Thai students’ situation this study was mainly supported by the
concepts of reading comprehension, genre based approach and learning cycle, the systemic
functional linguistics, and concepts of motivation.
The results showed that through the applied instruction based on Genre-based
approach students were able to improve their reading comprehension and could enhance
significantly their motivation to read and learn English. Researchers highlighted that the
building up stage played an important role during the implementation since it highly
activated students’ prior knowledge and made easier for them to recognize text structure,
linguistic features, and to link what they had learnt previously to produce finally spoken or
written language using their own ideas.
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Dominguez (2017) carried out a reading proposal for eight grade students At
Institución Educativa Técnica Comercial e Industrial (IETECI) in Palmar de Varela, a small
town in Atlantic department, Colombia. The goal was to develop the reading competence
through the implementation of genre based approach and a text-based syllabus. As teacher
– researcher, she made decisions about her pedagogical practices at teaching English. She
followed GBA methodology and its teaching cycle (Building up the context, deconstruction
of text, joint construction of the text and independent work).
The instrument for the data collection included interviews, questionnaires, videos,
classroom observation notes, and field notes. To support this action, the researcher based
her work on the sociocultural theory, scaffolding, appraisal theory, communicative
competences and genre approach. The text type selected for this study was anecdotical, and
also appraisal resources like attitude were identified during the process. As a result, the
teacher highlighted the effectiveness of the implementation of the genre based approach
since it seemed to have helped increase students’ motivation toward reading
comprehension.
Another research was done by Manotas (2016) in a technical institution in
Sabanalarga Town in the Atlántico department, Colombia. The school population comes
from the rural area with a low and middle socio-economic stratum. For this institution, the
importance of learning English is based on the ministry request about the bilingualism
program so students use and improve the language to get better job opportunities. Some
difficulties like lack of good conditions, no internet connection, and lack of resources,
among others, were found during the study.
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The researcher selected 6th grade for doing the data collection. This group showed
lack of engagement in class and had an extremely low performance in reading, the
instruments were analysis of documents (students’ English notebook, class activities and
the syllabi), interviews for students and the teacher to determine if the reason for their
situation was apathy or inadequate reading comprehension education. The results of the
need analysis showed students apathy for English learning, due to many factors like the low
English proficiency of the previous teacher, lack of reading activities, lack of knowledge
about reading skill and strategies especially in the upper levels. Students from previous
grades showed interest in being taught to develop reading comprehension.
According to this analysis, Manotas chose the genre-based approach and its
methodology to attempt to solve the identified problem in that school. The results proved
that the implementation of genre based reading program had a great impact and showed the
effectiveness of the genre pedagogy. The positive effect, were evidenced through the
students’ performance during the English classes.
The previous researches show the effectiveness of implementing genre-based
approach pedagogy to improve reading competence, at the time that provide significant and
meaningful experiences for both teachers and students, having a remarkable influence in
learners’ attitude and motivation to learn English while they are reading.
3.2 Genre based approach foundations
Genre based approach has its foundations on the systemic functional theory of
language by Halliday (1978), and his contributions to the “Sydney school”, that focused on
help students to manage linguistic choices for different needs, in different situations
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(Christie, 1990). The contribution of the systemic functional theory has permitted to apply
genre in textual analysis, taking into account that the functional aspect is viewed from the
perspective of how language works in context. Besides, the systemic aspect is related to the
structure of the language, which permits its functions in context. In this way, Halliday
(1978) considered language as social semiotic where discourses represent the meaning of
each culture. This vision makes language as a vehicle for socialization which permits the
interaction of people in what he calls “context of situation” (p, 28). In these contexts, occur
“types of situation” which reveal how participants interact with the language in determined
circumstances.
In addition, Bawarshi and Reiff (2010) present how Halliday defined register as the
semantic and lexico-grammatic patterns of each type of situation, which describes what
takes place as “field” including setting, participants and circumstances; the social relation
between participants as “tenor”, and the role of language as “mode”. In addition, the terms
field, tenor, and mode are related to three language metafunctions: ideational, interpersonal,
and textual, stated by Halliday. In fact, we consider relevant to highlight how textual
metafunction link to “tenor” describing the flow of information, organization, background,
new information, and formal aspects of texts. In the following figure (Fig. 10) is showed
the level of register and context of situation (Bawarshi & Reiff, 2010, p. 31)
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Fig. 10 Level of register and context situation
3.3 Genre and context of culture
The approach based on genre permits that students manage knowledge concerning
to text structures, and the role of the language with the intention to use this knowledge for
real purposes in different social situations. Martin’s (1992, 1997, 2000) perspective on
genre, based on systemic functional linguistic, proposed to go beyond the concept of genre
and register in the context of situation, adding the context of culture, where the analysis of
different genres exposes the structure of the language in use. The following figure (Fig. 11)
shows the level of genre and context of culture (Bawarshi & Reiff 2010, p. 33)
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Fig. 11 Level of genre and context of culture
For Martin’s view (2001), “a genre is a staged, goal-oriented, purposeful activity in
which speakers engage as members of our culture” (p. 55). In this sense, genre is immersed
in culture, where language and register have implications depending on the communicative
goals in different situations.
3.4 Genre classification
Each genre has a structure that fits with a social purpose, for that reason each genre
contains different stages or “identifiable parts precisely because these steps enable the
interactants to achieve the social purpose” (Painter, 2001. p, 170). In addition, Derewianka
(1990) identified six types of texts according to their main social purposes: narratives,
recount, information reports, instruction, explanation, and expository texts.The following
table (Table 1) shows in detail genres, purpose and stages, stated by Rose (2008, p. 13)
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Table 1 Genre classification
Genre Purpose Stages
Recount Recounting events Orientation

Record of events
Narrative Resolving a complication in a Orientation
story
Complication
Evaluation
Stories
Resolution
Exemplum Judging character or behavior in a Orientation
story
Complication
Evaluation
Anecdote Sharing an emotional reaction in a Orientation
story
Complication
Evaluation
News story Reporting significant events Lead
Angles
Personal response Reacting emotionally to a text Evaluation
Responses
Reaction
Review Evaluating a literary, visual or Context
musical text
Description
Evaluation
Interpretation Interpreting the message of a text Evaluation
Description
Reaffirmation
Exposition Arguing for a point of view Thesis
Arguments
Arguments
Reiteration
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Discussion Discussing two or more points of Issue
view
Sides
Resolution
Autobiographical recount Recounting life events Orientation
Record of events
Biographical recount Recounting life stages Orientation
Histories
Record of stages
Historical recount Recounting historical events Background
Record of stages
Explanations
Sequential explanation Explaining a sequence Phenomenon
Explanation
Factorial explanation Explaining multiple causes Phenomenon
Explanation
Explanation
Consequential Explaining multiple effects Phenomenon
explanation
Explanation
Descriptive report Classifying & describing a Classification
phenomenon
Description
Classifying report Classifying & describing types of Classification
Reports
phenomena
Description
Compositional report Describing parts of whole Classification
Description
Procedure How to do experiments & Purpose
observations
Equipment
Procedures
Steps
Procedural recount Recounting experiments & Purpose
observations
Method
Results
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Biographical recount was the genre chosen for this study’s piloting, because we
considered meaningful that student learn about the language features and organization of
texts related to a person’s life episodes. This knowledge is necessary to know and
understand our society, our communities, our contexts, in general terms to understand
realities. For Martin and Rose (2007), histories genres involve events that “construct and
maintain social order on the wider scale of people and their institutions” (p, 97). This vision
permits to address this type of texts from a perspective for understanding the past, and the
organization of events in that time.
3.5 The teaching learning cycle
Regarding to Genre-based approach instruction, it is necessary to highlight that
students need to be taught on the structure of different types of text, and their corresponding
language feature in social and cultural context (Hyon, 1996). From this point of view, the
role of the teacher is decisive because through instruction students will be able to recognize
patterns used by writers to communicate with the readers. For this reason, we consider that
this approach is suitable for the application of this study, as our main goal is to foster
reading competence in a group of students through deconstruction of texts in a meaningful
way.
Taking in mind the information exposed above, it becomes important to describe the
teaching-learning cycle proposed in the framework of genre pedagogy, which a teacher
employs for a genre orientation methodology through deconstruction, joint construction,
and independent construction, allowing teachers scaffold the process until a knowledge
extending (Martin, 2009). In general terms, this cycle seeks that teachers enable students to
learn on the content of texts, by offering explanations of language functions in social
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context, recognizing the features of each type of text. The cycle is shown in the following
figure (Fig. 12).
Fig. 12 The teaching and learning cycle (Martin, 2009)
It should be noted that the present study makes emphasis on the deconstruction
phase of the cycle, where the teacher model in detail the text, as an initial stage of the
process to learn genre. During the deconstruction stage, the teacher makes emphasis on the
organization of the text and the language immerse on it. The idea is the teacher prepares
students to comprehend the text by highlighting aspects such as the social purpose of the
genre, the function of the stages, language features, and other aspects related to context of
culture and context of situation of the text.
Rose (2015) explains that during deconstruction stage, reading and discussing texts
may help students to go beyond their independent reading level. In this phase of the cycle,
teachers also can “guide student to identify and mark key information in each paragraph,
building their (students) skills in recognizing and comprehending key information” (p. 7).
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The deconstruction stage does not only prepare students for reading , it also immerses
learners in detailed reading, which seeks students to work with the meaning of words and
concepts, read fluently, discuss their thoughts and perceptions, and engage in activities
designed to improve understanding and comprehension of the text (Rose and Martin, 2012).
Based on this deconstruction stage, Moss, Benítez and Mizuno (2016) proposed a series of
stages: contextualization of the genre, structure of the text, detailed reading, representation
of the text ideas, reaction to the text, and self-evaluation, which can be followed to teach
reading.
3.6 Reading comprehension background
The first definitions of reading comprehension were stated on thinking about text,
but more recently studies reflect the notion of an interactive process for reading
comprehension. Here some views of this topic are. The information processing model of
reading conceived comprehension as a mental operation, La Berge and Samuels (1974)
stated as a primary work the text decoding through word recognition. Gough and Tunmer
(1986) indicated that reading comprehension is not only decode or identify words, but also
it implicates linguistic and cognitive process. Kintsch (1998) provided one of the most
popular model for reading comprehension, it is called the construction integration, and
relates to the way in which a reader constructs knowledge at the literal level of the text and
the situations implied by the text. The idea is readers connect previous knowledge with new
information from the text. Langer and Flihan (2000) claimed the reading comprehension
process as a meaning-making activity, Langer (2004) highlighted the importance of
creating a schema with understanding, predictions, and responses to the text content.
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3.7 Reading from a communicative perspective
Reading could be considered as a key element which enables in a great way the
ability to learn of our students. In general terms, through reading is possible to acquire
knowledge about all kind if issues, and to have a clear understanding of the world around
us. Therefore, many researchers have considered reading from a communicative
perspective, a clear example is the aspect addressed by Richards (2006) when he states that
communicative competence includes knowing how to create and comprehend different
types of texts. Currently, students are more exposed to printed information than ever
(Grabe, 2009). For this reason, it is reasonable to take advantage of this situation, and make
possible the use of authentic materials to develop students’ reading skill during teaching
English. In other words, the purpose is learners can be exposed to a variety of text paying
attention to the overall structure and not only to grammar and vocabulary, because focusing
only in these items, the reading process might seem artificial and inadequate (McDonough
& Shaw, 2003). Consequently, teachers should foster reading skill with the purpose to
obtain knowledge and develop comprehension of the world through different kind of
writing materials in a meaningful way for students’ lives.
In the present study, we use ideas stated by Stoller (2000) who address key issues
about how teachers can help students to become more skilled readers. First at all, reading is
the only way students can improve their reading abilities, for that reason teachers should
plan classes based on it. Second, teachers should find manner to provide students with
material that enhance reading skill. Third, the use of different strategies such as prediction,
guessing, connecting contents, reread with purposes, asking questions to a text, and
summarizing. Fourth, it is useful to number each paragraph to facilitate instructions and
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reviewing. Fifth, it is necessary to seek students become active readers and participate in
discussions. Sixth, it is important the use of semiotic representations because this is a way
that students can reflect comprehension. Seventh, teachers should implement the use of
materials that reinforce the reading process in class. Eighth, to take into account that
through reading students have opportunities to acquire a lot of vocabulary. Ninth, teachers
should permit students choose reading and material to work according their interests. Tenth,
to provide students with constructive feedback and connect previous knowledge with new
one. And last, to set goals and help students to reach them.
3.8 Communicative competence
For more than 60 years, several definitions have surrounded the concept of
communicative competences. The document of Bagarié and Mihaljevic (2007), presents the
different conceptions that many theoreticians have given to this term.
For Chomsky (cited in Bagarié & Mihaljevic, 2007), the term communicative
competence is understood as the relation between “the monolingual speaker-listener’s
knowledge of language and his/her performance which is the actual use of language in real
situations” (p.94). In other words, “knowledge of language” is the equivalence to
“competence”, and “use of language” to “performance. However, Chomsky’s concept is
mainly focused on the linguistic aspect. That is why some others theoreticians rejected
Chomsky’s view and supported Hymes’s (1972) conceptions because this last author
presented the communicative competence as the ability of using grammatical competences
in a variety of communicative situations.
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In the same way and referring to the relationship between “competence and
performance”, Widdowson (1983) focused on performance or in the real use of the
language, creating meaning language through the use of knowledge. Canale and Swain
(1980) considered communicative competences as “a system of knowledge and skill needed
for communication” (p.96). They proposed a model based on three components:
grammatical, sociolinguistic and strategic competence, and later they added a fourth one
named “discourse competence” which Canale (1983, 1984) defined as “a mastery of rules
that determine ways in rules forms and meaning are combined to achieve a meaningful unit
of spoken or written texts” (p.97) This strategic competence can increase the effectiveness
of communication (Canale, 1983).
Others think communicative competence is equivalent to language proficiency thus,
as a way to replace the problematic word “competence”. For example, Taylor (1988)
proposed to change it. So, instead of using communicative competence he uses
communicative proficiency. Almost at the same time Savignon (1972) suggested use the
term language proficiency while Bachman (1990) proposed using the term communicative
language ability, arguing that this term makes the ideal combination between language
proficiency and communicative competence.
For this research Bagarié and Mihaljevic’s (2007) position (knowledge and ability
to use the language are the clue to develop real communicative competence) matches with
the vision of this study related to the social purpose of texts. These authors state that the
combination of language and knowledge, and the way in which both are employed are
necessaries to be a very good language user.
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3.9 Sociocultural theory
We should not forget that language acquisition is a social fact, and this is a relevant
aspect related to reading process. Human being develops its psychological functions in
different social, historical and institutional contexts to facilitate his learning and rational
thoughts (Walqui, 2006). In this context, we present the Vygotsky’s sociocultural theory
(1978). This pedagogical psychology is in accordance to the conception that while the
learner is participating in social activities they receive all the necessary foundation
(observed patterns) to be processed or internalized. It is in the internalization process where
changes occur, depending on the sociocultural contexts in which the individual has been
exposed during all his or her life.
In this sense, the interpersonal experience that a learner has acquired in different
social environments is processed and becomes intrapersonal (at a cognitive plane), this is
what Vygotsky (1978) calls the Zone of Proximal Development (ZPD). As he considered,
in the (ZPD) is where learning occurs by the assistance of others to develop potential
mental functions. In that way, at school experiences the most advanced peers can help those
less ones.
3.10 Zone of proximal development (ZPD)
Based on the Vygotsky’s sociocultural theory (1978), the Zone of proximal
development is defined as “the distance between the actual developmental level as
determined by independent problem solving and the level of potential development as
determined through problem solving under adult guidance or in collaboration with more
capable peers (p. 86). This concept reveals the important role of adults and peers in the
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learning process of a child. In other words, the levels of mental functions could be defined
in the actual level of development which reflects all learning activities that a student can do
independently, and the potential level which reflects the activities in where the student
needs support and guidance to achieve goals. The distance that exists between these two
levels is what is considered as zone of proximal development.
3.11 Scaffolding
Bearing in mind the interactive social nature of learning, a powerful means to guide
this process is Scaffolding. This term was introduced by Wood, Bruner, and Ross (1976)
as a “process that enables a child or novice to solve a problem, carry out a task or achieve a
goal which would be beyond his unassisted efforts" (p. 90). The term scaffolding has been
used by many authors, for instance, Krajcik, Soloway, and Blumenfeld (1998) claimed that
“scaffolding enables the learner to achieve goals or accomplish processes normally out of
reach” (p. 39). Brush and Saye (2001) defined that “scaffolds are tools, strategies, and
guides which support students in attaining a higher level of understanding; one which
would be impossible if students worked on their own” (p. 334). And according to Wood
(1988), “Scaffolding is tutorial behavior that is contingent, collaborative, and interactive”
(p.96). It means that scaffolding involves a co-constructed result where an action depends
on others´ actions what make students work in company helping each other and interacting
to success, solving problems and achieving goals together, it has an effective result when
the guidance is in accordance to the students’ needs (Wood & Middleton, 1975).
Recently, Walqui (2006) described scaffolding as a pedagogy that refers to the way
in which teachers know how to support students pedagogically, assuming a challenge to
develop and engage academic activities to help them to achieve gradually and successfully
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their learning goals. This author highlights the close relation between scaffolding and ZPD,
because with the support of teachers, and advanced peers is how a learner is able to acquire
more knowledge and achieve new learning tasks. Silver (2011) suggests some scaffolding
instructions for teachers, among them we can find: contents to the previous knowledge of
the students, give them clear instructions and verbal orientations, assign tasks they can
handle, provide them feedback occasionally, and assess what they have worked on.
There is no doubt that scaffolding is an effective tool to succeed in whatever kind of
teaching. In this particular case and according to the genre based pedagogy, the teacher
scaffolds constantly to the students during the reading process, each stage has been planned
to do different activities that facilitate students’ text comprehension, in that way scaffolding
is inmersed during the entire genre cycle. Some types of scaffolding like modelling,
bridging, contextualizing, among others are developed. They will be described in the next
paragraph.
3.12 Types of instructional scaffolding to use with English learners
Many ways of assisting English learning to perform at the language acquisition have
been proposed. In the case of instructional scaffolding, six main types are presented to use
with English learners (Walqui, 2006).
 Modelling: Students need receive clear and practical models, examples or
patterns that look very similar to what they are required to imitate. Some
types of modelling can be describing, comparing, summarizing and
evaluating among others.
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 Bridging: For students, the best way of learning new concepts is connecting
them to their previous knowledges, so activating learners’ prior knowledge
is a meaningful type of scaffolding. For instance, asking students to talk
about personal experiences related to the topic or reading that will be
worked is a good example of bridging.
 Contextualizing: Make a connection with the students’ real world, use
different kind of materials like films, pictures, visual aids, authentic objects
and sources of information. In general terms, the use of realia helps students
significantly.
 Schema building: Teachers should provide students tools that let them to
organize knowledge and information. Organizers and graphics are good
options for representing a topic or text. This way facilitates their
understanding and can reduce their anxiety with respect to reading text in
English.
 Re-presenting: To help students to develop appropriation of the new
language during the analysis of the text the teacher asks students what is
happening, what has happened or what many happen depending on the
genre. Also, s/he can make students make small groups to create dramas or
dialogues and present short conversations where students play different
characters’ roles at the limit of their abilities.
 Developing metacognition: it refers to the way in which learners revise their
own current level of understanding and evaluate it. Also refers to students
learning strategies application and the way in which they manage their
thinking. This is an individual mental process and the knowledge and

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awareness of monitoring, evaluating and adjusting performance during the
different activities.
3.13 Interaction
Interaction is the core activity in the classroom. It takes place when the attention is
focused on conveying and receiving authentic messages, messages that contain information
of interest to speaker and listener in a situation of importance to both (Rivers, 1987).
In the classroom, interaction is an ongoing event that happens each time students
participate or develop pair or group works during the class activities. In the case of the
reading process, interaction plays a determinant role especially in the initial reading
comprehension levels. It is really significant the way in which students can learn and teach
each other while performing jointly different roles for the achieving of a common goal, in
this sense this collaborative work will give students the foundation that they need to work
in an independent way later.
In language learning situations, interaction has a remarkable importance. It
increases students’ language store since students can use all they possess of the language,
listen to or read authentic linguistic material and read the output of his/her fellows in
different activities (Rivers, 1987).
In the same way, a significant way of knowing how communication is going on in
any classroom is observing and studying carefully teachers and students verbal behavior.
Moskowitz (1976) proposed some interaction categories to analyze “FLINT” (Foreign
Language Interaction) among them we cite the following:
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 Specific. It means that students respond to the teacher within a specific and limited
range of available shaped answer.
 Choral. Response given by the total or part of the class.
 Open-ended or Student-initiated. Students’ response with their own ideas,
reactions or feelings but using information previously given from which they make
a selection and then initiate the participation.
 Praises or encourage. Trying give student’s confidence, confirming when their
answers are correct. Telling them why what they have said or done is important.
Motivate them to continue.
 Repeats student response verbatim. The teacher repeats the exact words of
students frequently occurs in a pattern drill.
 Asks questions. Asking questions of different types and cognitive levels.
 Carries out routine task. Teacher does routine activities like taking attendance,
passing out books, making routine announcements among others.
 Given directions. Giving directions, request, or commands which students are
expected to follow.
 Directs pattern drills. Giving statement which students are expected to repeat
exactly.
3.14 Collaborative learning
The concept of collaborative learning has its origin in Vygotsky’s pedagogy
conceptions. This philosophy doesn't admit “solitary work” either in yard or classroom
activities. Learning processes reach a maximum development when a learner works in
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cooperation with partners and interacting in different context with different people
(Vygotsky, 1978).
There is no doubt that students learn most being involved in an active participation.
As Walqui (2000) stated “all knowledge and ability arise in social activity” (p. 162). It
means that all learning is co – constructed. So, social interaction is the basis for all learning.
A child learns thanks the social interaction s/he has with her/his parents, peers, teachers and
others.
The classroom teachers help students to develop collaborative learning through the
uses of collaborative work. A technique to group students together impacts learning in a
positive way. It can occur between just two students or within a larger group. According to
Gokhale (1995), when individuals work with a peer or in group they can retain more
information and succeed achieving higher levels of learning and also can develop critical
thinking.
4. METHODOLOGY
In this chapter, we will present the methodology used for this research, which is
guided through the following question: How does Genre based approach influence reading
competence improvement at 8th grade students in an official institution at Soledad-
Atlántico? The aspects to address in the following paragraphs are: research approach, type
of study, participants, ethical considerations, and data collection instruments.
4.1 Research Approach: Qualitative research
The proposal addressed in the present study is framed in qualitative research
methodology. In general terms, qualitative research is an interpretative approach, concerned
with seeking and examining a phenomenon from a depth perspective (Flick, 2009).
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Qualitative research conceives the collection, integration and presentation of data from a
variety of sources evidenced from real situations with their participants (Yin, 2011).
According to Strauss and Corbin (1990), this methodology could be adopted for
different objectives. First, for trying to understand any situation of which there is not
enough information about it. Second, for obtaining a new perception on a topic which has
been broadly investigated. Finally, for studying a phenomenon whose results are easier to
describe qualitatively. It should be pointed out that for the three objectives; the main
purpose is data collection of words, perception, feelings rather than numbers. According to
William (2005) qualitative data collection method emerged after dealing with the unlikely
probability of the traditional quantitative data collection method for expressing emotions
and human feelings.
It is relevant to cite that qualitative methods try to provide rich information about
real life situations, making emphasis on understanding human behaviors in a particular
manner or like/dislike particular things (Kothary, 2004). This makes qualitative inquire
have a lack of generalization in the data interpretation, being reliant on subjectivity of
researchers (De Vaus, 2002). As a result, there is not a simple way to deal with qualitative
enquiry. Factors such as research’s beliefs, goals of the study, characteristics of the
participants, and context of the research, result in variations to carry out this research
approach.
4.2 Type of Study: Action Research
This study assumes action research as an option for conducting qualitative research.
According to Mckernan (2006), “action research is carried out by practitioners seeking to
improve their understanding of events, situations and problems so as to increase the
effectiveness of their practice” (p.4). Broadly speaking, Stringer (2014) states that action
49
research based on reflections and interpretations that a practitioner makes with the intention
to comprehend behaves of the target people, and their possible responds in a determined
situation. Also, this author declares that action research has components to investigate
systematically, design effective solutions, and evaluate effectiveness. Mcniff (2016) and
Macniff and Whitehead (2006) claim that research is about evaluating the own practice,
identifying areas to improve, and action refers to find the way to do it.
Based on the authors cited before, it is important to mention that in the frame of
qualitative research, this proposal seeks a depth understanding of a problem situation which
was identified after a data collection. The information collected was integrated and
analyzed using action research because it let us investigate, design and evaluate a proposal
to offer effective solution to the stated problem.
 The Action Research Cycle
Lewin (1946), considered the father of action research, describes it as a cyclical
process of planning, action, and determination of results. These ideas have influenced what
currently we know as action research. Kemmis (1982) linked the action research
intervention with the idea of a spiral. The actions of the cycle are representing in the
following diagram (Fig. 13):
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Figure 13. Model of the action research, from Kemmis, 1982.
Ferrance (2000) also associates this kind of inquiry with a cycle: starting with
questions, following with data and reflection, and closing with decisions on a course of
actions. Altrichter, Feldman, Posh, and Someckh, (2008) presented action research as an
iterative process where theory and practice, reflection and action are components of a cycle
(Fig. 14).
Figure 14. The circle of action and reflection, from Altrichter et al., 2008, p. 8
Richards and Richard (2013) defines action research as “research that seeks to
increase teacher’s understanding of classroom teacher and learning and to bring about
improvements in classroom practice” (p.8). In the same way, we can find a series of
activities described by these authors in regards to the action research cycle:
The teacher or group of teachers:
 selects an aspect of classroom behavior to examine in more detail.
 selects a suitable research technique.
 collects data and analyzes them.
 develops an action plan to help bring about a change in classroom behavior.
 acts to implement the plan.
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 observes the effect of the action plan on behavior.
Bearing in mind the information above, it is evident that researchers defined and
applied the action research cycle naming the steps in different manner, adapting it for
particular situations and different processes developed in each step. In regards to the
present study, we took as reference the action research model adapted by Altrichter et al.
(2008). In this way, it was possible to collect initial data to diagnose a problem stated in a
need analysis (explained in the chapter 1). After that, we designed an intervention based on
theories to address the problem. Thus, the intervention was implemented, we collected data
and interpreted them to evaluate the impact of the intervention.
4.3 Research Participants
The participants in the present study were 8th grade students from Institución
Educativa Luis R. Caparroso, an official school located in Soledad- Atlántico. The students
in mention are integrated by 20 girls and 20 boys, in total 40 young learners in a range of
12 to 14 years old. Despite most of them are interested in their English learning process,
their level of proficiency at L2 acquisition is low according to the standards of the Common
European Framework (CEF), many of them do not achieve at least A1 level. Considering
the results obtained from the need analysis, it was determined a big necessity for improving
students’ reading competence. As a result, it was designed an implementation using GBA
to foster this competence.
The English teacher of this group is one of the researchers of the proposal and also
she is who models the implementation. She was who detected, in first instance, the problem
situation in the classroom, fact that was confirmed through the applications of instruments
for collecting data in the stage of need analysis. After that, this professor with a colleague
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decided to make the intervention which was also analyzed and evaluated through a sort of
instruments described in the following paragraphs.
4.4 Data Collection Instruments
Qualitative techniques of collection aim at a depth understanding of data. Related to
this, Creswell (2007) asserts that while there are several kinds of data, all data falls into
four basic categories, “observations, interviews, documents, and audiovisual materials” (p.
129).
4.4.1 Interview
This is a relevant data collection associated with qualitative research. Dörnyei,
(2007) declares that interviews and questionnaires are the most common way to collect
qualitative data. Kvale (1996) defines interviews as a conversation that permits to know
other people in depth. There are three formats of interview, the first is the structured: series
of pre-determined questions (Berg, 2007). The second is the unstructured: informal, with
flexibility in an open situation (Gubrium & Holstein, 2002). The third is the semi-
structured: contains components of structured and unstructured interviews. This is the most
common kind of interview applied in educational research. Cohen, Manion and Morrison
(2007) argue that “Semi-structured qualitative interviews […] gather data on the more
intangible aspects of the school’s culture, e.g. values, assumptions, beliefs, wishes,
problems” (p. 97). For that reason, this kind of interview was considered the most
appropriate to collect meaningful data to provide valuable information for this study. In this
way, students and teacher answered the pre-designed questions but they also had the
opportunity to extend their thoughts and opinions regarding to each topic addressed in the
interview. All this information was relevant to state the problem situation explained in the
need analysis.
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4.4.2 Questionnaire
According to Brown (2001) questionnaires are related to written style of gathering
information from the use not only of questions, but also statements accompanied by options
of answers. In addition to this definition, Dörnyei (2003) defines three types of data
obtained from the implementation of questionnaires:
 Factual questions used to find out about who the respondents are. […] In L2
studies often includes facts about the learners' language learning history,
amount of time spent in an L2 environment, level of parents' L2 proficiency,
or the L2 course book used.
 Behavioral questions are used to find out what the respondents are doing or
have done in the past. […] the most well-known questions of this type in L2
studies are the items in language learning strategy inventories that ask about
the frequency one has used a particular strategy in the past.
 Attitudinal questions are used to find out what people think. This is a broad
category that concerns attitudes, opinions, beliefs, interests, and values (p.8).
During the need analysis of this research, we used a questionnaire to know
students’s perceptions about their reading process, this information let us to
establish findings which helped to determine the research question of this study.
4.4.3 Document Analysis
Documents are data sources in qualitative research. Bowen (2009) points out that
“document analysis is a systematic procedure for reviewing or evaluating documents” (p.
27). He also determines five functions of documentary material:
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provide data on the context…, suggest some questions that need to be asked and
situations that need to be observed as part of the research…, provide supplementary
research data…, provide a means of tracking change and development…, and verify
findings or corroborate evidence from other sources. (p. 30).
Regarding the relevance of document analysis, Bryman (2004) highlights the
importance to identify the basis, the fundamental topics, the ideas that unify the document
which is object of analysis. Finally, Merriam and Tisdell (2016), taking into account
educational field, assert that a qualitative study of classroom instruction could be addressed
through the analysis of documents “in the form of instructors’ lesson plans, student
assignments, official grade reports and school records” (p.175).
The documentary analysis was carried out in two moments of the research. First, we
did a literature review about the mission of the institution and the English program to
identify aspects related to English teaching. Second, we analyzed two lesson plans with
their corresponding activities to determine the impact of the proposal.
4.4.4 Observations
Observation are often used in action research studies for acquiring primary data.
Merriam and Tisdell (2016) state that this manner to collect data is different because
observations are carried out where the problematic situation occurs naturally, this tool
permits to the researcher obtain reliable findings and know firsthand the problem. This
author also draws attention to the importance to take field note to record what happened in
the setting to be referred to later. These notes should describe detailed information about
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people involved in the research with their activities and behaviors, just as research’s
commentaries with understandings and interpretations of the situations observed.
The class observations used in the implementation of this proposal were recorded
through videotapings to obtain relevant data about the students’ performance. Videos let
researchers to have a natural vision about what happens in the classroom (Griffe, 2012).
This tool was an excellent resource at the moment to analyze in depth what occured during
the classes since many details were detected, and this information was clue to discuss and
evaluate this study.
4.5 Triangulation
Qualitative research demands the use of different instruments to collect data, the
combination and analysis of these instruments’ findings give rise to triangulation (Denzin,
1970). The use of triangulation emphasizes on the importance of convergence among
different sources on the same phenomenon. Another important aspect is the confluence of
evidence and credibility that emerges from the triangulation (Eisner, 1991). The use of this
method of collecting data tends to prevent investigator’s bias (Patton, 1990).
For this study, we collected data in three moments of the research. First, to
determine the need analysis we applied a questionnaire for students, an interview for
learners and teacher, and a document analysis. Second, during the implementation we
employed the observation technique through videotaping, and field notes. The lesson plans
and activities inspection were also a source to collect information. The purpose of these
data collection instruments was to determine the influence of GBA in the improvement of
students’ reading competence, and to stablish how the intervention strengthened the
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teacher’s methodology to teach reading. Finally, we used checklists to evaluate the results
and impact of the proposal. The following table (Table 2) summarized this information.
Table 2. Research Data Collection Instruments
Instrument Research Moment Objectives

 Document analysis:  To determine a need analysis
programs, Need Analysis of 8th grade students in regards
materials. to the development of reading
 Questionnaire comprehension.
 Interview
 Observation:  To establish the impact of
videotaping Implementation Genre based approach on
 Field notes teacher’s methodology to teach
 Document analysis: reading.
lesson plan and  To determine the effect of
activities Genre based approach on the
students’ reading competence.
 Checklist Post-implementation  To analyze students’
Evaluation perception about Genre based
approach.
4.6 Ethical Considerations
Ethical consideration is important because subjects under study are human beings,
with their behavior, feeling, thoughts and knowledge exposed in all moment. The way we
used to deal with their protection was an informed consent form, and a meeting with
students and parents. They were informed about our research. Some of the aspects
addressed in that occasion were: the purpose of the research, possible benefits resulting
from the implementation, confidentiality of personal information, the amount of time they
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needed to invest, and other generalizations related to the enquiry. They had the opportunity
to express disagreement to participate in the study without any penalization, but all of them
accepted to contribute to this study. The consent form was signed by parents which
approved the application of different instrument and the recording of the classes for
implementing GBA reading proposal.
5. PROPOSAL
In this chapter, we state our proposal in terms of course design, we will start
presenting the educational principles that orient this research project; they are the
approaches to education, learning, and language. Then, we propose the goals, objectives
general and specific ones, syllabus, sequence and syllabus structure that are the framework
followed to work with 8th grade students at Institución Educativa Luis R. Caparroso de
Soledad Atlántico. Our proposal includes the implementation of Genre Based Approach
with the intention of developing reading competences, identifying genre stages in different
text-types and developing collaborative work and positives values through the language
use. The core materials used for this action research are two lesson plans focuses on
biographical recount texts. The time employed for the implementation was 30 hours.
5.1 Approaches to education, learning and language.
In recent times humanity has seen many changes around the world. The fast way in
which things are improved or replaced show us as teachers the necessity of being updating
and breaking down with the traditional ways of teaching. Also, it is necessary to be more
open- minded and intercultural. It is absolutely notorious that we have a big responsibility.
Preparing students for being global citizens is not an easy job. We have to guide them to be
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conscious of their reality, challenging and learning process. However, to do this, teachers
need to have cleared all the aspects that surround students like their context, needs, ways of
thinking and living. The idea is not teaching only contents but teaching how interact and
living in harmony through teaching values. For that reason, teachers should orient this
process having into account students’ needs. The course design has to present a vision of
approaches that support student’s knowledge acquisition, development of competences,
discovering abilities and promotion of collaborative experiences in the classroom with
development of respect among other values. That is why, in this course the approaches that
lead this study are hermeneutic, sociocultural and functionalist.
5.1.1 Approach to Education:
Taking into account some aspects that are related to the point of view of education,
this course design is based on the hermeneutic approach. This is in agreement with the
perception that teachers have to keep in mind that currently learning English is a global act
that involves all the contexts that surround the students, including in general terms their
community with the different roles they have to assume in society. That is why the
hermeneutic approach is presented as theoretical principle to address this process in order
to guide students to become critical, autonomous, and conscious of their learning process,
recognizing social structures and rules, and in the same way being able to transform, create
and make decisions related to their own reality (Moss, 2008)
5.1.2 Approach to Language:
There is no doubt that language plays an important role in the learning process.
Language is the main tool that we possess to learn, interact and keep in contact with others
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and the world (Derewianka, 1990). In that sense, to support this course design the language
is seen as a discourse focused on functional aspects, where it is considered as a meaning-
making resource (Halliday, 1978). Also, the language is presented as a goal of the
communicative competence that involves learning language, learning about language and
learning through language (Halliday, 1992). The idea is learners know about negotiation of
meaning, where teachers help students to empower themselves to communicate their
opinions, ideas and feelings. Therefore, Genre approach is considered as a relevant means
to manage the language in the present research, focused on the idea that students gain a
gradual control of a particular text-type taking into account the cultural context and the
social purpose of it.
5.1.3 Approach to Learning:
Regarding the students’ target needs obtained from the instruments, it is a good
option to work with the sociocultural approach which consider the learning process as an
interaction or social construct. Vigotsky (1978) states that people (human beings) do not
learn in isolation, by the contrary, they need to be involved in a group, in which each
person can interact as a mediator between him/her, the environment, and the knowledge, in
order to co-construct a new knowledge. Particularly, in this case, the students’ needs and
the preferences to work in pairs or in small groups can give them the opportunity to learn in
an easier way. As a result, those peers that have a high level can help others that are not
able to achieve the proposed goals. Richards (2006) asserts in the last years the way of
seeing language learning has changed notoriously, now it is seen as resulting of processes
like interaction, collaborative work and negotiation, for this reason, it is right to say that
every student plays an important role in the process, since each one needs to learn
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something new and be exposed to authentic input, materials, activities and situations that
facilitate a real interaction during the learning process.
Once we have defined the three approaches (to education, language and learning), now we
will focus our attention on the goals, objectives, and competences we expect our students
achieve during the development of this course.
5.2 Goals:
Having goals for developing the course is a clear request that all the implied parts
(teachers, students, educational community among others) need to know and handle them,
otherwise, it would be very hard to succeed. Thus, for this course we present goals as “our
final destination” (Moss, 2008, p.27) what we hope to achieve at the end of this process.
Units of works are the base for a course content design. Based on the approaches that have
been selected, we will present the target goals (language-subject-skills), learning goals
(attitude- awareness- strategies) and human goals (socio-affective and values), which
students should achieve in this course.
 Target Goal
Development of reading competence.
 Learning Goal
Identification of genre stages in different text types.
 Human Goal
Development of collaborative work and positive values through the language use.
Regarding the way in which we will achieve our mentioned goals, we set out the
following objectives that we consider as “the realization of goals” (Moss, 2008, p. 27) since
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they reflect or describe behaviors and actions necessaries to reach our goals in this course.
The objectives are directly related to goals, so they could be defined as the materialization
of them. (Moss, 2008)
5.3 General Objectives
Based on the described goals above, it is necessary to present the general objectives
of the course, they are:
 Target:
At the end of the course the students should be able to understand the social purpose, the
structure and characteristics of narratives, biographical, explanations, and exposition text.
 Learning:
At the end of the course the students should be able to identify the structures and stages of
different text- types.
 Human:
At the end of the course the students should be able to work collaboratively showing
respect for peers and teachers.
The relation between goals and objectives are described in table 3.
Table 3. Goals and objectives
Target Goal Development of reading competence.
Objective At the end of the course the students should be able to

understand the social purpose, the structure and characteristics of
narratives, biographical, explanations, and exposition text.
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Learning Goal Identification of genre stages in different text types.
Objective At the end of the course the students should be able to identify
the structures and stages of different text- types.
Human Goal Development of collaborative work and positive values through

the language use.
Objective Development of collaborative work and positive values through

the language use.
5.4 Syllabus focus:
Based on the previous information (goals, objectives and approaches), it should be
noted that Text-based is the most appropriate syllabus for this course design. The relevance
of this kind of syllabus is the use of materials in context and the texts are the core tool to
lead the reading process. Therefore, Genre approach is considered as an effective
methodology to addresses the social purposes of different text- types used for the units’
development. The contents are designed in order to students work through cycles of
teaching and learning activities where the objectives of the course and the learners’ needs
are fundamental (Feez, 1998).
5.5 The teaching points
It refers directly to the content. What teacher expects his students learn or what
he/she is going to teach them. The teaching points have to be related to the students’ need
analysis since it reflects what they need to learn. According to Moss (2008), selecting the
teaching points can result a very easy job. Following a method that she called “constituent
analysis” which consists in reviewing the course goals and making a list about the
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knowledge and skills that are really necessaries to work on, and grabbing students’
attention and interests to succeed in the goals achievement.
Target goal: Development of reading competence.
1. Classification of texts types.
2. Lexical items related to the text-types.
3. Structure and stages of the selected texts.
4. Grammatical items related to the text.
5. Identification of characters and events in a text.
6. Purpose of the text.
7. Function of the time expressions.
Learning goal: Identification of genres stages in different text-types.
1. Learning Strategies
2. Strategies for reading comprehension.
3. Schemas and information organizers
4. Identification of text- types stages.
5. Recognition of the vocabulary of the text type.
6. Identification of the verbal tense.
Human goal: Development of collaborative work and positive values through the
language use.
1. The importance of working collaboratively.
2. Accepting and respecting each other
3. The importance of interacting.
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4. Showing respect for others’ opinions.
5. Expressing respectfully opinions about the text.
6. Sharing the material of working.
5.6 The Grid.
The grid is a practical tool that facilitates teachers to go easily from goals and
teaching points to specific objectives. Also, it reflects the coherence and cohesion of the
course. “It is divided in seven columns: goal, task, topic, genre, context, skills and lexicon-
grammar” (Moss 2008, p.59). This way of organizing the information shows a clear
structure of the main points of the course (see Table 4).
Table 4. The grid (Text based syllabus)
THE GRID
GOAL TEXT TOPIC TASK SKILL LANGUAGE

TYPE ELEMENTS
TARGET Narrative An Reading a story: Comprehend Lexical items
Development amazing Identify a series the social related to the
of reading story of events, and purpose of a stages of a
skill. how the central narrative narrative text:
character is text. orientation,
involved in a complication,
complication to resolution.
hold the reader’s Wh-question
interest in a story. words: what,
LEARNING Narrative An Completing a Identify the who, where,
Identification amazing worksheet: structure when, why, how.
of genres story Identify elements and the Specific
stages in related to stages of a participants:
different text orientation, narrative Nouns and
types. complication and text. adjectives
resolution of a Variety of verbs
story. (processes):
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Answer if the material, verbal
story is organized and mental.
around a Simple past tense.
complication and Past continuous
whether the Linking words to
complication is do with time.
solved or not. Expressions: one
day, once upon a
HUMAN Narrative An Work in groups Share time, long ago…,
Development amazing recognizing and knowledge
of story labeling the and ideas to
collaborative stages of a story work and
work and in a text. achieve
positive together a
values common
through the goal.
language
use.

TYPE ELEMENTS
TARGET Biographical Telling Reading a Comprehend Lexical items
Development recount life biography: the social related to the
of reading histories Identify a series purpose of a stages of a
of events that biographical
skill. biographical
make up a recount:
recount. orientation,
person’s life
record of stages.
history, Episodic time
including and setting in
circumstances, time:
locations and dates
time. Verb tenses
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LEARNING Biographical Telling Making a Identify the related to past
Identification recount life presentation. structure events
of genres histories Design visual and the Third person
information to (specific) and
stages in stages of a
record the other specific &
different text orientation and biographical generic
types. life stages of a recount. participants
person. Processes:
(Biography). material, mental,
Share the verbal.
information Connectives
with classmates. associated with
order:
HUMAN Biographical Telling Discuss with a Discuss
First, then, after
Development recount life peer about the ideas to
main events of make that, etc.
of histories
their own conclusions.
collaborative
biography, Value the
work and Valuing the opinion of
positive information and classmates.
values interpretation of
through the each other.
language
use.

TYPE ELEMENTS
TARGET Sequential The cycle Reading about Comprehend Lexical items
Development explanation of water. reasons for the social related to the
of reading some purpose of a stages of a
phenomenon: sequential
skill. sequential
Identify the explanation:
explanation phenomenon,
main ideas,
text. explanation.
supporting
Generalized non-
details, and
human
signal words in participants.
a reading, about Action verbs:
the water cycle. material process
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LEARNING Sequential The cycle Using a graphic Identify the Verb tense:
Identification explanation of water. organizer: structure timeless present
of genres Classify and the tense, passive
information voice
stages in stages of a
related to the Time
different text sequential
process, and relationship:
types. explanation
explanations of first, then,
text.
a phenomenon following,
(the water cycle) finally.
described in a
text.
HUMAN Sequential The cycle Make a poster. Play an
Development explanation of water. In group of four active role
of students in the
collaborative illustrate development
work and creatively the of the
positive water cycle. Use different
values different activities.
through the materials
language (cotton, wool,
use. and colored
papers) Then
write a message
to save and
protect water

TYPE ELEMENTS
TARGET Exposition Line of Evaluating Comprehend Lexical items
Development arguments points of view: the social related to the
of reading Recognize a purpose of an stages of an
position on argumentative
skill. argumentative
some issue. text: Thesis-
Identify points text. arguments-
for and against reiteration
in an Generalize
participants:
argumentative
human, abstract
text.
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LEARNING Exposition Line of Organizing and Differentiate (issues, ideas,
Identification arguments completing a the opinions, etc.)
of genres chart: organizational Timeless present
Take into tense, some
stages in structure of
account ideas passive, past,
different text related to the an future
types. thesis (stating a argumentative Processes:
position) text. material,
Arguments relational,
(supporting verbal, mental.
ideas) Connectives:
Reiterations structuring the
(restatement of argument
the thesis) in a (firstly,
secondly,
text.
thirdly)
HUMAN Exposition Line of Read different Discuss ideas Possibility of
Development arguments sources to find to make technical terms
of texts that conclusions. Nominalization
expose Value the Connectives
collaborative
arguments, opinion of
work and associated with
make a poster classmates.
positive showing in reasoning:
values different colors therefore, so,
through the the stages of the because of, the
language texts and first reason.
use. present it to the
classmates
saying them
also its purpose.
5.7. The specific objectives
The specific objectives are the concrete and particular actions carried out for
achieving general objectives. They guide the teacher in the planning class activities and the
evaluation of the lessons and the course. Also guide the students to be aware about what is
expected they learn. In addition, the specific objectives are strongly connected to the
teaching points. In fact, they contain the information to formulate them.
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Target Goal: Development of reading competence.
General Objective: At the end of the course the students should be able to understand the
social purpose of narrative, biographical, explanation and exposition short texts.
Specific Objectives: At the end of the course students should be able to…
 Identify and classify different texts-types.
 Recognize the lexical items related to (narrative, biographical recount, sequential
explanation, exposition) texts.
 Identify the structure and stages in a short-given text.
 Identify the grammatical items of (narrative, biographical recount, sequential
explanation, exposition) texts.
 Identify the characters and events in a (narrative, biographical recount, sequential
explanation, exposition) text.
 Recognize the functions of connectives (time, sequential, logical, order) in different
text.
Learning Goal: Identification of genres in different text types.
General Objective: At the end of the course the students should be able to identify the
structure and stages of different texts types.
Specific Objectives: At the end of the course students should be able to…
 Select the most appropriate learning strategies.
 Use different reading strategies for reading comprehension.
 Employ different schemas or other types of information organizers.
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 Use the specific vocabulary of a particular text type.
 Identify the different verbal tenses and events in a (narrative, biographical recount,
sequential explanation, and exposition) text.
 Identify the stages of a narrative, biographical recount, sequential explanation, and
exposition text.
Human Goal: Development of collaborative work and positive values through the
language use.
General Objectives: At the end of the course the students should be able to work
collaboratively, showing respect for peers and teachers.
Specific Objectives: At the end of the course the students should be able to …
 Work jointly in all the proposed activities.
 Participate active and respectfully in class.
 Listen with respect peers´ interventions or opinions.
 Work in groups for promoting collaborative work.
 Share the materials and interact with different peers.
 Demonstrate respect to the teacher, partners and the class.
5.8 Sequence Criterion
Once we have decided the teaching points it is necessary to think about the order in
which we will develop them. We have to say what we are going to teach first and what
later. So, taking into account our students’ needs we decided to work on “importance” as
our sequence criterion since our big goal in this course is to help our learners, solving their
doubts and difficulties in their reading process. In that way, we will reinforce their strengths
and help them to improve and overcome their weakness. At choosing importance as
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sequence criterion we mean that we decide what is in urgency to be taught, that is what
students need to know, learn or manage first according to the text type they are working on
what they need to understand and/or produce. Also, regarding the frequency in what some
topics or terms appear on the text they will receive immediately the necessary teaching
(Moss, 2008).
5.9 Lesson Plans
Planning is essential to organize and aim each purpose that people have. In the field
of education planning is not the exception, it is a valuable tool considering that teachers
need to know the way to go and plan what they want to carry out in the classroom. From
this point of view, teachers should consider lesson plans as a necessary guide to achieve the
goals of the class, and describe how they will engage students during the learning process,
taking into account their needs and context.
Planning also involves implementation and evaluation processes, so teachers should
manage and know the structure of the lesson plan. While the planning is in development,
teachers will be able to identify, according to Jensen (2001) the basic components of
planning: what to teach, how the topics will be developed, the appropriated sequence of
activities and time. Through the implementation phase, teachers need to make adjustments
that let them to find possible alternatives to some deviated idea from the original lesson
plan. After the lesson plan is implemented, Ur (1996) says that is important to ask “whether
it was a good one or not, and why” (p. 219) in other words, the point is to evaluate the
success of the process and the possible changes for next lessons.
When teachers plan, an important factor that they have to take into account is their
students’ context, this lets them to design an appropriate sequence of activities and apply
the correct methodology to move students toward attaining specific objectives. Moffett and
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Fleisher (2013) argue that students can apply all teachings to their own lives, and this
application to the physical world will make them feel more interested in each class. At this
point the contextualized lesson plans will facilitate and guarantee the success of the class.
In this proposal, each lesson plan is powerful guides that leads both teachers and
students to success and achieve the goal with the implementation of GBA.
LESSON PLAN FORM N°1

Name of the teacher: Yullys Alvarino Ochoa.
Grade: 8th grade Number of student: 42 students
Average ages of students: 13-16 level of student: A1
Unit number: 2 Allotted time: 12 hs
Topic: (Biographical recount)
Goal: Development of reading competence.
Standard: I read and understand narrative and descriptive texts or narrations and
descriptions about different sources that are familiar to me, and I understand short and
simple argumentative texts.
Basic Learning Right: It recognizes specific information in oral and written short texts
about topics of general interest.
General Objective: By the end of this lesson 8th grade students will be able to identify the
structure and stages of a biographical recount text type.
Specific Objectives:
By the end of the lesson students will be able to…
 Comprehend that a biographical recount has the purpose to inform by retelling past
events and achievements in a person’s life.
 Identify the structure of a biographical recount: orientation and record of stages for
enhancing reading comprehension.
 Identify series of past events in a person´s life.
 Record information related to circumstances, location and time from a biography.
 Distinguish connectives associated with order in a biographical recount text.
 Share information with a peer about main events of a famous or relative’s
biography.
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 Work collaboratively to improve their reading comprehension.
 Express changes in learning after reading process.
Assumed Knowledge: Simple present, verb to-be, adjectives.
Description of language skill: Listening, reading, speaking and writing.
Reading strategies: highlighting, predicting from the text, identifying main ideas/events.
Language elements:
Lexical items related to the stages of a biographical recount: orientation, record of stages.
Episodic time and setting in time: dates or expressions (in 1990, later, one day, for five
years, 1996, in 2000, now)
Language Features: structure of simple past tense (regular/ irregular verbs), third person
(specific & generic participants), processes: material, mental, relational.
Resources and Materials: pictures of three famous heroes and Erin’s, worksheet, digital
images of a judge: a factory, contaminated water, sick people; poster with the main events,
flashcards for checking vocabulary (verbs), timeline, schema, video beam, printed text,
highlighters, markers, pencils, erasers, images (flashcards), board.
Class stages Text stages Text deconstruction Teacher
Contextualization: To introduce the new topic Read the text to

introduction of (biographical recount) the identify:
the topic and teacher will explain the students Field:
warm-up what they are going to do, and  What are the
what they will learn in this class. topic and the
Purpose of the reading: purpose of the
The text is about a woman’ life. text?
It recounts relevant events of  What kind of
this character. knowledge is
Give information about a required to
transcendental fact in favor of a understand the
community. topic of the
Through this text, we are going text?
to do a more detailed reading Tenor:
process.  Who are the
participants?
Contextualization  What kind of
Then, to motivate and activate audience is
students’ prior knowledge, the expected?
teacher will show them four  What role do
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pictures about three famous the
comic heroes (superman, wonder participants
woman, Batman) and one of the have?
main character of the reading  Is there any
(Erin Brockovich). While cultural value
students are watching the addressed in
images, the teacher asks some the text?
questions like these:  What is the
 Do you know them? relationship
 What is his/her name? established
 Are they famous? Why? among the
 Who is this woman? participants?
 Is she a hero too? Mode
 Who is a hero?  What kind of
 What is your favorite hero? language is
 Do you think that anybody the author
can be a hero? using?
Structure of the
In order to students start to make text
Building up connection with the main events Biographical
subject matter of the Erin’s biography, the recount
knowledge. teacher will display some other  Identify where
pictures related to the reading: a can be found
judge, a factory, contaminated an orientation
water, sick people. At the same and a record
time the teacher asks the of biography’
following questions: stages.
 What is this? Identify lexis that
 What is the appearance of shows:
this water?  Episodic time
 What do you think is the and setting in
reason that water is time: dates
contaminated?  Comprehend
 Are these people healthy that events are
(ok) or sick? explained
 Why do you think they are using verbs
sick? related to the
 What is his profession/ what past tense.
does he do?  The use of
 What do you think is the third person
relation between this man (specific) and
and the rest of the images? other specific
& generic
Then, the teacher displays a participants
Modelling or power point with a text that Linking verbs
deconstruction contains Erin’s biography; the Analyze relational
students receive a photocopy of process
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the text. Segmentation
 Analysis of
After that, the teacher and the text
students analyze the reading title through its
through the following questions: paragraphs
 Have you ever heard about and sentences.
Erin Brockovich?  Evaluation of
 What do you think this Ideas,
reading is about? expression
 Why could be important to and links to
read about the life of other determine
people? their value
 Who is the author of this and role.
text? Select relevant
The teacher emphasizes that this information.
text is a biographical recount. Identify,
underline and
After that, the teacher starts the mark title, main
ERIN reading (sentence by sentence). ideas, secondary
BROCKOVICH Then, the teacher asks some ideas, dates, key
students to read loudly each words,
sentence. The students will explanations, etc.
receive support when it is  Make
necessary. questions to
the text.
The teacher leads students
through questions and solving
doubts about the text until they
have a complete understanding
of the meaning of each word and
sentence.
The teacher will explain the
language elements
(Lexical items related to the
stages of a biographical recount:
orientation, record of stages.
Episodic time and setting in
time: dates or expressions: in
1990, later, one day, for five
years, 1996, in 2000, now) and
the language Features: structure
of simple past tense (regular),
third person (participants), and
relational verb.
Also, students will use different
reading strategies (highlight,
circle, and underline) to mark in
76
the text what the teacher is
explaining.
Detailed reading
The teacher gives the following
information:
It is important to recognize the
main character in the text, and
the actions done by him or her.
In the orientation, we can find
the presentation of the main
Orientation character.
(paragraph 1)
Erin Brockovich, an In order to students identify the
American woman, function of an orientation in a
was born in Kansas. biography, the teacher will make
She studied at a the following questions:
business college for a  Who is the main character in
year, and then she this part of the text?
moved to southern  Who is Erin?
California and  Where is Erin from?
married a restaurant  What word replaces Erin’s
manager. name? (with this question,
the teacher will explain the
term participants)
 Where did Erin study?
 Where did she move?
 Who did Erin marry with?
The teacher will lead students’

attention to focus on the past
tense verbs in the paragraph 1,
making this question:
What do they have in common?
After that the teacher will give a
brief explanation about the
simple past tense (regular verb)
The teacher will show to the
students the verbs that appear in
the text in some pieces of paper
with the letters “ed” in bold.
Now the teacher proposes to
play a mimic game, dividing the
class in two groups for guessing
each word.
Before the analysis of the

77
paragraph 2, the teacher will
explain that: dates and time
expressions are necessary to
make a timeline and follow the
main events described in a
biography.
 Underline the date that

(Paragraph 2) appear in this paragraph.
In 1990, when she  What did happen in that
was 30 years old, she year?
was in a car accident.
A law company Then the teacher guides
helped her after the students’ attention to the date to
accident, and later she explain them why they are so
started to work for important in a biographical
them. Her job was to recount (a date indicates an
organize papers. important event in a person’s
biography.
In this moment, the teacher gives
a photocopy with a timeline that
the students have to fill with the
time expressions and the events
that appear in the text. After that,
the teacher will continue with
the reading comprehension
questions of the second
paragraph.
 What another participant

(different to Erin) appears in
this paragraph?
 What did this participant do?
 What does “later” mean?
 Why do you think the
expression later was used?
 What did Erin do? Or what
was her job?
 Do you think that organize
papers is an important or
interesting job? – Why?
The teacher explains that there

are verbs which form a link
between bits of information,
they are called linking verbs
(relational process: am, is, are,
78
was, and were), for this
explanation the teacher uses
example from the text.
In this moment, the teacher asks
the students to create sentences
where they use these verbs and
pass the students to the board to
write the sentences.
Recounting life stages is the

second important moment in a
biography and the students have
Record of stages to be aware of it.
Section 1
(paragraph 3) For this reason, the teacher will
One day Erin realized explain that the next paragraphs
that there were lots of contain a series of events that
papers about some make up the main character’s
very sick people in a life history, including more
place called Hinkley. circumstances, locations and
She started to look for time. Students should also
more information identify the secondary characters
about the town. that are important to describe the
life of someone.
The teacher will ask students:

 Underline the time
expression “one day” and
add it to the timeline.
 What did Erin realize on the
papers that she found?
 What did happen after Erin
found those papers?
The teacher explains that some

words are keys to comprehend
the text, they are repeated many
times, the author uses them to
make emphasis and highlight the
topic.
The students should identify
these key words.
The word paper was used in the

paragraphs 2 and 3.
 Why this word is important
in the reading?
79
Let’s continue analyzing in
detail this text.
The teacher says “You already
know about the importance to
identify participants, actions,
time expressions, repeated key
words”
The teacher will ask students:
 Highlight these elements.
Yellow (participants), blue
(verbs in simple past tense),
green (time expressions),
(paragraph 4) orange (repetitions).
Erin worked very hard
for five years. She  What is the time expression
visited lots of sick used in this paragraph?
people in Hinkley and (remember that students
listened to their have to fill the timeline)
stories. All the people  What did Erin do during
lived near a big those five years?
Pacific Gas and  What did Erin discover?
Electric factory, and  What is the relation between
she discovered that sick people and the Gas and
there was a chemical electricity factory?
called chromium in  What consequences could
the local water, it was have a person’s health that
from the factory, and ingests a chemical
Erin believed that the substance?
people were sick  What was Erin’ decision?
because of the
chromium in their In this moment, the teacher will
drinking water. She display a worksheet and will
planned to help them. give it printed to the students
with some exercises where they
have to use the verbs from the
text, filling a word search and
completing sentences. Students
will work individually first, and
after a while, the teacher will ask
some ones to complete on the
board and will provide them
feedback.
To enclose this section, the
teacher will ask what the central
fact of it is.
80
In paragraph # 5 the author
continues using the same group
Section 2 of words to emphasize on the
(paragraph 5) relevant events of this
Erin and her boss biography; the students continue
started a law case highlighting these words.
against the Pacific  At the beginning of this
Gas and Electric section Erin is not alone,
Company. The who is with her?
company wasn’t  What did they do?
happy about this.  What was the reaction of the
They didn’t agree that company?
the people were sick
because of the water.  Highlight the time
expression and fill the
timeline.
(paragraph 6)  What is the new participant
In 1996, the judge in this paragraph?
ordered Pacific Gas  What was his decision
and Electric to pay the related to the company?
people in Hinkley  Do you consider that this
$500.000 each (there decision was right?
were 600 sick people,
so was $333 million
in total).
In this third section the students
will find some of the recent
Section 3 information about the character
(Paragraph 7) of this biography, and will finish
In 2000, there was a the timeline.
movie about Erin  What is the time expression
Brockovich. Julia in this paragraph? Highlight
Roberts played Erin, it.
and the movie was  Do you know Julia Roberts?
very successful. What is her profession?
 What is the relation between
Erin Brockovich and Julia
Roberts?
Now look at carefully the last

paragraph.
(Paragraph 8)  Could you identify the verb
Now Erin is famous. of each sentence?
She has her own  Are they in past tense? In
company, and she which form are they written?
gives talks all over the  What relation you can find
world. between the expression now
81
and the verb tense used in
this paragraph?
Once the text has been

completely analyzed, the teacher
gives feedback for clarifying any
doubt about the order of the
events on the timeline.
Representing the The teacher will check students´
text’s ideas timeline. Through different
questions she will verify if they
did it well. But before that,
students will exchange their
timelines to compare and make
corrections.
To enclose this activity the
teacher, propose to read in
groups, she divides the class in
two big groups and in an
alternative way teacher orders to
them read at the same time each
event of the timeline.
Once they have finished this
activity, they will be ready to
represent the text.
The teacher will give students
big pieces of papers; they will
work in groups of four making
pictures and writing clue words
or the central events of each
section of the text. After that,
some volunteer groups will pass
in front of the class and will
make a short oral presentation
about their poster.
Then, they will receive a
photocopy with a schema to fill
in. Students have to complete the
chart retelling Erin´s main life
events. Finally, students will
receive another photocopy with
a different biographical recount
text. They have to identify the
stages of the genre (orientation
and record of the stages), using 2
different colors to circle them.
82
Reacting to the text  Was this text difficult to Identify voices
understand? and ideologies
 Do you consider that Erin
was a real hero? Why?
 What other information
would you like to know or
find in this recount about
Erin?
 What do you think about the
way that the company
affected to the people?
 Give your opinion about the
values in Erin’s life.
LESSON PLAN FORM N°2

Name of the teacher: Yullys Alvarino Ochoa.
Grade: 8th Number of student: 42 students
Average ages of students: 13-16 level of student: A1
Unit number: 4 Allotted time: 12
Topic: (Biographical recount)
Goal: Development of reading competence.
Standard: I read and understand narrative and descriptive texts or narrations and
descriptions about different sources that are familiar to me, and I understand short and
simple argumentative texts.
Basic Learning Right: It recognizes specific information in oral and written short texts
about topics of general interest.
General Objective: By the end of this lesson 8 grade students will be able to identify the
stages of the biographical recount text type.
Specific Objectives:
By the end of the lesson students will be able to…
 Comprehend that a biographical recount has the purpose to inform past events,
achievements and life stages.
 Identify the structure of a biographical recount: orientation and record of stages for
enhancing reading comprehension.
 Identify series of past events in a person´s life.
83
 Record information related to circumstances, location and time from a biography.
 Distinguish connectives associated with order in a biographical recount text.
 Share information with a peer about main events of a famous or relative’s biography.
 Work collaboratively to improve their reading comprehension.
 Express changes in learning after reading process.
Assumed Knowledge: Simple present, verb to-be, verbs in past tense, adjectives,
relational verbs, stages of the genre, and diagram.
Description of language skill: Listening, reading and writing.
Reading strategies: highlighting, predicting from the text, identifying main events.
Language elements:
Lexical items related to the stages of a biographical recount: orientation, record of stages.
Episodic time and setting in time: dates or expressions (in the late 198s, in 1969, in 1980s,
1996, 1997early 1990s, in 1988, 1990, 1996, 1997, now)
Language Features: structure of simple past tense (regular/ irregular verbs), third person
(specific & generic participants), and verbs: material, mental, relational, superlatives, and
structure of simple present perfect tense)
Resources and Materials: Fragment of the movie (video) Men in Black, letter, timeline,
worksheet,
Video beam, printed text, highlighters, markers, pencils, erasers, images (flashcards),
board.
Class stages Text stages Text deconstruction Teacher (SFL)
To start the new lesson, the Read the text to

teacher will explain to the identify:
students that they are going to Field:
analyze another text, similar to What is the topic
the one they worked on last class and the purpose
in order to verify if they of the text?
understood and remember what What kind of
they were taught. Teacher knowledge is
remembers… required to
Purpose of the reading: understand the
The text is about a man’ life. topic of the text?
It recounts relevant events of Tenor:
this character. Who are the
84
Give information about a participants?
transcendental fact in his life. What kind of
Through this text, we are going audience is
to improve and do a more expected?
detailed reading process. What role do the
participants have?
Contextualization: Contextualization Is there any
introduction of Then, to motivate and activate cultural value
the topic and students’ prior knowledge, the addressed in the
warm-up teacher will show them a short text?
video took from one of the Will What is the
Smith’s movie. Once students relationship
have seen the video the teacher established
asks some questions like these: among the
 Do you know him? participants?
 What is his name? Mode
 Is he a famous? Why? What kind of
 Who is an actor? language is the
 What is your favorite actor author using?
or actress?
 Do you think that being an Structure of the
actor is an easy job? Why? text
 What do you think we are Biographical
going to read and talk about recount
today? Identify where an
orientation and a
In order to students start to make record of
Building up connection with the main events biography’ stages
subject matter of Smith’s biography, the can be found.
knowledge. teacher will display a power
point with some other pictures Identify lexis that
related to the reading: (Will shows:
Smith is rapping and playing Episodic time and
different roles next to other setting in time:
famous people). The teacher dates
asks the following questions:
 Who is he, he? And he? Comprehend that
 What do they have in events are
common? explained using
 Would you like to be verbs related to
famous? the past tense.
 Why?
 Do you think that to be an The use of third
actor is an easy job? person (specific)
and other specific
Modelling or Then, the teacher displays a & generic
deconstruction power point with a text that participants
85
contains Will’ biography; the
students receive a photocopy of Linking verbs
the text too. Analyze relational
process
Segmentation
After that, the teacher and Analysis of the
students analyze the title of the text through its
reading through the following paragraphs and
questions: sentences.
 Have you ever heard about
Will Smith? Evaluation of
 What do you think this Ideas, expression
reading is about? and links to
 Why is important to read determine their
about the life of other value and role.
people?
 Who is the author of this Select relevant
text? information.
 Do you remember what kind
of text is this? Identify,
If they do not answer the teacher underline and
gives them a clue and explains mark title, main
that they will do the same events, secondary
reading process they did last events, dates, key
class, finally the teacher invites words,
them to participate actively. explanations, etc.
After that, the teacher starts the Make questions to

reading (sentence by sentence). the text.
Then, the teacher asks some
students to read loudly each
sentence. The students will
receive support when it is
necessary.
The teacher leads students

through questions and solving
doubts about the text until they
have a complete understanding
of the meaning of each word and
sentence.
The teacher will remember the
language elements
(Lexical items related to the
stages of a biographical recount:
orientation, record of stages.
Episodic time and setting in
86
time: dates or expressions: in
1968, in the 1980s and early
1990s, in 1988, in 1990, 1996,
and 1997, now. And the
language Features: structure of
simple past tense (regular and
irregular), third person
(participants), and relational
verb.
Also, Students will use different
reading strategies (highlight,
circle, and underline) to mark in
the text while the teacher is
explaining.
Detailed reading
The teacher remembers the
following information:
It is important to recognize the
main character in the text, and
the actions done by him or her.
In which part of a biographical
recount can we find the
presentation of the main
character?
In order to students identify the
function of the orientation in this
text, and to verify their
comprehension the teacher will
make the following questions:
WILL SMITH
 Can you identify the main
Orientation character?
 Who is Williard
(Paragraph 1) Christopher?
 What word replaces
Willard Christopher Williard’s name?
"Will" Smith, Jr. is an  When does he start to be
actor and rapper. He famous?
first became famous  What made him famous?
in the late 1980s as  What makes Will Smith
the rap artist Fresh different to others actors in
Prince. He made a Hollywood? How many
very successful move movies or films did he do?
into movies. He is the  What is “Newsweek”
only actor in  How much money did he
earn?
87
Hollywood history to  How did Newsweek
make eight magazine call him?
consecutive films that
earned $100 million in The teacher will lead students’
the USA. ‘Newsweek’ attention to focus on the past
magazine called him tense regular verbs in the 1st
the most powerful paragraph (CALLED-EARNED)
actor on the planet. tell me in what tense are these
verbs? What do they have in
(Paragraph 2) common? Do you remember
their name? (If not she will
Smith was born in remind them).
1968 and raised in
Philadelphia. His Before the analysis of the
mother was a school paragraph 2, the teacher will
administrator and his remember that: dates and time
father was a expressions are necessary to
refrigeration engineer. make a timeline and follow the
He began rapping as a main events described in a
teenager. His friends biography.so,
nicknamed him The
Prince. He met D.J.  Underline the date that
Jazzy Jeff and the duo appear in this paragraph.
became hip-hop stars  What did happen in that
in the 1980s and early year?
1990s. In 1988, they
won the first ever In this moment, the teacher talks
Grammy in the Rap about the timeline and proposes
category. to make it in a different way.
Students will work in pairs,
hanging small pieces of papers
on a long piece of wool the dates
or time expressions that they
find in the first paragraph. They
can decorate it if they want.
After that, the teacher will
continue with the reading
comprehension questions of the
second paragraph.
 What other participants

(different to Will) appears in
this paragraph?
 What is the relation of them
with Will??
 What does “nickname”
mean? Do you know that
88
word?
 Who did Will meet?
 What happened in 1980s?
 What happened in 1988s?
The teacher asks to the students

to add these events to the
timeline. Then, the teacher
mention the term “Relational or
linking verbs” and asks some
students to go to the board, find
and circle them. Then, asks if
they remember what their
functions are. (if not, she will
remember it)
The teacher explains again that

there are verbs which form a link
between bits of information,
they are called linking verbs
(relational process: am, is, are,
was, and were), for this
explanation the teacher uses
example from the text.
In this moment, the teacher gives
some colored pieces of papers to
the students to create sentences
where they use these verbs they
have to use markers and show
the sentences to the class in
order to all peers can read and
check if they are correct. The
teacher evaluates giving
positives feedback and will
correct if it is necessary.
Students will hang them on a
pocket chart.
The teacher asks the students

what the second stage in a
biographical recount is. (To
verify if they remember) life
stages are the second important
moment in a biography. It
contains a series of events that
make up the main character’s
life history, including more
89
circumstances, locations and
time. Now you can use two
different colors to circle the two
stages of the genre.
The teacher remembers to the

students to
Continue adding relevant
information in their timelines.
The teacher explains that also in

this biographical recount there
are some repeated words which
have the function to emphasize
or highlight the topic and they
receive a name. What is it? (She
waits for students answer). They
are the “key words” The teacher
asks some students to look in the
second paragraph highlight and
mention them.
The students should identify
these key words.
The words “actor and movie

were used in the paragraphs 1
and 3.
 Why these words are
important in the reading?
Record of Stages Let’s continue analyzing in

(Paragraph 3) detail this text. Now let’s focus
our attention on the verbs in past
In 1990, the NBC tense that have a different
television network writing. The teacher show some
signed Smith to star in of them on card board and
the sitcom ‘The Fresh explain that they are verbs in
Prince of Bel-Air’, past tense called “irregular
which launched his verbs” The teacher write them
acting career. Smith on the board and students write
decided he would them on their notebooks and
become “the biggest also, they have to look up their
movie star in the meaning on the dictionary. In
world” and began that moment, the teacher teaches
studying box office the pronunciation of these verbs,
successes. His students should repeat it in the
studying paid off. His way the teacher does (slowly or
90
movies ‘Independence faster) Then she invites students
Day’ (1996) and ‘Men to complete a big chart making
in Black’ (1997) were pairs with the base and past form
both box office hits. of the verb.
Then the teacher emphasizes on

the importance of identifying
participants, actions, time
expressions, and key words, so
asks students to continue
highlighting them during the
whole analysis of the text in the
same way they did in Erin’s
biography. Then, the teacher
returns the reading and continue
with the following questions:
 What happened in 1990?

What is the relation between
Will and the NBC network?
 What sitcom means? (Use
your dictionary or your
cellphone to look for the
meaning of the unknown
words).
 Why the movie “The Fresh
Prince of Bel-Air” was so
important in Will’s life?
 What was Will Smith’
decision?
 What does “box office”
means?
 Which were Will´s box
office movies?
In this moment, the teacher will

display a worksheet and will
give it printed to the students
with some exercises where they
have to use the irregular verbs
from the text and completing
sentences. Students will work
individually first, and after a
while, the teacher will ask
someone to complete on the
board and she will provide them
feedback.
91
To enclose this section, the
teacher will ask what the central
fact is.
Now the teacher continues the

reading and make the following
questions:
Smith is now one of

Hollywood’s hottest  What are the new
actors. His movies participants in this
make huge amounts of paragraph?
money and appeal  How is considered Will
across age, race, and Smith right now?
gender. He has been 
nominated for a In this four section the students
Golden Globe, two will find some of the recent
Academy Awards, information about the main
and has won many character to finish the timeline.
Grammys. He has also
appeared in movies  What is the time expression
with his son Jaden, in in this paragraph? Highlight
“The Pursuit of it and put it in the timeline.
Happiness”, and his  How is considered Will
daughter Willow, in ‘I Smith right now?
Am Legend’.  What kind of public or
audience like Smith movies?
 Could you identify the verb
of each sentence?
 Are they in past tense? In
which form are they written?
 What is the time expression
used in this paragraph? What
relation you can find
between the expression now
and the verbs used in this
paragraph?
Once the text has been analyzed

the students will listen 2 times
an audio about Will Smith’
biography paying special
attention to the pronunciation.
After that students will work in
pairs. They will receive some
pieces of paper that contain only
some of the main events of Will
92
biography to be organized
chronologically.
Then they will paste them on a
card board and they will
exchange it to compare their
jobs, finally the teacher gives the
feedback for clarifying any
doubt about the order of these
events.
Representing the The teacher will check students´
text’s ideas timelines. Through different
did it correctly. But before that,
some students will pass in front
of the class to show and read it.
Once they finish this activity,
they will be ready to represent
the text through a poster
showing the different stages of
the Will Smith’ life. The
students will receive the material
for doing the poster.
Reacting to the text  Was this text difficult to Identify voices
understand? and ideologies
 How Will Smith became so
famous? Why?
 What other information
would you like to know or
find in this recount?
 Write three questions to Will
asking what more you would
like to know about him.
The teacher will check students´

timelines. Through different
did it correctly. But before that,
some students will pass in front
of the class to show and read it.
Once they finish this activity,
they will be ready to represent
the text through a poster
showing the different stages of
the Will Smith’ life.
93
6. RESULTS AND ANALYSIS
“Tell me, and I forget. Teach me and I remember. Involve me, and I learn”
Benjamin Franklin.
Once the course design has been presented in terms of proposal with the necessary
educational policies in order to reach the goals and objectives of this research, we will
continue with the results and analysis section focused on the implementation. As we
mentioned in the methodology chapter, during the piloting of the present study we collected
data through the class observation technique with its corresponding transcriptions (see
appendices 4 and 9). In the same way, the analysis of two lesson plans and their activities
let us to examine and determine implementation outcomes. A third instrument that
contributed to make conclusions was a checklist (see appendix 13) applied to the students
with the purpose of knowing their perception, and the impact of the proposal.
This chapter, Results and Analysis, reflects one of the most interesting and exciting
moments in this research experience. For its implementation two lesson plans were
developed. The first one was done in eight sections of classes and took 18 hours, and the
second one was performed in twelve hours during 6 sections, for thirty hours in total. We
consider that the implementation of the GBA give us enough evidences to express the
effectiveness of using this kind of pedagogy, where teacher and students play active roles.
Methodology
For the implementation of Genre based approach to foster reading competence in
the present proposal, the teacher guided the practice through two lesson plans based on the
analysis of biographical recount genre. The lessons were designed to address an
understanding of the social and functional purpose of the language which is immersed in
94
the genre. Through the stages of the lesson plans, students were supported by the teacher in
order to improve their reading competence.
The first moment that the lesson covered was contextualization. Here the teacher
introduced the topic (biographical recount) and explained what the students were going to
learn. Also, the teacher stated the purpose of the reading, and explained the methodology to
read the texts. The following charts from the lesson / transcriptions reflect this moment:
Lesson 1 Example
Turn Actor Discourse
1 T Ok students today we are going to learn about a special text type
known as “BIOGRAPHICAL RECOUNT”.
I want that you look these two words. (T wrote on the board and asked
Ss to repeat them)
82 T Other people or another person. So, today, we are going to read about
the events, about the actions that a person did. Not about all the life of
this person but that special things or events in the life of this person.
Ok? And we are going to analyze sentence by sentence (body
language) word by word because we need to understand, because we
need to be clear, we need to say oh, I like it, I understand that word, so
we are going to read really, really slow, because the idea is to learn.
What is learn? (no response) what does “learn” mean? learn? Do you
know that word? What does mean learn? (T. writes on the board
“learn”. As a student, you learn, every day, you learn, every day you
study for learning. What is learn?
83 S Aprender
Lesson 2 Example
1 T Ok students today we are going to work on a similar text, like Erin
Brockovich. Well, is about the same genre that we were working last
classes. We will analyze another text in the same way. Ok. I want that a
student says the name of this text type. Do you remember? What is the
name of this kind of text that inform about the important past events,
achievement or relevant things and stages in a person’s life?
2 Ss Biographical recount, biographical, biography, biographic.
Second, in order to build up the subject matter knowledge, the teacher used some
pictures (lesson one) and a video (lesson two) which gave clues about the reading. The idea
95
was to activate students’ prior knowledge and make connections with the main events of
the biography. In this moment students and teacher created a dialogue guided by questions
that sought to predict what the text was about.
Lesson 1 Example
28 T Ok, now you are going to see different pictures, first this one!
(displays an image on the board) Wait, wait, wait! look at the image!
What is this? (pointing image)
29 Ss Alcantarilla (there are some students saying this word)
30 Ss Water (there are other students saying the correct word “water”)
31 T Right! this is water! What is the color of this water?
Lesson 1 Example
37 T No, it’s not clear. What do you think, what happen with this water?
(the students start to answer)
38 Ss Contamination
Contaminación
Conta..
39 T What did you say? contaminación, contamination.
128 T Erin Brockovich. And there is a relation with contaminated water,
factory or company, and so we are going to put together Erin, the
factory, the contaminated water, in order to discover…
129 S Seño por la contaminación que dan las empresas.
Lesson 2 Example
14 T Perfect! Is Will Smith, now let’s see the complete scene.
(the teacher played the video). OK. Did you like it?
15 S Yeaaahh miss the movie is cool!
16 T Yes! Is really cool. Ok tell me, what is his name? But his full name. I
mean name and last name. For example, you! Andres, you are Andres
Gallego and me, I am Yullys Alvarino, so what is his full name?
17 S Willy Smith
The third moment planned was modelling or deconstruction, here the idea was to
display the text and begin a detailed reading. During this moment, the teacher tried to elicit
the participation in the classroom through an aloud reading of the text, sentence by
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sentence. The teacher led students using questions, and she solved doubts about the text
until they had a complete understanding of the meaning of each word and sentence.

1 T To read together, you are going to read with me. On the piece of paper
that I gave you, you have a text, OK, And we are going to read the text,
but we are not going to start and say ‘I finished miss, I finished! I read
on the text. No! we are going to read in a very, very different way! Just
word by word, line by line, because we need to be clear, we need to
understand all the information that is in the photocopy. OK! Let’s start
with the title, you know what is the title! What does mean title?

7 T Erin Brockovich that’s right! Do you know Erin Brockovich? Right, so
we are going to read in order to know, who is Erin Brockovich!? I’m
going to start with the first line, it says ‘Erin Brockovich an American
woman’. Ok! Just this part. Again, ‘Erin Brockovich an American
woman’, I want to stop here! Please, read with me this part! Erin
Brockovich…
8 Ss Erin Brockovich (students repeat in chorus)
9 T An American woman
10 Ss An American woman (students repeat in chorus)
11 T Orlando please, read the same!
12 S Erin Brockovich an American woman.

13 T Good! Very good, Dilan can you read the same?
14 S Erin Brockovich an American woman.
15 T Erin Brockovich an American woman. Ok, can we say, who is Erin
Brockovich? According to the information that you can find in the first
line, who is Erin Brockovich? Dayanna, who is Erin Brockovich? Look
at the first line!
16 S Que Erin…
17 T Who is, who is Erin? For example if I ask her…
18 S Es una mujer Americana.
19 T Ahh ok! If I ask you, who is Miss Yully? You say the teacher aja,
Who is Erin Brockovich?
20 S Es una mujer Americana.
21 S Una mujer Americana, in English?
22 T Erin Brockovich an American woman. Very good! Let’s continue! Was
born in Kansas, repeat!
23 T Was born in Kansas (students repeat in chorus)
24 T Ok, tell me where is she from? Melisa, could you repeat this part?
25 S Erin Brockovich an American woman, was born in Kansas.
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A relevant aspect of this moment of the class is that students had the opportunity to
know the genre deeply while manage formal aspects of the language, what is important
because as Derewianka and Jones, (2010) state “coming through genre, students can
understand how texts are organized according to the social purpose/s they are trying to
achieve and how grammatical patterns contribute to the meaning of the text.” (p, 9). The
main topics addressed through this lesson plan are: structure of simple past tense, third
person participants, relational verb, episodic time and setting in time (dates or expressions).
The following extracts from the transcriptions reflect this situation:
Stages of the genre
Lesson 2 Example
19 T An American woman, so we have a very important information about
Erin, that is the main character. When we find all those information,
about the character in a text, this part received a name, and the name of
this part is ‘orientation’ this word has relation with Spanish, what is
the relation?
20 Ss Orientación, orientar.
23 T Orientar, guiar, mostrar, y en este caso, this first part, que es lo que nos
orienta o que nos guía, que nos está dando información?
24 Ss La vida de ella, la biografía.
25 T Sobre Erin, lo que tiene que ver, lo que se está hablando de ella, nos
está brindando la información que necesitamos para identificar al
personaje principal. Ok, right, What is the name of this part?
26 Ss Orientation (students answer in chorus)
Lesson 1 Example
3 T Biographical recount (Ss repeating) ok. A biographical recount has two
parts, two main parts, pay attention please, a biographical recount has
two parts, the first part is when you find the main information or the
presentation of the main character, and the first part that you learn, was
called o, ori…?
4 S Orientation.
5 T ‘Orientation’. Biographical recount has two parts, one is?
6 S Orientation.
7 T Orientation, you can write on your notebook, take note on your
notebook or on your photocopy. Orientation, and the second one is
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called ‘record of the stages’ so now, we are going to continue our
reading, but you have to be aware, you have to conscious, hay que estar
consciente of each event or of each moment in the story because a
biographical recount have many information, including as someone
said dates. We can find dates, also we can find more people, or
different people, maybe these people are secondary character. Do you
know what does mean ‘secondary’? ‘Secondary character’ what does
mean secondary character?
Participants

9 T She, very good, ‘she’ is the word that replaces the name Erin
Brockovich. So, she or Erin in this case, that is the same person, is a
participant here in this text? Ok! Look at the word participant. So,
what is a participant in a text or in a story, what is a participant?

19 T Del texto, hace parte del texto de quien se hable. Esos que pueden ser
people, places, animals, or whatever receive the name of ‘participant’,
all of them take a role, toman un rol, o sea están desempeñando algo en
el texto, en la historia. The first participant here in the story is Erin but,
maybe when we continue reading, we are going to find another
participant. Ok, now I want that you focus your attention that you see
some verbs in this part (Verbs, actions). Jose for example, in the
second line there is, there are 2 verbs, can you tell me what are the
verbs in the second line?
Relational verb
Lesson 1 Example
14 T En este espacio, en este momento recibe el nombre de ‘relational
verbs’.
15 S Relational verbs.
16 T Why relational verbs? Because they are making connection, they are
linking, se están uniendo, están haciendo una conexión de algo para
brindar una información. Ok, what’s?, what is the famous ‘to be’ verb?
Es el famoso¿verdad? El verbo to be, así como él tiene otras formas
por ejemplo en presente, ¿cuáles son las formas en presente?
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Simple past tense
Lesson 1 Example
27 T Solano ven, circle please! Uh-huh, good! Thank you, these three verbs,
have something in common, if you see the way in which they are
written, studied, married and moved. What happen, what is common
between the three verbs? What is the common, the common thing?
‘moved, married, studied’
28 Ss El ED (Spanish)
ED (English)
29 T El ED, ED (in English), ok the last part, the way in which they finish,
la forma en que terminan asi como me dijerón (ED, E, ED) that’s right!
ED, ED, and ok ED (pointing), studied, married, and moved are in a
special tense, are they in present or in past tense?
30 Ss Past.
Past tense.
Episodic time and setting in time
Lesson 1 Example
38 T Please, pay attention! Ok, let’s continue! We are going to read this part
of the story. Look at! Look at the first information, just this and this. It
said, in 1990, in 1990 what is that? What is that?
39 S Fecha.
40 T Fecha, right, a date, this is a date! Good! In the biographical recount
dates as you said ‘fechas’ are very important, why? Because
biographical talks about biography, una biografía está basada en…?

5 T Más tarde, maybe, después o más tarde. This word has a connection
with date, date and this word is a time expression, it’s a time
expression because indicates or shows us a moment, in the history, in
the story sorry, like date. Así como la fecha, esta expresión nos está
indicando un momento, ¿cuál momento? Más tarde o después.
To deal with this, Stoller (2000) states that good readers use strategies, some of
them are predicting, connecting with students’ background, associating paragraphs, making
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questions to the text. During the implementation of the proposal students also highlight,
circle, mark and underline main ideas and relevant information.
Underline / circle / mark

21 T Ujum, repeat, studied, moved, could you circle please? Study is a verb,
good! But, please circle the verb complete. Uh-huh, not only this part
please (pointing) another verb?
22 Ss Move.

19 T Erin. So now, I’m going to give you some color or pencil, in order that
you circle, or underline the participant. So, every time that you find a
participant in the reading, you are going to underline with yellow,
color: yellow! OK! You are going to put a line, and beside the
participant, we found (studied, moved, married) we found, what are
they?
20 S Verbs.
21 T Verbs, right, we found participants and verbs. All the verbs in past
tense in this case, we are going to put a line, with the color blue. OK,
now, I’m going to give you the colors and you are going to underline
verbs, the verbs in past, Blue.
Lesson 1 Example
5 T Papers, of course! So, we are going to underline, we need to underline,
and we are going to use a different color. Now we are going to
underline with orange as we underline the participants, and the verbs,
or actions. What is the color for participants?
6 Ss Yellow.
7 T What is the color that we are using for participant?
8 Ss Yellow.
9 T Yellow for the actions, for verbs?
10 Ss Green.
Blue.
11 T Blue. And we are going to use green for?
12 Ss Time expressions.
13 T Time expressions and?
14 S Dates.
15 T Dates, very good! And now we are going to underline with? What
color? I told you.
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16 Ss Orange.
17 T Orange! What we are going to underline, orange is for? Tell me.
Orange is for what?
18 S Key words.
19 T For key?
20 Ss Words.
21 T For key words, very good! The words that are repeated, because they
are important, ok, as the word ‘papers’, what other word did you find
that is repeated in the reading, in this part, that is a key word too?
Paper and the other is...?
Predicting

27 T Yes and no. Why yes? Why not? Why not is important to organize
papers? (03:39 to 05:19 Ss answer why is important or not Erin’s job) I
want that you focus your attention in this part, because I want that you
tell me, maybe what is going to happen next in the story. ‘Her job was
to organize papers’ why for Erin in her job organize papers, was
something important? Remember the pictures, remember the images
about the sick people, job factory, about the contaminated water, what
do you think about it? Why organize papers can be important in Erin’s
job?
Connecting with students’ background
Lesson 2 Example
14 T Excellent! The powerful actor on the planet. Ok, now I want that you
look these words … Called and earned. What can you say about them?
What do you remember from the last class? Could you tell me Solano?
Please! What they have in common?
15 S Miss esos son verbos que terminan en “ed” o sea están en pasado.
16 T Wow! Very good! Excellent explanation. So, this text is written in…?
17 Ss In past.
18 T Perfect, now tell me if you remember that years in a text are very
important. Well, years show us dates, so dates and time…. time what?
19 Ss Expressions!
20 T Time expressions. Nice! Good memory! Ok for following and
organizing the main events we can use a… Time…time…
21 Ss Line.
The fourth stage in the development of the lesson plans is representing the text’ s
ideas. During this moment, the teacher checked a timeline (see appendix 7) that students
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completed during the development of the reading. But before that, students exchanged their
timelines to compare and make corrections. Also, students worked with a worksheet (see
appendix 6 and 11) to emphasize on the simple past tense worked through both readings.
Next, students represented the text making pictures and writing clue words about central
events of each section of the text. After that, some volunteer went in front of the class and
made a short oral presentation about their posters. Finally, they received a photocopy with a
schema to retell Erin´s main life events (see appendix 8) and to organize chronologically
the events of the Will Smith biography (see appendix 12).
The lesson plans development and the students’ performance permitted us to
comprehend that students moved toward a higher level of reading comprehension, they
showed an active participation and engagement during the different activities. Also, they
demonstrated that collaborative work benefited their performance because they support
them each other when it was necessary. Some extracts reflect moments of reading
improvement and collaborative work.
Higher level of reading comprehension

23 T Well! Let’s continue. Look at the last part her job was to organize
papers what is organize papers?
24 Ss Organizar papeles.
25 T Organizar papeles. Do you think this is an important job?
26 Ss Yes.
28 S Porque de pronto ella así, pudo averiguar más sobre los enfermos.
31 T Discover something, very good! Maybe Erin can discover something.
OK. Now let’s continue with the reading. What did you say Rada?
32 S Como para tener pruebas que las empresas están contaminando el
medio ambiente.

71 T No? ok, don’t worry!
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This question is for Anny, what do you think that is the relation about
the pacific gas and electric factory and the sick people? What is the
relation?
72 S Seño que la empresa como dice al principio, ella contamina el agua y el
ambiente que dan enfermedades, entonces la gente toma el agua y se
muere.
73 T Uh-hu! Could you say it in English, try to tell me that in English? Just
few words. What is the relation between the gas and electric factory
and the sick people?
74 S Contamination.
75 T Contamination. Good, very good! Gas electric produces contamination
and affect…?
Finally, the teacher led students to make conclusion regarding to the text reading
process. The dissertation was guided through some questions, the students had the
opportunity to give their perceptions about the experience. They used their language to
express ideas in a clear way.

1 T I have a question for you. I want to know if Erin’s Brockovich
biographical recount, this text, was difficult for you to understand. And
also, what were your experiences, what were your experiences in this
activity. Who wants to say something? Tell me! What do you think
about the activity, about the experience, about the text?
2 S O sea, al principio cuando usted nos entregó las copias y eso, había
algunas cuantas palabras O sea que entendía y sabía que eran, pero en
sí en sí, no sabía de qué trataba.
3 T Perfect! Al inicio, at the beginning Ok, Another? Another impression?
What can you say about all the aspects that we were learning in this
activity? You want to say something?
4 S Al principio a mí me parecía, sinceramente me parecía difícil, no sabía
nada, pero como usted se esmeraba, o sea usted se preocupaba porque
cada pronunciación, cada palabra, todo nos lo explicaba, o sea por
parte usted hubo mucha ayuda, cada palabra o frase la decía y nosotros
la repetíamos también nos explicaba las palabras más desconocidas o
sea terminé entendiendo el texto.
5 T Ok! Very good that’s the idea! Another? Another opinion please. Jaso!
6 S Al principio no entendía, pero poco a poco fui entendiendo más sobre
el texto, y aprendiendo cosas que no sabía. Es la primera vez que
leemos así, nos demoramos bastante, pero todo lo entendimos.
7 T Ok, excellent. That’s the idea help you to comprehend every detail in
text.
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Scaffolding
One of the tools used by the teacher to develop the lesson plans and assist students
was scaffolding. In their reading comprehension process students need to do a wide variety
of activities that help them to cope with the language learning at the same time of the
reading act. The teacher scaffolds students for giving them enough basis that let them later
to monitor, manage, and finally demonstrate empowerment in their reading competence.
There are many types of scaffolding for students. Among the different types proposed by
Walqui (2006) we find the following ones: modeling, bridging, contextualizing, schema
building, and re-presenting text. Now we will present some excerpts taken from the
transcriptions of the class observations.
Modeling: Clear and practical models, examples or patterns similar to the ones students are
required to imitate.
Lesson 1 Example.
9 T In 1996, very good! So, now we are going to continue, and you can see
how time and events happen or are happening in a person’s life. Now
look at this date, in 2000 that is recent, is close to this time, for
example because we are in 2017 and that is closer to us, in 2000 the
recent information. Ok. I’m going to continue, ‘in 2000, there was a
movie about Erin Brockovich’, I’ll repeat. In 2000, there was a movie
about Erin Brockovich. You.
10 Ss In 2000, there was a movie about Erin Brockovich.
11 T Ok, you with me. In 2000, there was a movie about Erin Brockovich,
Deyaniris please.
12 S In 2000, there was a movie about Erin Brockovich (bad pronunciation)
13 T Ok, there was a movie…
14 Ss About.
15 T About… About…Anny, sorry no. Deyaniris, Deyaniris.
16 S In 2000, there was a movie about Erin Brockovich.
17 T Perfect!
Lesson 1 Example.
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70 T Right. En un accidente de carro. Let’s continue. A law company,
repeat.
71 Ss A law company.
72 T Helped her.
73 Ss Helped her.
74 T After the accident.
75 Ss After the accident.
76 T Ok. A law company, helped her after the accident.
77 Ss A law company, helped her after the accident.
Bridging: connect the new concepts with students’ previous knowledge or their personal
experiences.
Lesson 2 Example.
73 T Excellent!
His friends nicknamed Prince. Pay attention to this word, nickname,
you know what does it mean?
74 S Nooo, no, no, no miss
75 T Ok, let me explain you, a nickname is a friendly or special way to call
some body, for example, some common nicknames are the princess,
the queen, the boss,.. And so on.
76 S Aahh miss como los sobre nombres, La jefa, jajaja
77 T Exactly! Repeat, his friends nicknamed Prince.
Lesson 1. Example
5 T No, the question is what is her name? You know. My name is Yully,
your name is Orlando.
Contextualizing: Use of different kinds of materials such as realia to make a connection
with students’ real world.
Lesson 1 Example.
92 T Ok, now let´s see the warm up following pictures. Look at the picture.
This is …
93 Ss Batman
94 T Do you know him, no? who´s he?
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95 Ss Yes, si, Batman.
96 T Batman. What do you know about Batman?
97 S Es un personaje
98 T You say “Personaje” – Character
Schema building: tools that let students to organize knowledge and information like
graphics, charts or organizers.
Lesson 1 Example.
45 T Now, very good! That’s the guide! Esta es nuestra guía. That’s the
guide! Now, I need one volunteer who wants to pass and start to
complete, in the same way that we are going to do it here, together! I’m
gonna help you; you have to complete your piece of paper. Here, look
at that this is the same! So in this part you are going to complete with
the information. Ok, let’s start! Title, what is the title? One volunteer,
please! What is the title?
46 Ss Erin Brockovich.
47 T One volunteer, please to write it! Solano, ok thank you! Move! Write
the title of this part, write in the front part.
Lesson 1 Example.
91 T Ok guys imagine that you are in a contest, I mean en un concurso, you
are going to receive pieces of papers with some events of Smith events,
you have to organize and paste them in the order that they happened.
Are you ready?
92 Ss Yeaaahhh
93 S ¿Miss los vamos a ordenar?
94 T Exactly! Ok, here you are the material, work with your partner; decide
together what goes first and what then. (students working)
Re-presenting text: dramas, conversations or short oral presentations that help students to
develop appropriation of the new language.
Lesson 1 Example.
1 T Show your cartoons, or your posters, please open your posters! In order
groups, open, open your posters, show us! Very good!
Well, now I want two or three groups that share with us the
information of your posters. Listen, let’s listen some groups, your
presentation. Please, is there any volunteer group who wants to pass,
show the poster, read or explain for us? You? Ok, go Anny, Juan, and?
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2 S Oscar.
3 T Oscar, ok. Listen first! Guys in this side please, come here! Ok listen 1,
2, 3 go!
4 Ss In 1990, Erin Brockovich, she was in a car accident, later she worked
in the company. Later, Erin realized important information about the
sick people. The judge ordered pacific to pay the people. Thousand
there was a movie in, thousand there was about Erin. Now Erin is
famous. Finish miss.
5 T Very good! Very good! (Ss applause them) another group, please!
Another volunteer group? You? Ok, go! Ok, look at them 1, 2, 3 go!
Material
Materials are always linked or connected to the activities; they can be used in any
part of the class. In a reading class students can find difficulties at dealing with the new
words, so material and activities should contribute and facilitate students’ learning and
exposing them to authentic use of language.
Lesson 2 Example.
86 T Hu-huh hemos terminado de leer, now I’m going to play Will Smith’s
biographical recount. You have to listen twice and you can take notes
about the pronunciation of difficult words. Guys! We need to be in
complete silence to listen well and understand the audio. (the teacher
played the audio).
87 S Miss, miss póngalo otra vez,
88 S Sí, si miss repítalo que se escucha bacano.
89 T Jajaja super que les haya gustado. Ok I’m going to repeat it again. But
now I’m going to pause it, and you have to repeat. Ok?
90 S Yes, yes, miss, así es chévere también.
(teacher pauses and students repeat each sentence)

38 T Now, we are going to make a poster because we are going to represent
in a picture, in some pictures the story, the biographical recount about
Erin. So I’m gonna give you a piece of paper like this for each group.
In this piece of paper, you can divide it as the timeline, and you are
going to make pictures ok, you are going to make pictures. What is
pictures or images?
108
Analyzing the examples above, we can notice how Waqui’s considerations about
scaffolding in education took place. Not as many educators consider it, a rigid structure, but
as an active set of collaborative works related to working in the ZPD (Gibbons, 2003). In
that way, the structure plus the co-constructed work and a constant evaluation show a
dynamic process like the ones observed in the analysis of the present class observations.
Also, the three pedagogical scales mentioned by Walqui were identified. First the teacher
has a support structure represented in the organization of the lesson plans. Then, the
development of particular activities carried out with specific materials to assure the
successful of the class, and finally, the constant accompaniment and assistance provided
moment- to- moment that involves the students in a collaborative process of interaction.
Precisely interaction is another aspect or category that we analyzed. Now we will
present some fragments that show different kind of teacher- students’ verbal behavior based
on the interaction categories proposed by Moskowitz (1976), “Flint” (Foreign Language
Interaction). As regard students’ interaction, we identified the following categories:
Specific, choral, student- initiated. And about the teacher’s interaction we identified these
categories: encourage, repeats student response verbatim, asks questions, and gives
direction.
Students’ interaction.
Specific category: students respond in a limited range.

5 T Ok! So, this is the first part of the biographical recount, Cantillo what
can we find in the orientation? I asked you, what can we find in the
orientation?
6 Ss Name.
7 T Name, name of?
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8 S The main character.
9 T Of the main character, very good! The name of the main character. So
this is a, this is the first information that we can find in the orientation,
what else?
10 Ss Nationality.
11 T Maybe his or her nationality, very good! What else?
12 Ss Your birthday. birthday. Her birthday.
13 T Her date of birth, good! What else?
14 Ss Study.
Studies.
15 T Studies, what else?
16 Ss Edad.
17 T Age, good, what else?
18 Ss Her job.
Job.
19 T Her job, good! All those things are in orientation. Well, also the
biographical recount has a tittle, too.
Choral category: all or most of the students respond.
Lesson 1 Example
85 Ss Water.
86 T Water! And the second?
87 Ss Company.
88 T Company or?
89 Ss Factory.
90 T Or factory, good! Company or factory they are synonyms.
Contaminated water, company con factory, we are going to put
together

12 T What does son mean?
13 Ss Hijo,hijo,hijo,miss
Student- Initiated category: Students use previous information and respond with their own
ideas.
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Lesson 2 Example
34 S Yo, yo, yo miss, ah no que digo teacher me, teacher, miss
35 T Jja,ja,ja,ok,ok tell us
36 S Ha sido nominado al Golden Globe ese es un premio y a los Awards y
se ha Ganado muchos Grammys.
Lesson 2 Example
22 T According to this information, what kind of public likes Smith’s
movies?
23 S Teacher me.
24 T Wow Orlando, so cool!
25 S Miss a todas las personas les gustan las películas de Will Smith, porque
son full divertidas.
Teacher’s interaction.
Encourage category: tell the students what they have said or done is important.
Lesson 2 Example.
6 T Wow! That’s great! What a good memory have my students! Applause
for you!
Ok guys so let’s start!
Now you are going to listen carefully, because is only a voice. try to
guess the person who is speaking.
Lesson 2 Example.
79 T Woooww! It was perfect! Nice pronunciation Lael, congrats! You
really payed attention to the reading, applause!
Repeat student response verbatim: repeats the same words of students.
Lesson 1 Example.
140 T What did you say? Wait! What did you say?
141 S Que las personas también están enfermas por la contaminación del
agua
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142 T Right! Que esas personas están enfermas por la contaminación del
agua. Vamos a ver si estamos descubriendo poco a poco la historia que
viene. Katiuska what did you say?
Lesson 2 Example.
40 S Orientation miss
41 T Excellent! Orientation, so far so good! Let’s continue the reading.
Listen carefully and repeat
Smith was born in nineteen sixty-eight
Ask questions category: Expects an answer.
Lesson 1 Example.
66 T Fábrica. How do you say that in English? Empresa o fábrica how do
you say that?

13 T Principal, in this case, who is the main character?
14 Ss Erin Brockovich (students answer in chorus)
Give directions: request or commands that students should follow.
Lesson 2 Example
25 T Correct! In this piece of wool, you are going to hang pieces of papers
with the events and time expressions or dates that you find in the text.
Look at me (The teacher wrote the events on a small piece of paper and
hung it up on the wool)

98 T Ok, hey guys, silence please! Our partner finished and they want to
read, so be quiet please, and listen to them. Three, two, one, zero…
99 Ss Silence!
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74 T Come! And circle it.
The examples above are only some excerpts to illustrate part of the identified
categories, really there are many others that we mentioned in the transcriptions charts (see
appendixes), the development of two lessons plans gave us enough information to do this
analysis. As we could observe during the implementation of GBA the teacher used a variety
of strategies, but she mainly followed the genre based approach pedagogy with its stages
for reading comprehension process. She employed all the sources and materials that she
considered necessaries (video, power point, audios, worksheet, charts, pocket charts, among
others) to help her students to achieve the basic foundations to perform at their reading
competence.
The main tool used by the teacher was “scaffolding,” through this one she gave to
the students all the support they needed to understand terms and lexical items related to the
selected genre (biographical recount) and its stages. Also, the teacher activated students’
prior knowledge to make a connection with the new concepts to facilitate their
comprehension. Some reading strategies like highlighting, predicting from the context,
deducing and making conclusions were putting into practice too. Even a collaborative
learning was developed through pair and group works that gave students the opportunity to
exchange and interact with their peers and teacher, in that sense the implementation of
GBA fostered class interaction making this experience a dynamic process that encouraged
students’ oral participation and leaded them from an initial and limited reading level to
another one more advanced what increases their motivation toward reading process.
113
7. CONCLUSIONS
With the implementation of GBA, the teacher has enough support to success in
language teaching. Developing in the students, effective ways to discover their own
strengths and skills in reading comprehension, and having as main purpose to lead them for
becoming active and fluent readers. Genre based approach pedagogy makes a difference in
EFLT, it promotes a real spirit of teaching- learning where meaningful experiences take
place in the classroom, closes up teacher and students improving their relationship, and
offers many benefits for both. Now, we will present a list about those valuable findings that
we consider more relevant and evident, after the analysis and discussion of the proposal.
Regarding to the teacher’s role during the implementation we found that:
 Applies Genre-based pedagogy.
 Becomes aware of their students’ progress.
 Facilitates English learning.
 Teaches reading strategies.
 Promotes values.
 Develops listening attitudes.
 Inspires confidence.
 Scaffolds student´s learning.
 Provides high levels of support.
 Elicits spoken interactions.
 Involves all the students.
 Makes constant feedback.
 Fosters a pleasant environment.
114
 Develops appealing activities.
 Uses authentic materials.
 Encourages to participate.
 Recognizes students’ abilities.
 Highlights student’s opinions.
About the students’ experience we observed that they:
 Recognize the text structure.
 Establish the purpose of a genre.
 Learn formal aspects of the language from a text context.
 Show understanding and interest in learning English.
 Reduce their anxiety.
 Show engagement with the reading process.
 Learn to work collaboratively.
 Co-construct knowledge.
 Show more confidence in themselves and in their abilities.
 Feel more comfortable in class.
 Participate frequently.
 Enjoy all the activities.
 Express their feelings and opinions.
 Ask freely.
 Evaluate and adjust performance during activities.
 Develop listening attitude.

115
 Value own and peers works.
Finally, we can say that when a teacher implements GBA following each stage as
the genre pedagogy proposes, the most likely is to succeed instead of failing, since this is a
really effective way to teach English through the reading of different genres or text-types,
in figurative sense we could say that “the text is the pretext” to carry out such as
meaningful approach for developing reading competence and language teaching.
116
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Appendices
Appendix 1

MAESTRIA EN ENSEÑANZA DEL INGLÉS
TUTOR: JORGE MIZZUNO
INSTITUCION EDUCATIVA LUIS R. CAPARROSO
ENCUESTA
Apreciado estudiante a continuación encontrarás algunas preguntas relacionadas con el

aprendizaje del inglés. Léelas con atención y responde según lo que piensas. Todas las respuestas
son válidas ya que solo es una encuesta de opinión.
1. Aprender inglés puede servir para:

A. acceder a mejores oportunidades laborales
B. Satisfacción personal
C. comunicarse con personas que hablen este idioma
D. nada
2. Aparte de las horas de clases semanales, el tiempo que dedicas al estudio del inglés es:
A. más de dos horas
B. una hora
C. menos de una hora
D. ninguno
3. En tu opinión cuales recursos despiertan mayor interés en el aprendizaje del inglés:
A. videos y canciones
B. textos y fotocopias
C. juegos y dinámicas
D. carteleras y afiches
4. para ti, la forma más fácil de aprender inglés es:
A. hablando
B. escuchando
C. leyendo
D. escribiendo
127
5. Consideras que leer es importante porque:
A. te permite conocer acerca de muchos temas
B. te ayuda en el aprendizaje de la gramática del inglés
C. te sirve de base para poder comunicarte
6. generalmente cuando lees un texto
A. marcas la información que consideras importante
B. te haces preguntas sobre lo que estas leyendo y sobre lo que leerás
C. identificas palabras claves relacionadas a la temática que estás leyendo
D. representas de manera gráfica lo que has leído
E. ninguna de las anteriores
7. consideras que los materiales (texto, posters, videos, juegos) que se usan en el proceso de
lectura son
A. interesantes
B. variados
C. aburridos
D. no se usan
8. la principal dificultad que encuentras al leer es:
A. el vocabulario desconocido
B. la gramática contenida en los textos
C. el poco interés que te despierta esta actividad
D. no comprender la mayor parte del texto
9. las siguientes actividades hacen más interesante y fácil el proceso de leer
A. el acompañamiento del profesor
B. actividades complementarias al proceso de lectura
C. el apoyo de los compañeros
128
Appendix 2
ENTREVISTA (ESTUDIANTES)
1. ¿Consideras importante aprender inglés? ¿Por qué? vision of English Learning
2. ¿Qué tan frecuente es tu participación en clases de Students’ attitude-motivation

inglés?
3. Al desarrollar tus actividades en clases ¿prefieres hacerlo Collaborative work

de manera individual o en grupo?
4. ¿Cómo es el proceso de lectura en el aula de clases? Reading skill
5. ¿Cómo crees que se puede mejorar tu habilidad para Reading skill

leer?
6. Para ti ¿qué función debe desempeñar la profesora en las Teacher’s role

clases de lectura?
129
Appendix 3
ENTREVISTA (PROFESOR)
1. Do you consider important to teach how to read? Why?
2. What do you think is the role of reading skill in English learning?
3. What is the methodology used to develop reading in your classes?
4. What are the features of the materials used to foster reading?
5. What is your vision of reading skill in the context of communicative competence?
6. What text type has been worked in this grade (8th)?
7. What is the role of feedback during your reading classes? How feedback is addressed in these
Classes?
8. Do You promote collaborative work in classes?
9. How students are helped to cover their lacks and difficulties during reading process?
10. How is evaluated the reading process in your classes?
130
Appendix 4
Transcript of lesson 1
Institución Educativa Luis R. Caparroso
comments: ( )
Conventions: Teacher: T
Student: S
Students: Ss
TEXT 1- Erin Brockovich. (biographical recount) Video 1

October 21st Pictures Warm up 1 Yullys Alvarino (Teacher) 8 th Grade
Turn Actor Discourse Category

Ok students today we are going to learn about a special text type known Teacher’s explanation
as “BIOGRAPHICAL RECOUNT”.
1 T
I want that you look these two words. (T wrote on the board and asked
Ss to repeat them)
Biographical recount, repeat. Scaff. Modelling
2 T
Biographical recount. (most of the Ss repeated in chorus) Choral
3 Ss
Again, biographical recount. Scaff. Modelling
4 T
Biographical recount. (all Ss repeated) Choral
5 Ss
When you read these words what do you think? What do you think Question
6 T
about these words? (pointing her head)
Biografía Specific(response)
7 S Student answers using
L1
Uh-hu “biografía” maybe “biography” and what can you say about this Question
8 T
word… “recount” (teacher pointed and repeated the word)
Recordar. (T focused her attention on the boy who said “recordar”, she Negative feedback
9 S
repeated that word and turned her head saying “noop)”
Recordar mm is not exactly “recordar” Negative feedback
10 T
Recordando. Student initiated
11 S
Recordando? No. Umm? Negative feedback
12 T
Historia? Answer using L1
13 S
Maybe, there is a connection with story, but “recount” is… well look at Scaff. Bridging
this part of the word. (The teacher circle “count” and asks to the Ss)
14 T
What is count? (T did some movements with her fingers as if she was
counting) uh-hu? Count.
Contar. Sudent answers using L1
15 S
Contar, right. You said it. “contar” Repeats student response
16 T
verbatim
131
Contar. You said it. Contar, right. Question
17 T
If I say… “recount”?
Recordar Students answers using
18 S
Recordando L1
Contar Specific (response)
19 S
Recontar Specific(response)
20 S
Recontar, recontar, is like “retell” we can connect this word (T writes Scaff. Bridging
21 T
“retell” on the board)
Recontar Specific(response)
22 S
Uh-hu, se dice recontar. You know “tell” What does “tell” mean? Question
23 T (pointing with the marker) What does “tell” mean in Spanish? What is
tell?
Llamar StudentAnswers using L1
24 S
25 S
26 S
Tell me. For example: You say” hey I’m going to tell you something. Scaff. Bridging
Imagine that Mario was in a…
27 T
I´m going to tell you (moving hands near the mouth)
Tell. What is tell? What does tell mean?
Contar StudentAnswers using L1
28 S
Uh-uh
29 T
Recordar StudentAnswers using L1
30 S
Recontar StudentAnswers using L1
31 S
Hablar StudentAnswers using L1
32 S
Hablar, por ahí vamos, (T continues using body language) Encouragement
33 T
¿Decir, decir? Question
34 S
That´s right. Repeat.
35 T
Decir. Repetition
36 Ss
Decir, Tell, decir, entonces. Teacher’s explanation
37 T
Decir. Retell – recount they are synonyms, son sinónimos
So, biographical recount is a way to retell, or saying special thing, well Question
when we talk about biography there is a connection with a special
38 T
subject. For example, when we talk about biographical, we talk about
animal?
Yes Student answers using L2
39 S
Do you connect the word “biography” with animals? Question
40 T If I say “biography” we can think about animal? With the word
biography?
132
No, no Specific(answer)
41 S
Uh – uh
42 S
No. When you say biography, you connect that word with …? Question
43 T
People Specific(response)
44 S
Uh – hu (pointing the S)
45 T
46 S
Repeat Katiuska Asking for participating
47 T
People Repetition
48 S
People, right. Bio (biography) Repeats student verbatim
49 T
Why? Because these two words have relation with the word “bio” (T Teacher’s explanation
50 T circled “bio”) what is the word that connect with these three letters “bio” Question
(pointing “bio”).
Vida Student answers using L1
51 S
Uh – hu
52 T
Vida Student answers using L1
53 S
Repeat. Asking for participating
54 T
Vida Repetition
55 S
¡Vida. That´s right. Repeats students response
56 T
verbatim
Vida. And this part “graphical” Question
57 T
What is the relation?
Grafica Specific(response) using
58 S
L1
¿Gráfica or? Gra… Question
59 T
Gráfica Specific(response)
60 S
Biografía Student answers using L1
61 S
Graffiti Student answers using L1
62 S
No graffiti no Negative feedback
63 T
Escrita Student answers using L1
64 S
Gráfica Student answers using L1
65 S
Escrita. Grafía. Very good any. That´s right. So “biography” is the Encoragement
66 T
“written life” la vida ….
Escrita Choral
67 Ss
133
La vida escrita de … Repeats student verbatim
68 T
Las personas Choral
69 Ss
De personas de “people” como digo katiuska de una persona. And when Teacher’s explanation
70 T we talk about recount, so what we are gonna do? If I say I’m going to
recount a biography?
Voy a recontar? Student- initiated
71 S
Recontar Speciific
72 S
¿Voy a recontar, qué cosa? Question
73 T
Mi vida, mi vida escrita Student- initiated
74 S
Maybe my life, that´s right. Or … about (pointing different students) Teacher’s explanation
75 T
La de los demás Choral
76 Ss
La vida de los demás Choral
77 Ss
De los demás other people. Maybe I can talk about my life, my own life Question
78 T
or?
De una persona Specific(response) using
79 S
L1
De una persona, otra persona. other…? Question
80 T
81 S
Other people or another person. So, today, we are going to read about Teacher’s explanation
the events, about the actions that a person did. Not about all the life of Question
this person but those special things or events in the life of this person.
Ok? And we are going to analyze sentence by sentence (body language)
word by word because we need to understand, because we need to be
82 T clear, we need to say oh, I like it, I understand that word, so we are
going to read really, really slowly, because the idea is to learn. What is
learn? What does “learn” mean? [No response] learn? Do you know that
word? What does mean learn? (T. writes on the board “learn”. As a
student, you learn, every day, you learn, every day you study for
learning. What is learn?
Aprender Specific(response)
83 S
Right. Repeat. Encouragement
84 T
Aprender Specific(response)
85 S
Aprender, so, Repeat. Scaff. Modeling
86 T
Learn Choral
87 Ss
Ok, the idea is to learn. In this way, we are gonna learn, you are not Teacher’s explanation
going to be worried because oh my god! The teacher is going to evaluate Reducing anxiety
me, the teacher is going to put me a bad note for me if I say a wrong
88 T
word, don´t worry just say, just talk, say your words say what you think
don´t worry about anything, we are going to learn together (body
language), vamos a aprender.
134
Juntos Specific (response)
89 S
Juntos, right, together. Repeats student response
90 T
verbatim
Together. Repetition
91 S
Ok, now let´s see the warm up following pictures. Look at the picture. Giving instructions
92 T
This is … Scaff. Contextualization
Batman Choral
93 Ss
Do you know him, no? who’s he? Question
94 T
Scaff. Bridging
Yes, si, Batman. Specific(response)
95 Ss
Batman. What do you know about Batman? Question
96 T
Es un personaje Student answers using L1
97 S
You say “Personaje” – Character Repeats student response
98 T
verbatim
Superhéroe Choral
99 Ss
Is a? Question
100 T
Superhero Student answers using L2
101 S
Repeat? Asking for participation
102 T
Superhero Repetition
103 S
Superhero, he said. Repeat what Mateo said. What is batman? Question
104 T
Superhero Repetition
105 Ss
Now, I´m gonna change the picture, look at this one. Teacher’s explanation
106 T
Women Specific(response)using
107 S
L2
Woman Specific(response)using
108 S
L2
Mujer Maravilla Student answer using L1
109 S
Ok. Mujer Maravilla, how do you say that in English? Inviting to speak in
110 T
English
Wonder Specific(response)using
111 S
L2
Wonder …. Repeats student response
112 T
verbatim
Woman Specific(response) using
113 S
L2
Wonder Woman, right. Wonder woman and what is she? Repeats student response
114 T
Question
As Batman, she also is a …? Question
115 T
135
Superhero Student answer using L2
116 S
A superhero too. Ok. Another one, look at this one. Repeats student response
117 T
Superman Choral
118 Ss
Ok, tell me what colors Superman is wearing? Question
119 T
Red, red and blue. Choral
120 Ss
Red and blue right. And Superman as Batman, as Wonder Woman all of Repeats student response
121 T them are …? Question
(Silence)
Heroes Specific(response)
122 S
Superheroes Chora
123 Ss
Heroes or superheroes. Good. Ok. Another one. Look at this woman Repeats student response
(pointing). Question
124 T
Do you know her? [no response] Do you know that woman? Have you
ever seen that woman? (touching her eyes).
No, no Choral
125 Ss
No, never, never before. Repeats student response
126 T
verbatim
Jamás Student answers using L1
127 S
Maybe she is a … Ecouragement
128 T
Extranjera Student answers using L1
129 S
A Singer Student answers using L1
130 S
A Singer? No, she is not a Singer. Question
131 T
Negative feedback
Actress Student answers using L1
132 S
Actress? No, she is not an actress. (laugh) Question
133 T
Negative feedback
Doctor Student answers using L1
134 S
Dance, dance, dance Student answers using L1
135 S
Dance. Ah, dancer? Teacher correcting
136 T
pronunctiation
Yes Specific(response)
137 S
No, she is not a dancer. Negative feedback
138 T
Doctor, doctor Student answers using L1
139 S
Lawyer Student answers using L1
140 S
Lawyer, no she's not a lawyer (Laugh) Teacher’s explanation
141 T
(Students mentioned different professions). Listen, ok don´t worry. She Reducing anxiety
136
is a very important woman; her name is Erin Brockovich. Maybe she is
not famous as Wonder Woman or Batman but they have something in
common and we are going to discover it in the reading.
TEXT 1- Erin Brockovich. (biographical recount) VIDEO 2

October 21st Yullys Alvarino (Teacher) 8th Grade
Well. We were talking about this woman, I said her name, and do you Question
1 T
remember what her name is?
Erick Choral
Erin
2 Ss
Erick Broccoli (bad pronunciation)
Erin
I said, what is her name? I told you her name. Do you remember what Question
3 T
her name is?
Creadora. Student initiated
4 S
Using L1
No, the question is what is her name? You know. My name is Yullys, Scaff. Bridging
5 T
your name is Orlando. Question
What is her name? (the students start to scream names) Raise your hand Question
6 T
please Carry out daily routine
Erin Broccoli Choral
7 Ss Erin Broccoli
Erin Brow (bad pronunciation)
8 S Erin Brockovich. Speciific(response)
Right. (students start to applause him) Teacher’s explanation
9 T Nice memory, don’t forget her name, because we are going to talk a lot
about Erin Brockovich in this class, don’t forget. Repeat Erin.
Erin Choral
10 Ss
Repeat the name completely. (Students shout Erin, Erin.) Wait, wait. Scaff.. Modelling
11 T
Listen first, Erin Brockovich, Repeat.
12 Ss Erin Brockovich Choral
T In this side repeat. (pointing one side of the class) Asking for participating
13
Ss Erin Brockovich (T ask them again and they repeat) Erin Brockovich Choral
14
15 T Erin Brockovich (asking to a student) Erin. Asking for participating

16 S Erin Repetition
17 T Brockovich Scaff. Modelling
Brockovich (the student repeats, but says the last name wrongly) Repetitioon
18 S
Bro-cko-vich (says the last name slower) Ok. Teacher correcting
19 T
pronunctiation
20 S What was (the student has a question) Question
Aja, cuéntame. Question. Using LL1
21 T
S Is a Doctor? Question
22
Is she a Doctor? No. Negative feedback
23 T
Is she… (the students start to ask about her) Question
24 Ss
137
Wait. We are going to discover, “what is she?” (the students start to ask Teacher’s explanation
25 T again) Question
26 S ¿Creó los personajes? Student answers using L1

¿Creó los personajes? No, wait. Remember that we made a connection Teacher’s explanation
(the students start to make questions again) Wait. Wait. We are going to Reducing anxiety
27 T
learn about the story, apenas vamos a mirar su historia, su biografía,
Wait. Wait. Relax.
Ok, now you are going to see different pictures, first this one. Scaff. Bridgiing
28 T (puts display an image on the board) Wait, wait, and wait. Look at the Question
image. What is this? (pointing image)
Alcantarilla (there are some students that are saying this Word) Choral
29 Ss
Water (there are other students that are saying this word) Choral
30 Ss
31 T Right. This is water. What is the color of this water? Question
Green. Choral
32 Ss Blue.
Black.
Is clear or dirty? Do you understand? Question
33 T
Clear Choral
34 Ss
Is it clear? The water is clear? Question
35 T
No. Choral
36 Ss
No, it’s not clear. What do you think what happen with this water? Question
37 T
Contamination Choral
38 Ss Contaminación
Conta…
What did you say? contaminación, contamination. Question
39 T
Contaminated. Student Initiated
40 S
Agua sucia.
Contaminated. agua sucia. Repetition
41 T
Contaminación de petroleo. Student answers using L1
42 S
Contaminación de petroleo she said, maybe. Teacher’s explanation
43 T Petróleo contaminated that water. ok is as you said this is contaminated
water, you are right. This water is…? Repeat. Contaminated.
Contaminated Choral
44 Ss
This water is…? Question
45 T
Contaminated Choral
46 Ss
Why do you think this water is contaminated? Why? (The students Question
47 T whispering) ok raise your hand please. The one who said that, raise your
hand please. Why this water is contaminated? Why?
Nosotros profesora. Student Initiated
48 S
Using L1
138
Nosotros la contaminamos. Repeats student response
(the students start to talk) verbatim
49 T
Raise your hand. I said that raise your hand. Danna no alzó la mano así
que no. in order.
50 S With people Student Initiated
Raise your hand Dayana please. Carry out daily routine
51 T
Cantillo did you raise your hand?
52 S People contaminated the water. Student answers using L1
People contaminated the water, you said that? (The student says yes) ok. Question
53 T Another answer, why this water is contaminated? You said that, no?
Who says teacher me?
Por la basura. Student initiated
54 S
Using L1
Right. How do you say “basura”? Do you know how do you say Teacher’s explanation
“basura” in English? Do you know that word? No? In English. Basura in Question
55 T English, ok look in your dictionary. Is garbage or trash right. The answer Scaff. Bridging
is, for the garbage or as he said por la basura, maybe. Let’s continue with
the other image. Look at this one.
Empresas. Choral
56 Ss Fábricas.
Gases.
Contaminación ambiental Studennt initiated
57 S
¡Contaminación ambiental! environmental contamination he said. Repeats students response
58 T
verbatin
59 S Dióxido de Carbono. Student answers using L1
Dióxido de Carbono. Oh my god. That´s a chemical substance. (The Teacher’s joke
60 T
students start to laugh) oh he’s learning a lot in science.
61 S Miss, gases. Student initiated
62 T Gases she said, OK. Dayana. Repeats student response
63 S Empresa. Student answers using L1
Empresa, how do you say that? How do you say empresa in English? Inviting to speak in
(Students whispering) do you know that word? ok the first picture was English
64 T
about “contaminated water” the first picture. And this one, the second
one, what is this? (pointing)
Fábrica. Student initiated
65 Ss
Using L1
Fábrica. How do you say that in English? Empresa o fábrica how do you Inviting to speak in
66 T
say that? English
67 Ss Fabric (some students say that) Choral
Fabric means that, (pointing her blouse) eso es un false friend, es una Teacher’s explanation
68 T palabra que creemos que significa una cosa, pero no es eso. fabric
significa tela entonces fabric no es empresa.
69 S Fabrique. Student answers using L1
You are close Katiuska, maybe. Maybe Chocolate and com…? Encouragement
70 T
Company. Student initiated
71 S
Using L2
Company, right. a company or… Repeats student response
72 T
verbatim
Así es una canción de Justin Bieber. Scaff. Bridging
73 S
139
Uh-huh maybe company or factory. Repeats student response
74 T
verbatim
Companish (bad pronunciation). Student initiated
75 S
Using L2
76 T Uh-huh. Repeat factory. Scaff. Modeing
77 Ss Factory Choral
78 T Company.
79 Ss Company (students repeat in chorus). Choral
80 T Both mean the same, ambas significan? Question
81 S Lo mismo. Student answer using L1
The same, lo mismo right. And the first one? Read the first one. Asking for participating
82 T
83 Ss Contaminate. (bad pronunciation) Choral
Contaminated. Repeats students response
84 T
verbatim
85 Ss Water. Repetition
86 T Water. And the second? Question
87 Ss Company. Choral
88 T Company or...? Question
89 Ss Factory. Choral
Or factory, good. Company or factory they are synonyms. Teacher’s explanation
90 T
Contaminated water, company con factory, we are going to put together
91 S ¿Contaminación ambiental? Question
Wait. Maybe the environmental, let’s continue to make connection with Scaff. Bridging
92 T
that. Wait. Now look at this picture. Oh. What is that? Question
93 Ss Hospital Choral
94 T A hospital. What can you see?
95 Ss A doctor Choral
96 T A doctor. What happens here?
97 Ss Enfermo, enfermera, paciente. Choral
98 T Enfermo, right. How do you say enfermo? Question
99 S ¿Y enfermera? Question
100 T How do you say enfermo? Question
101 S Nurse.
Ok, you’re right. Enfermera, what is enfermera? Question
102 T
Nurse. Choral
103 Ss
Nurse, right. But I ask about enfermo, how do you say enfermo in Question
104 T
English?
Nurse. Choral
105 Ss
Nurse
No. That’s enfermero o enfermera, is nurse, as Dayanna said. But the Question
106 T question is, how do you say enfermo? the person that is… these people
is ok? Is healthy? Están saludables?
107 S No. Student initiated
No, they are not ok, they are… Negative feedback
108 T
Estan enfermos. Student answers using L1
109 S
140
Estan enfermos, how do you say that? I’m gonna help you. The word Question
110 T
starts with S.
111 S Sid Student initiated
112 S ¡Una pista.
113 T S-I-…
Six Choral
114 Ss Seis
Say.
115 T S-I-C-K Teacher’s answer
Sick (bad pronunciation) Choral
116 Ss
Six
117 T Let me write the word.
118 Ss Sick. Choral
119 T Sick aja. Sick what? Sick animal…? Question
120 Ss NO. Choral
121 T No. Sick…?
Person Choral
122 Ss
People.
People. Sick people or sick person right. Again, look at the words: Question
123 T contaminated water, company or factory, sick people, what do you think
about these situations?
124 S El humo. Student Initiated
125 T How did you say? Humo. maybe, contaminated... Question
126 S Gases. Student initiated
Aja. Let’s continue and look at. Now we are going, Aldair and Orlando Question
listen to me please. Sit down properly, sit down correctly. Oscar pay Teacher’s explanation
attention please. This is a very important part in this section, so I need,
that everybody, Orlando, I need that everybody here being concentrated,
127 T and listen carefully what I’m saying. When I’m talking, you have to be
very concentrated, the idea is to learn about our character, como dijo
katiusca, el personaje, our character for today is a woman, that I showed
you at the beginning. What is the name of the woman? What is her
name?
Erin Brockovich. And there is a relation with contaminated water, Teacher’s explanation
128 T factory or company, and so we are going to put together Erin, the
factory, the contaminated water, in order to discover…
Seño por la contaminación que dan las empresas. Student initiated
129 S
Uh-huh. You are right, repeat. Encouragement
130 T
Las personas están enfermas, por la contaminación que dan las Student initiated
131 S
empresas.
Excellent, applause. Is a conclusion, right. Orozco made a conclusion. Teacher’s explanation
Ya el sacó su conclusión, el fue conectando las imágenes y dice ese
132 T
resultado, ya saben, si este chico ha acertado por lo que nos ha acabado
de predecir.
O también por la contaminación del agua. Student initiated
133 S
Wait. Wait. Let me…
134 T
Seño hay que conectar las 3 imágenes y… Question
135 S
141
Hu-huh No, no. just these three sorry, three, the contaminated, the Teacher’s explanation
136 T
factory and the sick people.
137 S Mmm ok
Don’t worry. At the end of the story we are going to discover that’s why Teacher’s explanation
138 T
I’m asking.
139 S Teacher me. Asking for particiating
140 T What did you say? Wait. What did you say? Question
Que las personas también están enfermas por la contaminación del agua Student initiated
141 S
Right. Que esas personas están enfermas por la contaminación del agua. Teacher’s explanation
142 T Vamos a ver si estamos descubriendo poco a poco la historia que viene. Question
Katiuska what did you say?
las contaminaciones de las compañías afectan a las personas por Student initiated
143 S
eso es que están enfermas por la contaminación.
Right. So company products may contaminate water and people Teacher’s explanation
144 T Question
get sick. How do you say enfermo?
Sick Choral
145 Ss
How do you say agua contaminada? Question
146 T
Contaminated water Specific (response)
147 Ss Choral
How do you say empresa? Question
148 T
Company or factory Specific (response)
149 Ss Choral
150 T Good. Now let’s continue. Encouragement

October 22nd Yullys Alvarino (teacher) 8th Grade
To read together, you are going to read with me. On the piece of paper Question
that I gave you, you have a text OK. And we are going to read the text, Teacher’s explanation
but we are not going to start and say ‘I finished miss, I finished, I read
1 T the text. No. we are going to read in a very, very different way. Just
word by word, line by line, because we need to be clear, we need to
understand all the information that is in the photocopy. OK. Let’s start
with the title, you know what is the title. What does mean title?
3 T What does mean title? Question
4 Ss Erin Brockovich. Choral
No. what does mean title? The… as I said let’s start with the title. Look Scaff. Modelling
5 T
at the title, the title is Erin Brockovich you repeat.
6 Ss Erin Brockovich. Choral
Erin Brockovich that’s right. Do you know Erin Brockovich? Right. so Teacher’s explanation
we are going to read in order to know, who is Erin Brockovich.? I’m
going to start with the first line, it says ‘Erin Brockovich an American
7 T
woman’. Ok. Just this part. Again, ‘Erin Brockovich an American
woman’, I want to stop here. Please, read with me this part. Erin
Brockovich…
142
9 T An American woman Scaff. Modelling
10 Ss An American woman Choral
11 T Orlando please, read the same. Asking for participating
12 S Erin Brockovich an American woman. Repetition
T Good. Very good, Dilan can you read the same? Question
13
Erin Brockovich an American woman. Repetition
14 S
Erin Brockovich an American woman. Ok. Can we say, who is Erin Question
Brockovich? According to the information that you can find in the first
15 T
line, who is Erin Brockovich? Dayanna, who is Erin Brockovich? Look
at the first line.
Que Erin… Student initiated
16 S
Who is, who is Erin? For example, if I ask her… Teacher’s explanation
17 T
If I ask you, who is Miss Yullys? You say the teacher uh-huh Who is Question
18 T
Erin Brockovich?
Es una mujer Americana. Student initiated
19 S
Una mujer americana, in English Inviting to speak in
20 T
Englisg
An american woman. Repetition
21 S
Erin Brockovich an American woman. Very good. Let’s continue. Was Encouuragement
22 T
born in Kansas, repeat.
Was born in Kansas Repetition
23 T
Ok, tell me where is she from? Melisa, could you repeat this part? Question
24 T
Erin Brockovich an American woman was born in Kansas. Repetition
25 S
Ok the last part ‘was born in Kansas’. Scaffol. Modelling
26 T
Was born in Kansas. Repetition
27 S
Very good. Melissa Encouragement
28 T
Erin Brockovich… Repetition
29 S
No, the last part, this part (pointing) Teacher’s explanation
30 T
Ahh, was born in Kansas. Specific (response)
31 S
32 T
Was born is Kansas Repetition
33 S
Ok. Was born in Kansas, repeat. Asking for participation
34 T
Was born in Kansas. Repetition
35 S
143
Was born in Kansas, OK. According to this information, where did Erin Question
36 T
Brockovich born? You know that word?
Kansas. Choral
37 Ss
You say Kansas because I asked you about the same word. Where Erin Question
38 T Brockovich born? You say in Kansas, but do you know the meaning of
that word? What is the meaning?
Nació Choral
39 Ss
Naci.
Nacer, nació, OK. So, there is information. You know. Erin Brockovich, Teacher’sexplanation
40 T the first information is…
Una mujer Americana. Choral

41 Ss
Aja. In English? Question
42 T
An American woman. Choral
43 Ss
And, where was she born? Question
44 T
In Kansas. Choral
45 Ss
In kansas. That is the place where she born. Right. let’s continue with Teacher’s explanation
46 T the reading “she studied” listen to me first, ‘she studied at a business
college for a year’ OK
‘She studied at a business college for a year’ everybody with me. Asking for participating
47 T
She studied at a business college for a year Choral
48 Ss
Can you remind me your name please, what is your name? Question
49 T
José.
50 s
José, could you read this part please? Wait. Could you read? (pointing) Question
51 T
She studied an an bussiness college for year (bad pronunciation) Repetition
52 S
Ok, good. Very good. Listen and repeat after me. she studied Scaff. Modeling
53 T
She studied. Repetition
54 S
At a business.
55 T
At a business. Repetition
56 S
College. Scaff. Modelling
57 T
College. Repetition
58 S
For a year. Scaff. Modelling
59 T
For a year. Repetition
60 S
Ok, now the complete sentence. She started at a business college for a Asking for participation
61 T
year José please.
144
She studied at a business college for year (the student improves his Repetition
62 S pronunciation)
For a year, good. Very good. Applause. Ok. Now there is information Question
here. It talks about her studies. Where Erin studied, where Erin
63 T Brockovich studied? Where? Where did she study? You said she studied,
at a business college for a year. There is information. Where did Erin
Study?
64 S Business collegue. Specific(response)
65 T Ujum, business college. Do you know what business college is? What Question
does mean? What is business college?
66 S Universidad. Specific (response)
67 T Universidad, another answer? What did you say? Question
68 S Universidad. Specific (responseusing

L1
69 T Uh-huh. And business? Question
70 S Negocios. Specific( response)
71 T Negocios, good. So business college, una universidad… Encouragement

Teacher’s explanation
72 S De negocios. Student answers using L1
73 T De negocios, donde enseñan negocios. Ok. For a year. Let’s continue. Scaff. Modelling
“and then she moved to Southern California”. Everybody repeat with
me, please. ‘And then she moved to Southern California’.
74 Ss And then she moved to Southern California Choral
75 T What’s your name? Question
76 S Andry. Asking for participating
77 T Andry please, read this part. And then… Asking for repetition
78 S And then she moved to south California (bad pronunciation) Repetition
79 T Good, very good. Listen again. ‘and then she’ OK. ‘She’ repeat. Encouragement
Scaff. Modelling
80 S She. Repetition
81 T She, “and then she moved to Southern California” (the student improves Question
her pronunciation) OK. Let’s start to understand this part ‘and then she
moved to Southern California’. What can you say about this
information? Uh-huh?
82 S Ella se mudó. Student initiated
83 T Aja. good. Ella se movió, ella se mudó. A Southern California. Do you Question
know what is the South?
84 S No, seño. Student answers using L1
85 T We can say North or Southern. Teacher’s explanation
145
86 S Sur. Student initiated
87 T Al Sureste, right. De California. And the last part said ‘and she married a Teacher’s explanation
restaurant manager’. Please everybody repeat with me. Scaff. Modelling
88 Ss And married a restaurant manager Choral
89 T For this side, Juan. Ok, please read that part. Scaff. Modeling
90 S And then married a restaurant manager. Repetition
91 T Again, repeat. Asking for participating
92 S And then married a restaurant manager Repetition
93 T Uh-huh. good. and married a restaurant manager. Again, Juan. Asking for participating
94 S And married a restaurant manager. Repetition
95 T Uh-huh Very good. And married a restaurant manager. Ok. Now one Teacher’s explanation
student that want to read all this part please. I’m going to read first and
then I want one student to read all this part. Listen. “Erin Brockovich an
American woman, was born in Kansas, she studied at a business college
for a year, and then she moved to Southern California, and married a
restaurant manager”
96 Ss Erin Brockovich an American woman, was born in Kansas, she studied Choral
at a business college for a year, and then she moved to Southern
California, and married a restaurant manager.
97 T Excellent, applause for you. Duvan could you read all the paragraph? Question
The three lines please.

October 22nd Yullys Alvarino (teacher) 8th Grade
Please, read the first part. Asking for participating
1 T
Erin Brockovich an American woman, was born in Kansas, she studied Repetition
2 S
at a business college for a year.
Ok, stop. Thank you Duvan. Esteban continue please. Asking for partcipating
3 T
¿Por dónde quedó? Question
4 S
Ahhh. Por and then.
5 T
And then she moved to… Student initiated
6 S
South. Specific (response)
7 T
Southern, California, and married a restaurant manager (bad
8 S
pronunciation)
And married a restaurant manager. Very good. Ok guys, this first part Question
“Erin Brockovich an American woman, was born in Kansas, she
9 T studied at a business college for a year and then she moved to Southern,
California, and married a restaurant manager” it’s giving us many
information, and all this information, is talking about one person. What
146
is this person?
Erin Brockovich Choral

10 Ss
Erin Brockovich, and so, Erin Brockovich is the main character in this Teacher’s explanation
11 T text.
Main character uh.huh teacher what is main character? What does it Question
12 S
mean?
Main character means personaje principal when you listen to me saying Question
13 T main character, who is main character? You know the meaning. Main
character is? Personaje…
Principal Choral
14 Ss
T Principal, in this case, who is the main character? Question
15
16 Ss
Erin Brockovich, and in this first part we have information about Erin. Question
The place where she was born, the place where she studied, you know. Is
17 T
she a Venezuelan woman?
No. Choral
18 Ss
No, it said is… Negative feedback
19 T
An American woman. Choral
20 Ss
An American woman, so we have a very important information about Question
Erin, that is the main character. When we find all those information,
21 T about the character in a text, this part received a name, and the name of
this part is orientation, this word has relation with Spanish, what is the
relation?
Orientación, orientar. Choral
22 Ss
Presentación, orientar, ¿qué es eso? What does it mean? Question
23 T
Orientación, guiar, orientar. Choral
24 Ss
Orientar, guiar, mostrar, y en este caso. This first part, ¿Qué es lo que Question
25 T
nos orienta o que nos guía? ¿Qué nos está dando información?
La vida de ella, la biografía. Choral
26 Ss
Sobre Erin, lo que tiene que ver, lo que se está hablando de ella, nos está Question
27 T brindando la información que necesitamos para identificar al personaje
principal. Ok? Right. What is the name of this part?
Orientation Choral
28 Ss
Orientation. In the orientation, we can find important information, about Question
29 T
the main character, her name. The first is the name, what is the name?
30 Ss
Erin Brockovich that is the first information, and then the nationality, Question
31 T right. So we have general information about Erin, which is the main
character.
147
October 22nd Yullys Alvarino 8th Grade
Ok guys. As I told you, in this first part, when we can find the Question
1 T
information about the main character, what is the main character?
Personaje principal Choral
2 Ss
Personaje principal, OK. In this first part as you say, the main character. Question
3 T
What is the name of the main character?
Erin Brockovich. Choral
4 Ss
Erin Brockovich, right. but, in the text, the text said Erin Brockovich Question
and then when you continue reading again said Erin Brockovich was
5 T
born in Kansas, Erin Brockovich studied at a business college, Erin
Brockovich moved southern, California, but you said Erin, Erin, Erin?
No. Choral
6 Ss
No. Yeah. You can find another word that replaces Erin; instead you Question
7 T
say Erin, Erin, and Erin. What is the word?
She. Specific (response)
8 S
She, very good. “She” is the word that replaces the name Erin Question
Brockovich. So, she or Erin in this case, that is the same person, is a
9 T
participant here in this text? Ok. Look at the word participant. So, what
is a participant in a text or in a story, what is a participant?
Participante Choral
10 Ss
What is the word? What is the meaning of participant? Like in Spanish. Question
11 T
What is participant?
Participada. Choral
12 Ss
Participante.
Participada, participante, right. Participante, So the person, or the place, Choral
13 T or the animal, or whatever that take a role in the text. Participante, quién Question
actúa, quién…?
Ella. Specific (response)
14 S
En este caso Erin porque estamos hablando de ella, pero ¿quién Question
15 T
participa? ¿quien actúa? ¿Quién hace parte de…?
La vida de ella. Student initiated
16 S
¿Hace parte de…? Question
17 T
El texto. Choral
18 Ss
Del texto, hace parte del texto de quien se hable. Esos que pueden ser Question
people, places, animals, or whatever receives the name of participant, all
of them take a role, toman un roll, o sea están desempeñando algo en el
T
texto, en la historia. The first participant here in the story is Erin but,
19 maybe when we continue reading, we are going to find another
participant. OK. Now I want that you focus your attention that you see
some verbs in this part. Verbs, actions. For example, in the second line
there is, there are 2 verbs, can you tell me what are the verbs in the
second line?
148
Study. Choral
20 Ss
Ujum, repeat. Studied, moved, could you circle please? Study is a verb, Teacher’sexplanation
21 T good. But, please circle the verb complete. Uh-huh. Not only this part Question
please (pointing) another verb?
Move. Choral
22 Ss
Aldair, please. What is? Question
23 T
Move. Choral
24 Ss
Move, uh-huh. The second one, all the verb. Thank you. And there is Asking for participating
25 T
another.
Marry (students start to answer in chorus) Choral
26 Ss
Solano ven, circle please. Uh-huh, good. Thank you. These three verbs, Teacher’s explanation
have something in common, if you see the way in which they are
27 T written, studied, married and moved. What happen, what is common
between the three verbs? What is the common, the common thing?
‘moved, married, studied’
El ED (Spanish) Choral
28 Ss
El ED, ED (in English), ok the last part, the way in which they finish, la Question
forma en que terminan asi como me dijeron (ED, E, ED) that’s right.
29 T
ED, ED, and ok ED (pointing), studied, married, and moved are in a
special tense, are they in present or in past tense?
Past. Choral
30 Ss
Past tense.
In past tense, right. In past tense, and they receive a name (studied, Question
31 T married, moved) they are regular verbs (students complete the sentence)
so regular verbs are those one that finish in, in…?
ED Choral
32 Ss
ED, again, regular verbs are those that finish in ‘ED’, son esos los que Teacher’s explanation
ustedes me dijeron que terminan en ‘ED’ regular. Más adelante
miraremos los otros que no van a terminar en ED pero también son
33 T verbos en pasado, y reciben otro nombre. Ahora nos quedamos con
estos, I have more verbs that I want to show you, in order that you read
with me, because then, we are going to find them in the text. First, this is
married, repeat.
Married Choral
34 Ss
Good. Is the first one, and the other is studied, repeat. Asking for participating
35 T
Studied (students repeat 3 times) Choral
36 Ss
Studied, ok, and this? Read. Asking for participating
37 T
Moved (students repeat a lot of times) Choral
38 Ss
Now I have someone, for example: this one, realized, repeat. Asking for participating
39 T
Realized (students repeat 3 times) Choral
40 Ss
149
Do you know what is realized? Question
41 T
Realizar. Choral
42 Ss Realizó.
Realizadó.
Realize, is not realizar (students keep shouting) let me give you an Teacher’s explanation
example. (students keep saying realizando)
No, it doesn’t have any relation with realizar, no tiene nada que ver con
realizar en ninguna de las conjugaciones, ni realizar, ni hacer, ni hizo.
43 T
Listen to me please. Realized, I’m going to try to show the meaning of
that verb. If you are doing something, or writing on a piece of paper,
hiding, everybody’s hiding, hey Miss Yullys, Miss Yullys is coming
right. And then Miss Yullys come here and they say uh-hu. Ay seguro…
Copiar.
44 S
Copiar, how do you say that? If I discover, uh-hu. Dar cuentas, se dio Teacher’s explanation
45 T cuenta, entonces ‘realized’ (se dió cuenta, descubrió, lo notó) se dió
cuenta en este caso, entonces ‘realized’ repeat
Realized. Repetition
46 S
Realized, don’t forget. Another one is very easy. Visited, repeat. Teaching vocabulary
47 T
Visited. Choral
48 Ss
What is visited? Question
49 T
Visitar. Choral
50 Ss
Visitó.
Visitó, right. in past tense. Planned. Encouragement
51 T
Planned. Choral
52 Ss
What is the meaning? Question
53 T
Planear. Choral
54 Ss
Planeó.
Planear en pasado, right. Listened, repeat. Repeats student’s
55 T
response
Listened. Choral
56 Ss
What is the meaning? Question
57 T
Escuchar. Choral
58 Ss
Escuchó.
Discovered. Asking for participating
59 T
Descubrió. Choral
60 Ss
Descubrir.
It was easy. Piece of cake. Fue muy fácil ese verbo. Helped. Asking for participating
61 T
Ayudar. Choral
62 Ss
Ayudó.
And this one, worked. Asking for participating
63 T
150
Trabajar. Choral
64 Ss
Trabajó.
Worked, repeat. Asking for participating
65 T
Worked (students repeat 3 times) Choral
66 Ss
Ok. Believed. Asking for participating
67 T
Believe (some students repeating in chorus) Choral
68 Ss
Creer (some students saying the meaning)
Anny, what is the meaning? Question
69 T
Creyó. Choral
70 S
Creyó, the past of creer. Maybe because a song, you know a song. Asking for participating
71 T
Ordered.
Ordenó. Choral
72 Ss
Ordered.
Ordered, repeat the word. (Students repeat 2 times) what is the meaning? Question
73 T
Creyó. Choral
74 Ss
And started. Asking for participating
75 T
Started (students repeat a lot of times) Choral
76 Ss
Do you know the meaning of that Word? Melanie listen, what is the Question
77 T
meaning?
Comenzó. Asking for participating
78 S
No. Ok, Orlando do you know the meaning of this Word? What is the Question
79 T
meaning of that Word in Spanish?
Empezó. Asking for participating
80 S
Empezó, right. Started. And the last: lived. What is the meaning? Question
81 T
Vivió Choral
82 Ss
So…
83 T

October 24th Yullys Alvarino (teacher) 8th Grade
Guys. Hasta el momento chicos, hemos estado analizando, en la Question
primera parte de este género, que lo dijimos al inicio, cuando Teacher’s explanation
1 T empezamos el nombre, alguno de ustedes recuerda cuando empezamos
y yo les presente el nombre de este género, de este tipo de texto que
estábamos analizando. ¿Quién lo recuerda?
Yo. Choral
2 Ss
Les doy una pista. Asking for participating
3 T
151
La biografía. Student initiated
4 S
Biografía, por ahi va. Asking for participating
5 T
Biography. Choral
6 Ss
Biography recount.
Biography recount, por ahí va. (Ss keep saying biography) biographical Teacher’s explanation
7 T
recount, ¿Cómo se llama? What is the name?
Biography recount (bad pronunciation) Student initiated
8 S
Biography, no. Biographical recount, repeat. Asking for participating
9 T
Biographical recount. Choral
10 Ss
In the biographical recount, and this first part, what is the name of this Question
11 T first part?
Orientation Choral
12 Ss
Aja. Repeat. Asking for participating

13 T
Ss Orientation. Repetition
14
Choral
Orientation. In this part, we found, encontramos two very important Asking for participating
15 T aspects, I told you one of them is the…?
Participant. Specfic (response)

16 S
T Participant, right. The participant in this case, what is the first Asking for participating
17
participant?
Erin. Choral
18 Ss
Erin. So now, I’m going to give you some color or pencil, in order that Teacher’s explanation
you circle, or underline the participant. So, every time that you find a
19 T participant in the reading, you are going to underline with yellow, color:
yellow. OK. You are going to put a line, and beside the participant, we
found (studied, moved, married) What are they?
Verbs.
20 S
Verbs, right. We found participants and verbs. All the verbs in past tense Teacher’s explanation
in this case, we are going to put a line, with the color blue, OK, now, I’m
21 T
going to give you the colors. and you are going to underline verbs, the
verbs in past are…
Blue. Choral
22 Ss
Blue and the color for the participant? Asking for participating
23 T
Yellow. Choral
24 Ss
Yellow. Ok, so, please doing now, in the first part, who is the Question
25 T
participant?
Erin Brockovich.
26 S
152
Erin Brockovich, so put the yellow line, underline in Erin Brockovich, Question
and put the blue line under the verb (moved, studied) all the verbs in
27 T
past. Remember Erin can be replaced by the pronoun. What pronoun
replace Erin? What is the pronoun that replaces Erin?
She. Choral
28 Ss Miss no tengo colores.
So, underline because she is the participant. Put the yellow line under Question
29 T she pleas.
Could you share your colors? Share the colors please. Comparte.
Miss (students start to ask about it) Choral
30 Ss
Uh-huh. Erin and she in yellow. (Students are shouting) Question
31 T
Guys pay attention. Erin and she no more?
Yes.
32 S
What is the other one? Question
33 T
She. Choral
34 Ss
Uh-huh Siempre que lo encuentren in yellow. (students are asking) Question
35 T Yes, she, she, she, but in this first part, and the verb in blue. Only this
part, only this part. Finish?
Yes. Choral
36 Ss
No.
Nadie? Only the first part. Solo estamos en el primer pedacito, todavia Teacher’s explanation
no avanzamos al resto, así que no van a subrayar todo eso hasta por allá.
Only the first part. Ok, now stop. Stop. Using the color pencil,
37 T
concentrate on the reading, we are going to continue to the second part.
We are going to continue now about the character, about the main
character, about Erin. We are going to find more information.
Please, pay attention. Ok, let’s continue. We are going to read this part Question
38 T of the story. Look at. Look at the first information, just this and this. It
said, in 1990, in 1990 what is that? What is that?
Fecha. Specific(response)
39 S
Fecha, right. A date, this is a date, good. In the biographical recount Question
40 T dates as you said ‘fechas’ are very important, why? Because
biographical talks about biography, una biografía está basada en…?
Fechas. Choral
41 Ss
Fechas, that’s why dates are very important also…,? Question
42 T
Lugares.
43 S
In places too, Aldair thank you. But dates are very important ok, don’t Asking for participating
forget that, so let’s continue with the reading. Listen to me and then you
44 T
are going to repeat. In 1990, when she was 30 years old, OK. You with
me, in 1990, repeat.
In 1990 Choral
45 Ss
When she was 30 years old. Asking for participating
46 T
When she was 30 years old. Choral
47 Ss
153
Shaira could you read the same? Question
48 T
In 9… Student initiated
49 S
In 1990 Asking for participating
50 T
In 1990, she was… Repetition
51 S
Ok, on your photocopy. Don’t worry. Reducing anxiety
52 T
When she was 30 years old (bad pronunciation) Repetition
53 S
Good. Repeat, in 1990… Asking for participating
54 T
In 1990. Choral
55 Ss
When she was 30 years old. Asking for participating
56 T
When she was 30 years old. Choral
57 Ss
Ok, there is an information here, I ask you, who is she? Question
58 T
59 S
Who is she? Question
60 T
61 S
Erin.
Erin. Erin was 30 years old, what is the information? Question
62 T
Ella tenía 30 años. Choral
63 Ss
Ella tenía 30.
Right. She was 30, ella tenia 30 in 1990, right. Ya vamos Asking for participating
64 T
comprendiendo. Let’s continue. She was in a car accident, repeat.
She was in a car accident. Choral
65 Ss
Maricela please. Asking for participating
66 T
She was in a car accident. Specific( response)
67 S
She was in a car accident, good. There is something important here, what Question
68 T
happen?
69 Ss
Ella estuvo en un accidente de carro.
Right. En un accidente de carro. Let’s continue. A law company, repeat. Asking for participating
70 T
A law company. Choral
71 Ss
Helped her. Asking for participating
72 T
Helped her. Choral
73 Ss
After the accident. Asking for participating
74 T
154
75 Ss
After the accident. Choral
Ok. A law company, helped her after the accident. Asking for participating
76 T
A law company, helped her after the accident. Choral
77 Ss
Please, what’s your name? Question
78 T
Nayeli.
79 S
Nayeli? OK. Nayeli please, read this part. A law… Asking for participating
80 T
A law company… Student initiated
81 S
Nayeli shh (another student was talking) on your piece of paper, on your Giving instruction
82 T
photocopy, ujum? A law company…
A law company help… (student didn’t know how to say) Student initiated
83 S
Helped her. Asking for participating
84 T
Helped her after the accident. Repetition
85 S
Excellent. A law company helped her after the company, repeat. Encouragement
86 T
A law company, helped her after the accident. Choral
87 Ss
Very good. A law company, helped her after the accident. Let’s Encouragement
88 T continue. Oh wait, wait. There is something important here. What is after Question
this coma? What is next to the coma?
Company Specific (response)
89 S
Ah. What is this? Asking for participating
90 T
Una compañía. Choral
91 Ss
92 T
Una compañía. Choral
93 Ss
Una empresa.
Luego… Asking for participating
94 T
Ein Brockovich an American woman, was born in Kansas, she studied at Choral
95 Ss a business college for a year, and then she moved to Southern California,
and married a restaurant manager.
Excellent, applause for you. Gallego could you read the entire Encouragement
96 T paragraph? The three lines please.

Let’s continue, please. And later, she started to work for them. Pay Teacher’s explanation
1 T attention. And later, she started to work for them. OK. Look at this
word (circling) ‘later’ as I’m sure that you have seen that word on the
155
movies. Maybe you have seen the expression 5 years later, got it? On
the movies. Really, what is the meaning of later?
Después. Choral
2 Ss
Después or?
3 T
Más tarde. Specific(response) using
4 S
L1
Más tarde maybe después o más tarde. This word has a connection with Teacher’s explanation
date, date and this word is a time expression, it’s a time expression
5 T because indicates or shows us a moment, in the history, in the story
sorry, like date. Así como la fecha, esta expresión nos está indicando un
momento, ¿cuál momento? Más tarde o después.
Luego. Specific (response)
6 S
Luego, OK. And it receives the name of time expression, what is the Asking for participating
7 T
name?
Time expression. Choral
8 Ss
Time expression, OK. Like later, like may before, maybe after, uh-hu, Teacher’s explanation
very good. (Student participating) all of them are time expressions. So,
9 T
and later, listen and repeat. And later, she started to work for them,
repeat.
And later, she started to work for them. Choral
10 Ss
Ok. Please, Oscar. And later. Asking for participating
11 T
And later, después. Specific (response)
12 S
Continue, read. Read the sentence. Asking for participating
13 T
S And later, she started to work for them (bad pronunciation) Repetition
14
For them, good. And later, she started to work for them. OK. Let’s try to Teacher’s explanation
15 T
understand the information here. As you said, and later y.
Después. Specific(response)
16 S
T Y después, y luego. Teacher’s explanation
17
Ella. Student answers using L1
18 S
She started. Asking for participating
19 T
Ella empezó. Choral
20 Ss
Ella comenzó.
Ella empezó, ella comenzó, to work. Repetition
21 T
A trabajar Choral
22 Ss
A trabajar, for them. Teacher’s explanation
23 T
Para ellos Choral
24 Ss
Para ellos, OK. What, what is ‘them’? Asking for participating
25 T
156
Company. Choral
26 Ss
The law company, right. This is the word that, it relates to the law Asking for participating
27 T
company. For them, para ellos, ellos ¿quienes? Los de la…
Compañia. Choral
28 Ss
La compañia, very good. Well. Listen, her job. Asking for participating
29 T
Her job. Choral
30 Ss
No, just listen please. Her job was to organize papers, now everybody. Asking for participating
31 T
Her job was to organize papers. Choral
32 Ss
Mateo please. Asking for participating
33 T
Her job was to organize (bad pronunciation) Repetition
34 S

1 T
Her job was to organize papers. Repetition
2 S
Good. Her job was to organize papers. OK. What is the meaning of that Question
3 T
word ‘her job’?
Su trabajo. Choral
4 Ss
Su trabajo. Ok…
5 T
Trabajo. Repetition
6 S
Trabajo, no trabajó, her job. Cuando decimos ‘her job’ se está Question
7 T
refiriendo a ‘su’ su trabajo, ¿su de quién?
De ella. Choral
8 Ss
De ella ¿quién? Asking for participating
9 T
De Erin Brockovich. Choral
10 Ss
Erin Brockovich, her job el trabajo de ella, o su trabajo was, was to Teacher’s explanation
11 T organize papers. Look at this word please. ‘was’ her job, su trabajo, el de
ella, Erin fue or era.
Organizar papeles. Choral
12 Ss
Organizadora de papeles.
Organizar papeles, entonces aquí, pay attention. In this part, this verb is Teacher’s explanation
13 T linking, is putting together, is joining. Bits of information. In this case
(01:23 to 01:46 speaks in Spanish).
En este espacio, en este momento recibe el nombre de ‘relational verbs’.
14 T
Relational verbs. Specific(response)
15 S
157
Why relational verbs? Because they are making connection, they are
linking, se están uniendo, están haciendo una conexión de algo para Teacher’s explanation
16 T brindar una información. OK. What’s, what is the famous ‘to be’ verb?
Es el famoso. El verbo to be, así como él tiene otras formas por ejemplo
en presente, ¿cuáles son las formas en presente?
Is, are… Teacher’s explanation
T
17
Is, are, am, en esa forma o esta que está aquí en pasado, va a actuar
como un conector, como un verbo que relaciona información.

As you did on the first paragraph, underline, the new participant that Teacher’s explanation
1 T appears in this part, what is the new participant that appears in this part?
The new participant, the first was Erin and the other participant Aldair?
Later
2 S
No, participant. (00:23 to 00:30 Ss answering) Negative feedback
3 T
The law company. Student answers using
4 S
L2
The law company, a law company so please, underlines the second Giving instructions
5 T
participant. Lo hicieron? OK. In yellow.
OK. We underline participant in yellow, and the verb… in? What is the Question
6 T
color for verbs?
Blue. Choral
7 Ss
Blue, OK. Is there any verb; is there any verb in that part to underline? Question
8 T
Uh-huh. Repeat.
Help. Student answers using
9 S
L2
OK. So, underline in blue. Yeah. Right, what else? Now you are going to Giving instruction
10 T underline, pay attention please, in green. Take your green color and
underline the date, what is the date?
Fecha. Choral
11 Ss
Aja. What is the date in that part of the story? Question
12 T
In 1990 and what is the time expression? (Ss answering) what is the time Question
13 T expression? I told you, this is a time expression What is the time
expression?
Ss Later. Choral
14
Later. So please, underline in green. Use your green color for dates and Giving instruction
time expressions. Green. Please. Underline. And only, always a date Question
15 T
appears in the reading, you are going to underline. Participant…in? (Ss
participating) what color? Participant… in?
Yellow. Choral
16 Ss
Verb? Question
17 T
158
Blue. Choral
18 Ss
In blue. Dates and time expressions? Question
19 T
Green. Choral
20 Ss
When you find that in the reading, you are going to continue, underline Question
21 T
them. OK. Finish?
Yes. Choral
22 Ss
Well. Let’s continue. Look at the last part her job was to organize papers Question
23 T
what is “organize papers”?
Organizar papeles. Choral
24 Ss
Organizar papeles. Do you think this is an important job? Question
25 T
No. Choral
26 Ss
Yes.
Yes and no. Why yes? Why not? Why not is important to organize Question
papers? (03:39 to 05:19 Ss answering why is important or not the Erin’s
job)
I want that you focus your attention in this part, because I want that you
27 T tell me, maybe what is going to happen next in the story. ‘Her job was to
organize papers’ why for Erin in her job organize papers, was something
important? Remember the pictures, remember the images about the sick
people, job factory, about the contaminated water, what do you think
about it? Why organize papers can be important in Erin’s job?
Porque de pronto ella así, pudo averiguar más sobre los enfermos. Student initiated
28 S
Using L1
Ok. That is possible, maybe she can find because paper has information Asking for participating
29 T
and contain information, and maybe Erin can find something, can dis…
Cover. Specific (response)
30 S
Discover something, very good. Maybe Erin can discover something. Question
31 T
OK. Now let’s continue with the reading. What did you say Rada?
Como para tener pruebas que las empresas están contaminando el medio Student initiated
32 S
ambiente.
Maybe, that’s possible. Eso puede ser posible. Did you hear that Liseth? Question
33 T
¿Cómo que puede tener pruebas para decir que la empresa está Student initiated
34 S
contaminando el medio ambiente? Using L1
Right. Maybe we can find that in the story, ok.
35 T

In the piece of paper that you have received now, you are going to put
1 T the relevant information about the Erin Brockovich story. These images
that you have here, is not as a timeline, this is a ‘timeline’. What is this?
A timeline. Choral
2 Ss
What does timeline mean? Question
3 T
159
Linea de tiempo. Choral
4 Ss
Línea de tiempo, that’s right. Ok, in this timeline, you have to write, Giving instruction
5 T you have to put every date, every date and the main event, what is
event?
Evento. Student answers using
6 S
L1
Eventos, right. Eventos, sucesos that happen in Erin’s history. You have Teacher’s explanation
7 T to put the date and what happens, ‘the event’, or time expression like
this one.
Later. Student answers using
8 S
L1
Later, what happened later? Question
9 T
Después ella. Choral
10 Ss
Después…
What happened, what happened later? Question
11 T
Ella…
12 S
She started, she started to work, ella empezó a trabajar, so later she Asking for participating
13 T started to work. A time expression an event or a date an event, that’s
what you have to put in the timeline. Repeat.
S En 1990… Student initiated
14
Aja. Ahí empieza, very good. So, in the timeline, la primera fecha, the Question
15 T
first date is?
En 1990. Choral
16 Ss
En 1990, nineteen ninety. So, that is the first one, esa es la primera que Question
17 T
vamos a apuntar ¿verdad? What happened in…?
Ella tuvó un accidente. Choral
18 Ss
Uh-huh in English? Question
19 T
She was in an accident. Choral
20 Ss
Uh-huh. So, it’s the first. Now repeat in 1990, she was in a car accident Question
21 T
(Ss repeating) very good. And the second one? The second one?
Later. Choral
22 Ss
So later she…
23 T
She started to work for them. Choral
24 Ss
Ella empezó a trabajar.
That’s what you are to put in the time line, ok we finished, only these
two parts for now, por ahora solo esas dos. A la medida que vayamos
25 T leyendo, vamos alimentando la timeline ok. Alright. So, please write,
write the first one and the second one, the first event, and the second
event. Please write. (Ss start to talk and to do the activity)

160
Now, I want that you practice about those verbs that I told you; they are Question
1 T called ‘relational verbs’. On the reading, on the reading appears one
relational verb in the first part, what is?
Was. Specific(response)
2 S
Was, good. But was, is not the only relational verb, remember that Question
3 T ‘was’ is in past, the past of ‘TO BE’ verb. ‘Was’ for she, he, it, for third
person, and the other form for the past is?
Were. Choral
4 Ss
Were, good. Is ‘were’, so we can use was, or we can use were as Teacher’s explanation
relational verb to say something, to add information, (01:14 to 01:24
5 T speaks in Spanish). One of the example on the reading, one of the
example on the reading is where was appear like relational, Liseth an
example.
She was in an accident car. Student initiated
6 S
Ok. Repeat please. Asking for participating
7 T
She was in an accident car. Repetition
8 S
She was ok; she was in an accident car. Ok, here we have the relational
9 T
verb, she
10 S
Erin, ella right. And the other information is ‘in an accident car’ so I Teacher’s explanation
want that you come here, and make or write some other sentences using Question
‘was or were’ as relational ok. Put something here, put a subject here,
please invent, create a sentence with a subject here (pointing), the
11 T relational verb (was or were) in the middle, and the other information.
Not about Erin, not about the story, you can invent whatever sentence,
think about it please. Organize a sentence. You decide the subject, you
can write ‘the students’ in this case, the students was or the students
were? What do you have to use? The students was or the students were?
Were. Choral
12 Ss
Were, ok. The students were and blah blah blah. Who want to pass and
write, invent whatever sentence with was or were as relational verb?
13 T
(03:35 to 04:45 T explaining and the Ss doing the activity) ok, read the
sentence please.
S He was at the park yesterday. Student answers using L2
14
He was at the park yesterday, ok. Very good. A linking or relational Question
verb, a linking verb or relational verb. He was at the park yesterday,
15 T something about someone, about ‘he’ and the information is ‘was at the
park yesterday’, another one please? Another one, who wants to pass?
(05:30 to 06:22 S doing the activity) ok. Read your sentence please.
They were in Miami 3 months ago. Student answers using L2
16 S
T Ok, very good. ‘They were in Miami 3 months ago’, do you know what Question
17
is the meaning of this sentence? Right. They, what is they?
Ellos. Choral
18 Ss
Ellos, they were…? Ellos…? Question
19 T
161
Estuvieron. Choral
20 Ss
Estuvieron. Where? Question
21 T
In Miami. Choral
22 Ss
In Miami. When? Question
23 T
3 months ago. Choral
24 Ss
3 months ago. What is 3 months ago? Question
25 T
Hace 3 meses. Choral
26 Ss
Hace 3 meses, good. Sit down properly Cervantes. Another one please. Teacher’s explanation
27 T Katiuska and then Gallego. (07:06 to 07:46 S does the activity) ok, good.
Read the sentence please. Read the sentence.
She was a excellent student Student answers using L2
28 S
She was an excellent student. Teacher correcting
29 T
pronounciation
An. Choral
30 Ss
An excellent student because, it starts with vowel, empieza con vocal Teacher’s explanation
31 T
entonces colocamos el an. Gallego, Gallego was the next one.
Hace otro cuadro. Student answers using L1
32 S
(08:20 to 08:49 S does the activity) ok read the sentence please. Asking for participating
33 T
We were at party last week. Student answers using L2
34 S
We were at party last week, what does it mean? Wait, wait. Dayana. Asking for participating
35 T
Ellos estaban en una fiesta el fin de semana. Student answers using L1
36 S
37 T We.
Nosotros. Choral
38 Ss
(09:20 to 09:40 T and Ss trying to discover the meaning of the sentence) Teacher’s explanation
very good. To understand the meaning or the function in this case is
39 T
linking or relational verbs (was or were) you are going to use subject and
the information ok, good.

Ok guys, you have learned so far, hasta ahora, lo que hemos visto y lo Question
que hemos aprendido del género, its name, what is the name of the
1 T
gender and is the text type? ¿Cuál es el nombre de este tipo de texto?
Bio…
Biographical recount Choral
2 Ss
162
Biographical recount (Ss repeating) ok. A biographical recount has two Question
parts, two main parts, pay attention please. A biographical recount has
3 T two parts, the first part is when you find the main information or the
presentation of the main character, and the first part that you learn, was
called o, ori…?
Orientation. Specific (response)
4 S
‘Orientation’. Biographical recount has two parts, one is…? Question
5 T
Orientation. Specific(response)
6 S
Orientation, you can write on your notebook, take note on your Question
notebook or on your photocopy. Orientation, and the second one is
called ‘record of the stages’ so now, we are going to continue our
reading, but you have to be aware, you have to be conscious, hay que
estar consciente of each event or of each moment in the story because a
7 T
biographical recount have many information, including as someone
said dates. We can find dates, also we can find more people, or
different people, maybe these people are secondary character. Do you
know what does mean ‘secondary’? ‘secondary character’ what does
mean secondary character?
Personaje secundario. Choral
8 Ss
Personaje secundario, because main character is? Question
9 T
Personaje central. Specific(response)
10 S
Personaje central or? Question
11 T
Principal. Choral
12 Ss
T Principal, main character. And secondary characters are personajes…? Question
13
Secundarios. Choral
14 Ss
Principales.
Secondary characters. Teacher’s explanation
15 T
Secundarios. Choral
16 Ss
Secundarios, ok. This is very important; also we can find places on the Teacher’s explanations
story. The story is going to show us places, other people, dates, all of
them are very important to put in order or understand the events of a
17 T person’s life, the story of a person because is biographical. Next, record
of the stages, let’s continue with our reading, this is, this part is record
of the stages. (04:13 to 05:06 teacher explains about the meaning of
‘stages’ and why is important in the biographical recount).
Now, continuing with this part of the reading. Look at this one, it says Question
18 T
‘one day’ look at this ‘one day’ is a?
Un día. Student answers using L1
19 S
Un día, as you said ‘later’, later you said ‘later’ was a time…? Question
20 T
21 Ss
Expression.
163
Time expression, if you say ‘one day’, so one day is…
22 T
23 Ss
A time expression too. You have your timeline, so you have to put in Teacher’s explanation
your time line ‘one day’ yeah. It says (05:45 to 06:28 repeats the same
24 T sentence) ok, let’s see this first part, please repeat after me. (06:36 to
06:58 T and Ss repeat the sentence). Ok, please Eduardo read the first
part.
One day. Specific (response)
25 S
Eduardo, please. Asking for participating
26 T
Erin realized (bad pronunciation) Specific (response)
27 S
Continue. Ok Eduardo, repeat after me please. (07:30 to 08:02 the S Question
28 T repeat after the T this first part) good, very good. ‘One day Erin
realized’, you know what is the meaning of realized?
Se dio cuenta. Choral
29 Ss
Se dio cuenta, ok. One day Erin realized that there were lots of papers. Teacher’s explanation
30 T
Poco de papeles. Student answers using L1
31 S
Mucho papel.
Mucho papel, right. Se dio cuenta que había mucho papel, continue. Asking for participating
32 T ‘About some very sick people, in a place called Hinkley, who wants to
read? Mario, please!. Could you read this part? About some… Read.
About some very sick people in a place called Hinkley Student reading
33 S
Ok, very good. About some very sick people in a place called Hinkley Encouragement
34 T
good, very good. What did Erin realize? Question
Habian muchos papeles. Choral
35 Ss
Okay, wait. About, about what? Question
36 T
Hay muchas personas enfermas. Student answers using L1
37 S
Ahh ok. Hay unas personas enfermas. Repeats student’s
38 T
response
En un lugar callado. Student answers using L1
39 S
Wait.
40 T
En un lugar callado. Student answers using L1
41 S
In a place called, no es un lugar callado, in a place called. Negative feedback
42 T
Llamado. Student answers using L1
43 S
Llamado, en un lugar llamado Hinkley, is a proper name, un nombre Teacher’s explanation
propio verdad, un lugar, in a place called Hinkley Good. ‘She started to
44 T
look for more information about the town please repeat after me. (09:53
to 10:02 Ss repeating after the T) good, Rada please.
She started to look for more information about the town. Repetition
45 S
164
Very good. She started to look for more information about the town, let Encouragement
46 T us try to understand this part. She started, what is ‘she started’ like the Question
button on the games ‘start’?
Empezó. Choral
47 Ss
Empezó, ella empezó ok. To look for. Teacher’s explanation
48 T
Para buscar. Choral
49 Ss
Mirar.
50 T Mirar, maybe. Look for. Teacher’s explanation
Buscar información. Student initiated
51 S
Using L1
Buscar información, look for more information, buscar more Question
52 T
information, what is more?
Más información Choral
53 Ss
Más información, about the town. What is town? Question
54 T
Lugar. Choral
55 Ss
Pueblo.
Lugar, pueblo, very good. What is the town? Question
56 T
Hinkley Choral
57 Ss
Right. The town is Hinkley, so here we have a place, so now we can Question
58 T
underline the time expression, what is the time expression here?
59 S
One day, what is the color for time expression? Question
60 T
Green. Specific (response)
61 S
Green, so please put a line, a green line under one day, a green line Giving instruction
62 T
please.
Let’s continue. Participant, what is the participant? Question
63 T
Erin. Choral
64 Ss
Erin, put the line. What color? Question
65 T
Green. Choral
66 Ss
Yellow.
The participant (Ss saying yellow) yellow. Erin in yellow. Ok, Erin the Question
67 T
participant, and what about realized, what is realized?
El verbo.
68 S
El verbo, so in what color? Question
69 T
Blue. Choral
70 Ss
Azul.
Blue, very good. Ok. Look there is another word here, look at the word. Question
71 T
‘Papers’ and in the first part Erin’s job was to organize…?
Papers. Choral
72 Ss
165
Papers, so the word ‘paper’ is repeated, paper is important, something is Teacher’s explanation
going to happen, estos papeles se ve que son importantes, se está
73 T
repitiendo la palabra ‘papers’, las repeticiones también las vamos a tener
en cuenta, repetitions, we can circle.
Uh-huh. We found another participant, what is another participant? Question
74 T
Sick. Specific (response)
75 S
Sick people, is another participant so… Asking for participating
76 T
La gente enferma. Student answers using L1
77 S
Uh-huh la gente enferma. So, put the line, in what color? Question
78 T
Yellow. Choral
79 Ss
Please, open the door. So, we have different or more participants like Question
80 T Erin, law company, sick people ok. What else? Ok, did you finish or
not? Principal verbs, and time expressions, finish?
Yes. Choral
81 Ss
(T checks the activity) perfect. Encouragement
82 T

Now, we are going to continue analyzing our text. Last class, I divided Question
the board and I was explaining you the two moments of biographical
1 T
recount, the biographical recount has two very important moments, the
first one is?
Orientation. Choral
2 Ss
Orientation, in the orientation we find important details about the main Teacher’s explanation
character. The orientation presents the main character, the person who
is going to talk about the recount. In the second part, that is the moment
in which we are going to work today, Eduardo please the second part.
3 T This second moment, I remember I gave you the name, do you
remember the name of the second moment? The first was orientation
and then I told you the second moment; this is the name ‘record of
stages’ in the second moment (01:40 to 02:14 T and Ss talking about
the meaning of stages).
Ok, in this part we are going to find more events. More events. Also, Question
4 T we are going to find places I told you events, places, what else? What
can we find? Qué más podemos encontrar?
Dates. Choral
5 Ss
Dates, uh-hu I told you. Dates, what else? All the time do you think the Question
6 T
reading is Erin, Erin, Erin and no more?
She. Specific (response)
7 S
Yeah, but I’m talking about if Erin is the only person in the story. Teacher’s explanation
8 T
No. Choral
9 Ss
166
In the story of a person. Teacher’s explanation
10 T
También hay personajes secundarios. Student initiated
11 S
Using L1
Aja. I told you. También hay…? Question
12 T
Personajes secundarios. Student imitiated
13 S
Using L1
T Personajes secundarios. (03:16 to 03:59 T tells to the Ss that the Teacher’s explanation
14
secondary characters are participants too).
So, the secondary characters, are participants too, secondary characters Teacher’s explanation
15 T
or participants. Vamos a encontrar más or more participants.
Events, places, dates, secondary characters, and participants, we are Teacher’s explanation
going to find all of them on the reading, and also, what are those words
16 T
that are you putting on their timelines? On your timelines, you are
putting dates and what else?
S Time expressions. Specific (response)
17
Repeat. Asking for participation
18 T
Time expressions. Specific (response)
19 S
Time expressions, right. So, now let’s continue. Last class we stopped Teacher’s explanation
on ‘in a place called …’ yeah? No, ‘she started to look for more
20 T information about the town’, do you remember this part (05:23 to 05:37
T says the part)? We finished in that part, hasta ahí llegamos ok. Now
I’m going to ask you, do you remember what is this verb Erin realized?
Comenzó. Choral
21 Ss
Se dio cuenta.
OK, se dio cuenta. One day Erin realized, so what did Erin realized? Question
22 T
Los papeles que ella está revisando. Student answers using L1
23 S
Uh-huh.
24 T
Las personas que estaban enfermas. Student answers using L1
25 S
Uh-hu. Very good. In English? Question
26 T
27 S
What did Erin realize? You can try to say in English. What did Erin Question
28 T
realize? You say Erin…? in English. Who wants to say? Ok Katiuska.
Erin realized that there were a lot of papers. Specific (response)
29 S
Uh-hu. And then what happens? Erin realized the papers and what Teacher’s explanation
happened? What did she do? Erin realized... very good. Hasta ahí
30 T leímos. Ok, she started to look for more information about the town,
empezó a buscar como dice la amiga más información acerca del lugar
ok.
Is there anyone that wants to read this part? Ok Alianis in the same way Inviting to speak in
31 T
that you answer in Spanish, try to tell us in English. English
She started to look for more information about the town. Student answers using L2
32 S
167
Perfect. She started to look for more information about the town, what is Encouragement
33 T
the town?
El pueblo. Specific (response) Using
34 Ss
L1
El pueblo, ok. Now, let’s continue with our reading. OK, pay attention, Teacher’s explanation
listen to me. ‘Erin worked very hard for five years’ oh wait, stop. You on
35 T
the timeline and in this part, there are another time expressions, what is
the time expression?
36 Ss
37 T
38 Ss
One day, please go to your timeline, and write the time expression, and Question
39 T
write what happened. One day, what happened one day?
Un dia. Specific (response)Using
40 Ss
L1
What happened? You say one day? Question
41 T
Ella se dio cuenta del papeleo. Student answers using L1
42 S
Very good, in English. Encouragement
43 T
Puedo leer? Question
44 S
Read, don’t worry. Reducing anxiety
q T
Erin realized that were a lot of paper about very sick people. Repetition
46 S
Uh-hu. So, put on your timeline please. Put on your timeline. Write, Teacher’s explanation
where is your timeline? Here, you have to write here. Guys write on your
timelines the time expressions ‘one day’, and you are going to put what
47 T
happened one day and what was the other thing what happened in this
moment. One day, what was the first thing that happen? The first one,
one day...
(10:44 to 10:59 Ss answering) Aja, this is the first thing, and then, and Question
48 T what happen then? The second, she realized and then? (11:16 to 11:26 Ss
answering) so, how many events?
Two. Choral
49 Ss
Two, two events in that moment, one day, she realized about the sick Encouragement
50 T people on the paper, and she started to look for more information, good.
Very good.

Let’s continue, please. There is a word that appears in the first part and Question
now we find it again, that is the word ‘papers’. Do you remember when
we started to reading, we found the word papers and I asked you, why
1 T
organize papers is an important job? It isn’t important, and you said it
is, no, it is not important, this is the second time that the word ‘papers’
appears in the reading. Well, why we can find words that is repeated in
168
the text? Because they are important. If you find a word, and then the
same word in the reading, and then the same word again, is because this
word has something important in the story, right? In this case, this word
is going to help us to discover at the end of the reading what happened.
So, all those words that are repeated in the text, are called ‘key words’
words that are repeated in the text. You know, what do key words
mean?
Palabras claves. Choral
2 Ss
Uh-huh Palabras claves, right. Key words. So, what is the first key Question
3 T
word in the reading?
Papers. Choral
4 Ss
Papers, of course. So, we are going to underline, we need to underline, Question
and we are going to use a different color. Now we are going to
5 T
underline with orange as we underline the participants, and the verbs, or
actions. What is the color for participants?
Yellow. Choral
6 Ss
What is the color that we are using for participant? Question
7 T
Yellow. Choral
8 Ss
Yellow. For the actions, for verbs? Question
9 T
Green. Choral
10 Ss
Blue.
Blue. And we are going to using green for? Question
11 T
Time expressions. Choral
12 Ss
Time expressions and? Question
13 T
Dates. Specific (response)
14 S
Dates, very good. And now we are going to underline with? What color? Question
15 T
I told you.
Orange. Choral
16 Ss
Orange. What we are going to underline, orange is for? Tell me. Orange Question
17 T
is for what?
Key words. Specific (response)
18 S
For key? Question
19 T
Words. Choral
20 Ss
For key words, very good. The words that are repeated, because they are Question
important, ok. As the word ‘papers’, what other word did you find that is Teacher’s explanation
21 T
repeated in the reading, in this part, that is a key word too? Paper and the
other is?
People. Choral
22 Ss
Sick people.
People, repeat. Asking for participating
23 T
169
Sick people. Choral
24 Ss
People.
Complete please. Asking for participating
25 T
Sick people. Repetition
26 S
Is another key…? Question
27 T
Word. Choral
28 Ss
Key word. So, put in orange. Now let’s continue with our reading. Giving instructions
29 T
Sick people, orange? Question
30 S
Well, now continue. Listen, ‘Erin worked so hard for five years’ you Asking for participating
with me. (04:50 to 04:57 the Ss read with the T) Alianys please the
31 T
same. Don’t worry, listen to me ‘Erin worked very hard for five years’
please Alianys repeat.
Erin worked for five years. Repetition
32 S
Perfect, very good. Now, what did Erin do? What did Erin do? Encouragement
33 T
(05:46 to 06:24 the Ss were answering the question ‘what did Erin do?’) Choral
34 Ss
Continue, ‘she visited lots of sick people in Hinkley’ and listen to their Scaff. Modelling.
35 T
stories, Please, read with me the first part. 1, 2, 3, go.
(06:53 to 07:53 the Ss are reading with the T, and then a S repeats) Choral
36 Ss
Very good. She visited lots of sick people in Hinkley. What did Erin do? Encouragement
37 T
What did Erin do? Listen. What did Erin do? Question
Ella visitó. Student answers using L1
38 S
39 T
Ella visitó. Student answers using L1
40 S
‘Ella visitó’ in English. Inviting to speak in
41 T
English.
She visited lot of people in Hinkley (bad pronunciation) Repetition
42 S
Wait. Wait. Until that ‘she visited lots of sick people in Hinkley’ very Scaff. Modelling.
43 T good, thank you. And listened to their stories, and listened to their
stories, repeat.
And listened to their stories. Repetition
44 S
Gallego, and… Asking for participating
45 T
And listened to their stories. Repetition
46 S
And listen to their stories; ok now the complete sentence Oscar please, Asking for participating
47 T
read all the sentence, ‘she visited…’ Oscar, only Oscar. Go.
(09:36 to 09:51 the S repeats all the sentence)
48 S
Very good, applause for Oscar. (Ss applaud him) ‘she visited lots of sick Encouragement
49 T
people in Hinkley, and listen their stories’ what did Erin do in that
170
moment?
In that moment? Question

50 S
Yes.
51 T
Visitó a las personas enfermas. Student answers using L1
52 S
53 T
Visitó a las personas enfermas. Student answers using L1
54 S
Visitó a las personas enfermas. And what else? Repeats student response
55 T
Question
Escuchó sus historias. Student answers using L1
56 S
Ok, very good Mario, y escuchó sus historias, that’s right, let’s continue. Encouragement
57 T ‘All the people lived near a big pacific gas and electric factory’ repeat. Scaff. Modelling.
(10:54 to 11:08 the Ss read with the T) very good. Please.
All the people lived near a big pacific gas and electric factory. Student answers using L2
58 S
Good, very good. ‘All the people lived near a big pacific gas and electric Question
59 T
factory’, here we have another participant, what is the other participant?
Factory. Choral
60 Ss The factory.
Erin.
The factory, what is? Question
61 T
Factory. Choral
62 Ss
The company.
Good and what is the name of the factory? Question
63 T
Factory. Choral
Company.
64 Ss
Pacific gas and electric factory.

65 T
Pacific gas and electric factory. Choral
66 Ss
Pacific gas and electric factory, this is the other participant. So, Giving instructions
67 T
underline in…?
Yellow. Student answers using L2
68 S
Underline please. Well that’s the other participant, in yellow. Finish? Giving instruction
69 T
Question
Yes. Choral
70 Ss
No.
No? ok, don’t worry. Question
This question is for Anny, what do you think that is the relation about
71 T
the pacific gas and electric factory and the sick people? What is the
relation?
Seño que la empresa como dice al principio, ella contamina el agua y el Student initiated
72 S ambiente que dan enfermedades, entonces la gente toma el agua y se
muere.
171
Uh-hu. Could you say it in English? Try to tell me that in English. Just Inviting to speak in
73 T few words. What is the relation between the gas and electric factory and English
the sick people?
Contamination. Student initiated
74 S
Contamination. Good, very good. Gas electric produces contamination Question
75 T
and affect…?
Water. Choral
76 Ss People.
And affect people, and they get sick. Good, contamination is a good Scaff.. Modelling
word to relate these words. Let’s continue our reading, Danna pay
77 T
attention. ‘And she discovered that there was a chemical called
chromium in the local water’ now you repeat with me.
And she discovered that there was a chemical called chromium Choral
78 Ss
Erick, please repeat. Asking for participating
79 T
And she discovered that there was a chemical called chromium in the Repetition
80 S
local water (bad pronunciation)
Good, very good. Erick, listen. Encouragement
81 T
And she discovered that there was a chemical called chromium in the Repetition
82 S
local water
And she discovered that there was a chemical called chromium in the Choral
83 Ss
local water
Perfect. There is another word here, what did Erin discover? Question
84 T
A chemical. Specific (response)
85 S
Try to organize all your ideas and put in order and tell me in English. Inviting to speak in
86 T Try to answer in English please. What Erin discovered? Think about it. English
What did Erin discover? Raise your hands please.
Repeat.
87 S
What did Erin discover? I want to listen in English the answer. Try to Question
88 T put in English the answer. Wait. Wait. Katiuska. Do you want to say
something?
She discovered…. Student initiated
89 S

Ok, Viviana answer. Asking for participatin
1 T
She discovered a chemical. Repetition
2 S
She discovered a chemical, uh-huh. What did you say Katiuska? Question
3 T
In the local water. Repetition
4 S
Very good. ‘She discovered a chemical in the local water’, what is the Question
5 T
name of the chemical?
172
Chromium. Choral
6 Ss
Chromium, very good. Chromium, perfect let’s continue. Listen please, Asking for participating
‘it was from the factory’ listen first ‘and Erin believed that the people
7 T
were sick, because of the chromium in their drinking water’. Ok, now
you with me.
(01:05 to 01:21 the Ss read with the teacher) Choral
8 Ss
Very good. This part, Silence please. Listen and read with me. Encouragement
9 T
(01:39 to 02:00 the Ss read with the T) Choral
10 Ss
Good. Please, what’s your name? Sorry. Question
11 T
Angie. Specific
12 S
T Angie please read this part. Asking for participating
13
It was from the factory. And Erin believed that the people were sick Repetition
14 S because of the chromium in their drinking water.
Good, very good. Pay attention ‘the local water’ or ‘the chromium in the Carry out daily routine
15 T
local water’, 3, 2, 1, 0.
Silence.
16 S
Choral
Well, in this part of the reading there is another key word, a word that is Teacher’s explanation
17 T
repeated.
Chromium. Specific
18 S
Chromium, and there is another, what is it? Question
19 T
Factory. Student initiated
20 S
Repeat.
21 T
Factory. Repetition
22 S
Factory, very good. Look at this, factory and factory (pointing) this is Teacher’s explanation
another key word, why factory is another key word? Why factory is Question
23 T
important? Why in the text is repeated the word factory? Why? Think
about it.
Porque es la que está ocasionando que se enfermen las personas. Student initiated
24 S
Using L1
Porque es la que está ocasionando que se enfermen las personas. So, the Inviting to speak in
25 T factory is the responsible, try to say in English. ‘The factory is the Ennglish
responsible of the…’
Sick people. Specific (response)
26 S
The sick people, right. Very good. What is the consequence of a person Teacher’s explanation
that is ok, what happens if this person ingests or drinks bad water, water Question
27 T with a chemical, water with a substance? Imagine a person that is
healthy, is well, what happen if this person drink water whit chemical,
what happens?
Se intoxica. Choral
28 Ss
Se enferma.
173
Se enferma, se intoxica. In English. Repeats student’s
29 T
response
Contamination. Choral
30 Ss
Contaminated.
It can be contaminated, puede estar contaminada, get contaminated. Teacher’s explanation
Good, very good. Ok, hey guys don’t forget that we are underlining Question
those words that are actions, in this part there are some verbs or action in
31 T
past tense, did you underline? Did you underline ‘visited’? No. Did you
underline ‘discovered’? if you didn’t do it, please use your color, what is
the color for the actions?
Blue. Choral
32 Ss
Blue; please underline all the actions in blue. Verbs, tell me the verbs, Giving instructions
33 T
tell me the actions. Tell me, mention them.
Worked, realized, believed, lived, called, discovered… Choral
34 Ss
Also, I found a ‘relational verb’ (07:26 to 07:58 the Ss tell the relational Teacher’s explanation
35 T verbs that they found and the T helps them to find another verbs) ok, Question
perfect. So, relational verbs, actions, time expressions, did you finish?
No, no miss. Choral
36 Ss
Ok, let’s continue with the last line, with the last line of this paragraph. Question
37 T
Did you finish?
38 S Miss.
Visited, right. Visited, of course. Let’s continue. The last part says, ok Scaff. Modelling
pay attention. Listen. Listen first. ‘She planned to help them’ you with
39 T
me. 1, 2, 3, go.
She planned to help them Choral

40 Ss
Who is she? Question
41 T
Erin. Choral
42 Ss
Again Erin, very good. What did Erin plan? Question
43 T
Ayudarlos. Choral
44 Ss
In English. Invitin to speak in English
45 T
She planned. Choral
46 Ss
Help them.
Very good, ‘she planned to help them’. Who are ‘them’ (help them) who Question
47 T
are them?
Sick people. Specific(response)
48 S
Sick people, very good. She planned to help them, and them is the sick Teacher’s explanation
people. Very good. Ok guys now I’m going to give you a piece of paper, Giving instructions
is a worksheet and you are going to find those words, all the verbs that
49 T
you have learned in the reading. Then you are going to make sentences
or complete sentences with those verbs. Wait, I’m going to give you the
photocopy, and I’m going to explain you again.
174
In the piece of paper, you have a word search; you have to find ten Teacher’s explanations
1 T
regulars verbs. Do you remember, what are the regular verbs?
Regulares. Choral
2 Ss
Los verbos regulares.
Los verbos regulares. In this word, in this word search they are in the Teacher’s explanation
base form, they are in the base form for example: the verb ‘visit’, you
3 T
are going to find in the base form, no ‘visited’, no. In the base form.
There are ten regular verbs.
Listen. Engagement
4 S
Listen, uh-huh. Another, what is another regular verb? Question
5 T
Believe. Choral
Discover.
6 Ss
Start.
Work.
Oh wait. Wait. In order, in order raise your hand. Carry out daily routine
7 T
Studied, planned, married, believed, realized, listened, discovered, Choral
8 Ss
started, visited, worked, and lived.
Then, when you find. Listen. When you find, then you are going to Teacher’s explanation
write down on the lines, but in these lines, you have to write them in Giving instructions
9 T past. Ok? You find them in the base form like work, on the line you
know, you have to write them again, but in the past with the form of the
past tense like worked. Did you get it? Entendieron?
Yes, yes, yes. Choral
10 Ss
Eduardo como lo debes escribir en la rayita de abajo? ¿El verbo en? Question
11 T
Pasado. Student answers using L1
12 S
Ok, very good. Encouragement
13 T
Ordenado. Choral
14 Ss
Wait. Listen, and then in the third point, listen. Anny listen. In the third Question
15 T
point there are some sentences, what does mean sentences?
Oraciones. Choral
16 Ss
Oraciones, you have to complete the sentences with these verbs. You Giving instructions
T
17 have to read the sentences and complete them with the verbs ok. You got
it? Qué hay que hacer?
Tenemos que buscar las palabras en la sopa de letras los verbos de la Choral
18 Ss
lectura, escribirlos en su forma en pasado y completar las oraciones.

Ok guys, I need some volunteer to come here and circle.
1 T
175
Teacher me. Choral
2 Ss
Teacher me.
Teacher me. Choral
3 Ss
Teacher me.
Orlando, please come on. Asking for participating
4 T
(00:45 to 01:03 the S does the activity)
5 S
What is the verb? Cuál es el verbo? What is the verb? Can you read the Question
6 T
verb?
Start. Specific (response)
7 S
Very good. Ok, look at the word that Melissa wrote. The word is Encouragement
8 T
‘discovery’? Let’s correct together.
No. Choral
9 Ss
No.
No, the word is discover. Student initiated
10 S
Ok, Katiuska go. Asking for participating
11 T
(01:58 to 02:15 the S does the activity)
12 S
T Ok, Katiuska what is this verb? Question
13
Discover. Specific (response)
14 S
Discover that’s right. What is the meaning of discover? Question
15 T
Descubrir. Choral
16 Ss Descubrir.
Descubrir. Well, another volunteer. Asking for participating

17 T
Teacher me. Choral
18 SS
Teacher me.
Ok, Deyanniris and Anny go. Asking for participating
19 T
(02:45 to 03:00 The S does the activity with her classmate) Choral
20 Ss
Ok girls, what is this verb? Question
21 T
Work. Choral
22 Ss
Work.
Work, very good. Do you know what is ‘work’? Question
23 T
Trabajar. Choral
24 Ss
Trabajar.
Trabajar, very good. Ok, guys who can tell me what is this verb? Question
25 T
Play. Choral
26 Ss Play.
Play.
Play, very good. Encouragement
27 T
176
(Ss finished the word search on the board) Choral
28 Ss
(The Ss start to repeat the correct pronunciation of the verbs) Choral
29 Ss
Started Asking for participating
30 T
Started Choral
31 Ss
Realized. Asking for participating
32 T
Realized Choral
33 Ss
Played Asking for participating
34 T
Played Choral
35 Ss
Believed Asking for participating
36 T
Believed Choral
37 Ss
Worked Choral
38 Ss

In the next paragraph. In the last one remember that we found relevant Teacher’ explanation
information about the water, about, about the factory, about the
1 T chemical in the water that was affecting the people, and something that
Erin planned. It said “Erin planned to help them” (T says the sentence
twice). What did Erin plan? What did Erin plan?
Planeó.
2 S
Planeó, uh-huh. What did Erin plan? It said help… Question
3 T
Sick people. Specific (response)
4 S
Uh-huh, repeat Anny. Asking for participating
5 T
To help sick people. Specific (response)
6 S
To help sick people, that was the last part. Now let’s continue. Listen Teacher’s explanation
carefully please, listen to me, “Erin and her boss started a law case Scaff. Modelling
7 T
against the pacific gas, and electric company” I’m going to repeat.
“Erin and her boss…”
Erin and her boss… Choral
8 Ss
Wait. Wait. I’m going to repeat, listen and then you repeat. “Erin and Asking for participating
9 T her boss started a law case against the pacific gas, and electric
company” now you with me please.
Erin and her boss started a law case against the pacific gas, and electric Choral
10 Ss
company
Ok, I want that Duvan participate, Duvan please read again. Asking for participating
11 T
177
Erin and her boss started a law case against the pacific gas, and electric
12 S
company (bad pronunciation)
Very good. I heard you said that, repeat please two words. Asking for participating
13 T
Ss A law. Choral
14
A? Asking for participating

15 T
A law. Specific (response)
16 S
A law case, ok Duvan. A law case against, ok against, very good. Asking for participating
17 T Another one? Maybe, Aldair please. Read again, the same. The same,
Erin and…
Erin and her boss started a law… Specific (response)
18 S
A law… Asking for participating

19 T
A law… Specific (response)
20 S
Uh-huh. Asking for participating
21 T
Case. Specific (response)
22 S
Case, uh-huh good. Asking for participating
23 T
Against (bad pronunciation) Student answers using L2
24 S
Against. Teacher’s correcting
25 T
pronunciation
The pacific gas and electric company. Student answers using
26 S
L2G
Very good. Very good. Ok. Well, at this moment Erin is not alone, Erin Encouragement
27 T
is not alone, and you know what does mean the word alone? Question
Sola. Choral
28 Ss
Uh-huh, Erin wasn’t alone. In this part there, there is another person, Question
29 T
what is the other person in this part?
Boss. Choral
30 Ss
Boss, her boss. So, her boss, is another, another what? Repeats student’s
31 T response
Question
Participant. Choral
32 Ss
Participant, very good. Her boss is another participant. Participant, what Repeats student’s
33 T do you have to do? Underline. response
Question
Yellow. Choral
34 Ss
Yellow, so please underline boss, because is another participant. And, Question
35 T
you know what does mean her boss, what is the boss?
Jefe. Choral
36 Ss
178
El jefe, right. Good. Erin and her boss started a law case against, a law Teacher’s explanation
37 T case against the pacific gas and electric company. You know what is a Question
law case?
Caso. Student answers using L1
38 S
Como caso, dice Anny. Ok, a law case? Question
39 T
Investigar. Student initiated
40 S
Using L1
Como investigar, what else? Question
41 T
Demanda. Student initiated
42 S
Using L1
Uh-huh
43 T
Demanda. Student initiated
44 S
Using L1
Como una demanda, that’s the best term, the best word, cause against Teacher’sexplanation
45 T
means contra that’s right. A law case against, what is against?
Contra. Choral
46 Ss
Contra, very good. So, inició…? Question
47 T
Una demanda. Student initiated
48 S
Using L1
Una demanda, very good. Started a law case against the pacific gas, en
49 T
contra de quién?
De la compañía. Choral
50 Ss
The company.
The company or the factory. Against the factory, very good. Well, let’s Teacher’s explanation
51 T continue. And remember pacific gas is a participant too, and it is
repeated, it is repeated. If it is repeated, is a key…?
52 S Word. Specific (response)
It’s a key word, so you can underline, in what color? Key word, key Giving instructions
words, what is the color for key words, the word that is repeated?
53 T Orange. Todas estas palabritas que una y otra vez se repiten allí, son Key
words, y las estamos resaltando en naranja, in orange. Don’t forget that.
Let’s continue. Listen please, ah ok underline.
54 Ss (05:41 to 06:01 Ss do the activity) Choral
Listen, listen carefully. “The company wasn’t happy about this (T Asking for participating
55 T
repeats the sentence twice). Please, read.
The company wasn’t happy about this (bad pronunciation) Repetition
56 S
Ok. About this. The company wasn’t happy about this, good. I’ll Teacher’s explanation
continue, they didn’t agree, and the people were sick because of the Asking for participating
57 T water (T repeats the sentence twice). Ok, there are two things here, the
company wasn’t happy, because they didn’t agree that the people were
sick because of the water. Esteban, please. They…
Seño repita, repeat. Asking for help
58 S
Ok, they didn’t agree that the people were sick because of the water. Teacher’s explanation
59 T
You.
They didn’t agree. They… Student initiated
60 S
179
That…
61 T
That the people were sick become of the water (bad pronunciation) Repetition
62 S
Because of the water, ok Good. Let’s try to explain that. What the Teacher’s explanation
company, what did the company say? What the company said? They
63 T said people, or what the company said about this? Because remember
that Erin and her boss think that the factory is the responsible, but what
happened? The factory I said, they said yes, we are the responsible.
No. Choral
64 Ss
Uh-huh, what happened? Question
65 T
O sea, de lo que entendí más o menos, es que o sea están averiguando Stusent initiated
66 S
acerca de las personas que están muy enfermas por el agua contaminada. Using L1
And what did the factory say? ¿Y qué dicen los de la empresa? Think Question
67 T
and…
Ellos piensan que el agua no es la causante de que ellos estén enfermos. Student initiated
68 S
Using L1
Ellos creen…
69 T
Que el agua no es el causante de que ellos estén enfermos. Student initiated
70 S
Using L1
Ah ok. El agua no es el causante de que ellos estén enfermos. Teacher’s explanation
71 T
Remember; try to put little ideas in English. Anny.
La compañía no está feliz con lo que está pasando. Student initiated
72 S
Using L1
Uh-huh. La compañía no está feliz con lo que está pasando, ¿eso lo Teacher’s explanation
73 T podemos decir en inglés? Inviting to speak in
English
Sí. Student answers using L1
74 S
Uh-huh, Anny says.
75 T
The company wasn’t happy about this. Student answers using L2
76 S
Perfect. The company wasn’t happy because they think people were not Teacher’s explanation
sick about the water, Right? Ok. Let’s continue, in 1996, in 1996 the Question
judge ordered pacific gas and electric to pay the people in Hinkley
77 T
$500.000 dollars. There were 600 sick people, so was $333 million in
total. There is very good information here. What is the first information
that appears here?
A date. Specific (response)
78 S
A date, ok. So, remember we underline dates in? Question
79 T
Green. Choral
80 Ss
Green, ok. In green, because is another event. What happen in 1996? (T Question
81 T
reads the sentence twice)
El juez ordenó… Student initiated
82 S
Using L1
Uh-huh, appear another… another… another what? Question
83 T
180
Participant. Specific (response)
84 S
Another participant, the judge. Ok, what happened? Question
85 T
El juez ordenó, que pagaran algo como una indemnización. Student initiated
86 S
Using L1
Ok, ordenó que pagaran, o que hicieran como una indemnización a las Teacher’s explanation
personas enfermas. Ok, the judge ordered to pay, Eduardo what did the Question
87 T
judge do? Qué hizo? What did the judge do? The judge, allí tienes la
información, read. What did the judge do?
The judge ordered to pay.(The S speaks slow) Student answers using L2
88 S
Uh-huh. Speak louder. Asking for speaking
89 T
louder
The judge ordered to pay Repetition
90 S
That’s enough, the judge ordered to pay. You don’t need to tell me a Teacher’s explanation
long answer, just little information. What did the judge do? Que hizo el Asking for participating
91 T juez? What did the judge do? The judge ordered to pay (Ss answer with
the T) right the judge ordered to pay. Let’s continue, read with me
please.
The judge ordered to pay Choral
92 Ss
Don’t worry about the number, because I know that they are big so, is Teacher’s explanation
not relevant at this moment. Well, the most important event in this part, Giving instruction
what is the most important event in that part? Try to answer in English, Question
please. Organize your ideas. What is the most important event in that Carry out daily routine
part? Think and organize your ideas, then raise your hands. I’ll repeat
93 T the question. What was the most important event in this part? Wait,
another student please, and then Anny. According to the information in
that part, what is the most important thing here? What is the most
important? Raise your hand, please. Now they are in a law case, with
lawyers, and there is another person in the middle. What is the most
important event?
Cuál es el hecho más importante, ¿cuál es el hecho central en esta parte? Question
94 T
Who is the other participant that appears?
¿Los que les van a pagar a los enfermos? Student initiated
95 S
Using L1
Katiuska, who is the other participant that appears? ¿Cuál es el otro Question
96 T
participante que apareció aquí?
The judge. Choral
97 Ss
The judge. So, what is the most important thing? ¿Qué es lo más Question
98 T importante? El evento más importante? What is the most important thing
here?
Lo que hizo. Student initiated
99 S
Using L1
Uh-huh. Lo que hizo, in English. What did he do? Question
100 T
The judge. Choral
101 Ss
The judge ordered to pay.
Perfect. Esteban, repeat. Encouragement
102 T
The judge ordered to pay. Repetition
103 S
181
Applause for Esteban. (Ss applaud him). The judge ordered to pay for Encouragement
104 T the sick people, many, many, many, money. $333 million in total that is
the other event Yeah, that’s the most important event here. Well.
We found information to put in our timeline, so we have to write in our Teacher’s explanation
timeline what happened in 1996. Please, complete your timeline with the Giving instruction
105 T
events. Complete your timeline. Write the date ‘in 1996’ in the timeline
please, in the time line complete.
In 1996. Specific (response)
106 S
Uh-huh perfect. We have registered four events in the timeline, hemos Teacher’s explanation
107 T
registrado 4 eventos en la línea de tiempo.

(00:00 to 00:53 Ss do the activity) Very good, ordered the company to Encouragement
1 T
pay. It’s a good answer. Ok, finish?
Yes. Choral
2 Ss
Ok, let’s continue. Let’s continue, please. Let’s continue, please. As Question
you have seen, in a biography or in a biographical recount, appear
3 T
‘dates’, and those dates, right. At the beginning said, what is the first
date?
In…
4 S
The first date, what was the first date? Question
5 T
In 1990. Choral
6 Ss
In 1990, and then? Question
7 T
In 1996. Choral
8 Ss
In 1996, very good. So, now we are going to continue, and you can see Teacher’s explanation
how time and events happen or are happening in a person’s life. Now
look at this date, in 2000 that is recent, is close to this time, for example
9 T because we are in 2017 and that is closer to us, in 2000 the recent
information. Ok. I’m going to continue, ‘in 2000, there was a movie
about Erin Brockovich’, I’ll repeat. In 2000, there was a movie about
Erin Brockovich. You.
In 2000, there was a movie about Erin Brockovich. Choral
10 Ss
Ok, you with me. In 2000, there was a movie about Erin Brockovich, Scaff. Modelling
11 T
Deyaniris please.
In 2000, there was a movie about Erin Brockovich (bad pronunciation) Repetition
12 S
T Ok, there was a movie… Teacher correcting
13
pronounciation
Ss About. Choral
14
About. About. Anny, sorry no. Deyaniris, Deyaniris. Asking for participation
15 T
In 2000, there was a movie about Erin Brockovich.
16 S
Repetition
182
Perfect. Encouragement
17 T
The thousand… Student initiated
18 S
In 2000. Teacher correcting
19 T
pronounciation
There was a movie about Erin Brockovich (bad pronunciation) Repetition
20 S
There was a? There was a… Teacher correcting
21 T
pronounciation
Move Choral
22 Ss
Movie. There was a…
23 T
Movie. Choral
24 Ss
A movie, About… Asking for participating
25 T
Erin Brockovich. Specific (response)
26 S
Erin Brockovich, very good. In 2000, there was a movie about; you Question
27 T
know what is ‘movie’?
Película. Choral
28 Ss
Ok, continue. Julia Roberts played Erin, repeat. Scaff. Modelling
29 T
Julia Roberts played Erin’s (Ss read with the T) Choral
30 Ss
And then, listen. And the movie was very successful, And the movie was Teacher’s explanation
31 T very successful repeat, successful (03:55 to 04:08 Ss repeat with the T) Question
very good. Ok, do you know Julia Roberts?
An actress. Student initiated
32 S
Is an? Questiong
33 T
An actress. Choral
34 Ss
Is an actress, very good. Julia Roberts is an actress, and it said Julia Question
35 T
Roberts played Erin, what does it mean?
Hizo. Student initiated
36 S
Using L1
Hizo, right. Hizo el papel, representó, very good. Acted like Erin, good. Question
37 T
And the movie was very successful, what does successful mean?
Exitosa. Student initiated
38 S
Using L1
Exitosa, right. Exitosa, did you know that word? ¿Tu conocías esa Question
39 T palabra, successful? (pointing other student)
No. Student answers using L1

40 S
No. successful means exitoso o exitosa. Right. Successful don’t forget Question
41 T
that. Another important word for time expression now, what is now?
Ahora. Choral
42 Ss
183
Very good. So, put this on your timeline, please. What happen in 2000? Question
43 T
What happened in 2000?
There was a movie. Choral
44 Ss
There was a movie, very good. So, write on your timeline. In 2000, there Question
45 T
was a movie about?
Erin. Choral
46 Ss
About Erin, about Erin. And then, now we are going to write what Question
47 T
happen now, now Erin is famous. What happen now?
Ahora es famosa. Choral
48 Ss
Es famosa.
Very good. In English? Inviting to speak in
49 T
English
Now Erin is famous (bad pronunciation) Choral
50 Ss
Now Erin is famous, repeat. put on your timeline now, and what Giving instruction
happens? Erin is famous. Good, put on your timeline please. In this part, Question
51 T
you will find also more actions or verbs, tell me please. What are the
verbs that you found? Verbs or actions in this part?
Has, gives Choral
52 Ss
Now, pay attention. When you said in this part ‘now Erin is a famous’, Teacher’s explanation
she has her own company and she gives talks all over the world. Let’s Asking for participating
53 T
analyze this part. She has her own company and she gives talks all over
the world, read with me.
She has her own company and she gives talks all over the world. Choral
54 T-Ss
Good. Dayana, could you read this part, please? Asking for participating
55 T
She has her own company and she gives talks all over the world. Repetition
56 S
Very good. She has her own company, her own company and she gives Repeats student’s
57 T
talks all over the world. response
All over the world. Repetition
58 S
Oscar, please. Asking for participating
59 T
She has her own company, and she gives talks all over the world. Student reading
60 S
And she gives? Question
61 T
Talks. Choral
62 Ss
Talks, all…? Question
63 T
Over the world. Choral
64 Ss
Over the world, talks all over the world. Ok, could you tell me what are Question
65 T
the verbs, the actions here are?
Has. Choral
66 Ss
Has, right. it is in past or present tense? Question
67 T
184
In present miss. Choral
68 Ss
Yes.
69 T

Ok, has and? Question
1 T
Gives. Choral
2 Ss
Gives and here there is another verb. Teacher’s explanation
3 T
Famous. Choral
4 Ss
In this part. Verb, I said verb, famous is not a verb. Negative feedback
5 T
Gives. Choral
6 Ss
Gives, very good. So, look at the word. What is that word? Question
7 T
Ahora. Choral
8 Ss
Now.
Ok, ahora, now. And look at those verbs: is, has, gives. Giving instruction
9 T
Es. Choral
10 Ss
Is, has, gives, are these verbs in past tense? Question
11 T
No. Choral
12 Ss
No, they are in? Question
13 T
Present. Choral
14 Ss
Presente.
Present, very good. In present. Look at the relation with the word ‘now’ Teacher’sexplanation
15 T
because, what does now mean?
Ahora. Choral
16 Ss
Ahora, so it is talking about the? Question
17 T
Present.
18 Ss
Choral
So, what can you say about the biographical recount? The biographical Question
19 T
recount starts and finishes, start in the?
Start. Choral
20 Ss
In the? Question
21 T
Past. Choral
22 Ss
In the? Start. Start. What is start? Question
23 T
185
Empezó. Choral
24 Ss
Empieza. Uh-huh, start. ¿Empezó dónde? Start in the? Question
25 T
Past. Choral
26 Ss
In the past, events from the past in 1990, in 1996, and then they started Question
27 T
to move with different situations. And then where it finishes?
Present. Choral
28 Ss
Present, very good. Finish in the present. This is a characteristic of Teacher’s explanation
biographical recount; it starts to recount events from the past until to
29 T finish in the present. Very good. Ok, look at the last part. She has her
own company, and she gives talks all over the world. Now, what is or
why Erin is famous? Why Erin is a famous woman?
Por ayudar a la gente. Student initiated
30 S
Using L2
Uh-huh. In English. Inviting to speak in
31 T
English
For help. Student initiated
32 S
Repeat, please. Repeat. Asking for participating
33 T
For help sick people. Student answers usind L2
34 S
For helping to sick people, and then the Erin’s story was showed and Question
35 T
represented or played in a?
Movie. Specific (response)
36 S
In a movie, in a movie very good. And now Erin has her own? Question
37 T
Company. Choral
38 Ss
Su propia…
39 T
Compañía. Choral
40 Ss
Very good. And gives talks, what is that ‘gives talks’? Encouragemment
41 T
Question
Hablar. Choral
42 Ss
Dio de que hablar.
Habla.
43 T
Dio. Student initiated
44 S
Gives talks, brinda…? Question
45 T
Ayuda. Choral
46 Ss
Conferencias.
Conferencias, very good. Brinda conferencias all over the world. Teacher’s explanation
47 T
All over the world. Choral
48 Ss
Por todo el mundo.
Ok, very good. Applause. Good analysis guys. Encouragement
49 T
186
November 3rd Yullys Alvarino (teacher) 8th Grade
Ok now let’s check our timelines because we finished with the reading, Giving instructions
and the timeline I suppose it’s completed. Well, who wants to pass to
1 T the board and write the dates or the time expressions, and the event that
happened in that moment? Volunteer for the first one, please. Raise
your hands.
Miss. Choral
2 Ss Miss me.
Solano go. The rest of the students have to check and compare, Giving instruction
3 T compare your timeline, to know if it is correct. The first one is? Look
at your timeline, and compare. Ok, read please. Read. In 1990…
In 1990, she was in a car accident. Student reading
4 S
Very good. In 1990, she was in a car accident. That’s correct? Encouragement
5 T Question
Yes. Choral
6 Ss
It’s correct, second one. Danna second one. Write the date or the time Asking for participating
7 T expression and the event. (01:43 to 02:09 the S does the activity)
Danna reads the second
Later, she started to work for a law company. Student writing on the
8 S board
Very good. Later, she started to work for a law company (S helps to Encouragement
9 T complete correctly this part). Well, the third event, number three.
Miss. Choral
10 Ss Miss.
You want to pass? Oh. Come on, please. It’s great; she does not pass to Encouragement
11 T the board, congrats.

Who wants to pass and write on the board the last one? Ok Dilan comes Asking for participating
1 T
here. Ok read please.
Now Erin is famous (bad pronunciation) Student initiated
2 S
Now, repeat. Scaff. Modelling
3 T
Now Erin is famous. Student answers using
4 S
L2
Good. Now Erin is famous, very good. Ok, all your timelines are the Question
5 T same, are equals? Your timeline is equal that the one that is on the
board yes or no?
Yes. Choral
6 Ss
T If no, you have to erase and correct, because this is the correct
information. Ok, now let’s read together all the events, and the dates on Giving istructions
7 the timeline. In this way, this side of the classroom is going to read first
the date in the circle, and you, the other side, have to read the
information, then you read the time expression and you read the
187
information, yeah? Ok. So, let’s start please.
In 1990. Choral
8 Ss
Wait, again. 1, 2, 3 go. Carry out daily routine
9 T
In 1990. Choral
10 Ss
You. Asking for participating
11 T
12 Ss
13 T
Ss Later. Choral
14
T You. Asking for participating
15
She started to work for a law company. Choral
16 Ss
Good. Encouragement
17 T
Ss One day. Choral
18
19 T
Erin realized that there were lots of papers about some very sick people. Choral
20 Ss
Good, continue. Encourament
21 T
In 1996. Choral
22 Ss
23 T
The judge ordered Pacific to pay the people. Choral
24 Ss
Ordered pacific to? Question
25 T
Pay the people. Choral
26 Ss
Pay the people. Good, continue.
27 T
In 19… Choral
28 Ss In 199…
In 2000.
In 2000, you. Asking for participating
29 T
There was a movie about Erin. Choral
30 Ss
Very good. Encouragement
31 T
Now. Choral
32 Ss
33 T
188
Erin was famous. Choral
34 Ss
Erin is famous.
Erin? Question
35 T
Is famous. Choral
36 Ss
Erin is famous, very good. Applause. (Ss applaud) Encuoragement
37 T
Now, we are going to make a poster because we are going to represent in Giving instructions
a picture, in some pictures the story, the biographical recount about Erin. Question
So, I’m gonna give you a piece of paper like this for each group. In this
38 T
piece of paper, you can divide it as the timeline, and you are going to
make pictures ok, you are going to make pictures. What are pictures or
images?
39 Ss Imágenes. Choral
Dibujar.
40 T Imágenes, uh-hu. You are going to draw, all the events that you learnt on Giving instruction
the reading. Ok, let’s move and put all the chairs around walls, around
the classroom, move put your chair around the classroom. Move your
chairs around the classroom. A big circle.

You are going to represent, with a picture, with an image, like a Giving instruction
cartoon, for example ‘Mafalda’. Try to divide in sections, and you have Teacher’sexplanation
to use your timeline to help you, because you need to write the most
important events, that happen in each moment. Imagine that you are
1 T
going to represent the timeline with pictures, with images, Ok every
group. Draw, Erin, imagine what can you draw on the paper, divide
every moment as the timeline presents the different events from the past
until now. Ok, go ahead.

November 5th Yullys Alvarino (teacher) 8th Grade
(00:00 to 15:00 Ss are doing their posters)
1 T

Show your cartoons, or your posters, please open your posters. In order Giving instructions
groups, open, open your posters show us. Very good. Question
Well, now I want two or three groups that share with us the information
1 T
of your posters. Listen, let’s listen some groups, your presentation.
Please, is there any volunteer group who wants to pass, show the poster,
read or explain for us You? Ok, go Anny, Juan, and?
Oscar.
2 S
Oscar, ok. Listen first. Guys in this side please, come here. Ok listen 1, Carry out daily routine
3 T
2, 3 go.
189
In 1990, Erin Brockovich, she was in a car accident, later she worked in Choral
the company. Engagement
Later, Erin realized important information about the sick people.
4 Ss The judge ordered pacific to pay the people.
Two thousand there was a movie in, two thousand there was about Erin.
Now Erin is famous.
We finished miss.
Very good. Very good. (Ss applause them) another group, please. Encouragemment
5 T
Another volunteer group? You? Ok, go. Ok, look at them 1, 2, 3 go.
In 1990, she was a car accident. Choral
Later, she worked in the office.
She realized the papers with sick people in Hinkley.
6 Ss
She is in the law case. She helped sick people,
she is a super hero.
Now she is famous.
Famous, very good. (Ss applause them). Another group, please. Ok, Asking for participating
7 T
let’s start; please listen 1, 2, 3 go.
Erin Brockovick in 1990 was an car accident. Choral
Later, she started to work for a law company.
One day Erin realized that it were lots of paper about some very sick
8 Ss people.
In 1996, the judge ordered the company to pay the people.
In 2000, there was a movie about Erin Brockovich.
Now Erin is famous and gives talks around the world.
Very good. Mario’s group go please. Encouragement
9 T
Erin Brockovich biography. In 1990, she was in a car accident. Choral
She started to work for a law company.
10 Ss One day Erin realized that there were lots of papers about some very sick
people, in 1996 the judge ordered pacific to pay the people.
Now Erin is famous.
Now Erin is famous, applause. Thank you, guys. Thank you so much. Teacher’s explanation
11 T We are going to do a different activity. I need that you move the chairs Giving Instruction
to over there I need to use the board, please.
The next step is to do the same that you did on your pieces of paper, Giving instructions
your pictures, and some information, but in a written form. So, we are Question
going to write, we are going to write all those important events that we
1 T
found in the reading. Remember that in this text type ‘biographical
recount’ we have two very important elements, the first element in
biographical recount is the?
Orientation.
2 S
Repeat. Asking for participation
3 T
Orientation. Choral
4 Ss
Ok. So, this is the first part of the biographical recount, Cantillo what Teacher’sexplanation
5 T can we find in the orientation? I asked you, what can we find in the Question
orientation?
Name. Choral
6 Ss
Name, name of? Repeats student’s
7 T response
Question
190
The main character. Student initiated
8 S
Of course, the main character, very good. The name of the main Encouragement
9 T character. So, this is a, this is the first information that we can find in Question
the orientation, what else?
Nationality. Choral
10 Ss
Maybe his or her nationality, very good. What else? Question
11 T
Your birthday. Choral
12 Ss birthday
Her birthday.
Her date of birth, good. What else? Repeats student’s
13 T
response
Ss Study. Choral
14
Studies.
Studies, what else? Question
15 T
Edad. Choral
16 Ss
Age, good, what else? Repeats student’s
17 T response
Question
Her job. Choral
18 Ss
Job.
Her job, good. All those things are in orientation. Well, also the Teacher’s explanation
19 T
biographical recount has a little, too.
Title. Choral
20 Ss
Title, that’s right. A title. So, we are going to complete the information, Teacher’s explanation
in order to write this text. This is just the first part ‘orientation’, and then
21 T
we are going to continue with the second one. The second one after
orientation is what?
Record of the stages. Choral
22 Ss
‘Record of the stages’, very good. In the record of the stages contains Encouragement
23 T
different expressions, do you remember some expressions? Question
Dates. Choral
24 Ss
Dates, uh-huh.
25 T
Time expressions. Specific (response)
26 S
Dates, maybe.
27 T
One day Specific (response)
28 S
Ok. Dayana what did you say? Question
29 T
Asking for participating
30 S
No, the other expression. Teacher correcting
31 T
32 S
191
The first one, this. Repeat. Scaff. Modelling
33 T
34 S
One day, good. One day. And now, we are going to remember those Teacher’s explanation
35 T
important verbs that happened ‘one day’.
Realized, discovered. Choral Specific
36 Ss (response)
Well now tell me other time expressions. Look at your photocopy, don’t Asking for participating
37 T
worry. That’s your guide, tell me
After. Choral Specific
38 Ss (response)
Yeah. After that, and tell me the year. Asking for participating
39 T
In 1990. Choral
40 Ss
In 1996. Scaff. Modelling
41 T
In 2000. Choral
42 Ss
Specific (response)
In 2000, right. And the last one? Question
43 T
Now. Choral
44 Ss
Specific (response)
Now, very good. That’s the guide. Esta es nuestra guía. That’s the guide. Teacher’s explanation
Now, I need one volunteer who wants to pass and start to complete, in Giving instructions
the same way that we are going to do it here, together. I’m gonna help
45 T you; you have to complete your piece of paper. Here, look at that this is
the same. So, in this part you are going to complete with the information.
Ok, let’s start. Title, what is the title? One volunteer, please. What is the
title?
Erin Brockovich. Choral Specific
46 Ss (response)
One volunteer, please to write it. Solano, ok thank you. Move. Write the Asking for participating
47 T
title of this part, write in front of.
Ok, in this case the title is the same, is the same… in this case the title is Teacher’s explanation
48 T
the same, that the name. So, the title is Erin Brockovich and the name is?
Erin Brockovich. Choral
49 Ss
Erin Brockovich, so don’t worry about it. Continue, who wants to
continue? Now you can use another idea, you can say she is or whatever,
50 T to say the nationality, who wants to pass, and write? Go, don’t worry. If
you make a mistake, we’ll correct it. Ok, Mario. Good, ‘an American’,
who wants to complete? An American…?
Woman. Choral
51 Ss
Woman, good. ‘An American woman’. Now, Dayana, please. We need Teacher’s explanation
to write a complete sentence, don’t answer the question with a word; the
52 T idea is to construct and do sentences. Katiuska, do you want to correct
that, or complete that? Uh-huh, that’s better. Try to write a complete
sentence, not just one word.
192
Teacher, finish. Engagement
53 S
Ok, ‘she was born in Kansas’ very good. Also, we can put… Teacher’s explanation
Ok, continue. Studies, who wants to pass and write about her studies? Question
54 T Try to read the sentence. She studied for a year, for a, a year, at a Asking for participating
business college for a year. Well, let me help you with the writing of the
sentence) thanks you. Please read, let’s read. 1, 2, 3, go.
She studied for a year in a business college. Choral
55 Ss
That’s it, complete sentences, not only words, not only one word. About Teacher’s explanation
the marital status, what is the information? You know what marital
56 T status is? Como su situación, su estado civil. Ok, who wants to pass?
Anny? Who wants to pass? Single or married? Married? Who? Married
with a man, that’s right. Married with a man.
(S do the activity) Engagement
57 S
Ok, married with a restaurant manager. Good. Job? Aldair go. Asking for participating
58 T
She married to a restaurant manager. Repetition
59 S
Ok, Aldair. ‘Her job’, look at the word job’ Aldair. It’s incorrect ‘job’ (T Teacher’s explanation
point). Her job, ‘her job was to organize papers’, right. (S corrects the Question
60 T mistake) well, thank you. Now, we are going to start with the second
part ‘record of the stages’. ‘one day, Erin or she’ you have to use the
verb but be careful, the verb is in the base form. So, you have to use in?
Past. Specific(response)
61 S
In past, right. To complete the sentences. Another volunteer, please? Question
62 T
Another volunteer? Asking for participating
Miss.
63 S
Ok, go. Asking for participating
64 T
(the S does the activity) Engagement
65 S
Picture, is picture. Ok, she discovered (the S wrote the verb in present Teacher’s explanation
tense) correct this, she discovered, because is in past. Correct please.
66 T
‘That there was chemical called chromium’. Look at the color, verbs in
blue, time expressions and dates in green.

(00:00 to 01:45 Ss do the activity) ok. Thank you. Well, please let’s Asking for participating
1 T
read the second part the ‘record of the stages’ everybody read with me.
Erin realized that there were lots of papers about some very sick people Choral
in a place called Hinkley. She started to look for more information
about the town. She visited a lot of people in a place called Hinkley.
2 T-Ss
She discovered that there was chemical called chromium in the local
water. Erin believed that the people were sick because of the chromium
in the drinking water.
Good, now this part.
3 T
193
Erin and her boss started a law case against the pacific gas and electric Choral
4 Ss company. The judge ordered pacific gas and electric to pay the people
in Hinkley.
Five hundred thousand each. Repeat. Asking for participating
5 T
There was a movie about Erin Brockovich. Erin is famous Choral
6 Ss
Now Erin is famous, ok. Guys now we finished the reading, I have a Teacher’s explanation
7 T question for you, do you think that Erin’s Brockovich reading or this Question
text was difficult to understand? It was difficult to comprehend?
No. Choral
8 Ss
To understand that. It was difficult? Question
9 T
Yes. Choral
10 Ss
No.
It was difficult yes or no? Question
11 T
No. Choral
12 Ss
Ok, why? Why it wasn’t difficult for you? You say, was difficult? No. Question
13 T So why it wasn’t difficult? What did you understand on the reading or
what make easier for you?

I have a question for you. I want to know if Erin’s Brockovich Question
biographical recount, this text, was difficult for you to understand. And Teacher’s explanation
1 T also, what were your experiences, what were your experiences in this
activity. Who wants to say something? Tell me. What do you think
about the activity, about the experience, about the text?
Ósea, al principio cuando usted nos entregó las copias y eso, había Student initiated
2 S algunas cuantas palabras O sea que entendía y sabía que eran, pero en sí Using L1
en sí, no sabía de qué trataba.
Perfect. Al inicio, at the beginning OK. Another? Another impression? Question
3 T What can you say about all the aspects that we were learning in this
activity? You want to say something?
Al principio a mí me parecía, sinceramente me parecía difícil, no sabía Student initiated
nada, pero como usted se esmeraba, ósea usted se preocupaba porque Using L1
cada pronunciación, cada palabra, todo nos lo explicaba, o sea por parte
4 S
usted hubo mucha ayuda, cada palabra o frase la decía y nosotros la
repetíamos también nos explicaba las palabras más desconocidas o sea
terminé entendiendo el texto.
Ok. Very good that’s the idea. Another? Another opinion please.? Asking for participating
5 T
Jason.
Al principio no entendía, pero poco a poco fui entendiendo más sobre el Student initiated
6 S texto, y aprendiendo cosas que no sabía. Es la primera vez que leemos Using L1
así, nos demoramos bastante, pero todo lo entendimos.
Ok, excellent. That’s the idea help you to comprehend every detail in Teacher’s explanation
7 T
the text.
194
Appendix 5
Text- lesson 1
ERIN BROCKOVICH
Erin Brockovich, an American woman, was born in Kansas. She studied at a
business college for a year, and then she moved to southern California and married a
restaurant manager. In 1990, when she was 30 years old, she was in a car accident.
A law company helped her after the accident, and later she started to work for them.
Her job was to organize papers.
One day Erin realized that there were lots of papers about some very sick people in a
place called Hinkley. She started to look for more information about the town. Erin
worked very hard for five years. She visited lots of sick people in Hinkley and
listened to their stories. All the people lived near a big Pacific Gas and Electric
factory, and she discovered that there was a chemical called chromium in the local
water, it was from the factory, and Erin believed that the people were sick because
of the chromium in their drinking water. She planned to help them.
Erin and her boss started a law case against the Pacific Gas and Electric Company.
The company wasn’t happy about this. They didn’t agree that the people were sick
because of the water. In 1996, the judge ordered Pacific Gas and Electric to pay the
people in Hinkley $500.000 each (there were 600 sick people, so was $333 million
in total).
In 2000, there was a movie about Erin Brockovich. Julia Roberts played Erin, and
the movie was very successful. Now Erin is famous. She has her own company, and
she gives talks all over the world.
Participants
Verb tense
Repeated words
Time expressions
195
Appendix 6
Worksheet (simple paste tense- regular verbs)
196
Appendix 7
Timeline
Erin Brockovich TIMELINE
STUDENT:
197
Appendix 8
Rewriting
Student: ____________________________________________
Read Erin’s Brockovich biography and use the information of the timeline (previous
activity) to complete the following chart.
Genre: Biographical Recount
Title:
Orientation Name
Nationality
(Main carácter) Birth place

Studies
Marital status
Job
Record of 1990
stages (realize)
(start)
(main and (visit)
secondary One (discover)
characters) day (believe)

After that
 events
 places 1996
 participants
In 2000
-Use your timeline Now

information-
198
Appendix 9
Transcript of lesson 2
Institución Educativa Luis R. Caparroso

comments: ( )
Conventions: Teacher: T
Student: S
Students: Ss
TEXT 2- Will Smith (biographical recount) Video 1

February 6th Warm up 1 Yullys Alvarino (Teacher) 8° Grade

Ok students today we are going to work on a similar text, like Erin Contextualizing
Brockovich. Well, is about the same genre that we were working last
classes. We will analyze another text in the same way. Ok. I want that a
1 T
student says the name of this text type. Do you remember? What is the
name of this kind of text that inform about the important past events,
achievement or relevant things and stages in a person’s life?
Biographical recount, biographical, biography, biographic. choral
2 Ss
Biographical recount! (most of the Ss repeated in chorus) Repetition
3 Ss
Again, biographical recount! Ask for participating
4 T
Biographical recount. (all Ss repeated) Repetition
5 Ss
Wow! That’s great! What a good memory have my students! Applause Encouragement
for you! Giving
6 T Ok guys so let’s start! Instruction
Now you are going to listen carefully, because is only a voice. try to
guess the person who is speaking.
Miss miss ya se, ¡ya se! Student answers using
7 S Ese es el de la película. L1
Uh-hu say that in English please, you can, say it! Inviting to speak in
8 T (students start to talk so exciting) English
Ey siii, sii ese es el man ese el negro de la de los extraterrestres. Student answers using
9 S L1
jajaj yes you are right! But raise your hand. I can’t listen to you
10 T Carry out routine
Miss! Miss! Teacher me! Asking for participating

11 S No, yo, teacher me!
OK Gallego tell us. Who is? Question
12 T
199
S Miss is Willy Smith el de Men in Black. Student- Initiated
13
T Perfect! Is Will Smith, now let’s see the complete scene. Question
14 (The teacher played the video). OK. Did you like it?
Yeaaahh miss the movie is cool! engagement
15 S
Yes! Is really cool. Ok tell me, what is his name? But his full name. I Scaffolding-(bridging)
16 T mean name and last name. For example, you! Andres, you are Andres
Gallego and me, I am Yullys Alvarino, so what is his full name?
S Willy Smith |Student Initiated
17
Mmm well… people call him Will Smith, but that is not exactly his Teacher’s explanation
name. Ok don’t worry. We will find his name in the reading.
18 T
S Miss, pero diga, diga cómo se llama. Engagement

19 Si, si diga, diga…
Ss
Jajajaja wait, wait relax, that’s the idea, make you feel interested. Let’s Encouragement
20 T continue, Is he famous?
Question
Yes, yes! Choral
21 Ss
Right! He is a very famous actor. What is your favorite actor, Dayana? Scaffolding(Bridging)
22 T My favorite actor is Jim Carrey.
Nice! He is very funny. Well, do you think that being an actor is an easy Question
23 T job?
What do you think, Oscar? Do you know what is easy? Question
24 T
No, miss no se. Student answers using
25 S L1
Who knows? What does easy mean? Easy in Spanish. Question
26 T
Teacher me. Asking for participating
27 S
Ok Any, what does it mean? Question
28 T
Fácil, significa fáciil. Student answers
29 S Using L1
Excellent! Thank you Any, very good! Encouragement

30 T
So, Oscar, now tell us. To be an actor is an easy job? Question
31 T
Easy? Noo será difficult, tienen que aprenderse de pura memoria cosas Student answers
32 S muy largas. Using L1
Uh-hu that’s right, they need a very good memory. So, what do you think Question
33 T we are going to read today?
¿La lectura de hoy? Ah sobre ese actor miss, Will Smith. Predicting
34 S
200
You are right. OK. Let’s start with our reading. (The teacher distributes Scaffolding(Modelling)
the photocopies).
35 T Look at the title. Let us read it together! 1,2,3 go! Will Smith!
Listen carefully and repeat after me. Williard Cristopher Will Smith, Jr is
an actor and rapper.
Williard Christopher Will Smith, Jr is an actor and rapper. Choral
36 Ss
OK, now you alone Juan, read please! Asking for participating
37 T
Williard Christopher Will Smith, Jr is an actor and rapper. Choral
38 S
Oh! Perfect Juan. So, what is his name? and what does he do? Question
39 T
William Christopher Choral
40 Ss.
Actor y rapero. Student answers
41 S Using L1
Exactly, actor and rapper. Let’s continue reading. Just listen, Scaffolding(Modelling)
42 T He first became famous in the late nineteen eightieth. Now you with me.
He first became famous in the late nineteen eightieth. Repetition
43 T- Ss
Ok, Andres, please, read the sentence. Asking for reading
44 T
He first became famous in the late nineteen eightieth (bad pronunciation) Repetition
45 S
OK. Andres, listen to me again and then repeat and take into account is Scaffolding(Modelling)
first como con e no con i. well, listen and repeat.
46 T
He first became famous in the late nineteen eightieth. Ok you again,
Andres.
He first became famous in the late nineteen eightieth. Student correcting
47 S pronunciation
Excellent! Very very good. Applause for Andres. Well, when does he Encouragement
48 T start to be famous? Question
In ninety eighty (bad pronunciation) Student answers using
49 S L2
Ok, listen he start to be famous in He first became famous in the late Scaffolding(Modelling)
50 T nineteen eightieth, repeat please
In nineteen eightieth. Student correcting
51 S pronunciation
That’s it. Let’s finish this sentence. Listen, As the rap artist Fresh Prince. Scaffolding(Modelling)
52 T Now is your turn.
As the rap artist, Fresh Prince. Repetition
53 S
El príncipe del rap. Miss Student answers using
54 S L1
Very good. Let’s continue. He made a very succesful move into movies. Scaffolding(Modelling)
55 T You with me.
He made a very successful move into movies. Repetition
56 T-S
201
Angie, please. Asking for participating
57 T
He made a very successful move into movies. Repetition
58 S
Wow! Great! Nice pronunctiation! Encouragement
59 T
Miss made como made in China. Student Initiated
60 S
Exactly and what does it mean? Question
61 T
Hecho en la China. Specific(response)
L1
Right, but in this case. He made a very successful move into movies. Ok Giving instruction
63 T look up in your dictionaries the word successful.
exitoso Student answers using
64 S L1
Right. What do you understand in this sentence? What does mean move? Question
65 T
Mover Specific(response)
66 S
Mmm look at me (the teacher made a step) What I did? Scaffolding(bridging)
67 T
Caminó. Dió un paso! Student answers
68 S Using L1
Exactly, so in Spanish he made a successful move means that dió un paso Teaching vocabulary
hacia el éxito, o dió un paso exitoso. Well let’s continue the reading. Scaffolding
69 T Listen carefuly and repeat. (Modelling)
He is the only actor in Holywood history
He is the only actor in Holywood history, Repetition

70 S
Ok, now you with me. Giving instruction
71 T
He is the only actor in Holywood history Repetition
72 Ss - T
To make eight consecutive films. Repeat, please Giving instruction
73 T
To make eight consecutive films Repetition
74 Ss
That earned a hundred million in the USA. You! Scaffolding(Modelling)
75 T
That earned a hundred million in the USA. repetition
76 Ss
Lael please! The complete sentence. Go! Asking for participating
77 T
He is the only actor in Hollywood history to make eight consecutive films Repetition
78 S that earned a hundred million in the USA.
Woooww! It was perfect! Nice pronunciation Lael, congrats! You really Encourage
79 T payed attention to the reading, applause!
202
Weeee, uuuuu, bravooo!( clapping) Engagement
80 Ss
Well, continue, Newsweek magazine call him the most powerful actor on Scaffolding(Modeling)
the planet. WOW! On the planet! Can you imagine that? Really
81 T
Awesome!
Ok you with me!
Newsweek magazine call him the most powerful actor on the planet. Repetition
82 Ss-T
OK, Esteban, you alone Asking for participating
83 T
Nombe miss, yo no. Student doesn’t want to
84 S participate
Please, Esteban, you can, don’t worry. Come on.. Asking for participating
85 T Reducing anxiety
Bueno miss pero si me equivoco que no se rian Student answers using
86 S L1
Aaeeeee, andaa, que no se rian, jajajaja Students kidding
87 S
Ujum! What happens? Respect to your partner, please! That´s normal Teaching values
Esteban, don’t worry many students don’t like to speak in English; they Reducing anxiety
88 T
feel nervous because they think they don’t have a good pronunciation, but
later when they learn, they really like it. Go! I help you.
Bueno miss. Newsweek magazine call him the most powerful actor on Asking for teacher’s
89 S planet. (bad pronunciation) help
Miss pero repítamelo usté otra vez.
Of course, don’t worry, relax! Listen and repeat after me. Reducing anxiety
90 T Newsweek magazine Scaffolding(Modeling)
Newsweek magazine called him Repetition
91 S
Newsweek magazine called him Repeats students’
92 T response verbatium
The most powerful actor Modeling
93 T
The most powerful actor Repetition
94 S
On the planet Scaffolding(Modeling)
95 T
On the planet. Repetition
96 S
Excellent! It’s simple! Well now you again. Go! Encouragement.
97 T Asking for participating
News… newsweek magazine, called him the most powerful actor on the Repetition
98 S planet.
Great! You got it! Applause for Esteban. Ok Esteban tell me it was Encouragement
99 T difficult?
Jajajja un poquito miss, pero al principio, ya después no. Student answers
100 S Using L1
Exactly, if we continue practicing in this way you will do better and Encouragement
101 T better. Well, now tell me, how many films or movies made Will Smith? Question
Teacher me, teacher me, me, me Asking for participating
102 Ss
203
Ok. Andrew Encouragement
103 T
eight Specific(response)
104 S
Great! And what is the name of the magazine that called him the most Question
105 T powerful actor on the planet?
Teacher, teacher, miss, pero miss mire para acáaa Asking for
106 Ss participating
Jajajaj wait, raise your hand please, don’t speak at the same time. Ok, you Teaching values
107 T Eddy Carry out daily routine
Newsweek Choral
108 Ss
Right! You were concentrated on the reading. Very good guys! We will Encouragement
109 T stop here and we will continue tomorrow.

February 10th Yullys Alvarino. (Teacher) 8th Grade

Ok guys let’s continue analyzing our reading, yesterday we read about Question
1 T the money he earned, according to this part tell me, how much money
did he earn?
Teacher me! Choral
2 Ss Asking for
participating
Teacher, teacher yo, miss, miss… Asking for
3 S participating
Ok, mmm let me choose one that hasn’t participated, well, Shaira Encouragement
4 T
cien millones de dólares Specific(response)
5 S Student answers
Using L1
Good, very good, but try to say it in English please! Inviting to speak in
6 T English
Anda miss, pero me ayuda. Asking for helping
7 S
Of course, don’t worry Shaira, relax. Go! Reducing anxiety
8 T
One hundred million Specific(response)
L2
Ok one hundred, hundred, don’t forget it. And the magazine, Newsweek, Teacher correcting
10 T how called him? Eduardo please, answer pronunciation.
The power… student answers using
11 S L2
Ayyy por, favor déjenlo pensar. No respondan, dije Eduardo. Calling students’
12 T attention
The powerful actor on the planet. Student answers using
13 S L2
204
Excellent! The powerful actor on the planet. OK, now I want that you Scaffolding(bridging)
look these words … Called and earned. What can you say about them?
14 T
What do you remember from the last class? Could you tell me Solano?
Please! What they have in common?
Miss esos son verbos que terminan en “ed” o sea están en pasado verdad. Student using previous
15 S knwoledge
Wow! Very good! Excellent explanation. So, this text is written in…? Encouragement
16 T
In past. Student answers using
17 Ss L2
Perfect! Now tell me if you remember that years in a text are very Asking for participating
18 T important. Well years show us dates, so dates and time. time what?
Expressions! Choral
19 Ss
Time expressions. Nice! Good memory! Ok for following and Encouragement
20 T organizing the main events we can use a… Time…time…
Line! Choral
21 Ss
Ok guys, now we are going to do a different timeline, I’m going to give Giving instructions
22 T you a piece of wool to make it, look this wool. Repeat, wool!
Wool! Choral
23 Ss
O sea, lana miss? Engagement
24 S
Correct! In this piece of wool you are going to hang pieces of papers with Giving instructions
the events and time expressions or dates that you find in the text. Look at
25 T
me ( The teacher wrote the events on a small piece of paper and hung it
up on the wool)
Uyy qué chévere miss, esa timeline me gusta más que la de Erin, se ve Engagement
26 S más divertida.
You are right; this way is very different and funny. Ok let’s start. Tell me Question
27 T what is the first date in chronological order that appeared in the text?
What happened in that year? Or what is the event?
Mil novecientos ochenta miss! Student answers Using
28 S L2
Mmm are you sure? I said the first but not the first in the text, is the first Scaffolding(bridging)
in chronological order. For example, two thousand seventeenth, two Question
29 T thousand three, and nineteen ninety five.( the teacher writes these dates
on the board) In chronological, chronological order two thousand
seventeenth is the first one?
No, no miss, no ,no,no Choral
30 Ss
OK What is the first one? Question
31 T
Miss is nineteen ninety-five Student answers using
32 S L2
Perfect! So, in our reading, in Will’s text what is the first date? Ok Angie, Question
33 T answered.
Nineteen sixty-eight Choral
34 Ss
205
That’s right! This is the answer. Nineteen sixty-eight. Now, tell me, what Question
35 T happened that date? What is the important event in nineteen sixty-eight?
Miss Will Smith was born in nineteen sixty-eight. Student answers using
36 S L2
Right! So, this is the first event that you have to hang up on your Giving instructions
timeline. So, please write it down on a color piece of paper and put it on Question
the wool. Do it now! Well, show me, mm great, perfect! Very good
Katiuska, everybody did it well. Now let’s continue with our reading.
37 T
Let’s us move on second paragraph. Oh wait! I forgot asking you
something. Do you remember what name receives this part of the text,
where we found the main character’s name and other personal
information? You Marisela please.
Teacher me, miss, miss, me, me, me Asking for participating
38 Ss
Nice! Many students want to participate, that’s cool! Marisela please! Encouragement
39 T
Orientation miss Student answers using
40 S L2
Excellent! Orientation, so far so good! Let’s continue the reading. Listen Encouragement
41 T carefully and repeat Scaffolding(modeling)
Smith was born in nineteen sixty-eight
Smith was born in nineteen sixty-eight Repetition
42 Ss
And grew up in Philadelphia Scaffolding(modeling)
43 T
And grew up in Philadelphia Repetition
44 Ss
You Orlando please! All the sentence Asking for participating
45 T
Smith was born in nineteen sixty-eight and grew up in Philadelphia Repetition
46 S
Good! Don’t forget grew up, grew up. Well, were Smith was born? Reinforcing vocabulary
47 T
In Philadelphia, in Philadelphia! Choral
48 Ss Specific(response)
Ok let’s continue. Scaffolding(Modeling)
49 T His mother was a school administrator
His mother was a school administrator Repetition

50 S
And his father was a refrigeration engineer. Scaffolding(modeling)
51 T
And his father was a refrigeration engineer. Repetition
52 S
Please Mario, read the two sentences. Asking for participating
53 T
Ok miss. His mother was a school administrator and his father was a Repetition
54 S refrigeration engineer.
Excellent this part appeared two people, who are they Anyeli? Encouragement
55 T Question
206
His mother and his father. Specific(response)
L2
Perfect! In a biographical recount, there are secondary characters or… Encouragement
57 T or… paaarrr…
Participants! Participants! Participants! choral
58 Ss
Participants! Right! So, remember use your colors to underline them. Repeats students
59 T What is the relation of these participants with Smith? response verbatim
Teacher me! Asking for participating
60 S
OK Oscar, answer Encouragement
61 T
Son sus papás. Student answers using
62 S L1
Great! Try to say it in English please! Inviting to speak in
63 T English
Teacher me! Asking for participating
64 S
Ok Katiuska say it Encouragement
65 T
Parents son sus parents Student initiated
66 S Specific
Very good! They are his parents, repeat please. Encouragement
67 T
They are his parents. Student answers using
68 S L2
OK, Continue. Repeat! He began rapping as a teenager. Giving instruction
69 T
He began rapping as a teenager Repetition
70 S
Andry, read please Asking for participating
71 T
He began rapping as a teenager Repetition
72 S
Excellent! Question
73 T His friends nicknamed Prince. Pay attention to this word, nickname, you
know what does it mean?
Nooo, no, no,, no miss Student answers using
74 S L1
Ok, let me explain you, a nickname is a friendly or special way to call Teaching vocabulary
75 T some body, for example, some common nicknames are the princess, the
queen, the boss,.. And so on.
Aahh miss como los sobre nombres, La jefa, jajaja Engagement
76 S
Exactly! Repeat, his friends nicknamed Prince. Giving instruction
77 T
His friends nicknamed Prince. Repetition
78 S
207
You Dayana, read please, Asking for participation
79 T T
His friends nicknamed Prince Repetition
80 S S
Very good Dayana, nice pronunciation. Ok what does rapping means or Encouragement
81 T began to rapping as reenager? Question
A rapear miss a hacer rap Student answers using
82 S L1
That’s the idea, De adolescente empezó a rapear and what was his Question
83 T nickname?
Prince, príncipe! Prince, prince. Specific(response)
84 Ss Choral
Right! Ok continue, He met D.J. Jazzy Jeff Scaffolding(Modelling)
85 T
He met D.J. Jazzy Jeff Repetition
86 S
Juan Asking for participating
87 T
He met D.J. Jazzy Jeff Repetition
88 S
And the duo became hip-hop stars Scaffolding(Modeling)
89 T
And the duo became hip-hop stars Repetition
90 S
Alanis please, you Asking for participating
91 T
And the duo became hip-hop stars Repetition
92 S
Well, take into account the other participant that appeared here and put in Giving instruction
93 T the timeline the event when he was a teenager, what was this event? Question
Miss, miss Asking for participation
94 S
Tell us Mateo. Asking for participation
95 T
Began to rapping Student answers using
96 S L2
Ooh perfect; ok add it on your timeline. Let’s continue. In the nineteen Giving instruction
97 T eightieth and early nineteen ninetieth. Repeat
In the nineteen eightieth and early nineteen ninetieth. Repetition
98 Ss
Jose, please, read. Asking for participating
99 T
Uy no miss esos números no me los sé ayúdeme. In the nineteen Student asking for
100 S eightieth and early nineteen ninetieth (bad pronunciation) helping
Ok don’t worry, repeat with me. In the nineteen eightieth and early Reducing anxiety
101 T nineteen ninetieth.
In the nineteen eightieth and early nineteen ninetieth Repetition
102 TS
208
Ok, let’s finish this paragraph. Listen carefully and repeat. Scaffolding(modeling)
103 T In nineteen eighty eighth, they won the first ever Grammy
In nineteen eighty eighth, they won the first ever Grammy Repetition
104 S
In the Rap category. Scaffolding(modeling)
105 T
In the Rap category Repetition
106 Ss
Any please read the complete sentence. Asking for participating
107 T
In nineteen eighty eighth, they won the first ever Grammy in the Rap Student answers using
108 S category. L2
Super!!! Here you have other dates, so don’t forget to put them on your Giving instruction
109 T timeline. What happened in nineteen eightieth? Question
Miss, me. Teacher me, me, me. Asking for participating
110 Ss
Hip-hop stars Student answers using
111 S L2
Right, he was in a duo with a D.J. who was the D.J.? What is the D.j Question
112 T name?
Jazzy Jeff. Specific(response)
113 Ss
Excellent! And what happened in nineteen eighty-eight, what was the Question
114 T price or award Will won? OK Alianis, answer the question
¿Puedo leer miss? Question
115 S Student using L1
Of course, don’t worry, you can read. Reducing anxiety
116 T
In nineteen eighty-eight they won the first ever Grammy in the Rap Student answers using
117 S category. L2
Ok, very good! Well, you say they? Who are they? Question
118 T
Ah ya, Will and the D.J. Jazzy Jeff. Student answers
119 S using L1-2
Excellent! Ok guys when we find in a biographical recount dates and Teacher’s explanation
time expressions we can say that this is the second part of this kind of
120 T
text. As you remember the first part where the main character is presented
is the…
Orientation! Orientation! Orientation! Choral
Right! And the second part where we can find the important events in a Question
122 T person’s life is?…re…
Record of stages! Choral
Wow! My students are really, really smart. I’m very proud of you. Encouragement
Applause for you! (Teacher and students clap). Teacher’s explanation
124 T
Well, since we start to put dates and events on the timeline we begin in
the record of the stages.
209
February 13th Yullys Alvarino (Teacher) 8th Grade

Ok guys let’s continue with our reading. Now I need your attention. Look Teacher’s explanation
these two words that I’m circling, (became and made) Do you know Question
1 T them?
(students raising their hands)
Ok Andry tell us.
Miss “made” (bad pronunctiation) es hecho como sale en la marquilla de Student initiated
2 Ss la ropa…made in China. answers using L1
Oohh… very good, applause for Andry. Encouragement
3 Ss (students applausing)
You are right Andry that is one of the meanings. Pay attention, these verbs Teacher’s explanation
4 T “became and made” are in past tense.
A question miss. (raising his hand) Question
5 S Student
Question
6 S O sea qué son en pasado como los de la clase pasada ¿verdad?
Exactly.
7 T
Ajá bueno miss pero no tienen la “ed” al final dónde está, porque ninguno Student- initiated
de esos dos la tienen y así no parece que fueran verbos en pasado. Ahora
8 S
como vamos a saber nosotros que esos son verbos en pasado, siquiera a
los otros de una le vemos la “ed” al final.
Ok Eduardo and the rest of the class, pay attention. Last classes we Teacher’s explanation
9 T learned about the verbs that end in “ed” remember they are… what is their Question
name?
Regular! Regular verbs! Regular! (students answered in chorus) Choral
10 S Specific(response)
Exactly, regular verbs. But today we are going to know the others. The Repeats’ students
11 T irregular verbs. response verbatim
O sea miss los irregulares son también en pasado pero esos no tienen ni la Engagement
12 S “e” ni la “d”. Esos son más difíciles.
Mmm no, difíciles no amor, solo necesitan estudio, debemos memorizarlos Reducing anxiety
13 T por grupitos, poco a poco porque esa es la única manera de aprenderlos.
Ah ya, bueno miss ya entendí los irregulares cambian en la manera de Engagement
14 S escribirse, esos no llevan la “ed” al final, sino que se escriben de forma
distinta.
Perfect! Now look at these ones, listen, repeat after me and circle them on Encouragement
your text. Scaffolding(modeling)
15 T (The teacher show some irregular verbs on a cardboard)
Ok. Remember circle with a color pencil on your text. Let’s start!
Became
Became Repetition
16 Ss
Made Scaffolding(Modeling)
17 T
Made Repetition
18 Ss
Grew up Scaffolding(Modeling)
19 T
210
Grew up repetition
20 Ss
Began Scaffolding(Modeling)
21 T
Began Repetition
22 Ss
Met
23 T Scaffolding(Modeling)
Met Repetition
24 Ss
Won Scaffolding(Modeling)
25 T
Won Repetition
26 Ss
Ok, these are the irregular verbs that we have found so far in the text. Now Giving instruction
let’s write this list on your notebook with their meaning. In this moment,
27 T
you can use your dictionaries.
(Students start to use their dictionaries.
Miss ¿los copiamos todos en el cuaderno con su significado en español? Question
28 S
That’s it, the verb in English and their meaning in Spanish. For example, Teacher’s explanation
became- llegó a ser, began- empezó. Modeling
Ok, let me see. Scaffolding(Modeling)
29 T
(The teacher checked some students’ notebook) Well, I’m going to ask you
again, but this time I’ll tell you in Spanish and you have to tell me in
English. For example: if I say ganó! You have to say “won”
Aahh ya, bueno, bueno, dale miss! díganos. Engagement
30 S
Jajajaj are you ready? Ok, go! Encouragement
31 T Se encontró
Met, met, met! Choral
32 Ss Specific
Llegó a ser Asking for participating
33 T
ganó choral
34 Ss
Grew up! Asking for participating
35 T
Creció choral
36 Ss
Very good! Well, now we are going to continue making pairs with these Giving instructions
37 T verbs and their base form and then you will organize the pairs in this Encouragement
pocket chart. So I need two volunteers.
Teacher me, me teacher, teacher, miss, miss, me, meee Asking for participating
38 Ss Choral
Mmm nice many volunteers! Well, let me see, ok, Viviana and Dilan go! Encouragement
You have a minute to win! Jajajaj a minute to make pairs. (the students
39 T
passed quickly and take the cardboards) After a while…
Hey guys! Let’s count! Time it’s up!
Five, four, three, two, one, and zero! Choral
40 T-S
211
Bravo! You finished on time, great! Well let’s check! Let’s read together! Encouragement
41 T
Win- won! Choral
Became- become!
42 T-S Grow up- grew up!
Begin- began!
Meet- met!
It was perfect! Congrats! You did an excellent job! Did you enjoy the Encouragement.
43 T activity? Question
Yes, yes miss, fue cool! Student answers using
44 Ss L2
Yes, it was really nice! Ok now let’s continue with our reading. This is the Scaffolding(Modeling)
45 T third paragraph. Paragraph number 3. Well, listen and repeat.
In nineteen ninety, the NBC television network
In nineteen ninety, the NBC television network Repetition
46 S
Dilan please! Read this part Asking for participating
47 T
In nineteen ninety, the NBC television network Repetition
48 S
Good, very good! I continue. Scaffolding(Modeling)
49 T Signed Smith to star in the sitcom The Fresh Prince of Bel- Air, now you
with me.
Signed Smith to star in the sitcom The Fresh Prince of Bel- Air Repetition
50 T-Ss
Deyaniris, please Asking for participating
51 T
Signed Smith to star in the sitcom The Fresh Prince of Bel- Air Repetition
52 S
Wow! Nice pronunciation! Well, let’s look up the meaning of sitcom in the Encouragement
53 T dictionary, what does it mean? Giving instructions
question
Miss ya lo encontré. Student answers using
54 S L1
Ok, Nayeli, tell us. Silence! Silence please, let’s listen to Nayeli Giving directions
55 T
Significa comedy, o sea sitcom es lo mismo que comedia. Student answers using
56 S
Uh-huh very interesting. Thank you Nayelis. So, what is the meaning of Encouragement
57 T sitcom? Question
Comedy, comedy, comedia miss. Student answers using

58 Ss L1-2
That’s right; sitcom is the same that comedy. Well tell me, what happened Teacher’s explanation
59 T in 1990? Question
Teacher me Asking for participation
60 S
Ok Dayana, explain Asking for participating
61 T
In nineteen ninety mmm the NBC signed Will a star in the sitcom o Student answers using
62 S comedy L1
212
Excellent! Well, do you know what is NBC? Question
63 T
No, no no, noo miss. In Spanish miss Choral. Student asking
64 S for explanation
Well, is a channel, likeee Bridging
65 T
Like discovery channel Student using previous
66 S knowledge
Well. Pay attention in nineteen ninety Will signed to star or play the main Teacher’s explanation
67 T character. And what was the name of the movie? Question
Miss. Yo, The Prince of Bel- Air. Student answers using
68 Ss L2
Exactly, The Fresh Prince of Bel-Air. El Nuevo príncipe de Bel-Air, Bel- Teacher’s explanation
69 T Air is a proper name, that’s why it is in capital letter, look at the letter B an Question
A they are in capital letter, so, look, what does mean capital letter?
Letra mayúscula miss. Student answers using
70 S L1
Perfect! Well, let’s continue. Listen and repeat Scaffolding(Modeling)
71 T which launched his acting career. Everybody with me.
Which launched his acting career Repetition
72 S
Esteban, please Asking for participating
73 T
Which launched his acting career Repetition
74 S
Well, let’s look in the dictionary the meaning of launch and career. Giving instruction
75 T
Teacher me, career es carrera Specific (response)
78 S
So, what does acting career mean? Question
79 T
Su Carrera de actuación Student answers using
80 S L1
Perfect! And launch? Encouragement
81 T Question
Lanzar, disparar Specific (response)
82 S
Exactly. So, what do you understand in this sentence? ok, you Angie Question
83 T
the movie The Fresh Prince of Bel-Air disparó su Carrera de actuación, o Student- initiated
84 S sea lo hizo conocer.
Oh! Excellent interpretation, very good Angie, very good! Continue. Encouragement
85 T Smith decided he would become the biggest movie star in the world. Well, Scaffolding(Modeling)
read with me until here, until become then the other part.
Smith decided he would become Repetition
86 T-S The biggest movie star in the world.
Now the complete sentence. Smith decided he would become the biggest Scaffolding(Modeling)
87 T movie star in the world. Asking for participating
Katiuska please,
213
Smith decided he would become the biggest movie star in the world Student answers using
88 S L2
Great! What was Will Smith’s decision? Question
89 T
Become the biggest movie star in the world, O sea convertirse en la estrella Student- initiated
90 S del cine en el mundo.
Excellent! Answering in English, that’s the idea, you can, I know you can Encouragement
91 T do it! Let’s continue with the reading. Scaffolding(modeling)
And began studying box office successes. Repeat!
And began studying box office successes. His studying paid off. Repetition
92 Ss
And began studying box office successes. His studying paid off. Repetition
93 T-S
Tell me, what does box office mean? Question
94 T
Miss ¿en el celu también lo podemos buscar? Question
95 S Engagement
Of course, use it! Encouragement
96 T Mm who found it? Who found box office?
Teacher venga acá, mire lo que me sale. Asking for helping
97 S
Wait, ok show me, ah ok, that’s right, it means taquilla o boletería. It says Teacher’s explanation
began studying box office successes. His studying paid off, let me explain
98 T that part. Comenzó a estudiar cuales eran los éxitos de taquilla, es decir
qué películas resultaban exitosas o taquilleras y sus estudios o análisis
dieron sus frutos porque las de él fueron todo un éxito.
O sea que se puso a analizar en cuáles le podría ir bien a él. Student’s explanation
99 S
Of course, he learned how to call viewers’ attention, the public attention. Giving instruction
100 T Continue, and don’t forget to highlight when you find, participants, verbs
in past tense, What else?
Dates and time expressions Student answers using
101 S L2
Y las key words Question
102 S
Uh-huh the key words, the ones that are repeated. Underline them too. Well Giving instruction
103 T repeat after me Scaffolding(Modeling)
His movies Independence Day nineteen ninety-six
His movies Independence Day nineteen ninety-six Repetition
104 S
And Men in Black nineteen ninety-seven were both box office hits. Here Scaffolding(Modeling)
105 T we have information for the time
Timeline, timeline miss Student answers using
106 S L2
Exactly. Which were Will’s box offices hits movies? You know what is a Scaffolding(bridging)
107 T hit? Is like when a lot of people love the new song of a singer. And in the
radio we listen. It’s a hit! Many people buy the cd. It’s a hit!
Está pegada, de moda, es un éxito. Student answers using
108 S L1
214
Uh-huh un éxito! Repeats student
Who wants to explain this part? Who can say what understood? response verbatim
109 T
Eduardo, you? Ok, please. Question
Sus películas el Día de la Independencia y hombres de negro fueron un Student answers using
110 S éxito. L1
Perfect! Now we are going to do an activity about the irregular verbs in Teacher’s explanation
111 T past tense that we learned today. I’m going to give you a photocopy. Ok
time it’s up, we can’t do the activity now. We will do it tomorrow.

February17th Yullys Alvarino (Teacher) 8th Grade

Ok guys, let’s do the activity about the irregular verbs, you can work with Giving instructions
1 T your partner, share opinions and clarify doubts together, if you need my Offering help
help, tell me please. En lo que me necesiten, por favor me llaman.
Miss ya? ¿Podemos empezar? Question
2 S
Miss ya nosotros encontramos dos verbos. Engagement
3 S
Ok, Go! Go! (students working) Encouragement
4 T
Miss miss come here please! Asking for help
5 S
Ok, tell me what happens? Question
6 T
Miss ¿no podemos repetir los verbos? Question
7 S
No, ok, wait, eyy guys everybody pay attention please use only one time Teacher’s explanation
8 T each verb. Ok only one verb per line.
Miss, we finished! Student answers using
9 Ss Finish, finish! L2
Ok, Anny come to the board please and circle the verbs (students working Asking for participating
10 T on the board) That’s perfect! Congratulations! Applause for them! Ok give encouragement
me your papers please.
Thank you miss! Student answers using
11 S L2
Ok, let’s read the last paragraph. Repeat Scaffolding(modelling)
12 T Smith is now one of the Hollywood’s hottest actors.
Smith is now one of the Hollywood’s hottest actors Repetition
13 S
Pay attention in this case hottest does not mean, no es más caliente this is Teaching vocabulary
just an expression, es un decir, a way to call the most popular or famous
people . That is the meaning of hottest in this case, the most popular or the
14 T
most famous, don’t forget it, hottest the most popular or the most famous.
So, what is the idea in this sentence? How is consider Will Smith right
now? In this moment?
Miss dice que Will Smith es uno de los más famous actors de Hollywood. Student answers using
15 S L1-2
215
Exactly, look at the word, now, it refers to recent time; remember a Teacher’s explanation
biographical recount normally starts mentioning events from the past and Giving instruction
16 T finishes talking about the present of a person’s life. Put now in your Scaffolding(modeling)
timeline, this is the last time expression. Well, continue. His movies make
huge amounts of money, repeat.
His movies make huge amounts of money. Repetition
17 Ss
And appeal across age, race and gender. Scaffolding(modeling)
18 T
And appeal across age, race and gender. Repetition
19 Ss
And appeal across age, race and gender Repeat these words appeal, age, Scaffolding(modeling)
20 T race, gender. Look their meaning on the dictionary, please. Giving instruction
Appeal, age, race, gender. Repetition

21 SS
According to this information, what kind of public likes Smith’s movies? Question
22 T
Teacher me. Asking for participating
23 S
Wow Orlando, so cool! Encouragement
24 T
Miss a todas las personas les gustan las películas de Will Smith, porque son Student answers using
25 S full divertidas. L1
You are right, it doesn’t matter age, race or gender. What is age? Encouragement
26 T Question
edad Specific(response)
27 Ss Choral
Edad, very good! What is race? Repeats student
28 T verbatim response.
Question
Raza Specific(response)
29 S
Raza Specific(response)
3 Ss Choral
Raza, perfect and what is gender? Repeats student
31 T verbatim response.
Question
Género, sexo Specific (response)
32 Ss Choral
Very good! Now repeat Encouragement
33 T He has been nominated for a Golden Globe, two Academy Awards, and has Scaffolding(modeling)
won many Grammys.
Yo, yo, yo miss, ah no que digo teacher me, teacher, miss Asking for participating
34 S
Jja,ja,ja,ok,ok tell us
35 T
Ha sido nominado al Golden Globe ese es un premio y a los Awards y se Student answers using
36 S ha Ganado mucho grammys. L1-2
That’s right, many prices for Will Smith, he really is an excellent actor, I Question
37 T like his movies and you?
216
Yes,yes,miss Choral
38 Ss
Ok, now repeat, Scaffolding(modeling)
39 T T He has also appeared in movies with his son Jaden
He has also appeared in movies with his son Jaden
He has also appeared in movies with his son Jaden Repetition
40 Ss
What does son mean? Question
41 T
Hijo,hijo,hijo,miss Choral
Ok, so we in this part we have another parti… Asking for participating
43 T
Participant, participant Choral
Excellent! Underline it on your photocopy. What do you understand here? Giving instruction
45 T
Miss yo Asking for participating
46 S
Ok Ayala answer Asking for participating
47 T
Que su hijo Jaden ha salido con él en sus películas. Student- Initiated
48 S Answers using L1
Exactly! Let’s continue. In The Pursuit of Happyness. Repeat Scaffolding(modelling)
49 T
The Pursuit of Happyness Repetition
50 Ss
A volunteer to read the complete sentence please Asking for participating
51 T
Miss, teacher, me Asking for participating
52 S
Ok, go! Encouragement
53 T
He has also appeared in movies with his son Jaden, in the Pursuit of Repetition
54 S Happiness.
Good! Repeat, also appeared, also appeared Encouragement

55 T Scaffolding(modeling)
Also, appeared Repetition
56 S
Right! Continue Scaffolding(modeling)
57 T And his daughter Willow in I am Legend.
And his daughter Willow in I am Legend Repetition
58 Ss
Miss yo digo lo que dice ahí Asking for participating
59 S
Very good! Say it Encouragement
60 T
Y su hija Willow en la película Soy Leyenda. Student answers using
61 S L1
217
Perfect! I am Legend the other movie. Ah, don’t forget to underline Giving instruction
62 T Willow, who is Willow? Question
La hija miss, la hija de Will Smith. Student-Initiated
L1
Right, but in the reading? Willow is … Question
64 T
Participant, participant Choral
Right! Could you say, what is the relation between the word “now” and the Question
66 T verbs used in this paragraph? Well, first let’s identify the verbs in this
paragraph. Who want to pass to the board and circle them?
Miss yo, yo miss Asking for participating
67 S
Ok Cantillo, come on Encouragement
68 T
make Specific(response)
69 S
Ok, make, this verb is in past tense? Question
70 T
No, miss está en presente porque ya vimos que en pasado se escribe made. Student-Initiated
71 S
Exactly, another verb in this paragraph? Question
72 T
Teacher me, Asking for participating
73 S
Come! And circle it. Encouragement
74 T
has Student answers using
75 S L2
Well, please pay attention in this case “has” no está solo, por lo tanto, no Teacher’s explanation
tiene su significado que es tener. Bien miremos la palabra que está Question
76 T
acompañando a “has” en las tres veces que aparece en este párrafo. ¿Cuáles
son esas palabras?
been Student answer using L2
77 Ss
Bien voy a explicar esta parte en español, quiero que quede bien claro. Esta Teacher’s explanation
palabrita, been, también es un verbo, pero se encuentra conjugado en otra Scaffolding (bridging)
forma que se llama participio pasado, es igual que en español cuando
78 T decimos jugado, comido, viajado que necesitan antes un auxiliar, porque
nosotros no decimos yo jugado, tu comido o ella viajado, le hace falta algo
cierto para que tenga sentido. A ver ¿cómo decimos? Tú mi amor. Bien
dilo tú. No es yo jugado sino…
Yo he jugado, tú has comido y ella ha viajado. Student answers using
79 S L2
¡Perfecto! Antes decimos he, has, ha, hemos, han. Entonces has been, has Scaffolding (modelling)
80 T won y has appeared, significan, ha sido, y si won solo es ganó, has won
colóquenle la terminación ado. Ha…
81 Ha ganado Student answers using
Ss L1
Exactly! And has appeared? Question
82 T
218
Ha aparecido. Student answers using
83 Ss L1
Very good! Ok, as we have finished, ah miren lo que dije, we have Encouragement
84 T finished, hemos…
terminado Choral
85 Ss
Hu-huh hemos terminado de leer, now I’m going to play Will Smith’s Teacher’s explanation
biographical recount. You have to listen twice and you can take notes about Giving instructions
86 T the pronunctiation of difficult words. Guys! We need to be in complete
silence to listen well and understand the audio. (the teacher played the
audio).
Miss, miss póngalo otra vez, Engagement
87 S
Sí, si miss repítalo que se escucha bacano. Engagement
88 S
Jajaja super que les haya gustado. Ok I’m going to repeat it again. But now Encouragement
89 T I’m going to pause it, and you have to repeat. Ok? Giving instruction
Yes, yes, miss, así es chévere también. Engagement
90 S (teacher pauses and students repeat each sentence)
Ok guys imagine that you are in a contestant, I mean en un concurso, you Giving instructions
T are going to receive pieces of papers with some events of Smith events, you Scaffolding (schema
91
have to organize and paste them in the order that they happened. Are you building)
ready?
yeaaahhh Engagement
92 S Ss
Miss ¿los vamos a ordenar? Question
93 S
Exactly! Ok, here you are the material, work with your partner; decide Teacher’s explanation
94 T together what goes first and what then. (students working)
Miss, miss finish! Engagement

95 Ss
You finished? Great! Do you want to read? Question
96 T
Yes,yes miss Engagement
97 Ss
Ok, hey guys, silence please! Our partners finished and they want to read, Giving instructions
98 T so be quiet please, and listen to them. Three, two, one, zero…
Silence! Choral
99 Ss
OK. Go! Andry and Juan. Encouragement
100 T
Number one. Williard Christopher, Will Smith, was born in 1968 in Reading
101 S Philadelphia.
Good! Continue. Now Juan. Encouragement
102 T
Number two. He made part of a duo with Jazzy Jeff a D.J. and they became Reading
103 S hip-hop stars in the 1980s.
Number three. Then, in 1988 he won his first Grammy in the Rap category Reading
104 S
219
Excellent! So far, so good! Continue. Encouragement
105 T
Number four. He signed for the NBC to star the comedy “The Fresh Prince Reading
106 S of Bel-Air”
Number five. He made a decision. To be the biggest movie star in the Reading
107 S world.
Wow! You organized it in the correct order, great! Continue. Encouragement
108 T
Number six. His most popular movies were “Independence Day” in 1996 Reading
109 S and “Men in Black” in 1997.
And the last part? Question
110 T
Number seven. Will Smith is right now one of the most famous Reading
111 S Hollywood’s actors.
Awesome! It was perfect! Applause for Andry and Juan. Encouragement
112 T
Bravooo! Engagement
113 Ss
Ok guys now I’m going to collect your jobs, so give them to me please. Giving instruction
114 T
Wait, miss un momentico, no hemos puesto los nombres. Engagement
115 S
Don’t worry. Reducing anxiety
116 T
Miss ¿le ayudo a recogerlos? Question
117 S
Ok, Dayana, thank you.Guys! Please give your papers to Dayana. Giving instructions
118 T
Dayana, Dayana, toma, toma. Engagement
119 Ss
Ok, guys, now I’m going to give you a big piece of paper, you can work in Teacher’s explanation
120 T group of four.
¿Y qué vamos a hacer en ese papel miss? Question
121 S
Pay attention, you are going to draw, to make a picture about Wiliard Giving instruction
122 T Cristhopher or..
Will Smith! Specific(response)
123 S
Exactly, about Will Smith and the events or most important moments in Teacher’s explanation.
his life, taking into account all the information that we read today on his Giving instructions
biographical recount. Take into account dates, years, and participants to
124 T
make your picture. You can paint Will Smith as baby, as a teenager, or
only one picture, you decide, you are very creative. Ok? Who can repeat or
explain what I said?
Teacher me. Pero lo puedo decir en Español miss? Question
125 S
Of course, katiuska, don’t worry, in Spanish, go! Encouragement
126 T
220
Well, la miss dijo que vamos a hacer una cartelera sobre Will Smith Student- Initiated.
127 S colocándole los años y los momentos importantes de su vida, ah, y que Engagement
pongamos también los participantes.
Wow Katiuska! Nice explanation. Applause for Katiuska. So, please make Encouragement
128 T group of four now and start to work. (Students work in groups).
Miss, miss, mire, cómo vamos? Question
129 S
Great! Nice picture! Encouragement
130 T Ok guys, pay attention, please, pay attention, stop painting, listen to me,
and then you can continue. Guysss…
Oigaaan, la miss está esperando silencio. Engagement
131 S
Thank you, Juan. It’s just a moment then you can continue. Three, two, Carry out daily routine
132 T one, zero…
Silence! Choral
133 Ss
Ok. You have twenty minutes to finish, when you finish you have to paste Giving instruction
134 T on this wall, look at me only on this side your posters. OK?
Ok
135 Ss Bueno miss.
Ok, time it’s up, now you can pass in order to see and read your partners’ Giving instruction
136 T job. Let’s put all the chairs around the classroom.
Miss, ¿ya vió el de Mario quedó súper! Engagement
137 S
Sí muñeca le quedó bien chévere, en realidad todos los posters quedaron Encouragement
138 T espectaculares, ¡son unos artistas!
Jajaja miss applause para nosotros por estos trabajos excellent Engagement
139 S
Jajaj of course, applause for you! Encouragement
Ok, now I have some questions for you, as we have finished our reading
140 T
and activities. I want to know if this text was difficult for you. I repeat, was
this text difficult to understand? ¿Dificil de ententer? OK Shayra, answer.
Pero en español miss, bueno siempre en los textos hay muchas palabras que Student answer using L1
uno no entiende porque no sabe que significan, pero acá ahora siempre Egagement
buscamos las palabras en el diccionario y usted también nos explica así por
141 S ejemplo cuando unas palabras en la lectura no indican lo que uno encuentra
en el diccionario, sino que ajá tienen como otro sentido, entonces bueno
usted nos ayuda full y yo creo que por eso ya no sentimos como antes que
son lecturas difíciles.
OK, very good Shayra, thank you for your participation. Another student Encouragement
please, now about the text, the question is how Will Smith became so
142 T
famous or why? Aldair, you? Ok, answer. Why Will Smith became, llegó a
ser famous?
Ah porque él se lo propuso, él dijo que iba a ser una estrella de Hollywood Student answers using
y se puso a averiguar o a estudiar qué tipo de películas eran las que dejaban L1
143 S
más plata o sea que eran las más taquilleras y bueno asi se hizo muy
famoso y ganó full billete.
Excellent explanation, applause for Shayra and Aldair! Engagement
144 T OK, the other question is what other information would you like to know or
find in the reading? What other things you want to know about Will?
O sea, miss ¿qué más queremos saber sobre él? Question
145 S
221
Exactly! but you are going to start here and finish in your houses because Giving instruction
we don’t have time to end now. But pay attention, you are going to write a
146 T
letter a very short letter, just with three question for Will, you decide your
questions.
¿Le vamos a hacer tres preguntas a Will, miss? Question
147 S
Así es, en un papelito como una cartica bien pequeñita, solo un saludito Giving instruction
148 T con las preguntas que ustedes deseen hacerle, sobre aquello que les hubiera
gustado encontrar en la biographical recount. ¿Quedó todo claro?
Si, si, miss ya sabemos.
149 Ss
Ok, start now, if you have a question, call me, Quien tenga alguna duda me Offering help
150 T llama por favor.
222
Appendix 10
Text- lesson 2
WILL SMITH
Willard Christopher "Will" Smith, Jr. is an actor and rapper. He first became famous
in the late 1980s as the rap artist Fresh Prince. He made a very successful move into
movies. He is the only actor in Hollywood history to make eight consecutive films
that earned $100 million in the USA. ‘Newsweek’ magazine called him the most
powerful actor on the planet.
Smith was born in 1968 and grew up in Philadelphia. His mother was a school
administrator and his father was a refrigeration engineer. He began rapping as a
teenager. His friends nicknamed him The Prince. He met D.J. Jazzy Jeff and the duo
became hip-hop stars in the 1980s and early 1990s. In 1988, they won the first ever
Grammy in the Rap category.
In 1990, the NBC television network signed Smith to star in the sitcom ‘The Fresh
Prince of Bel-Air’, which launched his acting career. Smith decided he would
become “the biggest movie star in the world” and began studying box office
successes. His studying paid off. His movies ‘Independence Day’ (1996) and ‘Men
in Black’ (1997) were both box office hits.
Smith is now one of Hollywood’s hottest actors. His movies make huge amounts of
money and appeal across age, race, and gender. He has been nominated for a Golden
Globe, two Academy Awards, and has won many Grammys. He has also appeared
in movies with his son Jaden, in “The Pursuit of Happiness”, and his daughter
Willow, in ‘I Am Legend’.
223
Appendix 11
Worksheet (simple past tense- irregular verbs)
INSTITUCIÓN EDUCATUVA
LUIS R. CAPARROSO
TEACHER: YULLYS ALVARINO
TOPIC: IRREGULAR VERBS
STUDENTS: _______________________________________ DATE: ___________________ 8º _____
FIND IN THE WORD SEARCH 8 IRREGULAR VERBS IN PAST TENSE. LOOK AT THE
WORD BANK.
B E G A Y O A T E M
E M D W A S W T Q E
G Q D R N X J F D T
A L H E B F S N W T Be
Come
N S D D B O O E M A Meet
Become
Win
H C G R E W U P A S Grow up
Make
U F A Y C P M A D O Begin
E S N A A N S X E I
S L M P M A W E R E
T E A R E D V S C M
READ THE TEXT AND COMPLETE WITH THE CORRECT IRREGULAR VERB IN PAST
TENSE. (Use the verbs of the word search).
Teacher Liseth was born in Barranquilla, but she _______________ in Soledad – Atlántico.
She _______________ to teach before finishing the university. She _______________ a
decision she would be an excellent English teacher. One day she _______________ teacher
Yullys at Universidad del Norte. They _______________ taking an exam for a scholar-ship in
the United State. They _______________ the trip and they traveled together. When they
_______________ back to Colombia they continue studying a master degree and they
_______________ some of the best master English teachers in their town.
224
Appendix 12
Activity- lesson 2
ORGANIZE CHRONOLOGICALLY ACCORDING TO WILL SMITH
BIOGRAPHICAL RECOUNT EVENTS
He made a decision. To be the biggest movie star in

the world.
Will Smith is right now one of the most famous

Hollywood’s actor.
Williard Christopher, Will Smith, was born in 1968 in

Philadelphia.
His most popular movies were “Independence Day” in

1996 and “Men in Black” in 1997.
He made part of a duo with Jazzy Jeff a DJ and they

became hip hop stars in the 1980s.
He signed for the NBC to star the comedy “The Fresh

Prince of Bel – Air”.
Then in 1988 he won his first Grammy in the Rap

Category.
225
Appendix 13
checklist
A continuación, encontrarás unas afirmaciones relacionadas al proceso de lectura y
análisis de los textos trabajados en clases.
Marca las casillas el valor que le asignes a cada afirmación.
Ten en cuenta la siguiente información:
1: nunca
2: algunas veces
3: siempre
1 2 3
1. Me sentí involucrado en el proceso de lectura dirigida y
conjunta
2. Participé voluntariamente durante el desarrollo de las
clases
3. Aprendí estrategias de lectura que podré utilizar con
otros textos
4. Aprendí vocabulario nuevo que me puede resultar muy
útil en otras clases de inglés.
5. Las actividades realizadas me ayudaron a comprender
los textos analizados
6. Las actividades desarrolladas despertaron mi interés por
la lectura
7. Pude identificar fácilmente las etapas de un texto de
recuento bibliográfico
8. Pude conectar cosas que ya sabía con conceptos nuevos
hallados en los textos.
9. Trabajar en parejas / grupos resultó provechoso para mi
aprendizaje
10. El acompañamiento del docente fue constante, es decir
desde el inicio hasta el final de las clases
11. Las orientaciones, ejemplos y explicaciones de la
maestra fueron claras y oportunas
12. Me agrado trabajar el análisis de textos de esta nueva
forma
226
Appendix 14
Students’ work sample
227
228
229
230
231
232
233
234

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GENRE BASED APPROACH PEDAGOGY TO IMPROVE READING

COMPREHENSION IN 8TH GRADE STUDENTS AT INSTITUCIÓN EDUCATIVA

LUIS R. CAPARROSO IN SOLEDAD - ATLÁNTICO

Yullys Del Carmen Alvarino Ochoa

Liseth María Fontalvo Pérez

Dr. Jorge Miguel Mizzuno Haydar

UNIVERSIDAD DEL NORTE

MASTERS OF ART IN ENGLISH TEACHING

thoughtful students. To God all the glory and honor.

More than grateful, Yullys Alvarino.

unfailing support and continuous encouragement. Finally, my sincere thanks to my friend

and fellow in this research: Yullys Alvarino, many thanks my dear.

Liseth Fontalvo Pérez.

This study proposes the implementation of Genre-based approach (GBA) to develop

the performer teacher played an active role as teacher-researcher.

determine the influence of GBA in the improvement of students reading competence.

engagement in the reading process.

Key words: Genre-based approach, English learning, reading comprehension, teacher’s

methodology, and collaborative work.

Figure. 1 Results question 1 17

Figure. 2 Results question 2 18

Figure. 3 Results question 3 18

Figure. 4 Results question 4 19

Figure. 5 Results question 5 19

Figure. 6 Results question 6 20

Figure. 7 Results question 7 20

Figure. 8 Results question 8 21

Figure. 9 Results question 9 21

Figure. 10 Level of register and context situation 32

Figure. 11 Level of genre and context of culture 33

Figure. 12 The teaching and learning cycle 37

Figure. 13 Model of the action research 50

Figure. 14 The circle of action and reflection 51

Table 1. Genre classification 34

Table 2. Research Data Collection Instruments 57

Table 3. Goals and objectives 62

Table 4. The grid (Text based syllabus) 65

Appendix 1. Questionnaire (Students) 127

Appendix 2. Interview (Students) 129

Appendix 3. Interview (Teacher) 130

Appendix 4. Transcript of lesson 1 131

Appendix 5. Text- lesson 1 195

Appendix 6. Worksheet (simple past tense- regular verbs) 196

Appendix 7. Timeline 197

Appendix 8. Rewriting Activity 198

Appendix 9. Transcript of lesson 2 199

Appendix 10. Text- lesson 2 223

Appendix 11. Worksheet (simple past tense- irregular verbs) 224

Appendix 12. Activity- lesson 2 225

Appendix 13. Checklist 226

Appendix 14. Students’ work samples 227

1.1 A general description of the English role in Colombia 12

1.2 Description of the context 14

2.1 Need analysis 16

2.2 Need analysis conclusions 25

2.3 Research question 26

2.4.1 General objective 26

2.4.2 Specific objectives 27

3.1 State of the art 27