Tesina Diego Con Horrores

Universidad Hispanoamericana
Puntarenas
Faculty of Education
English Teaching Career
Bachelor Degree
Improving seventh grade basic English listening skill by a

listening blog.
Supervised Teaching Practice
Student: Luis Diego Castillo Sánchez
604030816
Professor
Lic. Luis Guillermo Maroto
-2016-
Tabla de contenido
Presentation...............................................................................................................4
Introduction................................................................................................................5
Chapter I.................................................................................................................6
Theoretical Framework..............................................................................................7
Elements of planning.................................................................................................9
English Education in Costa Rica.............................................................................12
BASIC STRUCTURES OF THE SUBJECT MATTER.............................................13
Curricular Adaptations.............................................................................................14
English teachers towards 21st Century...................................................................15
ENGLISH AS A MEANS OF IMPLEMENTING THE EDUCATIONAL POLICY......18
Chapter II..............................................................................................................20
Institutional diagnose...............................................................................................21
Aspects about Orotina community...........................................................................21
Institution´s Description........................................................................................23
Type of construction:............................................................................................23
Organization and Administration.............................................................................24
Group Diagnose.......................................................................................................26
Charts and Graphics of group information...............................................................26
Personal information............................................................................................26
Students Residence.............................................................................................31
Conclusion of the Diagnose.....................................................................................43
Chapter III.............................................................................................................45
Description of the Practice.......................................................................................46
Weekly Plan.............................................................................................................54
Didactic Project........................................................................................................62
Scopes and limitations.............................................................................................79
Conclusions and recommendations........................................................................80
Annexes...................................................................................................................82
References...............................................................................................................87
1
Vandergrift, L. (2002) Listening: theory and practice in modern foreign language
competence. Retrieved from www.llas.ac.uk.........................................................87
2
Dedicatory
I would like to dedicate this work to my family, who had been so patience
along my college years, I know It had been hard form them, but thanks to then and
their support I could face any challenge, particularly in those days in which I spent
more time with my computer doing my duties rather than helping them in the usual
work.
also I want to give a lot of recognition to the teacher Mery from the High
School were I did my supervised practice, she was an incredible person, a helper
and a motivator when I was in front of the class with my students
Finally, I want to thanks to my college and his principal, I spent four years,
learning how to be a good and effective teacher to survive the real world, and a
special thanks to my supervisor Professor Luis Maroto for all the guidance he gave
to me during these years to pursue my dream to become an English Teacher.
Presentation
The following document is the result of a process (English Supervised

Practice) that involves a series of actions, theories and practices. It is the final
document to obtain the Bachelor´s degree in English Language Teaching.
3
This practice took place in Ricardo Castro Beer High School, located in
Orotina, Alajuela, by the student Luis Diego Castillo Sánchez ID 604030816, of the
Hispanoamericana University in Puntarenas.
Introduction
This is the final report for the supervised teaching practice. It contains
general and specific information about different issues concerning teaching and
English language teaching in specific. The reader will first find a series of
definitions and reference about parts of the didactic planning and implications of
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English language in this century in general and in specific in Costa Rica,
furthermore it has information of the community where the Ricardo Castro Beer
High School is located. There is reference to the results obtained by the diagnose
process carried out in the groups by the student teacher.
Also, readers are able to find a compilation of the lesson plans prepared by
the student’s teacher in order to teach the groups. Furthermore, there is a didactic
project and its respective theoretical review that pretends to solve a specific
problem student’s face.
Finally, at the end of this work readers will find a series of conclusions and
recommendations, scopes and limitations about the didactic project and the report
of the process, also a compilation of the diagnoses applied to the groups during the
practice process.
5
Chapter I
Theoretical Framework
6
Education of English
According with the National Syllabus (2005: 14)
“The large number of individuals who speak English either as their

first or as a second or foreign language justifies the fact that English
is considered a universal language. Likewise, within the scientific,
technological and humanistic spheres, English is a fundamental
linguistic tool.”
Consequently, teaching English in our school system responds to basic

needs:
1. To offer students a second language this can enable them to communicate

within a broader social economic context in and outside Costa Rica.
2. To give students a tool to directly access scientific, technological and humanistic

information and, in this way expand their knowledge of the world.
From the perspective of those two basic needs the educational aims of teaching
English are listed as follows:
- develop the ability to communicate for practical purposes;
- frame a sound basis of the language skills, and attitudes required for further
study, work and leisure;
- Offer insights into the culture and civilization of English speaking countries. -
develop an awareness of the nature of language and language learning;
- incite enjoyment and intellectual stimulation;
- encourage positive attitudes towards foreign languages and cultures;
- promote cognitive skills like application, analysis, memorization, inferring;
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- develop students' understanding of themselves and their own culture.
Along with the required study of the mother tongue, the study of a second
language contributes to enrich the school curriculum because of the following
reasons:
- It provides a combination of linguistic skills both physical and intellectual with

personal and social development;
- It offers better opportunities to develop oral and written communication skills;
- it inculcates valuable study skills such predicting, selecting, comparing, and

interpreting information and memorizing, and focusing on general and detailed
meaning in listening and speaking;
- It helps develop the learners' awareness of cross curricular at the time that builds
on the four communication skills.
In addition to the above reasons, the study of a foreign language, by definition,

adds a distinctive dimension of its own since:
- it exposes learners to new experiences and enables them to make connections in

a way which, otherwise, would not be possible.
- The sounds and intonation patterns of the second language present a challenge
to learner's capacity to discriminate and imitate.
- It enhances the learner´s self-confidence of their abilities provoking a sense of

self-achievement and discovery which grow along with a gradual proficiency.
- It improves the learners understanding of not only target cultures but also their
own. In sum, learning English as a foreign language will contribute to an integral
formation of the learners which will enable them to be able to insert into the coming
century in a lively and healthy way. (National Syllabus, 2005: 14, 15).
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Elements of planning
Planning is essential since it is the procedure that the teacher follows to

organize the teaching and learning process through the different lessons.
As Jeremy Harmer (1991) says
“The best teachers are those who think carefully about what they are
going to do in their classes and who plan how they are going to
organize the teaching and learning.”
Every good teacher must be prepared himself before a class, improvisation

is important because teachers must be prepare to any situation but to have
techniques and activities to transmit and generate knowledge are the key.
Mary Underwood (1987) describes lesson plans as a “scheme of work” or a

“map” which indicates to the teacher the work that has to be covered in the brief
allowed time.
Didactic planning must be
Realistic: Adequate for the possibilities and limitations of the students, group,
school and community.
Concrete: The objectives and steps to achieve them have to show precision and
quality
United and Coherent: Reflects educational principles of the core curriculum
Graded: Objectives and goals have to be organized in sequential order.
Articulated: Teachers should plan taking into account correspondence among each
group, grade, and level
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Dynamic and Hypothetical: Planning is subject to permanent changes and
adaptations.
Flexible: Differences among students and specific situations may occur during the
teaching and learning process
The Didactic Planning elements:
Study Block: This corresponds to thematic areas to be developed by the

teacher and it is usually a general topic.
Cognitive Targets: The cognitive targets are derived subtopics of the study
block.
Functions: The functions show us why particularly in English a subject is

learned. In this point is necessary to clarify that the functions are vital for the
specific objectives to be achieved in the classroom.
Objectives: The objectives represent the products of learning that students

must achieve; Objectives in the syllabus are neither general nor specific ones. The
teacher should not derivate new ones from them. They are oriented towards the
development of the language skills. The teacher must first read and understand
language skills, and then he must plan and develop the necessary activities to
achieve the expected results.
Warm up: It is a varied and motivating way of starting the lesson. The warm
up can take different forms. On one hand, it is usually a brief lively session to
welcome the students to their foreign language class. Also it can be used to catch
students’ interest towards the new cognitive target. It may include games, songs,
riddles, and jokes, among others. Students should be encouraged to participate
and have fun.
Presentation: The teacher introduces the class to the new theme and the
new language components. Both the content and the new grammatical and lexical
items are emphasized in an integrated way. Getting meaning across is essential.
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Students receive considerable input from the teacher. They are allowed time to
assimilate the language, to listen actively and to try to understand what the teacher
is saying. The teacher uses simple, but natural language through different
techniques.
Practice: “controlled practice” and “creative practice”, stated by Rivers’

module are integrated into one single step called “practice”.
First, students use the new linguistic components in a relatively limited

setting by playing with the language. The teacher should organize sequential tasks,
going from basic language use to more demanding communicative skills on the
part of the learners.
Students are asked to incorporate their language acquisitions to their

background knowledge to produce new situations, appropriate to their needs and
interests. The materials must promote meaningful and constant communication
among the students while they are using them. The teacher should encourage
students to use the target language as much as possible, because they will
frequently want to use fragments of the foreign language while doing different
tasks.
Consolidation/ Production: In this final step, the teacher points out what has
been accomplished successfully and what remains to be improved through certain
review exercises, which were introduced and practiced before. This is the time to
comment on the students’ performance. Also, the students are encouraged to find
original situations where their new linguistic acquisitions can be applied, for
example dramatizations, original role-playing, simulations, etc. However, if the
previous step was very demanding, the teacher should devote time to correct and
encourage of students’ output.
Planning should be first and foremost one of the most important tools
available to teachers to develop and implement pedagogical mediation in the
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classroom. The plan organizes the various components of thirteen learning
processes; also It suggests the teacher procedures, values and attitudes, learning
outcomes to evaluate and resources leading to the proposed objectives.
The proposed objectives of the syllabus provide opportunities to select and

organize appropriate learning activities. Plans are considered to be flexible,
continue, and real ones so there is relevance, consistency and community
involvement.
English Education in Costa Rica
English is conceived of as a linguistic and cultural tool for communication,

which allows the learner to complement his/her whole education. His/her
knowledge of English contributes to the social, economic and technological
development. It also allows the learner to apply techniques to understand and
produce appropriate oral and written messages. In the end, the learner will apply
his/her knowledge of English to accept and adapt him/her self to constant changes
confidently. National Syllabus (2005, p17)
ENGLISH AS AN OBJECT OF STUDY
National Syllabus (2005, p17) says the object of study of the English
language in our curriculum is written and oral communication, emphasizing the four
basic linguistic skills: listening, speaking, reading and writing. The practice of these
skills permits the students to communicate efficiently according to the knowledge
acquired.
Through the learning of the language, the learner can compare and apply
different registers (formal and informal) and recognize expressions in British,
American and other varieties of English.
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BASIC STRUCTURES OF THE SUBJECT MATTER
National Syllabus (2005, p17) says that for the purpose of studying the
English language, we have divided the subject matter into three components:
1. Formal
2. Functional
3. Cultural
Formal Component This component has been traditionally called the grammatical
component. In this sense, the structures of the language have been graded,
selected and chosen according to the different functions of the language and the
topics to be studied. Lexics, syntax and morphology are part of this component. By
itself, the formal component is an important part of the language, but it has to be
studied as a means to effective communication. Furthermore, the teaching of
grammar should be focused on the practical use of oral and written language for
communication.
Functional Component The functional component refers to the

communicative purpose for which we use the language. Language is not only
forms; we have to start looking at what people do with those forms. For example,
expressing one's opinions asking for someone`s opinion, expressing doubts, etc.
Cultural Component This component considers understanding of the culture

of the country or countries where the language is spoken. Knowing the features of
the target culture makes it easier to understand the language itself. Some of the
cultural features that should be taken into account are: values, attitudes, behavior,
patterns, points of view, ways of thinking, appreciation, etc. The cultural component
should always be present in the other components. Language and culture go
together in order to communicate social meanings. This means that the language
must be presented in meaningful situations according to the appropriate cultural
contexts. The pertinent use of the three components guarantees the required
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communicative competence. This competence does not occur by itself. The
speaker must acquire linguistic competence simultaneously, starting in early
stages. The main objective of the whole process of language learning is to enable
the students to use the language for communication.
Curricular Adaptations
There is no recipe for adapting general education curriculum to meet each

student’s needs. Each teacher, each student, each classroom is unique and
adaptations are specific to each situation. Keep in mind that curriculum does not
always need to be modified.
By providing multi-level instruction you will find that adapting a lesson may
not always be necessary. Differentiating instruction and providing multiple ways
assess allows more flexibility for students to meet the standards and requirements
of the class. At other times, the curriculum can be made more accessible through
accommodations.
In addition, supports for one student may not necessarily be the same in all
situations, e.g., a student who needs full time support from a paraprofessional for
math may only need natural supports from peers for English, and no support for
art. And, supports should not be determined by the disability label; instead
supports should be used when the instructional or social activity warrants the need
for assistance. (Fisher and Frey, 2001).
There are Nine Types of Adaptions:
Input: Adapt the way instruction is delivered to the learner. For example: Use
different visual aids; plan more concrete examples; provide hands-on activities;
place students in cooperative groups.
Difficulty: Adapt the skill level, problem type, or the rules on how the learner may
approach the work. For example: Allow a calculator for math problems; simplify
task directions; change rules to accommodate learner needs
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Degree of Participation: Adapt the extent to which a learner is actively involved in
the task. For example: In geography, have a student hold the globe, while others
point out the locations.
Output: Adapt how the learner can respond to instruction For example: Allow a
verbal vs. written response; use a communication book for students; allow students
to show knowledge with hands-on materials.
Level of Support: Increase the amount of personal assistance with specific learner.
For example: Assign peer buddies, teaching assistants, peer tutors.
Alternate Goals: Adapt the goals or outcome expectations while using the same
materials. For example: In social studies, expect one student to be able to locate
just the states while others learn to locate capitals as well.
Time: Adapt the time allotted and allowed for learning, task completion or testing.
For example: Individualize a timeline for completing a task; pace learning
differently (increase or decrease) for some learners.
Size: Adapt the number of items that the learner is expected to learn or compete.
For example: Reduce the number of social studies terms a learner must learn at
any one time.
Substitute Curriculum: Provide the different instruction and materials to meet a

learner’s individual goals. For example: Individualize a timeline for completing a
task; pace learning differently (increase or decrease) for some learners.
English teachers towards 21st Century
National Syllabus (2005, p15) infers about the Educational Policy "Towards
the 21st Century" It gives the learners the opportunity to express their care for their
country, its democratic environment, cultural diversity and deep respect for law,
nature and peace. At the same time, the policy encourages Costa Rican people to
15
become positive leaders and critical thinkers through activities promoting a
democratic environment, resulting in the reinforcement of values such as self-
identity and authentic growth as independent and interdependent learners.
Some of the basic principles of the Policy can be summarized as follows:
1. The citizens should be able to develop as persons through seeking for

opportunities of self-fulfillment and happiness while contributing to the development
of their country.
2. Education should promote the broadening of understanding through challenging

teaching classroom situations and opportunities that can arise self-growth and
learn how to learn.
3. Education should contribute to narrow down social – economic gaps by

providing the individuals with the proper opportunities to integrate into everyday
problem-solving situations, all this aiming to promote a self-sufficient society.
4. Achieving sustainability in production and the economic in general represents a

challenge for education. The country needs more qualified people in order to
increase productivity and improve the spirit of competitiveness. Furthermore, there
is a need to integrate the country more effectively into the global economy.
5. The information or the content the learners handle should be up-to-date and
should be relevant to global development in the 21st century.
6. Education should aim to solidly reinforce values and attitudes. This is a moral
imperative.
According with National Syllabus (2005, p15) the underlying principles for
our educational approach, humanism, rationalism and constructivism are clearly
stated in the Policy. Every person is considered capable of achieving his/her full
potential. This entails interacting harmoniously with her/his surroundings, in three
dimensions of human development:
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The cognitive socio-affective psych motive.
Every person constantly contributes both to the common good and the
development of education, and is responsible for improving the quality of human,
individual and collective life. Education ought to be a permanent formative process,
which each person has not only a right, but also a duty to exercise. Achieving
quality in education is an integral process through which the results express the
initial aims.
Through this process learners are offered equality of opportunities to

succeed and appropriate educational provision according to their needs, problems
and aspirations. Educational research at national, provincial, regional and
institutional levels will ensure more systematic implementation of the policy from
everyday classroom practice to administrative decision taking.
The design of the syllabus encourages participative interaction, and its

adaptation. The implementation of educational provision encourages democratic
participation, cooperative and self-reliant attitudes.
The process of "mediation" for the construction of learning, and the

transference of knowledge is framed, primarily, within an epistemological-
constructivist position. The ties with other disciplines allow for deductive as well as
for inductive processes.
The evaluation of the learning processes must reflect coherence between

the three components. It must also consider both the process and the product.
Evaluation is conceived of as an instrument to monitor learning, and so provides
feedback on the educational process. In addition, it enhances the quality of
education through its three functions: diagnostic, formative and summative.
The methodology proposed centers on the activity of the learner as builder

of his/her own learning. The student, as the main focus of the curriculum, carries
out the learning process, is considered to represent an inherited culture, and has
the liberty to select his / her own way.
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The teacher, is conceived of as facilitator, collaborator and advisor in the
student's learning. Therefore, the teacher acquires responsibility for the quality of
learning, together with the family and the educational authorities. In summary,
learning English as a foreign language in Costa Rica will allow students to develop
communicative competence, to gain knowledge of a new culture, beliefs and
attitudes and to understand the messages given and, reflect on them. They also
have the opportunity to analyze the real message and intentions of speakers in
order to distinguish the negative from the positive and to develop greater and more
desirable autonomy.
ENGLISH AS A MEANS OF IMPLEMENTING THE EDUCATIONAL

POLICY
English, in common with other subjects in the Costa Rican curriculum, must
provide the learner with the opportunity to develop awareness of the urgent need
for the balanced development of our environment, our human resources, and also
the socio-political and the economy and means of production. National Syllabus
(2005, p16)
This balance is essential to ensure the success of the new era of

sustainable development. The English language syllabus provides the necessary
situations to support each one of the areas mentioned above. As far as
environment is concerned, it emphasizes the analysis of the cause and effect of
the use and misuse of natural resources and the possible solutions, as well as the
value of our existing resources and the ecological diversity we possess. It also
reinforces the harmonious development of human beings and nature.
Our syllabus pays special attention to those topics related to the basic
needs of highly qualified people considering their successful realization in time,
society and in the national and international surroundings. An example of this is
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provided by the topics which conduct research into an exchange information on
health; the symptoms and prevention of common and more recent diseases.
Likewise, drug abuse is another topic for discussion in the English class.
The syllabus takes into account other relevant areas of a well-rounded

education, such as the job market and careers, in terms of active participation in
the evolution of society.
Other aspects like the socio-political development of citizens is dealt with

explicitly, leading to personal, and collective improvement through themes relating
to values such as: gender equality, political liberties, and respect for ethnic and
cultural diversity, as well as active involvement in community activities.
In the field of the economy and production, the syllabus provides for the
promotion of a productive culture in harmony with the environment, coupled with
the efficient use of energy and resources.
In all cases, English can be the means for exposure to and acquisition of
valuable and permanent behavior patterns. These patterns will fulfill his/her own
needs, and those of the country. The present generations should respect
sustainable development to guarantee that future generations have the opportunity
to satisfy their own needs. (National Syllabus. 2005, p17)
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Chapter II
Institutional diagnose
Ricardo Castro Beer High School is located in the district of Orotina. It

belongs to the central region of the province of Alajuela, in the neighborhood
known as El Kilometro, 200 meters South of High School Santa Fe Pacific.
The High school has a total area of a 223 hectares. It is fenced with a wall of
blocks of two and a half meters high. The building area is about 110 square meters
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distributed in classrooms, two dining sodas, two dressing rooms, a basketball
court, a football court, a main hall, a workshop classroom for arts, a library as well
as the administration building.
Ricardo Castro Beer High School is a daytime institution. It was founded in

1962, and belongs to Direccion Regional de Alajuela, school District 09. The
institution then is supervised at local level by the School District supervisor and
The Regional Headquarter.
Aspects about Orotina community.
Orotina is the 9th district of the province of Alajuela. It is located at the Costa
Rican Pacific area, and it borders with Esparza, San Mateo and Turrubares, and
some other little towns around.
Orotina is located on 84° 31' west “longitude” and 9° 53’ north latitude. It is 224
meters over the sea level. It is 67 kilometers distant from San Jose the capital city,
and 49 kilometers from Puntarenas. It covers an area of 141.73 square kilometers.
Territory distribution is as follows:
 District 1 - Orotina 21. 36 km
 District 2 - Hacienda Vieja 14.78 km
 District 3 - El Mastate 5.76 km.
 District 4 - El Coyolar 46.11 km.
 District 5 - La Ceiba 51.72 km
Orotina population is in a number of 11.000 to 12.000 people, according with

the Dirección General Nacional de -Estadística y Censos in July, 1981 the
population was of 9.500 people, Estadística y Censos reported figures closet to
5.000 men and 5.000 women. Nowadays, with the projection of 2010, the
population is around 17.000 to 18.000 without include the foreigners who live in the
21
district.
The 60% of the population live in the central district, in which the half are
men and the other half are women, according with the information given by
Estadisticas y Censos of Costa Rica on July 1st, 1981.
The biggest part of the laboral population in the canton is composed by

employees in the middle class. There is a small percentage of people with more
resources (Traders and bankers). And a regular percentage of people in extremely
limited economic conditions.
Historical overview
On February 26, 1962, the opening of this educational institution as the

Agricultural Institute gave Orotina. On 20 March 1962 the educational work began,
with 122 students, in charge of Prof. Carlos H. Aguilar, who served as the first
director with nine teachers.
The year 1965 was decisive for the institute, because the banner and hymn
was made. The lyric was in charge of Mr. Guillermo Fernández Mora and music by
Don Fernando Cordero Montoya.
In 1966 it was carried out the first graduation of Bachelors of Arts and
Sciences and Professional. The school began its work in a single installation.
However, with the passage of time and the growing demand they had to enable
two different plants because of the lack of a single, own campus.
In one of them is working with graduate students and is located in what

today it is known as the Primo Vargas School campus and the other higher levels
and the technical lessons were taught.
22
The union of these plants is given under the direction of Don Ricardo Castro
Beer in 1988 in the place which is located in the Barrio El Kilometro 1500 meters
from Orotina Central Park.
Institution´s Description
Ricardo Castro Beer High School has an Administrative office, Four offices
Guidance, and Office of Technical Department, a Library with their respective study
room and equipment, Two classrooms for workshops; Food Preparation and
Industrialization, 30 classrooms for the Academic Department, two classrooms for
Specialist Textile Industry, two Computer Laboratories, six Conversational English
classrooms, six Secretariat Specialty classrooms, two classrooms for Pre
vocational education, a Photocopy Center, an Institutional Accounting Office inside
the estate of 223 hectares.
Also the institution possesses two recreational parks, a lot of Green areas
and two workshops on the farm. It also has basic services for students like a
student cafeteria, Baths and Health Services in each pavilion and Two Soda.
Type of construction:
The building is made of concrete; the roofs are covered with ceiling cans;
the floors are cover of mosaic floors. However, the high school has much
damage in its furniture.
The high school has seven pavilions and an administration building, the
oldest pavilions (four of them) present a great infrastructure, it was painted and the
electrical failures were fixed.
Organization and Administration
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Ricardo Castro Beer High School is a public institution, located in the district
of Orotina, 200 meters South of High School Santa Fe Pacific, at El Kilometro
Neighborhood. It Belongs to Regional Alajuela School District 09.
The High School count with these personal and academic departments:
The Administrative Department includes the principal count with eleven

members.
Six Spanish teachers
Six Social Studies teachers
Seven teachers of Science, Chemistry, Biology
Twelve teachers of English
Eight Math teachers
Two Music teachers
Two Religion teachers
Three Pre vocational teachers
One Psychology teacher
Two French teachers
Five teachers of Electronic
Five Physical Education teachers
One teacher of Exploratory Workshop
Ten teachers from Agricultural department
Two teachers from Informatics department
Nine Tourism teachers
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Three teachers from Accounting Support Department
Five teachers from Secretariat specialty, four Counselors
Eight Miscellaneous
Two people of Safety Department
Technical resources:
There is account of applying diagnosis tools to students at the beginning of

the year.
There are updated records students of all sections, from 7th to 12th year,
but they are not digital.
Teachers made annual planning, each department meets earlier every year
to consolidate an annual plan, and every teacher conducts weekly planning or
minutas for their daily classes.
Most teachers work with books that are purchased at the beginning of the
school year by students.
The institution offers most of the services offered by most educational

institutions such as dining room with lunch service for students, a library and
scholarships given through different government programs, computer labs and
counseling among others.
The evaluative process is applied twice in the trimester; students solve

written exams for every subject.
Discipline in the high school is good, whether the principal or teacher

circulating in the passageways are in charge to maintain the order during the class
time.
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Community relations:
There are many activities like expojoven, FEA, and other festivals in which
both the school and the community get together. Whole Ricardo Castro Beer
teachers and administrative personal currently live in Orotina or little towns near to
downtown.
Group Diagnose
Group diagnose allows the student the right conditions to carry out
educational work. It prepares teacher for the educative function in interaction with
students and teachers in a real life from school activities.
Moreover, a group diagnoses gives the teacher a more precise idea of the
real level students possess and what they need to learn to be applied in the
classroom.
Charts and Graphics of group information
Personal information
Name Age Genre Address
Coraima Maria 13 W Mastate
Geogina 14 W Mastate
Keytrin 12 W Mollejones
Shirley 13 W Orotina
Brandon 13 M Cuatro
Esquinas
Priscila 14 W Kilometro 2
Carlos Andres 16 M Pozón
Juan 13 M Cuatro
Esquinas
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Kenya 14 W Cuatro
Esquinas
Ana 14 W Orotina
Fernando 15 M Orotina
Ervin 14 M Coyolar
Ian 13 M Limonal
Nazareth 13 W Pozón
Naydeline 12 W Cebadilla
Celeste 13 W Marichal
Joshua 13 M Orotina
Randall 13 M V. los Reyes
Carlos 13 M Mastate
Paula 13 W Limonal
Iostin 13 M Coyolar
Jefferson 13 M Hnd. Vieja
Justin 13 M Turrubares
Ashley 13 W Lagunillas
Source: Diagnose applied by the students June 2016
Chart # 1
Student’s age
Student’s age Percentage of
Students
12 8.33%
13 62.5%
14 20.83%
15 4.16%
16 4.16%
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Total 100%
Source: Diagnose applied by the student teacher, June 2016
Graphic #1
Student's age
4.16%
4.16%
8.33%
12
13
14
20.83%
15
16
62.50%
Source: Diagnose applied by the students Teacher, June 2016
The graphic presents students ages. Most of the students are 13 years old.
Five students are 14 years old. Two students are 12 years. Just two students show
over age. Over age population as seen is not too high in this group. As it is seen a
larger amount of students share the same age and probably very similar maturity
stages.
Chart #2
Student’s Genre
28
Student’s Genre Percentage of Students
Female 50%
Male 50%
Total 100%
Graphic #2
Student’s Genre
Student's Genre
50% 50% Female

Male
According to the previous graphic about genre, it is evident the equivalence

between males and females students. There is a 50% of men and 50% of women.
This implies that in general terms gender matters would be easy to handle.
29
Chart # 3
Students Residence
STUDENTS’ RESIDENCE PERCENTAGE OF STUDENTS
Orotina Downtown 20.83%
Mastate 12.5%
Coyolar 8.33%
Hnd Vieja 8.33%
Lagunillas 4.16%
Villa los Reyes 4.16%
Turrubares 4.16%
Cebadilla 16.66%
Limonal 8.33%
Cuatro Esquinas 12.5%
Total 100%
Source: Diagnose applied by the student teacher. June 2016
Graphic #3
Student's Residence
Orotina Downtown
12.50%
Mastate
20.83%
Coyolar
Hnd Vieja
16.66% Lagunillas
Villa los Reyes
12.50% Turrubares
Cebadilla
Limonal
16.66% 8.33% Cuatro Esquinas
8.33%
4.16%
4.16% 4.16%
30
This graphic shows that there is a wide range of diversity in terms of
student’s ´residence. This could be one of the variables to consider when dealing
with behavior. The majority of them live Orotina. The others live in towns near the
High School and a minority of two student lives in places far from downtown.
Students coming from more distant areas would have problems for transportation
as many of them should walk if they do not catch the bus. It would mean arriving
late to class early in the morning.
Chart #4
Do you like English?
Student’s Opinion Percentage of Students

I like it 62,50%
I don’t like English 37,50%
Total 100%
31
Graphic #4
Do you like English?
37.50%
I like it
I don't like English
62.50%
The graphic presents that 62% of students like English. 37% of them don’t
like their English lessons. The amount of students who do not like English is
something to consider when planning and establishing rules in the classroom. The
teacher must find a way to get all of them involved into the spirit of the English
lesson.
Chart #5
Psychomotor Skill
Students grad the pencil correctly? Percentage of Students

Grad the Pencil right 83,33%
Grad the Pencil in other way 16,66%
32
Graphic #5
Pychomotor Skill
Pychomotor Skill
16.66%
Grad the Pencil Right

Grad the Pencil in other way
83.33%
The graphic shows that 83% of student grab the pencil in a

normal way when they write. The other 16% show problems when they
grab the pencil which affect their writing skill.
33
Chart #6
Pychomotor
Can the Students balance in one Percentage of Students

foot?
Yes they can 83,33%
No, they can not 16,66%
Total 100%
Graphic #6
Can the Students Balance in one foot?
16.66%
Yes the can

No, they can not
83.33%
The graphic shows that 83% of students can keep balance in one
foot. This proves that the majority of them have a good condition with
the psychomotor aspect. The other 16% show problems to do it. It is
mostly relate with overweight problems.
34
Chart #7
Listening Skill
Simon Say
Student’s Responses Percentage of Students

All Correct Answers 37,5%
Some Incorrect Answers 37,5%
All Wrong Answers 25%
Total 100%
Graphic #7
Listening Skill
Listening Skill
40% 37.50% 37.50%
35%
30%
25.00%
25%
Listening Skill
20%
15%
10%
5%
0%
All Correct Answers Some Incorrect Answers All wrong Answers
S
ource: Diagnose applied by the student teacher. June 2016
35
The graphic shows that just 38% of the students have correct answers in
listening skill. But the other half shows some problems to recognize words, orders,
commands in the diagnosis practice. It is important to keep students motivated to
improve their listening comprehension abilities as English is mainly learned through
language input.
Chart#8
Reading Skill
Student’s Responses Percentage of Students

Total 100%
Graphic #8
Reading Skill
20.83%
All Correct Answers

All Incorret Answers
All Wrong Answers
79.16%
S
36
Most of the students (79,16%) were able to respond correctly to the material
in order to diagnose their reading abilities. This group in a general term has a good
command of the material studied in class. The teacher would find new techniques
to improve the reading ability. Students are performing well in the skill so the
teacher can go beyond simple readings to more complex ones as reading ensures
a good production later.
Chart # 9
Writing Skill
Student’s Responses Percentages of Students

Total 100%
Graphic # 9
37
Writing Skill
70.00%
60.00%
50.00%
40.00% Writing Skill
30.00% 62.50%
20.00% 37.50%
10.00%
0.00% 0.00%
All Correct Answers Some Incorrect Answers All Wrong Answers
S
The 37, 50 % of students have bad answer in writing activities; 62,50% of them are
right. It is essential to work this skill even if they now are good because it would be
necessary in their high school future.
Chart # 10
Writing Skill
Student’s Production Percentage of Students

Excellent Production 0%
Good Production 75%
Bad Production 25%
Total 100%
38
Graphic # 10
Student Production
80%
70%
60%
50% Student Production

75%
40%
30%
20% 25%
10%
0%
0%
Excellent Production Good Production Bad Production
S
The bigger part of the class has good production in writing. It means that in general
terms at a basic level they are able to handle with the basic forms of the written
language. But this is also their first year, and the topics are extremely basic, it’s
necessary to continue working this skill and motivating students to go beyond.
Chart # 11
Speaking Skill
Student’s Grammar Percentage of Students

Excellent Grammar 0%
Good Grammar 29,16%
Bad Grammar 70,83%
Total 100%
Graphic # 11
39
Speaking Skill
Speaking Skill Grammar
29%
Excellent Grammar
Good Grammar
Bad Grammar
71%
S
As it is noted in the present graphic, it is Speaking where students need to

be more exposed. It is in this area where the English teacher must guide his efforts
to take students to a higher level. In order to do it, the teacher could emphasize the
many grammatical structures necessary for a coherent construction of the
speaking language ability.
Chart # 12
Speaking Skill
Pronunciation
Student’s Pronunciation Percentage of Students

Excellent Pronunciation 0%
Good Pronunciation 66,66%
40
Bad Pronunciation 33,33%
Total 100%
Graphic # 12
Speaking Skill Pronunciation

100%
90%
80%
70%
60%
50% 66.66% 33.33%
40%
Speaking Skill Pronunciation
30%
20%
10%
0%
on on on
ic ati ic ati ic ati
un nu
n un
r on ro on
P P Pr
lent od Ba
d
ce
l Go
Ex
S
The 33, 33% of students have bad pronunciation in speaking. It is produced

because the majority never received English lessons in elementary school. In that
sense, it is necessary to pay more attention to students’ command of the oral forms
of the language. Working with riddles and tongue twisters could work well.
Chart # 13
Speaking Skill Fluency
Student’s Fluency Percentage of Students

Excellent Fluency 0%
Good Fluency 25%
41
Bad Fluency 75%
Total 100%
Graphic # 13
Speaking Skill Fluency
25%
Excellent Pronunciation
Good Pronunciation
Bad Pronunciation
75%
S
The 75% of students have bad fluency in speaking; few of them have good
fluency in speaking. The phonological structures of the language must be
reinforced to enhance a better production of students.
Conclusion of the Diagnose
After applying the diagnostic test to the group it is concluded that they have
a low level of proficiency in English. Listening is the skill where they have more
inconvenience. Also in speaking students show a significant lack of skills. Their
fluently and use of grammatical structures to give sense to the message is really
42
affecting them seriously in order to convey meaning. On the other hand they are
good in reading and writing. Perhaps the regular teacher has emphasized the
development of these skills.
Likewise teachers can see both groups have problems in reception,

processing and production of the language. Perhaps, in this sense it is necessary
to increase their motivation so that they would get engaged in the learning process.
The diagnose test applied by the practitioner demonstrate some deficiencies

in the four skills especially in listening skill.
43
Chapter III
44
Description of the Practice
Unit Plan
UNIT PLAN
Level: Seventh
Institution: CTP Ricardo Castro Beer
Supervisor: Lic. Luis Guillermo Maroto
Student – Teacher: Luis Diego Castillo Sánchez
Cognitive Target: Description of something.
Group: 7-8, 7-11.
Objetives/ Functions Mediation Activities Evaluation

Outcomes
Functions. Daily Routines
 Describing and The teacher is going to write

classifying the date on the board, greet
objects. the students and call the roll.
 Asking for and
Warm up
giving
information. -Shape Tag
Teacher chooses one person to be
the tagger who calls out a shape. A
student must name an object that
is that shape before he or she gets
tagged.
45
-They have to match the
image with the text.
Presentation
1- Listening:
ƒ Understanding - Teacher introduces the topic
familiar language in by using visual techniques; By means of a
simple sentences pictures of objects to ss learn checklist the
spoken at near to describe it. teacher keeps
normal speed. record of those

“Size, shape, color, material:
adjectives
medium, oval, gray, metal …
(shapes, colors,
Is it ?”
material and
sizes) students
are able to
recognize.
Controlled Practice
1.1 Teacher will read to Ss

the lecture “The Angry
Octopus” and pronounce
the vocabulary from their
workbook and ss will
46
complete the activities
according to the things
they heard.
Oral summary of
vocabulary
If students don’t bring

color pencils to class,
teacher will combine
listening and speaking
skill, asking they to
describe the Octopus
according to the image
they have.
1.2 Teacher shows

pictures/flash cards of
objects and describes
them to ss.
47
Teacher use a
checklist to keep
2 – Speaking:
track of the
Responding with following
single words or short
- Correct use of
phrases to what is
vocabulary
seen or heard.
- Correctness of
pronunciation
ƒ Asking and 2.1 T will show to ss Images of
- Grammar
responding to (colors, shapes, sizes, or materials)
structure
questions in clearly and they will tell what they are
defined situations. seeing. - Questions and

2.2. T will make short questions to answers
ss about adjectives of things in
ƒ Taking part in classroom “What color is it/are

they? What kind of material is that
48
simple structured made? What is the size/form of
conversation of at this?”
least three or four 2.3 Ss are going to work in groups;
exchanges. they will make a short dialogue to

apply the use of adjectives in
sentences, examples of adjectives
they should use:
Completion of
short sentences.
2.4. Ss are going to describe two

objects of their daily routine “My
bed is square, my bed is big/small,
my bed is brown.”
2.5/3.1 Teacher gives students a
dialogue that they have to read
3. READING and then teacher makes questions
about the texts which students
Understanding the
have to answer correctly (Second
gist of short
activity)
sentences
Identification of
3.2 Students will listen the teacher correct meanings
49
reviewing the vocabulary about to complete
descriptions; also they well information
complete a little review written according to a
practice from their workbook, page given context.
134.
3.3 Teacher will write on the

board 5 sentences with
adjectives to ss read them.
Check the
Vocabulary and
Grammar
4.1 Ss will complete the

writing practice on pages 131,
132, 133, about adjectives
and descriptions (Size, Color,
Shape or material) from their
workbook, according with the
knowledge acquire in other
50
classes.
4. Writting
ƒ Writing items:
simple signs,
instructions and set
phrases. ƒ
Production of a
written text about
4.2 Teacher gives an
the topic.
example of a dialogue using
the topic and the grammar
learn in the presentation Then
teacher asks students to
Using the spelling of
make by their own
familiar words in
conversation in couples using
order to spell others
adjectives.
that are unfamiliar.
3.3/4.3 Students will read
some sentences with images
took from copies give it by the
teacher, ss have to write the
corresponding classification
of things
There is a table in the living

room, what are table made
of? _______
My uncle has a new car, how
51
size/color is it?
Weekly Plan
WEEKLY PLAN №2
Level: Seventh
Cognitive Target: Description of something.
Group: 7-8, 7-11.
Objectives/ Functions Mediation Activities Evaluation

Outcomes Chronogram
Daily Routines
52
Functions. The teacher is going to write the date Tuesday 19th
on the board, greet the students and of July, to
 Describing and
call the roll.
apply to group
classifying
Warm up 7-8
objects.
 Asking for and They have to match the Thursday 28th
giving image with the text. of July to apply
information. to group 7-11
Presentation Review
Students will listen the

teacher reviewing the
vocabulary about
descriptions; and they will
listen the explanation about
adjectives and why it are
useful; also they well
complete a little review
written practice from their
workbook, page 134.
53
Speaking:
Responding with
single words or short
phrases to what is
seen or heard.
The objective is to
give students
motivation and the
confidence to speak,
2.1 T will show to ss Images of
Oral summary of
and also to correct
their (colors, shapes, sizes, or materials) vocabulary
mispronunciation. and they will tell what they are

seeing.
2.2. T will make short

questions to ss about
adjectives of things in
ƒ Asking and
classroom or things of their
responding to
daily life.
questions in clearly
defined situations. “What color is the celphone?
What kind of material is the
With this objective its
table made?
pretend to increase
What is de shape of the Teacher use a
the confidence to
54
speak but also board? Is it rectangular or checklist to keep
teaching they the square? track of the
correct way to Is your bed long or short? following
respond in the apply How is your house?
- Correct use of
situation, if they What material is your shirt
vocabulary
achieve this they will made?
be step closer to Is your pet big or small? - Correctness of
make a good talk, What is the size/form of your pronunciation
about the topic. books?”
- Grammar
structure
2.3. Ss are going to describe two
- Questions and
objects of their daily routine by
answers
themselves to the teacher and the
rest of the class.
“My dog is big, my backpad is
small. My bike is made of metal,
my bike is yellow. My bed is
square, my bed is big/small, my
3. READING
bed is brown.”
Understanding the
gist of short
3.1 Teacher will write on the
sentences
board 5 sentences with
If Students read and adjectives to ss read them.
understand the
following activities
mean that the
explanations and
Identification of
practice are doing
correct meanings
result.
to complete
information
55
according to a
given context.
3.2/4.1 Students will read
4. Writting some sentences with images
took from copies give it by the
ƒ Writing items:
teacher, ss have to write the
simple signs,
corresponding classification
instructions and set
of things
phrases. ƒ
There is a table in the living
room, what are table made
of? _______
My uncle has a new car, how

size/color is it?
4.1 Ss will complete the

Using the spelling of
writing practice on pages 131,
familiar words in
132, 133, about adjectives
order to spell others
and descriptions (Size, Color,
that are unfamiliar.
Shape or material) from their
workbook, according with the
knowledge acquire in other
classes.
56
Weekly Plan
WEEKLY PLAN №4
Level: Seventh
Cognitive Target: Good and Services.
Group: 7-8, 7-11.
Objectives/ Functions Mediation Activities Evaluation

Outcomes Chronogram
Daily Routines
Functions.
The teacher is going to write the date Tuesday 2nd of
• Offering, accepting and on the board, greet the students and
August, to
refusing goods and call the roll.
services. apply to group
• Locating places. Warm up 7-8
• Asking for and giving
-Shape Tag Thursday 25th
information.
Teacher chooses one person of August to
to be the tagger who calls out apply to group
a shape. A student must 7-11
name an object that is that
57
shape before he or she gets
tagged
Presentation
Teacher will introduce the topic goods

and services to students, he will
present the concepts of “Goods” and
“Services” also he will tell to students
what good and services can they find in
their community and where to find it.
Example:
“Goods usually refer to the products a
person can find in specific places like
rice, beans, dress, bread etc.”
“Services are given by different people
according to their occupations; like
healthcare, transportation, Street-
LISTENING & protection.”

“There are places like supermarket
Speaking:
where you can get several goods and
services at the same time…etc”
L: Reacting towards
instructions for setting
tasks.
S: Using short 1- Teacher will does oral
phrases to express questions to students about

their interest to good and
personal responses
services, or where to find
i.e.: likes, dislikes. them, and students will answer
in short phrases o words to
S: Taking part in simple teacher. Example:
structured conversation of T: Do you like your bus
at least three or four service?
exchanges S: Yes I like it/No, I dislike it
T: Where can I find a Doctor?
S: Doctor works in a medical
centre
T: What should I do if my
house burn?
S: You should call the fire-
58
fighters.
T: Where can I buy
vegetables?
S: You can buy it at the
supermarket.
2- In pairs, students will create a

short dialogue, asking and
giving information relate to
good and services, they could
ask to teacher for help to
teach they how to
pronunciation correctly.
Example:
S1: Hi, can you tell me where
can I buy bread?
S2: Yes, there is a Bakery
around the corner.
S1: Thank you so much.
S1: Hello! Do you know where
the police Station is?
S2: Yes, police station is next
to the barber shop.
3. READING &
Writing
3- Students will complete
exercise in page 143, related
to how to identify good or
services, example:
R: Understanding
An Ambulance is a good or a
public notices and service? Milk is a good or a
signs service? Electricity is a good
or a service?
W: Using the spelling of 4- Students will read and
familiar words in order to
complete the dialogue
spell others that are
in page 144 using
unfamiliar
good and services:
W: Writing short phrases K: Hi Joel! What Up?
with understanding J: Not too much, and you
59
spelling. K:I’m good! Listen, can you
come with me downtown to
get some stuff I need?
Joel: Sure!
K: First, I want to buy some
groceries.
J: Ok, we have to go a
_______
K: Now, I need to get new
tennis shoes.
J: All right, let’s go to a ______
Etc”.
Didactic Project
Topic:
Improving seventh grade basic English listening skill by a listening blog.
Problem: How to improve students listening Skill?
General Objective: To Improve Students English listening skill by a listening blog

and others internet strategies.
Specific Objetives:
1) To investigate the most suitable strategies to improve listening skill.

2) To create a blog as a tool to help students improve their basic listening skill.
3) To develop basic listening strategies to understand what is heard at the blog
60

Listening is a specific skill we do or improve using our ears. In

listening Skill we identify sounds of speech, process them to create words
and sentences. When we listen, we use our ears to receive different
individual sounds like letters, stress, rhythm and pauses; and with that
information in our brain, we use it to create message understandable to us
and to others.
Listening skill requires special focus and a lot of attention, it doesn’t

matter what language is, the first steps in every language star with the
listening skill and it’s a skill that some people need to work harder than
others, people which concentration problems are usually poor listeners, and
nowadays a significant part of the world suffers of ADD (Attention Deficit
Disorder) that is why listening in a second language requires even greater
focus.
Since we are babies, we learn this skill by listening to our parents

and the whole people, who speaks around us. To practice listening skill of a
foreign language it’s advisable to be surrounded of people who knows how
to proper speaks the language, but not in all situations its possible, but you
can listen to live recorded voices, or watching programs in the language
61
you want to improve your listening skill, one of the most important thing is
to listen to a variety of voices as often as you can.
Listening is the first of the four language skills on English Language, which
are:
a. Listening
b. Speaking
c. Reading
d. Writing
And it is usually the first language skill that we learn in almost every
language.
To become a fluent English speaker, we all need to develop a strong

listening skill because listen helps to understand what people say to you as
much as help to speak clearly to other people. Also it helps to learn how to
pronounce properly, intonation, and where to place stress in words and
sentences. Those abilities make your capability of speak easier for other
people who listen to you to understand. (“Englishclub”, 1997, 2016)
Seven Ways to hear English Everywhere
(“Englishclub”, 1997, 2016) bring to us a special way to learn to hear

English in seven ways, first of all we have to clear two simple definitions
 to hear: to receive sound with the ears
 to listen: to try to hear
Every person is capable of learn a new language, because we all know

how to speak at least one language very well. There is when our
possibilities begin; it is tell that the mostly part of all languages in the
world came from one or two.
62
It is necessary to ask ourselves “how did I learn my own language?”
It is a fact that we don’t learn how to do it, we just started speaking it. One
day when we are babies of two or three years old, we star to speak in our
language, we started saying words at the beginning, not full sentences, but
we started speaking and that is how we improve our capability to speak, It
was the result of hearing as we said at the beginning; around three or two
years people around us speak the language every day and we heard them.
All that hearing was necessary to start speaking. For two to three years
words went in to our heads. Then words came out. That is why hearing.
English as much as possible is so important to you now. The more English
you put in, the more you'll get out! But how can we hear English if we don’t
live in a English speaking country or we don’t proceed from an English
speaker family? We luckily there are many ways of hearing English in
almost all countries in planet earth.
The following are some of them:
1. Listen to English Radio
Of course we don’t live in an English country to find radio stations in our

regular sonic device, but we can use internet as a tool to find different radio
stations from other countries, there are two international networks, the BBC World
Service from the UK and Voice of America from USA. Both of them have special
programs for learners of English. You can find information about times and
frequencies for your country on their websites.
2. Watch English Television
Television is one of the most helping sources for hearing and listening
English because what you see in the screen helps you to understand what is being
said. If you don’t have access to English-language TV, it is possible to watch tv on
63
internet, or paying for a tv service like HBO GO or Netflix, those platforms allow to
change the language of the programs you watch and add or remove subtitles.
3. Watch/Listen to English by Internet
As it is mentioned before it’s possible to watch TV or listen radio by internet,

but also there are different English modern websites where you can watch, heard
and listen English as well on the TV; for example YouTube; YouTube is one of the
most known social networks nowadays and it counts with a unlimited quantity of
videos that you can use to heard English, also there is Buzzfeed; it’s a network for
Video bloggers who usually speaks on English and they talk about different topics,
perfectly to heard it for hours.
4. Listen to Songs in English
Songs in English are everywhere, even on foreign-language radio and TV

stations. Listen to them often. Find for them in your computer or your phone, make
recordings, and try to write words you understand from the songs, but you should
choose song not too difficult to start because even English native speakers get
confused sometimes with fast songs.
5. Go to Cinemas with English-language Movies
In our country the cinemas are pretty common, it usually present a lot of
English films, usually with subtitles, it is important make it a habit to got to these
films; it is irrelevant if you need to read the subtitles, because you’ll be hearing
English even if you don’t understand.
6. Use Video for English Listening Practice
Use video to watch films from internet or that you buy or borrow. You can
remove the subtitles with the remote-control and listen several times the words you
want.
64
7. Get English-speaking Friends
Costa Rica is a country visited by many tourist and also a lot of native
English speakers live here too, try to make friends with people who speak the
language is an excellent way to practice your hearing, and to give self-confidence
to speak and improve your listening, also and good way to be sociable. And if you
don’t have a lot of time you still can chat a little by telephone using audio app or
calls. You don't have to worry if you don't understand everything you hear. Hearing
comes first! Understanding comes next.
Listening is the ability to receive and interpret messages in the

communication process, it is the key to have a good communication, if we don’t
use this ability in the right way messages will be easily misunderstood and the
communication will breaks down, became frustrated or irritated. That is why if there
is one communication skill you should aim to master is listening.
(Skillsyouneed, 2015) says to have a good level of listening is so important

that many top employers provide listening skills training for their employees. And
that is very normal if it is considered that good listening skill can led to: better
customer satisfaction, greater productivity with fewer mistakes, increase sharing of
information in a way to lead more creative and innovative work. Furthermore good
listening skills also have benefits in our personal lives including a greater number
of friends and social networks, improved self-esteem and confidence, higher
grades at school and in academic work, and even better health and general well-
being because studies have shown that, whereas speaking raises blood pressure,
attentive listening can bring it down.
It is important to remember that listening is not the same as hearing; hearing

is about the sounds you’re able to hear, instead listening requires more than that. It
requires focus and concentration. Listening demands paying attention not just to
the story, but how it is told, the use of language and voice, and how other people
65
use their body. In other words, it means to be aware of both; verbal and non-verbal
messages. The ability to listen depends on the degree to which you perceive and
understand these messages.
Ineffective students’ listening habits
Liao, S (n.d:p4) says to us that in education are two traditional teaching

methods. These methods restrain students listening capacity. The first method Liao
mentions consists in only use tape recorders for their classroom listening practice,
and students just sit back and listen without thinking; also that method is the most
used by the teachers nowadays, those activities denied completely the possibility
of use their brain and receive physical and visual help to understand better what
they heard.
The following steps are recommended to be an effective listener
1. Determine a reason for listening.
2. Take the raw speech and deposits an image of it in short-term memory.
3. Attempt to organize the information by identifying the type of speech

event (conversation, lecture, radio ad) and the function of the message (persuade,
inform, request).
4. Predict information expected to be included in the message.
5. Recall background information (schemata) to help interpret the message.
6. Assign a meaning to the message.
7. Check that the message has been understood.
8. Determine the information to be held in long-term memory.
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9. Delete the original form of the message that had been received into short-
term memory (Brown 1994).
Listening skill is a process of selection and interpretation to human brain,

unfortunately most of the English Students are not capable to use their brains
actively when the work the teaching task because they don’t have correct guide to
improve their listening comprehensive abilities. Liao, S (n.d:p4) also talk to us
about the other traditionally method which requires students to discuss and think
after listen a script, but they don’t receive the correct guidance about what specific
information they should listen. In this task most of the students receive so much
spoke information so they get lost which make them feel frustrated.
The role of teachers is to be a supporter and a modulator, teacher’s

modeling is essential since clear instruction is highly required to reduce the anxiety
in listening activities to students. (Liao, n.d, p5) Teachers should guide the
understanding in listening activities by telling to students to construct their own
ideas. It means; teacher creates a supportive learning environment, facilitate the
inquiry process in lieu of dominating it, and model the listening skills required for
successful cooperative learning.
Furthermore; Liao (n.d. p5) says that the role of teacher is no to talk to each
student individually. Students must be encouraged to ask questions and respond to
each other in their groups, after the whole class should discuss the issue. Also, the
constructivist approach involves students combine new experiences with what they
already know instead of teach specific knowledge to students. So teacher’s role is
to encourage students to think and talk, listen and write about the content they
study and the things they already know with the objective of students can
understand and create language communication.
Students’ role is to be encouraged to play a more interactive role and to

think aloud. it’s okay to them make a false start, change their ideas or hesitate
when they are speaking or even rephrase in the discussion. In cooperative learning
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process, it is required to explain the ideas in the thinking process, reflect their ideas
and develop skillful questioning strategies, meanwhile students shape their ideas.
Listening Strategies and Applications
Brown (1994) said
To learn and improve English listening we must to apply different

techniques.
According with the investigation are four techniques that are always
necessary in listening
a) Pre-listening
b) Pre-teaching of all important new vocabulary in the passage
c) Listening
Extensive listening (followed by general questions establishing context)

Intensive listening (followed by detailed comprehension questions)
d) Post-listening
Pre-Listening:
Pre-listening are activities to show students what is the purpose of listen.

They need to understand how to recognize the objective of listening practice; make
connections about the topic for processing the information in the pre-listening state,
in order to be interest on improve their skill. Teachers are able to use vocabulary
competition, film watching, or description of drawing sketches to tune their brain in
the second language listening.
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Pre- Teach:
Why is this strategy useful? Pre-teaching is the teaching of the language

learners need before an activity begins, It teach to students the skills prior to the
activity that utilizes them (Brown1990) says “Teacher needs to identify what the
learners already know and what might cause problems”. Pre-teaching usually
includes teaching key component skills prior to working with the lesson or unit. Pre-
teaching works best when paired with direct instruction. For instance, consider the
way the count-by strategy can be taught with examples.
Listening:
Listening is the key in all effective communication, improve this ability makes
all the messages get received and understood easier. While students practice this
skill, they will learn to identify main ideas and predict details. Effective listeners
usually understand the main ideas but EFL learners need to be taught and
encouraged to think about what they are listening. Before playing a script, student
should learn how to ask questions as they see a picture related to the listening
activity. Then they take notes about what they listen. The listening activity is
usually performed three times to let students, heard, listen, think and create their
own conclusions. By practicing these listening tasks, students are going to be
preparing themselves to listen effectively in most situations.
Post Listening:
It is important to students to acct upon what they have heard to expand their
thinking. A well-planned post listening activity is always a useful way for them to
speak and think about what they listen and their own experiences and also to give
them self-esteem and confidence to talk correctly in future.
Technology in English Education
Artega, L. Guarín, E. López, A. (n.d.) talk to us about the principal

characteristic of twenty-first century, they talk about the incredible, exponential,
69
and enormous technological improve. Actual generations have reached a whole
new level of capacity in the use of technology to change their life. To education,
this technological represent a big implications and it change has already several
issues, there are technological devices that are banned from high school like
cellphone, cameras, iPods, and tablets. But there are a lot of schools moving
towards through the advance adding the use of computers to lessons.
Students learn, adopt, and use the technology so much faster than their
teachers, and many teachers are fearful of the technology that students take for
granted, but with the technology came new strategies that can make both; students
and teachers fell comfortable, meanwhile allowing students to move as far as they
can with the tech and that prepare them to all the advances of the twenty- first
century. Nowadays exist a lot of ways to teach and communicate with technology,
some ways are the E-mail, search, texting and instant messaging, blogs, wikis, the
Wikipedia, podcasting, polling devices, peer-toper, complex computer and video
games, networking, augmented reality, social and community building tools,
interactive whiteboards, DVDs, wireless technologies and many others.
Listening Strategies
Deep researches in (slideshare.net, 2013) give us plenty information about

techniques and activities that contribute with the comprehension and recall of
listening input. It can be classify in how the listener processes the input. There are:
Top Down: Refers to the use of background knowledge in understanding the

meaning of the message.
The listener taps into the background knowledge of the situation or context,
and the language, this background knowledge activates a set of expectations that
helps the listener to interpret what is heard and anticipate what comes next. Top
70
down strategies include: Listening the main idea, predicting, drawing interferences,
summarizing.
Some top down listening activities are:
a) Putting a series of pictures or sequences of events in order.

b) Listening to a conversation and identify where they take place.
c) Reading information about the topic then listening to find if the same points
are mentioned or not.
d) Inferring the relationship between the people involved.
Bottom-Up Listening Strategies are text based; the listener relies on the
language in the messages, sounds, words, and grammar which creates meaning.
These strategies include: listening for specific details, recognizing cognates,
recognizing word order patterns. These activities are more related to academic
study, dictations and listening test are included in this strategy. Tongue twist could
be a good exercise for students to understand the different ways of pronunciation.
Tongue Twister
“Can you imagine an imaginary menagerie manager imagining managing an

imaginary menagerie?”
“How much dew does a drewdrop drop if dewdrops do drop dew?”
The successful combinations of these activities; top down and bottom up

processing will produce a correct development in the listening skill.
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76
Scopes and limitations
Scopes:
The Listening blog created to the didactic project has reached a scope of
127 people until now; the blog has been three weeks online, it is constantly being
updated with new content and practices to development the English Listening Skill,
it has been seen by the students of the group 7-8 and 7-11, they has been
spending some time listening the song and watching the videos published there,
also the teacher has talk to other groups of students to use the blog to help them to
improve their skill; furthermore, other English teachers in the institution have been
informed of the existence of the listening blog with the idea that encourage their
students to use it.
Limitations:
Unfortunately not all students in the institution count with internet access in
their homes, a big part of them live in places far away from the downtown where
the internet access is limited or they don’t have the resources to pay the services,
the high school bring internet access in the library to every student who needs it,
but students usually have lessons from 7 to 4:20, with just one hour to eat, and the
breaks are 10 minutes in morning and 5 minutes in the afternoons, that cause
problems if they want to use the services bring by the institution.
77
Conclusions and recommendations
Conclusions
The professional practice is a combination between the theoretical methods

and techniques studied along these years and the implementation process.
The role of the cooperator teacher is crucial along the process. The
cooperator teacher is probably the first and best helper a student teacher can
have, as he or she provides immediate feedback. In that sense more time should
be dedicated to the observation process to the cooperator teacher.
To know about planning is extremely important and invaluable. The only way to
become an outstanding teacher is by creating activities which potentiate the
interest in the students. Without a good plan there is not efficient teaching.
As teachers, showing mastering control in the group attitude is important. The

student’s behavior can vary through the situations or topics. Some can be
interesting for them or not and there are some students that always want to find
weakness in the learning process.
Teachers should pay more attention to integrate the teaching of the four skills to
the lessons, so students might improve in their language process and let the
monotony of work in a book the whole year.
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Recommendations
The supervised teaching practice is very demanding and stressful process.

Regular courses should prepare more college students to the reality of being part
of a class.
Teachers need to be more creative in the process of teaching listening. To

this respect technology plays an important role. There are many web sites that
provide free and excellent material for people to learn.
The most suitable suggestion to the institution is to open spaces and

resources for students and teachers so that the classes could be more interactive.
As an English laboratory, where they can get access to technology.
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Annexes
Sociaffective:
Te pedimos que respondas con mucho cuidado y en base a lo que piensas y

sientes. Sólo nos interesa saber la verdad y tu opinión sincera. No hay respuestas
buenas ni malas. Tampoco van a influir en tus notas en el colegio.
What is your name?
________________________________
How old are you?
___________________
Where do you live?
___________________
What is your genre?
a. Man
b. Women
What do you think about the English class?
a- I like it
b- I don’t like English
80
Do you live with your parents?
a- Yes
b- No
How many members of your family live in your house?
How much you understand to your English teacher?
a- Nothing
b- Almost nothing
c- Just some things
d- Almost everything
e- Everything
Psychomotor:
Fine Motor
Activity: Write a sentence in the paper.
Gross Motor
1. You can balance on one foot?
a- Yes
b- No
When your teacher tells you get up, you get up and stand on one foot.
81
Cognitive
Listening Practice:
Game: Simon Says
Instructions:
The teacher is Simon.
The students receive instructions of the teacher.
The students listen and act that the teacher said.
Example: The teacher says: “Simon says sit down”, then, the students sit down
Reading Practice:
Activity: Read a paragraph
Instructions:
The teacher gives a paragraph to the students.
The students read the paragraph.
Example: The students read a paragraph of a character.
Hermione Jean Granger born in 19 September, 1979, she was a muggle-born

witch and the daughter of Mr and Mrs Granger, both dentists in London. Hermione
was raised as a muggle girl until, at age eleven, she learned that she was a witch
and had been accepted into Hogwarts School of Witchcraft and Wizardry. She
began attending the school on 1 September, 1991, where she was subsequently
82
sorted into Gryffindor House, despite having the choice to be in Ravenclaw. She
possessed a brilliant academic mind, and proved to be a gifted student. She was
very studious and bookish.
Speaking Practice:
Activity: Role-play
Instructions:
The teacher explains them the role-play.
The students do the role-play in pairs.
The students speak.
They have a conversation, for example, hi, how are you?, What’s your name?
Where do you go? What will you do in the weekend?
Example:
Kenya: Hi, Ana
Ana: Hi, Kenya
Kenya: How are you?
Ana: I am Fine, thank you and you?
Kenya: Fine, thanks. Where do you go?
Ana: I go to the bakery, and you?
Kenya: I go to the butchery, Can I go with you?
Ana: Of Course, yes.
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Kenya: Ok, Thanks lets go.
Writing Practice:
Activity: Message Board
Instructions:
The teacher writes different topics on the board.
The students choose a topic.
The students write a little paragraph about the topic that they choose.
The students write a paragraph with 3 sentences.
Example: The students write a paragraph about the experience of their life.
Topics are:
Things I like from internet
How is my house?
My favorite animal
84
References
Brown, H. D. 1994. Teaching by Principles: An Interactive Approach to Language

Pedagogy. USA.
Ministerio de Educación Pública. (2005). Programa de Estudios Inglés: Educación

Diversificada. San José, Costa Rica: Ministerio de Educación Pública Imprenta
Nacional.
PEAK Parent Center, Inc. (1999). Curriculum Modifications & Adaptations.

Retrieved from http://www.spannj.org
INQUIRE summaries available at schools. (1980) Study abstract reprinted with

permission, National Council for Teachers of Mathematics. Retrieved from
www.nctm.org. http://nycdoeit.airws.org/
©SkillsYouNeed (2015) Retrieved from www.skillsyouneed.com
Morgenstern, M, (2014). Why Developing Critical Listening Skills Matters.

Retrieved from http://facingtoday.facinghistory.org/
ARTEAGA, L. GUARÍN, E. LÓPEZ, A. (n.d.) USING VIDEO MATERIALS AS A

TEACHING STRATEGY FOR LISTENING COMPREHENSION. UNIVERSIDAD
TECNOLOGICA DE PEREIRA, Colombia. Retrieved from
http://repositorio.utp.edu.co/
Liao, S. (n.d.) Listening Strategies and Applications in EFL Classroom. Keelung

Municipal Zhong Shan Senior High school, Taiwan. Retrieved from
http://english.tyhs.edu.tw/
Vandergrift, L. (2002) Listening: theory and practice in modern foreign language

competence. Retrieved from www.llas.ac.uk
Sevik, M. (2012) Teaching Listening Skills to Young Learners through “Listen and
Do” Songs. Retrieved from www.americanenglish.state.gov
85

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Universidad Hispanoamericana

English Teaching Career

Improving seventh grade basic English listening skill by a

Supervised Teaching Practice

Student: Luis Diego Castillo Sánchez

Lic. Luis Guillermo Maroto

The following document is the result of a process (English Supervised

According with the National Syllabus (2005: 14)

“The large number of individuals who speak English either as their

Consequently, teaching English in our school system responds to basic

1. To offer students a second language this can enable them to communicate

2. To give students a tool to directly access scientific, technological and humanistic

- develop the ability to communicate for practical purposes;

- incite enjoyment and intellectual stimulation;

- encourage positive attitudes towards foreign languages and cultures;

- promote cognitive skills like application, analysis, memorization, inferring;

- It provides a combination of linguistic skills both physical and intellectual with

- It offers better opportunities to develop oral and written communication skills;

- it inculcates valuable study skills such predicting, selecting, comparing, and

In addition to the above reasons, the study of a foreign language, by definition,

- it exposes learners to new experiences and enables them to make connections in

- It enhances the learner´s self-confidence of their abilities provoking a sense of

Planning is essential since it is the procedure that the teacher follows to

As Jeremy Harmer (1991) says

Every good teacher must be prepared himself before a class, improvisation

Mary Underwood (1987) describes lesson plans as a “scheme of work” or a

Didactic planning must be

United and Coherent: Reflects educational principles of the core curriculum

Graded: Objectives and goals have to be organized in sequential order.

The Didactic Planning elements:

Study Block: This corresponds to thematic areas to be developed by the

Functions: The functions show us why particularly in English a subject is

Objectives: The objectives represent the products of learning that students

Practice: “controlled practice” and “creative practice”, stated by Rivers’

First, students use the new linguistic components in a relatively limited

Students are asked to incorporate their language acquisitions to their

The proposed objectives of the syllabus provide opportunities to select and

English Education in Costa Rica

English is conceived of as a linguistic and cultural tool for communication,

ENGLISH AS AN OBJECT OF STUDY

Functional Component The functional component refers to the

Cultural Component This component considers understanding of the culture

There is no recipe for adapting general education curriculum to meet each

There are Nine Types of Adaptions:

Substitute Curriculum: Provide the different instruction and materials to meet a

English teachers towards 21st Century

Some of the basic principles of the Policy can be summarized as follows:

1. The citizens should be able to develop as persons through seeking for

2. Education should promote the broadening of understanding through challenging

3. Education should contribute to narrow down social – economic gaps by

4. Achieving sustainability in production and the economic in general represents a

Through this process learners are offered equality of opportunities to

The design of the syllabus encourages participative interaction, and its

The process of "mediation" for the construction of learning, and the

The evaluation of the learning processes must reflect coherence between

The methodology proposed centers on the activity of the learner as builder

ENGLISH AS A MEANS OF IMPLEMENTING THE EDUCATIONAL

This balance is essential to ensure the success of the new era of

The syllabus takes into account other relevant areas of a well-rounded

Other aspects like the socio-political development of citizens is dealt with