ENHANCINGREADINGANDWRITINGSKILLSBYMEANSOFEXPLICITINSTRUCTIONOFCOLLOCATIONS

ENHANCING READING AND WRITING SKILLS BY
MEANS OF EXPLICIT INSTRUCTION OF

COLLOCATIONS
VICTOR MANUEL AGUILERA LICANDEO

2012
DEPARTAMENTO DE HUMANIDADES Y ARTE.

UNIVERSIDAD DE LOS LAGOS
INFORME FINAL DE INVESTIGACIN EN EL

AULA PARA OPTAR AL TTULO DE PROFESOR
DE EDUCACIN MEDIA EN INGLS Y
LICENCIADO EN EDUCACIN
PROFESORES SUPERVISORES
MG. HCTOR MATURANA
MA. EDUARDO SENZ
Table of Contents
Abstract ....
1. Introduction .
2. Literature Review ....
2.1 The Four Language Skills ..
2.1.1 Reading Comprehension .....
2.1.2 Written Production .....
2.2 Collocation.............................................................................
2.3 Explicit Instruction of Collocations ...........................
12
3. Methodology.........
14
3.1 Triangulation...
14
3.2 The Survey......................
15
3.3 The Test..
15
3.4 Subjects...
18
3.5 Objectives ..
18
3.6 Materials.
19
3.7 Procedures...
19
3.8 Hypothesis..
20
3.8.1 Variables .
20
3.9 Research Questions........
20
4. Analysis and Interpretation of Data .....
21
4.1 Analysis of quantitative data...
21
4.1.1 Survey Results...
21
4.1.2 Pre-test results...
27
4.1.3 Post test results..
30
4.1.4 Pre- and post-test comparison...
33
4.2 Analysis of Attainment of the General Objective...
38
4.3 Analysis of Attainment of the Specific Objectives.
44
4.4 Verification of the Hypothesis....
48
4.5 Categorization.....
49
5. Conclusion
52
6. References .......
54
7. Appendices...
57
7.1 Teachers Ethnographic Notes
58
7.2 Student-teachers Ethnographic Notes...
90
7.3 Lesson Plans...
138
7.4 The Test..................
153
7.5 Criteria to Asses Writing....
159
7.6 Survey and Survey Results.....
160
7.7 Working Plan .....
164
7.8 Students Samples...
167
Abstract
This innovative project investigated the relationship that exists between the explicit instruction
of collocations and the development of reading comprehension and written production. This study
intends to demonstrate how collocation knowledge can help students improve their reading and writing
skills in a more efficient and effective way.
This research was carried out with 24 10th grade students from Colegio Ingls Purranque in a
24-week period. To measure the effectiveness of the intervention period, quantitative and qualitative
methodologies were used. Regarding the quantitative methodology, pre and post tests were used, and
also a survey was given to gather data. Concerning qualitative methodology, ethnographic notes were
taken as supportive evidence for the attainment of the objectives.
The pre-test results showed that the median for the reading section was 28,5 point and the
mean was 28,04 points, whereas in the pos-test the median was 38,5 points and the mean was 38,8. In
writing section of the pre-test the median was 26 point and the mean was 23.2 points, whereas in the
pos-test the median was 44 points and the mean was 37.4. Moreover, the observed value for t in the
reading (9.8248) and the written (5.1973) sections were greater than the critical value for t (1.6794).
These results provided evidence of the significant improvements in the students average reading
comprehension and written production achievements after the intervention period, which suggests that
collocation knowledge can significantly influence the development of both abilities.
Key words: Collocation, explicit instruction, reading and writing.
1. Introduction
Since the beginning of the XX century English has become the main language of international
communication and business around the world. Nowadays, we are immersed in a globalized context
which has demanded every nation to adopt the instruction of the English language at the core of their
curriculum due to its huge importance in the different fields of science, commerce, education and even
entertainment.
Chile is no exception to the rule. In our country only 4% of our work force speaks English
(TOEIC, 2012) so, in the year 2003 the Chilean Ministry of Education started an ambitious plan to turn
Chile into a bilingual country called English Open Doors. Nevertheless, this project did not produce
the so desire effect of having a bilingual country as the recent result of the first English SIMCE in
Chile (prepared by the Educational Testing Service) showed that only 11% of students comprehend
everyday phrases and short texts and only 1 out of 10 students gets a certification. (LaTercera,
2011)
Based on the facts already mentioned and the experience as student-teacher, it was possible for
me to notice that students had many problems reading texts in English and also producing short
sentences or phrases. These observations led me to identify that one of students main problems was
poor lexical development, which they addressed as lack of vocabulary.
It is already known that learners do not acquire vocabulary in isolation, but instead they learn
family words and chunks of language at early stages of language acquisition. Following the previous
idea, we have to keep in mind that whenever we read a text or plan to write anything, most of the time,
a set of prefabricated words and phrases are triggered according to the theme or subject we are
dealing with. We have the ideas and arguments to develop our texts and also we use these chunks of
language to read or write. However, many times we are not conscious of the importance of those sets of
words that are stored in our memories and the way in which they can help us organize our ideas and
the lexicon to be used.
Furthermore, the different sources of written texts that are available also provide us with a
great variety of structures, patterns of organization, vocabulary and discourse markers. These are what,
from now on, I will refer to as collocations: linguistic signals of semantic and discourse function that
are very much concerned with the surface of the text (McCarthy, 1999). The analysis and study of these
lexical elements can help students improve their reading comprehension and as a consequence the
composing task. Based on this assumption and considering the difficulties students presented, it was
decided to approach reading and writing skills by making students aware of collocations in the
different texts they read in an everyday basis.
This innovative project was carried out from April to November in 2008 in a 10 th grade with 24
students in Colegio Ingls Purranque. It investigated the relationship that exists between the explicit
instruction of collocations and the development of reading comprehension and written production. This
study intended to demonstrate the importance of collocations in a more comprehensive sense,
determining how this knowledge can help students improve their reading and writing skills in a more
efficient and effective way, bringing a discourse dimension into teaching languages. For that purpose
pre and post test were given and a survey was applied to gather quantitative data, and also field notes
were taken to complement the statistical results with qualitative data to support this research.
In the following sections a theoretical framework will be provided in which the rationale for
this study is going to be reviewed. Also the methodology used in this research will be explained, and
quantitative and qualitative data will be analyzed focusing in the accomplishment of the premise that
the explicit instruction of collocations can have a positive impact on students reading and writing
skills.
2. Literature Review
As the aim of this research is to enhance reading comprehension and written production by
means of explicit instruction of collocations, it is important to define these skills and collocation as
they have been considered for the purpose of this investigation. First, the four language skills will be
briefly defined and it will be explained why reading and writing were chosen to be developed at the
same time. Also, collocation will be described and defined according to the aim of this research, and a
final connection between the two abilities and lexical development will be drawn while considering
other investigations in the same area. I will present a review of literature where it will be stated what I
mean for each term presented in this project from an English Language Teaching (ELT) perspective.
2.1 The Four Language Skills
At the moment that we start learning a language there are four skills that we need for complete
communication which are: listening, speaking, reading and writing. Listening is receiving language
through the ears. Listening involves identifying the sounds of speech and processing them into words
and sentences to understand spoken speech (English Club, 2012). Speaking is the productive skill in
the oral mode, which includes face-to-face conversations, telephone calls, etc., in which we are
alternately listening and speaking decoding spoken messages (Orwig, 1998). Reading is the process of
making meaning from written texts, in which a reader has to identify the words in a print and construct
from them decoding a message (Leipzig, 2001). Finally, writing is a method of representing language
in visual or tactile form, utilizing symbols to represent the sounds of speech to be later recovered
without the necessary intervention of the utterer (Omniglot, 2012)
According to what has already been mentioned, any language has four skills, in which two are
for producing output (speaking and writing) and two are for receiving input (reading and listening).
Moreover, we can also reclassify them making a difference between those used for spoken
communication (listening and speaking) and written communication (reading and writing) (Essberger,
2001). Based on the observations and analysis of needs and difficulties students had, it was decided to
focus on the two abilities for written communication, as they have in common similar processes of
development which can have a significant impact on students. Both of them require analysis of text and
lexical development to be improved, and share in common that there are no time limits and plenty of
room to correct any mistakes that might happen in the way. In addition, both skills allow resourcing to
learners which aids them in the process of self-developing the two abilities. In the following segments
reading, writing and collocation will be described according to this innovative project, as well as an
integration section in which it will be explained how the explicit instruction of collocation can be used
to improve reading comprehension and written production achievements.
2.1.1 Reading Comprehension
Reading, as it was described previously, is a receptive skill which involves responding to a
text, rather than producing it. It involves making sense by understanding the language at word level,
sentence level and whole-text level (Grabe & Stroller, 2002). Unfortunately, reading a text is a little
more complex than this previous definition: we have to interpret links created by cohesive markers
across sentence boundaries, pair and chain together items that are related and on top of that, make
sense of them. Making sense is an act of interpretation that depends as much on what readers bring to a
text as what the author puts on it (McCarthy, 1999).
Reading comprehension is an interactive process in which many processes happen at the same
time, such as recognizing words very rapidly, keeping them active in our working memories, analyzing
the structure of sentences, building text comprehension in our minds, monitoring comprehension, etc.
(Tindale, 2003, in Gonzalez, 2009). Good readers understand the processes involved in reading and
consciously control them. This awareness and control of the reading processes is called metacognition,
which means "knowing about knowing." (Smith, 2003) Readers also connect the message of a text to
their knowledge of the world, in which linguistic information from a text interacts with information
activated from the readers long-term memory, as background knowledge (Baez, 2011). In order to
develop reading comprehension, learners need to develop background knowledge, extensive oral and
print vocabularies, knowledge of various kinds of texts, the purposes for what they are reading and
strategies for constructing meaning (Leipzig, 2001).
As previously stated, reading is a complex process which demands the reader to activate a lot
of mental structures and bring them to the act of decoding the information of a text. An important
component of reading comprehension is the ability to recognize discourse organization. Students who
recognize and follow a texts basic discourse organization recall more information from it. Differing
discourse organizational schemes, or rhetorical frames, in texts can lead to different results in recall of
information (National Education Association, 2007). In addition, when reading any authentic text of
any type being it descriptive, narrative, argumentative or expository, the reader has to decode words
presented in them that mark the discourse organization and also the text structure. Following the same
idea, different expository texts can have different text structures such as listing, cause and effect,
comparison contrast, problem solution and time order (National Education Association 2007). These
are aspects any reader has to bear in mind when approaching any text that could make the task of
decoding a message a much fluent process.
To sum up, reading is an interactive process which demands several processes to happen at the
same time. It not only implies being able to recognize words, analyzing structures and making sense,
but also it connects what is being read with our background knowledge. In the following section,
writing will be defined from an ELT perspective.
2.1.2 Written Production
Writing is a productive skill which means that it involves producing a text instead of decoding
it. Writing is a process in which we put together a combination of letters to form words, phrases,
clauses, and sentences, and put sentences together to make coherent text. (Lindsay and Knight, 2006).
According to Hedge (1988) writing is a complex process with a number of operations going on
simultaneously, which some writers know how to better work and produce more successful pieces of
writing. Following this idea, the process can be guided and the teacher can help the student improve
the processes of producing text by including analysis of written texts.
We write for many different reasons, for instance to pass on information and opinions, to ask
questions, to request for something, etc. Moreover, most of the times we write to communicate and the
text we produce has to be effective in order to communicate our ideas and thoughts.
According to Lindsay and Knight (2006) we write:
-
to practice the language
to reinforce the language we have learnt
to help memorization
as a way of recording language
as part of being assessed.
The process of writing can be broken down into three stages: preparation, draft and editing and
rewriting (Lindsay and Knight, 2006). These three stages can take place as many times as needed and
the previous order is not necessarily fixed, because we have the chance to change our creation many
times. It is more accurate to characterize writing as a recursive activity in which the writer moves
backwards and forwards between drafting and revising, with stages of replanning in between (Hedge
1988).
The process of writing is often described as consisting of three major activities or groups of
activities: pre-writing, writing and rewriting, and editing (Hedge 1988). In the following section,
collocation will be defined and described for the purpose of this project.
2.2 Collocation
For the purpose of this project, now I am going to define what a collocation is. One of the
definitions of collocation that is available is that a collocation is a predictable combination of words
(Hill, 2000, in Lewis, 2000, p 51) English, and any language, is full of collocations which are
recurrent combinations of words that co-occur more often than expected by chance according to
Lewis (2000, in Gonzalez 2009, p 11). These two previous definitions share in common the fact of
establishing the basis to understand that collocation is the co-occurrence of words in any type of text.
The challenge for the teacher is to make simple categories which will help their students see some
order and organization in the lexicon (Hill, 2000, in Lewis, 2000, p 51) So Hill states the seven most
common combinations of words that could be taught to students.
Adjective + noun
a huge profit
Noun + noun
a pocket calculator
Verb + adjective + noun
learn a foreign language
Verb + adverb
live dangerously
Adverb + verb
half understand
Adverb + adjective
completely soaked
Verb + proposition + noun
speak through an interpreter
Hill proposes the previous seven kinds of collocations because they can be very useful, as these
categories can draw learners attention to collocations of different kinds and set the principles to study
and analyze them. He also says that the term collocation should help bring all the chunks of language
to students attention (Hill 2000, in Lewis 2000). On the other hand, it has to be noted that not all
collocations are fixed. According to Thornbury (2007, p 6) we have seen that groups of more than
one word, such as bits and pieces, do up, look for, can function as a meaningful unit with a fixed or
semi-fixed form. Technically these are known as multi-word units, but they are often called simply
lexical chunks. There are also some strong collocations that have the status of idioms; some may be
so common that they hardly seem worth remarking upon, so the teacher should be aware of the
different types of collocation as learners may tend to transfer from their mother tongue into the target
language forming wrong collocations (Thornbury, 2007). This same researcher says that collocation is
not as frozen a relationship as that of compounds or multi-word units, and two collocates may not even
occur next to each other they may be separated by one or more other words (Thornbury, 2007, p 7)
Here this author gives us a hint to other types of collocations to look for, because words are not always
bound to appear next to each other, but they can be near. In addition, there also exist sentence frames,
which are a set of semi-fixed multi-word units that provide a structure on which to produce a new
sentence reducing planning time in rapid speech. An example of sentences frame is Its amazing how
because based on this starting point we can have Its amazing how words can happen together and Its
amazing how collocations behave in a text, an example of how a sentence frame can be used to
produce two new sentences (Thornbury, 2007).
Compiling what has already been stated, it can be said that collocations hunt in packs and
two words are collocates if they occur together more than chance frequency, such that, when we see
one, we can make a fairly safe bet that the other is in the neighborhood (Thornbury, 2007, p 7). The
term collocation in this project considers the definition given by Lewis (2000) and Thornbury (2007),
as well as the idea of collocation as any marker present in texts. In this sense collocation is a linguistic
signal of semantic and discourse function, very much concerned with the surface of the text
(McCarthy, 1999). Cohesive markers create links across boundaries and pair and chain together items
that are related. According to the definition given by Lewis (2000), collocation is not a semantic
relation between words and therefore it does not belong to the term lexical cohesion. On the other
hand, lexical cohesion in this project means only exact repetition of words and the role played by
certain semantic relations between words in creating textuality (McCarthy, 1999). Reiteration means
either restraining an item in a later part of the discourse by direct repetition or else restraining its
meaning by exploiting lexical reiterations. Lexical relations are the stable semantic relationships that
exist between words (McCarthy, 1999).
In the different types of texts text structures can often be identified by certain signal words,
which in this project are also considered collocations.
Text structure
Description/List
Structure
Description
This section resembles an outline. Each
section opens with its main idea, then
elaborates on it, sometimes dividing into
subsections
Cause
and
Effect The reader is told the result if an event or
Structure
occurrence and the reason it happened.
Comparison/Contrast
These texts tell about the differences and
Structure
similarities of two or more objects, places,
events or ideas by grouping their traits for
comparison.
Order/Sequence
These texts tell the order in which steps in
Structure
a process or series of events occur.
Figure 1 (National Education Association, 2007)
Signal Words
For example,
specifically, in
addition
for instance,
particular, in
Consequently, therefore, as a
result, thereby, leads to
However, unlike, like, by contrast,
yet, in, comparison, although,
whereas, similar to, different from
Next, first, last, second, another,
then, additionally
The figure above (Figure 1) presents us with the different text types and the signal words that
describe them. As it was stated previously, these words are also considered collocations because every
time they appear in a text, they co-occur with others and behave as collocations, signaling text
structure. That is to say, when we see one, the others are probably in the neighborhood (Thornbury,
2007).
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The notion of collocation, as it has been described so far, is present in any type of text. Not
only expository texts have collocations but all the different text types that exist in English or in any
other language.
It often happens that two parts of a text are connected in meaning. For instance, in a story, the
events described in one sentence often follow the events described in the previous one and they
connect each other. Here it is when connectives such as then, nevertheless, but and in spite of help
chain the story (Hudson, 1995). Because of the importance of these words in adding cohesion and their
high probability to be present in texts, connective have also been considered collocations.
Of course, collocations of the connective type can be found in any sort of text type. Examples
of these are those presented by Hudson (1995)
Addition connectives, example and
Opposition connectives, example yet
Cause connectives, example therefore
Time connectives, example then, in
In any kind of text or text structure, collocations are bound to be found as they organize the
logic of any language. They are present and work in certain contexts and are accompanied with specific
lexicon. According to the definitions already given, it can be said that collocation, then, is best seen as
part of a continuum of strength of association (Thornbury, 2007). This latter definition gives as the
sense that they are not only repetition of words, but real associations that happen in texts.
After presenting some definitions of collocation and examples of other lexical chunks and
signal words, it will be summarized what a collocation is.
A collocation is any signal word that can often help identify text structures in descriptive texts
(National Education Association, 2007), these words (e.g. for example, consequently, however, etc.)
help identify text structure and they always happen in their corresponding text types. A collocation is
any sentence frame present in texts, including prefabricated phrases such as its amazing how..., I
would like to say... etc. (Thornbury, 2007). Also, it is any predictable combination of words, which can
be found in any text type (Lewis, 2000). In addition, it is any key word or words that repeat in any text
and help to make a text coherent (Hudson, 1995) because they not only carry meaning, but also trigger
other words that are most likely to co-occur. Expanding the previous idea, it is any connective that is
used to indicate a specific connection between different parts of a text, including conjunctions,
adverbs and prepositional phrases (Hudson, 1995), as they add fluency and cohesion to texts.
In the following section it will be stated how this project intends to aim at enhancing reading and
writing by means of explicit instruction of collocation and also include what other researchers have
found in the same area.
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2.3 Explicit Instruction of Collocations

Previously, reading, writing and collocation were defined. Now it is going to be explained what
is meant for explicit instruction and why it was chosen to approach the teaching of collocations.
There are three approaches for vocabulary instruction and learning which are: incidental
learning, explicit instruction, and independent strategy development. For the aim of this investigation,
it was decided that the explicit instruction of collocations was the most suitable considering students
low understanding of the language and that in general, emphasizing explicit instruction is probably
best for beginning and intermediate students who have limited vocabulary (Hunt & Beglar, in
Richards & Renandya, 2002, p 258). Explicit instruction was chosen as the main approach as it
involves diagnosing the words learners need to know, which provides room to decide what collocations
are most appropriate to be taught. In addition, this model allows presenting words for the first time thus
helping students elaborate collocation knowledge, and it also aims to develop fluency with known
words (and collocations) which supports the enhancement of written production (Hunt & Beglar, in
Richards & Renandya, 2002). Furthermore, explicit instruction is essential for beginning students
whose lack of vocabulary limits their reading ability, as they may have a tendency to get frustrated
when they do not understand a word. As it was noted during the observation process, students needed
more lexical development, and this did not allow them to read texts fluently at times. Hunt and Beglar
(in Richards & Renandya, 2002) also argue that fluency partly depends on developing vocabulary
through reading and studying high-frequency words, supporting the premise that collocation instruction
is important to develop fluent readers and composers, and that it can also help students who do not
have much understanding of the language when they start learning it.
As it was stated earlier, reading and writing are the abilities used for written communication,
and they were chosen to be developed as they permit resourcing and analyzing of texts. These two
skills can benefit from a lexical syllabus which explicitly instructs collocations, as a lot of early
language learning takes the form of chunks (collocations) (Thornbury, 2007). When we consider the
process of developing reading comprehension, it can be enhanced if students develop the capacity of
identifying a text discourse organization and its signal words (National Education Association, 2007)
which can also lead into better written production, as a process of analyzing texts and the collocations
present in them can increment the amount of prefabricated phrases and collocations at disposal to
write, thus developing fluency in students. In addition, explicitly teaching students to use prefabricated language, rather than using grammar rules to fabricate language from scratch, saves
valuable processing time (Thornbury, 2007, p 114). The role of collocations is not only useful to
12
develop the ability of decoding text, but it also can help producing texts as many sets of pre-fabricated
phrases are available for learners to be used in their compositions. It can turn students into more fluent
and lexically competent writers. Moreover, the process of explicitly teaching chunks serves two
purposes in the development of language acquisition: it enables the student to have collocations of
language available for immediate use (be it for decoding or producing a text) and also provides the
learner with language patterns to hold in reserve for latter analysis and reutilization in compositions
(Thornbury, 2007).
Teaching signal words that help recognize text structure in expository texts can aid students in
monitoring comprehension (National Association, 2007). This type of collocations are important in the
analysis of written texts because students can incorporate those lexical items and, if the student has
learned them well, later use them to create their own pieces of writing. In any kind of text or text
structure collocations are bound to be found as they organize the logic of any language. They are
present and work in certain contexts and are accompanied with specific lexicon. Applying this notion
to the analysis of any text can set a new way in which students are going to prepare to read thus
enhancing writing because students will have frames in which to build their compositions. For
instance, when a student wants to write a letter, certain collocations such as best wishes, see you soon,
sincerely yours, etc, can be used making her text more lexically accurate than a mere translation.
Moreover, in related investigations in the field of lexical development to improve
comprehension, some interesting experiences can be found. For instance, Gonzalez (2009) proposed in
his research that the development of lexical knowledge, as well as strategies to learn vocabulary, could
improve students average reading comprehension, concluding that the teaching of multi-word units
can improve students average reading comprehension achievements, especially in less advantaged
students. In addition, Baez (2010) in his research investigating the influence of vocabulary acquisition
in the improvement of reading comprehension, suggested that it is necessary to continue developing
students lexical competence and reading comprehension in order to acquire communicative
competence, by focusing on lexical development as it had a significant impact in students with a low
level of understanding of English.
To end the literature review, the rationale for the study was presented. It was explained why
reading and writing were considered to be enhanced during the intervention period. Collocation was
defined and connected to the two abilities and explained how it is expected to help students improve
their reading comprehension and written production, by means of explicit instruction of collocations.
3. Methodology
13
In this section it will be described the triangulation of data used in this research, the
instruments and methods used to collect data, who the subjects were in this investigation, which the
objectives were, what procedures were used, and what the hypothesis and research questions in this
study were.
3.1 Triangulation
In this section of my project I will explain why I took into account the Pre- and Post-test
results, the field notes and the lesson plans, and the survey for the triangulation of data.
Pre- and Post-Tests
Lesson
Plans
Field Notes
Pre- and Post-test results

The results of these tests can prove whether my intervention period was significant or not.
They indicate students reading comprehension, written production and collocation knowledge before
and after the intervention period. The post-test indicated if there were any changes or improvements
both in the reading and writing skills after the intervention period of 24 weeks. It also presented
findings regarding acquisition of collocation knowledge that was the core of this innovative project.
Moreover, the results verified the hypothesis which stated that: If 10th graders from Colegio Ingls
Purranque are taught during a direct period of instruction based on the analysis, study and use of
collocations present in texts, they will improve their reading comprehension and thus their written
production significantly.
Lesson Plans
They can show how I planned my lessons, how I designed the activities, how I chose the
contents that I included and the learning objectives that I decided students should attain in every lesson
and activity. These lesson plans were chosen to reflect whether the work carried out was coherent with
the objectives of the project. They also presented an overview of how my lessons were organized in
general. Overall, these lesson plans are the evidence of how I performed in theory and hint how the
classes may have been taught.
Field Notes
14
The field notes represent the performance of my students as well as my own work during the
intervention period. I consider that they are very important because they indicate how I put the lesson
plans into practice. These field notes can show directly whether what was planned and designed
worked during regular classes. They can show the aspects my students were able to achieve and also
the way I conducted myself as a teacher. They give a clear idea of my overall work as a teacher and at
the same time they show the actions I did appropriately or not during a lesson.
3.2 The Survey
A survey (see appendix 7.6) was carried out in order to determine learners beliefs and
experiences towards their experience learning English in general. The instrument consisted of a set of
eleven questions with three options each in which they had to select the answer that represented them
the most. It was presented in printed form and in Spanish, so that students would not have problems
understanding the questions and what they had to do. The survey investigated what were the
difficulties learners had when reading a text, what they could understand from written and spoken
messages. It also intended to know if students were able to understand instructions in English and what
strategies and attitudes they had when they were asked to write a text. The survey gathered data related
to students attitudes and beliefs towards English, the difficulties they had during the lesson, whether
they had developed some reading skills, what were the attitudes and strategies they used when having
written tasks and the frequency in which they were asked to write in English.
3.3 The Test
The objective of my project was to determine to what extent a period of instruction focused on
collocation knowledge development could improve reading comprehension and written production
achievements. This way, I designed a test with two sections: one to measure reading and one to
measure writing. They were intended to assess students skills as well as their lexical knowledge.
The test (See appendix 7.4) was used to compare the reading comprehension and written
production results before and after the direct instruction period. I gave the pre-test to 24 tenth-grade
students at Colegio Ingls Purranque on April 24 th and the post-test on November 28th, 2008. The tests
were the same and assessed the same aspects both times. The ideal score for the reading section was 55
and for the writing section was 50. First I will describe the reading section of the test and then I will
present the writing part.
Reading Section
15
In this part of the test (See appendix 7.4) two short texts were used to check reading
comprehension and lexical knowledge and three paragraphs were used only to assess lexical
knowledge, which adds up to five pieces of reading.
In the first item students had to read a text called Exotic Shopping in Paris. One important
aspect about this text was the presence of collocations. It was a key factor when choosing the text that
it contained collocations of different types to produce questions about the lexicon. In item I students
had to choose the correct title for each paragraph from a given list of names. The objective was to
evaluate what students understood from a paragraph. The ideal score for this item was 4 points.
The second item was based on the same text. Here students had to read extracts from the
passage and relate them to either [1] Paris or [2] Shops. The intention of this item was to evaluate
students capacity of establishing a connection between what they read and a key concept. The ideal
score for this item was 8 points.
II. Multiple Choice. Put the corresponding number if the information is related to [1]Paris and [2]Shops. (8 points)
1.
1
It is the best city for people who like to buy things.
2.
2
There you can find from furniture to clothes.
3.
2
They are located on Bonaparte and Jacob
4.
1
The river Seine is part of it.
Streets.
5.
2
Woolen skirts, leather jackets and designer 6.
2
They are open from eight to ten in the morning till
clothes can be bought in them.
about seven in the evening.
7.
1
Dont miss the chance to go shopping.
8.
2
There is always something to suit everyones
pocket and taste.
Extract 1 from the test (See appendix 7.4)
The third item intended to evaluate whether students were able to identify a collocation and see
how it worked in a sentence. Some collocations were extracted from the text and others were made up.
The ideal score for this item was 8 points. They had to decide whether the collocations presented in
sentences corresponded to any of the kinds of collocations and if they were correctly used in the
extracts.
In the fourth item students were given a passage called The Terrible Twins: El Nio en la
Nia. Students had to reorder this text. The aim was to evaluate students capability to discover the
organization of a text. The ideal score of this item was 4 points.
Item V was based on the same reading passage. Students had to answer true or false according
to the text. The aim of this item was to check understanding of the text and students capacity to
discern and to evaluate information. The ideal score for this task was 8 points.
In item number six (extract 2), students had to analyze collocations taken from the text. They
had to choose between meanings proposed for each preposition and identify what the purpose of that
word was. The ideal score for this item was 4.
VI. For the possible meanings of the prepositions FOR, OF, FROM, identify which one is the most appropriate sense for each
one in the extracts from the previous text. (4 points)
16
FOR
[1] used to indicate purpose or reason
[2] used to compare one thing with others of the same type
9.
1
Meteorologists are studying these Terrible Twins so they can prepare for possible future disasters.
OF
[1] used to mention or introduce new elements
[2] used to show origin or reason of something
10. 1
During El Nio the distribution of dry and wet weather changes radically
11. 2
El Nio is the result of very warm water in the equatorial Pacific
FROM
[1] used to show the place where someone or something starts
[2] used to indicate or introduce a disease or problematic situation
12. 2
Other regions suffer from abnormally dry conditions.
In item seven, students had to read three different paragraphs. Students had to identify the text
markers and decide if they corresponded to: comparison contrast, cause and effect or chronological
order. The ideal score was 3 points.
In item number eight, students were proposed 10 signal words. They were required to discern
based on their meanings and uses what text pattern they marked. The aim was to test students ability to
identify and classify words based on their meaning and use in a sentence or phrase.
VIII. Look at the words and phrases below and classify them according to their meanings in the paragraphs above: [1] effect, [2]
comparison, [3] contrast, [4] chronological order (10 points).
13. 1
Take away pain
14. 4
Three major stages
15. 2
Similarities
16. 3
However
17. 4
By 1920
18. 2
Both countries
19. 1
Stop a fever
20. 4
Finally
21. 3
But
22. 1
result in
In item nine students were proposed three collocations. They were required to decide whether
these collocations were used correctly in six sentences. The aim was to test students skill to evaluate
collocations. The ideal score for this item was 6 points.
Writing Section
In this part of the text students were also required to read two texts. One was a pen friend
request and the other was a letter from one friend to another. Students had to answer in written form
and also produce compositions of their own.
In item number ten (extract 4) students were required to fulfill two tasks. The first part (X-I for
the statistical analysis) was to complete a table with specific information and the second part (X-II for
statistical analysis) was to complete the same chart with their own personal information. The aim was
to evaluate students capacity to extract information and write fluently. The ideal score for this section
of the item was 30 points assessing the two tasks separately.
17
X. Read the advertisement for pen-friends and complete the table with the information about Anna and yourself (15 points).
Then write your own pen-friend advertisement (15 points)
Hello. My names Pierre and Im seventeen years old. I live in Paris, France. I have got short straight dark hair and
brown eyes. Im quite tall and slim. I love playing computer games and I can play tennis very well. I like reading too. Please email me today!
Hi! My name is Anna and I am eleven years old. I live in Moscow, Russia. I have got long straight fair hair and green
eyes. Im quite short and I like skiing. I can play the piano quite well. Please be my e-mail pen pal.
Pierre
Anna
You
Age
17
11
Lives in
Paris, France
Moscor, Russia
Hair
Short straight dark
Long straight fair
Eyes
Brown
Green
Height
Quite tall
Quite short
Build
Slim
--------------------------Likes/Loves
Playing computer games, reading
Skiing
Can
Play tennis very well
Play the piano quite well
Extract 4 from the test See appendix 7.4. Here is item X showing the first task students had to fulfill.
In item number eleven students were given a text from which they had to extract certain
information. The students had to list down information extracted from a letter. The aim was to evaluate
students capacity to obtain specific information. The ideal score for this section was 5 points.
In item number twelve students had to write a letter. Here the objective was to assess students
capacity to organize information and replicate a model already seen. The ideal score for this item was
15 points.
It is important to notice that students writing tasks (X-I and XII) were evaluated according to a
rubric which was detailed in the aspects that were considered to assess the compositions (See appendix
7.5 Criteria to Asses Writing).
3.4 Subjects
The subjects who participated in this research were 24 students: 12 boys and 12 girls from a
school in Purranque, X Region, Chile. The group was a 10 th grade at Colegio Ingls Purranque, whose
ages ranged from 15 to 20 years old.
3.5 Objectives
General Objective
To determine the influence of Collocation knowledge on the improvement of 10 th graders

reading comprehension through the explicit instruction of collocations in different types of
texts and how this knowledge can develop written production.
18
Specific Objectives
To identify the strategies students use to write during the direct instruction period.
To detect the effect of the collocation knowledge on the development of students reading
comprehension and writing skill.
To verify the level of proficiency that students can accomplish after a period of explicit
instruction of collocations in their reading and writing development.
3.6 Materials
In this innovation project various resources were used. These include: lesson plans, to show
how classes were planned and how activities were designed; a pre and post test, to measure students
achievements at the beginning and at the end of the instruction period; a survey, to identify students
beliefs and problems when learning English; and field notes, to identify problems and virtues of the
mentor teacher as well as the student-teacher.
3.7 Procedures
Concerning quantitative methodology, a pre-test was given to assess students reading
comprehension and written production at the beginning of the intervention period. After twenty four
weeks of instruction, tenth grade students at Colegio Ingls Purranque were given a post-test which
was the same instrument. The comparison between both tests proved that the intervention period
improved students reading and writing skills. In addition, a survey was carried out in order to know the
students interests in learning English, their needs and beliefs. The results shown by this survey helped
me to decide how I should deal with the students and what other aspect I should consider when
teaching the language.
With respect to qualitative methodology, ethnographic notes were taken as a supporting
evidence for the attainment or not attainment of the objectives. Also, extracts from students
performances were taken to show the development of their written production, contrasting both the pre
and post tests.
19
3.8 Hypothesis
The hypothesis formulated was:
H1: If 10th graders from Colegio Ingls Purranque are taught during a direct period of instruction
based on the analysis, study and use of collocations present in texts, they will improve their reading
comprehension and thus their written production significantly. ( 0,05)
3.8.1 Variables
X (dependent): enhancement of reading comprehension and written production.
Y (independent): the study, analysis and use of collocations in texts.
3.9 Research Questions
What are the strategies students use to develop a writing task?
What is the level of proficiency when reading and writing that students can accomplish after a
period of explicit instruction of collocations?
What are the difficulties students face when they read a text or start writing?
20
4. Analysis and Interpretation of Data

4.1 Analysis of quantitative data
In this section the quantitative data such as the survey and the pre- and post-test will be
analyzed and the final results will be compared. First, I will start with the survey, showing the data
gathered and analyzing the results. Then I will continue with the results obtained by students in the pre
and post test as well as a comparison of both measurements.
4.1.1 Survey Results

In this part of my final report I will show the results of a survey (See appendix 7.5) carried out
in order to know the students weaknesses and strengths when learning English. The results helped me
to know students understanding of the language, the aspects that I should consider when teaching
English and how to reinforce their weaknesses. In general, they showed a direct reference to all aspects
mentioned above.
This survey was taken by 24 students almost at the middle of the intervention period. They
were required to select only one correct answer per question. They were encouraged to be faithful to
their own reality and answer all the items. The questions asked in the survey as well as their results are
presented and commented as follows:
1.Cuando usted lee cualquier texto en ingls es capaz de entender:
Solo algunas palabras pero
no el contenido principal; 8%
Ideas generales y
especficas; 25%
Ideas generales; 67%
Graph 1. Graphic representation of question 1 from the survey
In the first question the results suggest that 16 students were able to understand general ideas
when they were required to read in English which represents 67% of the class. Only 6 students were
able to understand specific and general ideas and just 2 students said that they were able to understand
some words but not the content of the text which represent the 25% and 8% respectively. It indicates
21
that most students by the time the questionnaire was taken were developing their reading skills and
only a few were not making significant progress.
2.Cuando usted escucha algn texto en ingls, ya sea una cancin,
slo algunas palabras pero
no el contenido principal;
42%
ideas generales; 42%
ideas generales y
especficas; 16%
In the second question when students were required to answer according to their experience
when listening to texts, 10 students said that they were able to identify general ideas which is 42% of
students, only 4 were able to understand general and specific ideas which amounts to 16% of students
and 10 students were able only to identify some words but not the general content of the text. These
results show that students had problems in general in developing their listening ability. These numbers,
compared to the previous results of the question about reading comprehension, prove that listening
comprehension was one the weaknesses of students.
3.Cuando leo y/o escucho identifico de qu se trata el texto (tpico/tema)
si, generalmente lo
identifico; 42%
me cuesta identificarlo; 8%
a veces, depende del texto;

50%
In general students showed that they were able to identify most of the times the topic of a
reading or listening passage. It was proven in question 3 when 10 students said that they generally
identify the topic and 12 of them pointed out that they sometimes were capable of understanding the
topic depending on the text, which amounts to 42% and 50% of the students respectively. The 2
students left suggest that they are the students who have more problems when reading and listening to
texts, as it was also pointed out in question number 1.
22
4.Cuando leo y/o escucho un texto en ingls se identificar el tipo de texto

siempre ; 17%
nunca ; 17%
a veces ; 66%
In item number four students were required to answer if they were able to identify the type of
text that they were presented. Here the results show that only 4 students were able to do it all the times,
16 students sometimes and 4 students were never able to do it, which amounts to 17%, 66% and 17%
respectively. It is clear according to these results that students needed to develop expertise in
recognizing the type of texts they were presented in the reading and listening lessons.
5.Con respecto a las instrucciones que el (la) profesor le da en ingls:
no me las han enseado
pero las deduzco; 33%
me las han enseado y las

comprendo; 67%
In question number 5 it is clear that students had developed certain expertise in understanding
the activities either because they had been taught the instructions or because they had the abilities to
deduce and understand them. 16 students pointed out that they had been taught how to comprehend
instructions and 8 students said that they were able to understand them without having been taught
directions which amounts to a 67% and 33% respectively, which suggests a great level of knowledge of
classroom vocabulary. It is clear that this was one of the strengths of students and that they were
capable of comprehend what they were required to do.
23
6.Con respecto a mi conocimiento de la forma correcta de escribir

nunca me han enseado la
forma correcta de escribirlos
8%
me los ensean y me dan

ejemplos claros; 59%
me han enseado solo las

reglas pero no me han dado
ejemplos claros; 33%
In this item students were asked if they knew how to write appropriately a text. The intention
of this question was to determine if students had certain understanding of grammar rules, organization
and style. The results obtained showed that 14 students acknowledged that they had been taught and
given clear examples on how to write appropriately which amounts to 58% of students. 8 students
pointed out they knew the rules but did not have clear examples and only two students said that they
had never had instruction of grammar rules, organization and style which amount to 33% and 9% of
students respectively. Based on the results it can be noticed that students had some grammar
knowledge and knew how to write a text.
7.Antes de escribir diseo un plan para escribir una historia.
nunca; 8%
siempre;17%
a veces; 75%
In this question the idea was to identify the strategies that students used to produce their
compositions in English. It can be noticed that 4 students always designed a writing plan, 18 students
sometimes designed a plan and only 2 students never prepared to write which amounts to 17%, 75%
and 8% of the students. It is clear that most students had already developed the planning strategy and
that most of the times they used it to produce their texts, which could clearly help them write in a more
organized manner.
24
8.Trato de recordar la forma de escritura de alguna historia

nunca ; 8%
siempre ; 21%
a veces ; 71%
In question 8 students were required to answer whether they were able to recall texts they had
previously read to produce their own compositions. In this question it was intended to measure how
often students were able to use previously seen or studied patterns to produce their own compositions.
In this item 5 students said that they always recalled previously studied texts, 17 students said that they
sometimes did it and only two said that they never recalled any previously seen composition which
amounts to 21%, 71% and 8% respectively. These numbers suggest that most students had already
developed the ability to reflect on the texts they studied and that they also could analyze them and use
the patterns seen for their own pieces of writing.
:
9.Cuando escribo en ingls
escribo y chequeo mi trabajo
chequeando si hay errores
de forma ; 42%
escribo pero no me importa

si me corrigen o no ; 33%
escribo, reviso y pido la

correccin del profesor(a) ;
25%
In question number 9, students were required to answer about the stages of their work when
they had to write. Most of them said that they wrote and corrected or asked for corrections. 10 students
said that they checked their works and 6 students said that they revised and asked the teacher for
corrections which amounts to 42% and 25% of the total of students. Nevertheless 8 students recognized
that they were careless of their work and did not ask for corrections or revised their own compositions.
They amount to 33% of the total of students who do not pay attention to their written production.
25
10.Con respecto a su actitud haca una actividad donde se le pide escribir:

s como hacerlo y no
cometo errores (o cometo
muy pocos); 33%
no s como hacerlo o me
cuesta mucho; 29%
puedo hacerlo, pero con

bastantes erroers; 38%
In this question students were asked what their attitudes or feelings were regarding activities in
which they had to write. The results to this question were varied. 8 students said that they felt they
were able to write and did not make mistakes or very few, whereas 9 students said that they could do it
but making many mistakes which amounted to 33% and 38% of the total. 7 students pointed out the
fact that they did not know how to write or that it was difficult for them. These students amounted to
29% of the total of students. In general 17 students recognized that they could write with little or many
mistakes and 7 students feel that it was difficult for them which suggest a great variety in the levels of
students regarding writing tasks.
11.En la clase estn dadas las oportunidades para que usted pueda
Si, pero slo a veces se nos
pode escribir ; 17%
Si, hay gran variedad de

actividades donde se nos
pide escribir; 83%
Regarding the amount of writing activities and possibilities they had to write in English during
the lessons, students pointed out in general that there were plenty of writing tasks and that they were
required to produce composition most of the times. 20 students said that there was a great variety of
writing activities and 4 students said that they were only required some times to write which amounted
to 83% and 17% of the total of students. No student chose the last alternative which suggests that
students were given plenty of opportunities to write.
26
4.1.2 Pre-test results

The following table shows the total score and scores per item that students obtained in the pretest as well as the mean, the standard deviation, the reliability, the mode(s) and the median.
Pre Test
Score per item Reading
Scores
I
II III IV V VI VII VIII IX
1
35
4
6
4
2
6
4
1
5
3
2
25
4
4
4
0
4
1
1
6
1
3
34
4
8
4
1
5
2
1
6
3
4
30
4
4
6
1
5
3
1
3
3
5
40
4
6
2
4
6
4
3
6
5
6
20
0
6
4
0
6
0
3
1
0
7
28
2
4
6
0
6
4
1
2
3
8
30
4
4
6
1
5
3
1
3
3
9
18
4
7
0
1
3
3
0
0
0
10
26
4
4
3
2
4
2
3
4
0
11
30
4
6
3
2
6
0
1
3
5
12
40
4
8
5
2
5
1
3
8
4
13
26
1
4
5
1
3
2
1
6
3
14
33
2
5
5
2
6
4
1
5
3
15
35
4
7
5
4
3
2
3
4
3
16
28
4
7
4
2
6
2
1
2
0
17
26
4
4
6
1
5
1
1
1
3
18
12
4
4
3
0
0
0
0
0
1
19
29
4
5
4
4
6
2
0
2
2
20
36
4
5
6
4
4
2
1
7
3
21
38
4
7
4
0
7
4
3
6
3
22
15
0
5
4
2
2
2
0
0
0
23
27
2
3
5
2
6
2
2
4
1
24
12
4
1
0
2
4
0
1
0
0
Sum
673
Mean
28.04
3.3 5.2 4.1 1.7 4.7 2.1 1.4 3.5 2.2
Stand. Dev.
8.1
Reliability
0.80
Max Score
55
Mode(s) 26, 30
n=
55
Median 28.5
n-1=
54
Pr=
28.04
SD=
8.1
0.80
Pre Test Score per item Writing

Scores
X-I
X-II
XI
XII
28
12
8
3
5
32
11
8
5
8
29
9
7
4
9
31
12
7
4
8
36
14
9
5
8
12
10
0
2
0
28
11
8
1
8
26
10
7
3
6
10
10
0
0
0
32
13
9
4
6
5
5
0
0
0
34
13
10
4
7
29
10
7
5
7
21
10
8
0
3
24
12
7
5
0
26
14
7
5
0
31
15
8
3
5
19
12
5
2
0
22
10
7
5
0
23
15
8
0
0
27
11
6
3
7
3
3
0
0
0
23
12
8
3
0
5
5
0
0
0
556
23.2
10.8
6
2.8
3.6
9.5
0.88
50
Mode(s) 5, 23,
50
26, 28, 29, 31, 32
49
Median 31.5
23.2
9.5
0.88
Table 1 shows students outcomes final scores, item per item achievements, the sum, mean and standard
deviation, as well as the reliability and the mode(s) and median.
The ideal score of the pre-test in the reading sections was 55; the highest and the lowest scores
reached were 40 and 12 points respectively. The ideal score for the writing section was 50; the highest
and the lowest scores obtained by students were 36 and 3 respectively. These results immediately show
27
a contrast: while the reading results are fair, the writing performances are not as good. These results in
general show that this is a group with a fair level of comprehension in English. In addition, when I
analyzed the test item per item, I could notice that in terms of comprehension results were good, but
concerning collocation knowledge and writing results did not show clearly that students had developed
that kind of abilities.
Score per item
Ideal Score
Students average score
I
II
III IV V VI
4
8
8
4
8
4
3.3 5.2 4.1 1.7 4.7 2.1
VII
3
1.4
VIII
10
IX
6
3.5
2.2
X-I
15
10.8
X-II
15
6
XI
5
2.8
XII
15
3.6
Table 2 shows students average item per item in the two sections of the test.
The items concerning lexical knowledge were number III, VI, VIII and IX. These items
showed the lowest averages compared to the comprehension activities. Also items X-II and XII showed
the lowest performances in the writing section. These results suggest that there is an appropriate level
of comprehension, a lack of collocation knowledge and a need to develop the writing skill.
Reading
Writing
12 50% 11 46%
12 50% 11 46%
Students below the median

Students over the median
Students who obtained the
median
0
0% 2
8%
24 100% 24 100%
Table 3 shows how many students were below and over the median.
In the reading section the median (28.5) and the two modes (26, 30) showed that the level of
English of the group in general was good. It can be explained as learners had 5 hours of English per
week and most of them had had English lessons for at least 9 years. Results were varied and helped the
test reach a reliability of 0.80. The median indicates that in general students obtained 53% of correct
answers. In the writing section the median (26) and the several modes (5, 23, 26, 28, 29, 31, 32, and
34) indicate that students written production is not appropriate and that they have some problems
when they are required to write. They got the lowest scores in items number X-II and XII in which they
were required to produce texts. The results in the written section were varied and helped the test reach
a reliability of 0.88 which indicates a clear dispersion of scores obtained by students. The median
shows that in general students obtained 52% of the total score.
In the next page there are two graphs. The first (graph 12) one shows the students scores and
the second one (graph 13) is a frequency polygon where one can see how many times a score value
was obtained by the students in the reading and writing sections of the pre-test.
28
Graph 12 Bar graph with students outcomes in the Reading and

Writing sections of the pre test. It clearly shows that reading is their
strongest skill.
Graph 13 Shows a frequency polygon in which the scores that most

students were able to get in the Reading and Writing sections of the
pre test can be seen (Reading with a mode of 26 and 30 and Writing
with a mode of 5, 23, 26, 28, 29, 31, 32)
The previous graphic representation (Graph 12) shows that students outcomes were much
better in the reading part of the test, whereas the writing results were not as good, which indicates that
probably the main focus during students early instruction could have been reading comprehension and
some vocabulary development. Also we can see a tendency that shows that students outcomes in
general are good in the frequency polygon (Graph 13) in which many students obtain from 26 to 30 in
the Reading section, which suggests that they had some previous development of that skill. On the other
hand, the different modes in the writing section imply that students talents are diverse and not that
homogenous with scores ranging from 3 to 36 points.
29
4.1.3 Post test results

The following table shows the total score and the score per item that students obtained in the
post-test as well as the mean, the standard deviation, the reliability, the mode(s) and the median.
Post Test Score per item - Reading
Scores
I
II
III
IV
V
VI VII VIII IX
1
43
4
6
4
3
8
3
3
8
4
2
45
4
5
7
4
5
2
3 10 5
3
35
4
6
4
0
5
2
3
6
5
4
35
2
7
3
2
4
4
3
6
4
5
41
4
5
3
1
8
2
3 10 5
6
45
4
5
7
4
5
2
3 10 5
7
34
4
2
6
4
6
3
1
2
6
8
33
2
7
2
2
4
4
3
6
3
9
46
4
6
4
4
8
3
3
9
5
10
25
4
6
3
0
6
1
0
3
2
11
45
4
5
7
4
5
2
3 10 5
12
49
4
6
8
0
8
4
3 10 6
13
40
4
6
4
4
5
4
3
7
3
14
33
4
5
2
3
5
2
3
4
5
15
40
4
7
5
4
7
2
3
3
5
16
35
4
6
3
2
4
4
3
6
3
17
35
4
6
3
2
4
4
3
6
3
18
45
4
4
8
4
6
2
2 10 5
19
34
2
3
4
4
8
2
1
5
5
20
38
2
7
8
1
5
4
3
5
3
21
45
4
8
8
0
8
1
3
7
6
22
36
4
6
3
2
4
4
3
6
4
23
35
4
3
5
4
5
4
1
5
4
24
39
4
8
5
2
5
4
1
6
4
Sum
931
Mean
38,8
3,7 5,6 4,8 2,5 5,8 2.9 2,5 6.7 4,4
Stand. Dev.
5,7
Reliability
0,67
Max. Score
55
Mode 35, 45
n=
55
Median 38.5
n-1=
54
Pr=
38,8
SD=
5,7
0,67
Post Test Score per item - Writing

Scores
X-I
X-II
XI
XII
40
15
13
5
7
39
15
12
5
7
39
15
14
5
5
46
15
14
5
12
49
14
15
5
15
43
14
14
4
11
34
12
12
5
5
32
8
10
4
10
44
14
14
4
12
25
13
12
0
0
32
13
10
4
5
49
15
15
5
14
44
15
14
5
10
36
12
11
5
8
34
15
14
5
0
45
15
15
5
10
32
13
10
0
9
37
14
12
5
6
44
15
14
5
10
43
15
14
5
9
44
15
14
5
10
12
12
0
0
0
30
11
5
5
9
25
11
9
5
0
898
37.4
13.6 12.0
4.2 7.7
8.8
0.90
50
Mode 44
50
Median 39
49
37.4
8.8
0.90
Table 4 shows students outcomes final scores, item per item achievements, the sum, mean and standard
deviation, as well as the reliability and the mode(s) and median.
The reading and writing sections of the pre and post tests were the same. They had the same
ideal score of 55 and 50 respectively. For the reading section the highest and lowest scores were 49 and
25, and for the writing section the highest and lowest scores were 49 and 12 respectively. The scores
30
obtained by students in the post-test showed a great progress on their part. The outcomes of students
improved considerably, especially in those students whose performance was not so good in the pre-test.
These numbers suggest that the innovation project had a positive impact, considerably for students
with the lowest performance at the beginning of the intervention period.
Score per item

I
II III IV V VI VII VIII IX
Ideal Score
4
8
8
4
8
4
3 10 6
Students average score 3.7 5.6 4.8 2.5 5.8 2.9 2.5 6.7 4.4
X-I X-II XI XII

15 15 5 15
13.6 12 4.2 7.7
Table 5 shows students average item per item in the two sections of the test.
The mean of the scores item per item also shows an improvement in students outcomes. It
suggests that students comprehension and lexical knowledge increased during the 24-week
intervention period as well as their written production. The median in the reading part of the post test
was 38,5 and the modes were 35 and 45, and in the writing part they were 39 and 44 respectively
which are higher considering the pre test. The median of the reading comprehension section shows that
in general students got 70% of correct answers in the post test which made the reliability of the test
decrease from 0.81 to 0.67. On the other hand, the median in the written production section indicates
that in general students obtained 78% of the total score of the test. The reliability of the test was 0.90,
proving the examination reliable both times.
Reading
Writing
12 50% 11 46%
12 50% 11 46%

median
0
0% 2
8%
24 100% 24 100%
Table 6 shows how many students were below and over the median
On the next page there are two charts (graph 14 and 15). The first one shows students scores
and the second one is a frequency polygon where it can be seen how many times a score value was
obtained by the students in the reading and writing sections of the post-test. They will be used to show
students achievements in the post-test as well as to comment the results obtained by students.
31
Graph 14 Bar graph with a depiction of students outcomes in the

Reading and Writing sections of the post-test. As a tendency it shows
that students maintained a better reading comprehension compared to
their writing skill.
Graph 15 Shows a frequency polygon in which the scores that most

students were able to get in the Reading and Writing sections of the
pre test can be seen (Reading with a mode of 35 and 45 and Writing
with a mode of 44)
Based on both graphic depictions of students outcomes in the post-test a general tendency
can be drawn. First it can be noticed that students outcomes are much better in the reading than in the
writing section of the test (Graph 14). It means that even though both skills have not been balanced,
there has been a real progress and that reading is still their main ability. Also the frequency polygon
(Graph 15) shows that the modes are located in the higher scores, being the highest mode 45 in the
reading section. Furthermore, the two graphic representations show a clear increment in students
outcomes.
32
4.1.4 Pre- and post-test comparison

The table below shows the results the students obtained in the pre- and post-test, the points
they gained when comparing both tests results and other statistical results which will be analyzed later.
Reading
Pre-Test Post-Test Gain
Scores
Scores
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Sum
Mean
Stand. Dev
Range
T-Test
35
25
34
30
40
20
28
30
18
26
30
40
26
33
35
28
26
12
29
36
38
15
27
12
43
45
35
35
41
45
34
34
46
25
45
49
40
33
40
35
35
45
33
38
45
36
35
39
8
20
1
5
1
25
6
4
28
-1
15
9
14
0
5
7
9
33
4
2
7
21
8
27
673
28.04
8.1
29
931
38,8
5,8
25
258
9,82482E-06
Writing
Pre-Test
Post-Test
Scores
Scores
28
40
32
39
29
39
31
46
36
49
12
43
28
34
26
32
10
44
32
25
5
32
34
49
29
44
21
36
24
34
26
45
31
32
19
37
22
44
23
43
27
44
3
12
23
30
5
25
556
898
23.2
37.4
9.5
8.77
34
38
Gain
12
7
10
15
13
31
6
6
34
-7
27
15
15
15
10
19
1
18
22
20
17
9
7
20
342
5,19728E-08
Table 7 shows a comparison of the final results obtained by students. The

sums of the two tests and the gain obtained by learners by the end. Also the
results of the T-test are presented at the bottom.
The column Gain indicates how many points the students gained in the post-test with respect
to the pre-test. According to the table above 22 students obtained more points in the post-test and only
one student obtained 1 less point and one did not gain any compared to the first measurement. The
33
range of points gained goes from 1 to 33 points in the reading section and from 1 to 34 points in the
writing part which are pretty good results. The mean indicates that students increased their scores from
11 to 14 points average in terms of reading comprehension and written production respectively.
Another aspect to consider is the range because in the pre-test the difference between the lowest and
the highest score was 29 and 24 points in the reading section, and 34 and 38 points in the writing
section accordingly. I interpret these results the following way: most students improved their results,
some of them improved less than others and some others improved quite a lot; therefore, there were
more students that improved their scores significantly. The two students who were not able to increase
their scores may be explained as they were already failing the year by the time the post test was given.
Concerning the scores item by item, the table below shows how many points the students
increased their average score in each item. Concerning the scores of the reading part, these were better
than the first time they took the test, especially in the items that were focused on evaluating lexical
knowledge. I consider that some students did really well as in the case of the students number 2, 6, 9,
18, 22 and 24 who obtained low scores in the pre-tests and increased over 20 and even 33 points in the
post-test. In terms of written production scores also improved quite a lot, especially students number 2,
6, 9, 18, 22 and 24 who obtained low scores in the pre-tests and increased over 20 and even 30 points
in the post-test. In general all the scores improved but the exception of the student who was failing the
year. Most of them increased at least one point what indicates that students did better in all the items of
the test.
Score per item
IX
X-I
X-II
XI
XII
15
15
15
3.3 5.2 4.1 1.7 4.7 2.1 1.4 3.5 2.2
10.8
Post-test students average score 3.7 5.6 4.8 2.5 5.8 2.9 2.5 6.7 4.4
13.6
12 4.2 7.7
Ideal Score
Pre-test students average score
II
III
IV
VI
VII VIII
3
10
2.8 3.6
Table 8 shows students averages in the two sections of the test, as well as the averages obtained both
times of the examination.
The table 9 on the next page shows a comparison between the percentage of students who
obtained the median, the ones whose result were below and over the median. The table reflects that
there is no great difference between the percentages in both tests but the difference is in the median
itself. There were no significant differences between students who obtained the median which
remained the same in both the pre and the post tests.
Reading
Writing
Pre-test Post-Test
Pre-test
Post-Test
12 50% 12 50%
11 46%
11 46%
34

median
12 50% 12 50%
11 46%
11 46%
2
2
4
0%
24 %
0%
24 100%
8%
8%
100% 24 100%
Table 9 shows how many students were below and over the median in both sections
of the test in the pre and post test.
Concerning the median, in the reading part of the pre-test it was 28,5 points and in the pos-test
it was 38,5 points, whereas in the writing part it was 26 points and in the pos-test it was 39 points. That
shows that in general students scores increased despite of the fact that there are extreme values that
could influence the mean in general. Even though the results in the reading and writing sections of the
pos-test were as low as 25 and 12 points respectively, and as high as 49 (reading) and 49 (writing)
points, there was no great influence in the median.
Another statistical result that gives an idea of how the students improved is the central
tendency. Below is the central tendency table that shows the typical values of the data. Here it is shown
that the mean increased in both sections of the post-test. Also the mode(s) and the median were higher
than in the pre-test.
Group
Reading
Central Tendency
X
Mode(s) Median
Pre-test 28.04
Post-test 38.8
26, 30
35, 45
28.5
38.5
Writing
X
23.2
37.4
Central Tendency
Mode(s)
5, 23, 26, 28, 29, 31,
32
44
Median
26
39
Table 10 Shows the average obtained by learners as well as the mode(s) and the median.
The dispersion table below shows a comparison between the results of both tests and
summarizes the data presented in the previous tables. The results of the standard deviation in the post
tests show that the groups became more homogenous, especially in the reading section.
Group
Pre-test
Post-test
Reading
Dispersion
Low High Range SD
12
25
40
49
29
25
8.1
5.7
Writing
Dispersion
Low High Range SD
3
12
36
49
34
38
9.5
8.8
Table 11 Shows the dispersion of the two examinations. It also presents the range and the
standard deviation.
Concerning the t-test, the intervention period was statistically significant as the observed
values for t were higher than the critical value for t and in that sense it ratifies the hypothesis as table
12 on the next page shows.
Reading
Writing
35
Observed
value
for t
9,8248
Observed
value
for t
5,1973
Degrees of
freedom
46
0,05
Critical value
for t
1,6794
Significance
YES
Table 12 shows the T-test of both sections of the test proving that the intervention period
was statistically significant.
To conclude the analysis there are four charts which compare the pre and post tests. The first
two charts show the scores that students obtained in the reading section and the next two charts the
writing section.
Graph 16 corresponds to a graph bar which shows the results

obtained by students in the Reading section of the test in which the
post test (in blue) clearly surpasses the pre-test (in red).
Graph 17 is a frequency polygon which shows how students

performed both times of the examination in terms of how many times
the different scores were achieved.
It can be clearly seen in blue (Graph 16) that students in general achieved better scores in the
post-test, suggesting a real development in their reading and collocation skills. In the other chart (Graph
17) it can be seen in red that most students scores were around the middle (from 25 to 25) in the pre
36
test, whereas in the post test (presented in blue) they clearly made a progress towards the higher scores,
implying that there also was an increment in their performance.
Graph 18 is a bar graph showing students outcomes in the Writing

section of the examination. In blue the results of the post test present
a clear improvement from part of the students.
Graph 19 is a frequency polygon in which students scores

summarized showing the general tendency of the group. In red
pre test shows students results in the first examination around
middle of the scores as the general tendency, whereas in blue,
post test results show a general progress from part of the learners.
are
the
the
the
Both graphic depictions show students progress in the post test. In the first chart (Graph 18)
the blue color (post test) clearly surpasses the red bar (pre test) suggesting that students improved their
writing skills by the end of the instruction period. Also, it shows that most students moved their scores
from the middle to the higher scores (Graph 19) which implies that students had a significant increment
in the development of their writing skills. Even though some learners did not improve much, they still
obtained better results by the end of the instruction period.
37
4.2 Analysis of Attainment of the General Objective

In this section I will explain the attainment of the general objective which was to determine
the influence of Collocation knowledge on the improvement of 10 th graders reading comprehension
through the explicit instruction of collocations in different types of texts and how this knowledge can
develop written production. In order to verify the attainment of this objective a pre and post test were
given to 24 10th grade students at Colegio Ingls Purranque. Both tests were exactly the same and they
tested the students reading comprehension and written production achievements based on their
knowledge about collocations (pre- and post-post test description pages 15-18). First the attainment of
the general objective concerning reading comprehension will be analyzed and then explained from the
perspective of the written production achievements.
In the reading section students results which were shown and analyzed in the previous
sections suggested that the explicit teaching of collocations can improve students average reading
comprehension achievements. Moreover, the explicit instruction period of lexical units proved to be
effective as most students enhanced and increased their knowledge of collocations with the increment
of the average in items III, VI, VIII and IX in the post-test. These items were designed to measure their
lexical knowledge and awareness. The pre-test showed a low level of understanding in that area
whereas in the post-test the scores showed a considerable improvement (pre and post test description
pages 15-18). These results can be explained by the variety of activities prepared by the studentteacher, such as vocabulary introduction by means of collocation activities (ex, matching or forming
the correct collocation), collocation activities in which students analyzed the use of collocations and
their meaning in context, and also analysis of collocations present in texts in which students extracted
collocations and compared them and classified them according to the categories studied during the
term, for example.
Score per item
III VI
Ideal Score
8 4
Pre-test students average score 4.1 2.1
Post-test students average score 4.8 2.9
Table 13 Shows students outcomes in the
items developed in the pre and post tests.
VIII IX
10
6
3.5 2.2
6.7 4.4
collocation
In table 13 we can see the four items already mentioned being compared. The improvement in
those items was good considering that students gained from 0.8 to 3.2 points, which suggests that
students were able to increase their collocation knowledge. In general these results show that there was
collocation knowledge development in students which suggests that activities and instructions were
effective for students.
38
The scores that were obtained by students in the pre-test showed that their comprehension was
fair as the mean suggests (28,04) but they had little collocation knowledge. The objective was to
improve their lexical understanding and thus increase their reading comprehension achievements. In
my opinion the results shown in Table 13 represent a poor previous knowledge in terms of collocations
which could explain why the results of students in the pre-test were not better. In contrast with the pretest, the post-test results which mean was 38,8 points showed that there was a significant enhancement
in students reading comprehension and collocation knowledge. The results obtained by students before
the intervention period were fair, but after the intervention the scores were much higher.
St-T: Our objectives for today are to read a text comprehensibly and write a short text using collocations
Fs: Teacher what are collocations?
St-T: Ok, lets remember what collocations are. We have discussed this in previous lessons.
Ms: Collocations son las combinaciones de palabras teacher
St-T: Excellent Fernando, very good. So these are combinations of words. What type of combinations
/The teacher takes notes on the board/
Ms: Combinaciones po teacher. As de esas que hay dos o ms palabras.
St-T: Si Kevin, eso est bien pero me refiero a algunos de los tipos de combinaciones. Por ejemplo, verb plus
preposition
/He continues taking notes on the board/
Ms: Ah si teacher. El otro era adjective noun.
Extract 5 from Student-teachers Field Note 3. November 6th, 2008.
In extract 5 the student-teacher presents explicitly the objectives of a lesson. Students

immediately ask for the term collocation. The teacher presents an example and students are able to
explain on their own words what collocations are and even give an example of the types of collocation
that exist. This shows that collocations were a central part during the intervention period and that most
students understood and knew the different types of collocations and what they were.
Observed
value
for t
Degrees of
freedom
Critical value
for t
Significance
9.8248
46
0,05
1.6794
YES
Table 14 shows the T-test of the reading section of the test. It proves that the results
were statistically significant.
The statistical values also suggest that there was a significant increment in lexical knowledge
as the observed value for t (9.8248) was greater than the critical value for t (1.6794). These values
indicate that the presence of collocation knowledge could have influenced students improvement
during the instruction period.
In this sample of field note (Extract 6), students show that they were able to form the possible
collocations for a word, in this case TV set. This demonstrates that students not only were able to
identify collocations in a text but also they were able to form the correct collocations out of their
knowledge of the world and what they had already studied.
39
St-T: Ok, you seem ready now. Lets check the activity. Any volunteer to correct the activity on the board?
Ms: Me teacher
St-T: Very good Daniel. Complete the verbs column
/The student writes the answers on the board/
St-T: Very good Daniel. Great work. Any other volunteer
Fs: Me teacher
St-T: Very good Karen. Complete the adjectives list
/The students writes the answers on the board/
St-T: Fantastic work. Congratulations. ()
In the extract below (Extract 7) students show that they are capable not only to understand the
meaning of a word but also they are able to classify it according to the function that serves in a given
text. Here they demonstrate that they acquired lexical knowledge that helped them improve their
reading comprehension. In this case they were able to understand and classify signal words. To
conclude the analysis of the reading section, students were able to attain the general objective of
developing reading comprehension after the explicit teaching of collocations in different types of texts.
St-T: Ok, you had enough time to complete the activity. I think it wasnt very difficult for some of you but I hope all
of you did well. I want to listen to Kevin with the second one
Ms: contrast teacher
St-T: Very good Kevin
Ms: Eso
St: Ok, number three, two separate. Is it chronological order, contrast or other text pattern according to what you
read?
Fs: It is chronological order.
St-T: Are you sure Monica?
Ms: No teacher, contrast
St-T: Very good Fernando, it is contrast because of the word separate. Now number 4, although. We have studied
this word in class many times. What does it mean?
Fs: Aunque teacher
St-T: Very good Cristina. Now is it chronological order, contrast or other or no text patter?
Fs: Contrast teacher
St-T: Excellent Cristina. Number 5, to create
Now I am going to analyze the attainment of the general objective based on the written
production achievements.
In the writing section learners results, which were shown and explained in the analysis of
quantitative data, suggested that the explicit teaching of collocations can improve students average
written production achievements. By the start of the intervention period some students were able to
write in English making many mistakes and/or producing very little text. It was proven in items X-II
40
and XII that most students were not able to write extensively as the table below shows. In both items
students were required to produce texts. Before the instruction period the scores obtained by learners in
these items were very low, especially in item XII in which students were required to write a letter to a
friend. By the end of the instruction period, and after the practice of the writing skill students were able
to increase significantly their results.
Score per item
X-II XII
Ideal Score
15 15
6
3,6
Post-test students average score 12,0 7,7
Table 15 Shows students outcomes in the
writing section in which they had to use
collocation knowledge to write.
These items were designed to tests students skill to write extensively using text patterns and
collocations. The results obtained by them in the post test showed that students increased from 6 to 4
points an average in their writing skill when they were required to write extensively. Those final results
(Table 15) suggest that most students were able to develop the writing skill, probably because of the
explicit instruction of collocations which could have helped them improve in terms of fluency. Also, the
activities allowed them to write as they did not have many chances to write before the instruction
period. It can be concluded that students had more experiences in writing by the end of the instruction
period than they had before.
St-T: It is time to check. I have seen some very good sentences. Please, any volunteers?
Fs: Me teacher
St-T: Very good Victoria
/The student writes on the board a sentence/
St-T: Ok, lets see. I will destroy my old fashioned TV set. Will you? Ok, its very good Victoria, sit down please.
Anyone else? Kevin, please.
/The students goes to the board and writes his sentence/
St-T: I will buy a LCD TV set. Excellent Kevin very good
(Two more students go to the board to write their sentences)
St-T: Excellent work. You wrote some very good sentences. ()
In extract 8 it is shown the kind of sentences that students were able to produce. As they were
not fluent writers at the beginning and had some problems to carry out writing tasks, the student-
41
teacher asked them to produce simple sentences in which they were able to use collocations they had
already studied. The sample (Extract 8) shows that students were quite proficient in writing simple
sentences and had incorporated the use of some collocations.
Katerine Mol. (Pre test)
XII
Thank you for your letter. I went to August for holidays. I slept in a tent and it rained every day. I couldnt swim
because it was forbidden. I couldnt play tennis because my tennis racquet broke. I couldnt dance in the disco
because it was closed. (sic)
Katerine Mol. (Post test)
XII
Thank you for your letter. I went to Punta Arenas for holidays. I went in September. It wasnt great. I slept in a
tent with my sister, but in the night started raining.
It rained every day. I liked swim but I couldnt swim because it was forbidden. When I was played tennis my
tennis racquet broke and I didnt win the game. Also when I went the disco it was closed. (sic)
Extract 9 Students Sample 4. (See appendix 7.7)
In extract 9 it is shown a pre-post test comparison from one of the students. It can be seen that
in the pre-test there are some clear mistakes in the use of collocations such as I went to August for
holidays (sic). It can be compared with the post-test in which the student had incorporated the
collocation go to indicating location. Also it can be seen that in the pre-test there is little use of
connectors. It can only be found the use of and and because, whereas in the post test the student was
able to use but, and, and also. In addition, in the second piece of writing, the student was able to
include more information and organize it in a better way.
Karen Calfin (Pre test)
X-II
Hi! My name is Karen. Im 15 year old live on Purranque, Chile. I have got long dark hair I brown eyes. Im
quite short, like basquetball. I can play tennis and football very well. (sic)
X-II
Hello! My name is Karen and Im sixteen years old. I live in Purranque, Chile. I have got long dark hair and
brown eyes. Im quite short and slim. I love playing basquetball and I can play tennis. Please e-mail me today!
(sic)
Extract 10 Students Sample 2. (See appendix 7.7)
In extract number 10 there is also a comparison between pre and post test. In the pre-test some
clear mistakes can be seen in the use of connectives and organization of ideas. We can see a wrong
collocation live on which seems to be a literal translation. In contrast, in the post test in can be seen that
this student not only got the right collocation, but also increased substantially her spelling and the
amount of information that she was able to provide about herself, being able to describe her appearance
and interests. Also it is quite remarkable that by the end she was able to use a pre-fabricated item
(collocation) such as Please e-mail me today!. This suggests that the student was able to incorporate
collocation knowledge to the production skill.
Observed
value
for t
Degrees of
freedom
Critical value
for t
42
Significance
5.1973
46
0,05
1.6794
YES
Table 16 Shows the significance of the intervention period in the development of

the writing skill.
The instruction period proved its significance in the writing section as most students were able
to increase their results and develop the ability to write extensively as the observed value for t (5.1973)
was higher than the critical value for t (1.6794). It implies that the level of students proficiency by the
end of the instruction period was better, because most students were able to increase their achievements
in the writing part of the evaluation.
In conclusion, reading comprehension increased thanks to the explicit instruction of
collocations. Thus the written production increased as students were able to read, understand and
analyze texts as well as identify, form and extract collocations that they could use later to write a piece
of text. Learners were required to write, check and analyze their outputs, as well as receiving
feedback from the student-teacher. In some cases they had to re-write what was already corrected from
their works. I think the type of activities and analysis carried out during the instruction period helped
learners development of strategies to acquire vocabulary (collocation knowledge) so that by the end
they had learned and incorporated different types of collocations and prefabricated sentences which
aided them in developing fluency and lexical competence.
4.3 Analysis of Attainment of the Specific Objectives
43
In this innovative project three specific objectives were stated. The first specific objective was
to describe the strategies students use to write during the direct instruction period. In the following
lines data that justifies the attainment of this specific objective will be presented.
4
18
2
7. Antes de escribir diseo un plan para escribir una historia.

a) siempre
b) a veces
c) nunca
Figure 2 shows the results of question number 7 of the survey.
In this question of the survey, it was determined whether students planned their work before
writing anything. The results showed that most students were using the planning strategy to develop
their writing which may have influenced their final outcomes in a positive way.
8. Trato de recordar la forma de escritura de alguna historia
que he ledo para poder escribir mi propia versin.
5
a) siempre
17
b) a veces
2
c) nunca
Question number 8 reflects that most students tried to remember a text pattern they had already
studied to write their own tasks. It suggests that most students had already incorporated the strategies
that were encouraged by the student-teacher at the beginning of the instruction period in terms of
planning and resourcing for writing.
9. Cuando escribo en ingls:
10 a) escribo y despus reviso mi trabajo chequeando si hay errores de
forma
6 b) escribo, reviso y pido la correccin del profesor(a)
8 c) escribo pero no me importa si me corrigen o no
Another strategy that I was able to identify doing qualitative analysis was revising. It was clear
in this aspect that the majority of students checked their work or had it checked by the student-teacher.
Nevertheless, there was an important number that did not care about the form of their work and would
not have it corrected anyhow.
St-t: Now start to work. Im going to help you if you need anything. Remember that the activity will be graded. Also
hand it in a different piece of paper () Acuerdense que es con nota y que tienen que entregar en hoja aparte.
Fs: Teacher help please
St-T: All right Mayo. Im comming.
(During this time most student work and ask for the student-teacher help. They ask him for vocabulary and spelling
of words.)
Extract 10 from Student-teachers Field Note 4. November 21st, 2008.
In extract 10, there is evidence that confirms what students answered in the questionnaire.
Most of them would ask the teacher for help, especially resourcing vocabulary. Some of them
presented their work for corrections and guidance on how to do it right. Concerning the first objective,
the main strategies used by students were planning, resourcing and revising.
44
Regarding the second objective which was to detect the effect of collocation knowledge on the
development of students reading comprehension and writing skill, I consider that collocation
knowledge was essential in the development of this project. There were many activities oriented to
developing collocation knowledge. They were presented to teach vocabulary and to prepare writing
mainly. The results of the post-test clearly show how the effect of collocation knowledge influenced
students performance.
Score per item
Ideal Score
II
III
IV
VI
VII
VIII
IX
X-I
X-II
XI
XII
10
15
15
15
3.3 5.2 4.1 1.7 4.7 2.1 1.4
3.5
2.2
10,8
2,8
3,6
Post-test students average score
3.7 5.6 4.8 2.5 5.8 2.9 2.5
6.7
4.4
13,6
12
4,2
7,7
Table 17 shows students results both in the pre and post tests in the reading (items I to IX) and writing (X-I to
XII) sections of the instrument.
The table (17) above presents and increment in the average of most items, especially in those
designed to assess collocation knowledge (items III, VI, VIII and IX). Although the results in the
reading comprehension items were not considerably higher, it can be explained due to some students
appropriate knowledge of English at the beginning of the instruction. By the end, the intervention
period led to a more homogenous group in which least advantaged learners improved the most getting
closer to most knowledgeable classmates. Also this table shows a positive increment in written
production especially in extensive writing (items X-II and XII) where in general students increased
from 6 to 4 points. It can be said that collocation knowledge did have a positive influence on the
development of reading and writing skills of least advantaged students. The contrast between the two
measurements shows that at first students reading comprehension was good but they were not skilled
writers, whereas by the end they continued having good comprehension, improved their written
production and developed some lexical competence.
With respect to the third objective to verify the level of proficiency that students can
accomplish after a period of explicit instruction of collocations in their reading and writing
development it can be said that the results were positive as Graph 20 shows. Almost all students were
able to improve their scores after the instruction period. Only one student was below her pre-test
results and one remained the same. Students improved their scored from 1 to 33 points which is a huge
increment concerning their proficiency in reading.
45
Graph 20 shows comparison between the two measurements (pre and post tests) both for the reading and writing
skills. The results of the post test can be seen in blue which clearly surpass the results of the pre test in red.
The figure above (Graph 20) shows both skills being depicted in graph bars. For both skills the
pre-test was presented in red bars and the post test in blue bars. The blue bars are a graphic
representation of students improvements in the second examination. Based on that comparison, it can
be said that the third objective was met and that it was possible to verify the level of proficiency that
students gained by the end of the intervention period.
St-T: All right. Lets check the activity. The first sentence, number seventeen says Michael loves his wife. Which
sentence or sentences from column A justify statement number seventeen
Ms: Number one teacher
St-T: Very good Fernando
Fs: Teacher pero tambin puede ser la number three.
St-T: Yes Katerine. Very good. You are right. Remember that for some statements there may be more than one
possible answer. Now lets work number eighteen, Michael is sad
St-T: Very good Rudy. Is there any other possibility? () All right, the following, Michael remembers his wife.
Fs: Number 1
Extract 11 from Student-teachers Field Note 4. November 21st, 2008.
The extract 11 shows students performance when correcting tasks orally. They were able not
only to give a correct answer but also to decide if there was more than one possible correct solution for
a task. This shows that students improvement in terms of their reading proficiency was good.
Regarding their written proficiency students results confirmed that while it was still their most
difficult area to develop, their results were better than in the pre-test as the figure above (Graph 20)
shows. Most students were able to write more fluently by the end of the instruction period using
collocations, and text patterns from texts they had already studied. Their performances were better as
they were given plenty of production tasks as they pointed it out in the survey in question number 11.
11. En la clase estn dadas las oportunidades para que usted pueda escribir en ingls ya sea oraciones,
prrafos, cartas, cuentos, etc.
20
a) Si, hay gran variedad de actividades donde se nos pide escribir
4
b) Si, pero slo a veces se nos pide escribir
0
c) No, no se nos pide escribir o son muy pocas las veces.
46
Here the 24 students who answered the survey said that they had plenty of chances to write
during the lesson. In conclusion the analysis of the pre- and post test comparison, as well as the field
notes and survey results represent the supporting evidence to validate the attainment of this third
objective. While most students developed their collocation knowledge, they were also able to improve
their reading comprehension achievements and write more fluently using collocations and texts
patterns they had already analyzed.
47
4.4 Verification of the Hypothesis

The research carried out included a hypothesis which was: If 10th graders from Colegio Ingls
Purranque are taught during a direct period of instruction based on the analysis, study and use of
collocations present in texts, they will improve their reading comprehension and thus their written
production significantly. ( 0.05).
The t-test in the table below indicates that the intervention period was statistically significant
considering that the reading (9.8248) and writing (5.1973) achievements were higher than the critical
value for t (1.6794) and in that sense it verifies my hypothesis. This suggests that the intervention
period was statistically significant concerning the development of collocation knowledge and its
influence on reading comprehension and written production.
Reading
Observed
value
for t
9.8248
Writing
Observed
value
for t
5.1973
Degrees of
freedom
46
0,05
Critical value
for t
1.6794
Significance
YES
To sum up, the three research questions What are the strategies students use to develop a
writing task?, What is the level of proficiency when reading and writing that students can accomplish
after a period of explicit instruction of collocations? and What are the difficulties students face when
they read a text and begin writing? have been answered in the analysis of quantitative data and the
attainment of objectives. The strategies students used to write were clearly identified. Students were
able to use the strategies of planning and revising most of the times during the instruction period. The
level of proficiency was tested using the pre and posts test comparison. It showed that most students
improved their level of understanding of English considerably. Considering written production,
students were able to write more in the post-test. The difficulties students faced were identified. They
could understand general ideas most of the times and very few students were not able to understand a
text. They could identify the theme of a reading passage depending on the text they were presented to
read and sometimes they were able to identify the text type. In terms of their written production they
had troubles checking their work and as some of them pointed out that they were careless and did not
revise their outcomes.
In conclusion the strategies that students used to write helped them improve their written
production. Their level of proficiency, in terms of reading, was increased and they gained a lot of
lexical knowledge. Considering their written production, they were able to write more extensively by
the end of the instruction period though some of them were still not that accurate, thus proving that
collocation knowledge can enhance fluency.
48
4.4 Categorization
The following tables categorize the qualitative data (field notes and lesson plans) I considered
the most relevant for the purpose of my final report. The student-teachers role, the students role, the
classroom interaction, the classroom resources and the teaching strategies are the aspects that I would
like to analyze in the following table.
Approach
Student-teachers Role
The lessons prepared focused on the improvement of reading and writing. For
this purpose, various activities aiming the acquisition of lexical knowledge were
presented. Most of lessons were based on teaching collocations to student and
Planner
develop reading and writing.

Lessons, tests, resources and assessments were prepared and designed in
advanced, and even some texts were adapted. They were used during the
instruction period to carry out the lessons. They were focused on developing the
Provider and
main objectives of this project.

The student-teacher took both roles as the mentor took the role of observer. He
manager
became the provider of vocabulary and explanations and also the manager of the
interaction in the classroom. He also was monitor of the activities and provided
Vocabulary
help to students when they required it.

The lessons included vocabulary acquisition in the pre-stage (by explicit
instruction of collocations) which also included brainstorming of ideas and
lexicon. The acquisition of vocabulary was checked at the end of the lesson
Stages of the lesson
through students performances and in the writing assessments.

Stages at the beginning of the instruction period were not very clearly marked
and sometimes all activities of the lesson were not completed. As the teaching
training continued the student-teacher was able to improve his command of the
Use of English
class and thus all the stages of the lesson could be attained.
At the beginning the intervention started with an accommodation using English
and Spanish most of the time. Gradually activities and exercises started to be
taught entirely in English. The instruction period ended with the student-teacher
Discipline
speaking almost 90% of the lesson in English.

Discipline was a problem for the mentor teacher and the student-teacher at the
beginning of the intervention period. It gradually changed after the instruction
started managing the group with meaningful activities. Students gained a sense
of continuous work and only few students did not work or participated in the
49
lesson.
Timing
Timing of the lesson failed at the beginning of the instruction period because I
gave too much time to students to develop their tasks. It gradually started
changing as the time assigned for each task was established so students had to
finish all tasks during the time of the lesson. It was one of my weaknesses
through the intervention period, because not all activities were finished and
Monitor
important tasks were left aside some times.

The student-teacher continued the trend of the mentor teacher monitoring each
activity. Nevertheless, the way to monitor the lesson changed as most students
Continuous
were helped by the instructor with special attention to less advantaged students.
There was a continuous assessment carried out by the student teacher. He in
assessment
every class graded students performance as well as their attitude in the lesson in
a rubric.
Students
Participation
Some students participated while others expected to copy the answers on the
board. This attitude was maintained for some students during the first term and
was later changed almost by the end of the second term. Some students worked
hard during lessons while others did not even participate. At the end of the
intervention period most students changed this behavior and started to get more
Level
involved with the lessons.

Students level before the instruction period was good but they lacked lexical
development. However, a few students recognized English as a subject that was
difficult for them and their expectations were very low about their possible
results. In general most of them improved their comprehension and lexicon
knowledge. By the end of the instruction period, students obtained pretty good
English skills
results.
Students had problems with recognizing collocations and structures. They
considered reading a tedious activity and they did not like it when they were
asked to read articles or letters, for instance. As the instruction period was being
carried out students improved their performance although some of them still
Use of English
found it difficult to express their thoughts in oral and written form.

Students most of the times used Spanish to communicate. Activities that had
been prepared to foster interaction and communication failed with some students
because they insisted in speaking using their mother tongue. This aspect
improved but there were still students who did not want to speak English in the
50
classroom or that mixed English and Spanish.

Materials
Activities
Activities were aimed at the development of comprehension at the beginning of

the lesson, and in the second part it was dedicated to reinforce the written
production. I planned and designed most activities that were used in the
classroom. They were aimed to reach the desired objectives of the innovative
Resources
project.
I prepared handouts, flashcards and pictures in advanced for the lessons. I also
used Bristol boards in which scripts and explanations were presented for
students. I prepared PowerPoint presentations to introduce vocabulary and
Sources
explanations. There was no use of dictionaries during the intervention period.

Despite my project was based on developing reading and writing skills, I used
other sources to develop the other skills. Even though I had to follow the
contents presented in the course book, I also used authentic material and took
advantage of the current affairs that occurred in our country to develop the
activities.
Setting up a context
Teaching Strategies
Lessons began by setting up the objectives of the activities to be developed. I
also helped students understand the theme of the class by brainstorming ideas
and helping them recall previous knowledge of the topic. Sometimes I used
pictures and mimicry to be able to set the context of the lesson and it was
Checking activities
successful most of the times.

Some students attempted to solve activities by guessing. To rule out that
possibility I used to ask students to support their answers. In the same strategy,
when a student made a mistake I asked one or two more students for the same
questions so as to find the correct answer, trying to make the learner who made
the mistake aware of her error by herself.
5. Conclusion
Collocation-knowledge learning developed through this project intends to broaden a concept

that has been brought up in recent years and prove that it can really influence students achievements
when learning a language. Therefore the purpose of this innovative project was to determine how
51
lexical knowledge could enhance students average reading and writing. This study analyzed
quantitative and qualitative data which allowed me to draw some conclusions.
First, lexical knowledge is an important aspect to be taken into consideration when reading and
writing in any language. In my personal opinion it cannot be excluded from any approach to teach or
learn foreign languages. Furthermore, based on my findings, it can be clearly stated that it should be at
the core of any language curriculum as it is a powerful tool to improve the four linguistic abilities in
English, because it can help increase students reading comprehension though it may already be at an
appropriate level.
In addition, the quantitative data analyzed showed that the students results were statistically
significant. I must say that students outcomes were good, especially for those learners whose reading
and writing skills had not been highly developed at the beginning of the innovation project. They were
the statistical proof that lexical knowledge can improve the results obtained by students. It verified the
hypothesis that if someone can improve their collocation knowledge, they can also improve their
reading comprehension and thus their written production, implying a direct relationship between the
two skills.
Also, the data gathered and analyzed helped me realize that students whose reading and writing
skills were in an appropriate level were not the ones who increased the most, but they were able to
improve their collocation knowledge considerably. It is important to notice that this project was highly
successful among students whose first results were not as positive compared to the best students. By
the end of the instruction period, the less advantaged students were the ones able to increase their
achievements the most. This study suggests that most of the students developed lexical strategies that
helped them enhance their collocation competence.
Taking into account the results shown by this research, there were some factors that should be
considered that might limit the scope of this project. One of the factors is the amount of years students
had studied English before, and the hours a week they had English lessons. Because English was a
important subject in the school, most of them had been part of an early development of the English
starting from kindergarten which amounted to almost 11 years learning the language by the time of the
intervention period. It may have benefited the results of this project in a positive way influencing
students outcomes in terms of lexical development. Also, they had 5 hours of English a week, meaning
they had one extra hour with another teacher besides the 4 hours of explicit instruction with the
student-teacher. Although not related to the project, the extra hour of work could have influenced the
results of the test. These two factors might have had some effect and they should be taken into
consideration for anyone who wants to replicate this research.
52
Besides the concerns already mentioned about the intervention period, this innovative project
may have some implications for future researches. This study took into account the direct relationship
of two skills and the acquisition of collocation knowledge by means of explicit instruction. A study that
could be carried out in the future may include the development of collocation knowledge as well as
vocabulary strategies to improve the other two skills such as listening or speaking. Since, in this case,
the acquisition of collocation knowledge had a great impact on learners, it would be interesting to
know how it could affect the other abilities.
In this study, twenty four students showed that they were able to improve in their average
reading comprehension and written production achievements; therefore, I think that using the same
methodology in a research project with more students should have the same results. Also the core of
this project which is enhancing reading and writing by means of explicit instruction of collocations
may have helped students develop strategies to be better readers and writers and learn vocabulary
(collocations) in a more efficient way, so this same concept could be used to improve any of the four
skills.
Finally, this research intended to offer a new perspective towards the development of reading
and writing as two directly related skills by means of enhancing lexical development, which could
influence others in approaching the development of the four language skills in the future.
References
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dissertation to get the Teacher of English degree. Universidad de Los Lagos, Osorno, Chile.
53
English Club (2012). The 4 Language Skills. EnglishClub.com. Retrieved June, 6, 2012, from
http://www.englishclub.com/learn-english/language-skills.htm
English Language Centre. (2001). Collocation. English Language Centre. Retrieved March, 15, 2008,
from http://elc.polyu.edu.hk/advdicts/collocation.htm
Essberger, J. (2001). Speaking versus writing. EnglishClub.com. Retrieved June, 14, 2012, from
http://www.englishclub.com/esl-articles/200108.htm
Gonzalez, H. (2009). Improving Reading Comprehension by Means of Vocabulary Acquisition.
Unpublished dissertation to get the Teacher of English degree. Universidad de Los Lagos, Osorno,
Chile.
Grabe, W. and Stoller, F. (2002). Teaching and Researching Writing. Malaysia: Longman.
Hedge, T. (1988). Writing. Oxford: Oxford University Press
Hudson, R. (1997). Text and Discourse Analysis. London: Routledge.
La Tercera. (2011). Simce de ingls: El 11% de los alumnos comprende frases cotidianas y textos
breves.
La
Tercera
Edicin
Online.
Retrieved
June,
6,
2012,
from
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Leipzig, D. (2001). What is reading? Reading Rockets. Retrieved June, 12, 2012, from
http://www.readingrockets.org/article/352/
Lewis, M. (Ed). (2000). Teaching Collocations. Further Developments in the Lexical Approach.
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Lindsay, C. and Knight, P. (2006). Learning and Teaching English. Shanghai: Oxford University Press
McCarthy, M. (1999). Discourse Analysis for Language Teachers. Cambridge: Cambridge University
Press.
54
Moras, S. (2001). Teaching Vocabulary to Advanced Students: A Lexical Approach. Karens

Linguistics Issues. Retrieved May, 1, 2008, from
http://www3.telus.net/linguisticsissues/teachingvocabulary.html
National Education Association. (2007). Using Text-Structure. Retrieved April, 1, 2008, from
http://www.nea.org/reading/usingtextstructure.html
Omniglot. (2012). What is writing? Omniglot the online encyclopedia of writing systems and
languages. Retrieved on June, 14, 2012, from http://www.omniglot.com/writing/definition.htm
Orwig, C. (1998). Speaking Skill.
SIL International.
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http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfralnggandcltrlrnngprgrm/Speaki
ngSkill.htm
Richards, J. & Renandya, W. (2002) Methodology in Language Teaching. An Anthology of Current
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Oyarzn, F. (2008). Improvement of the Writing Skill by Developing Cognitive, Metacognitive and
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from http://academic.cuesta.edu/acasupp/as/302.HTM
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55
56
7. Appendices
57
7.1 Teachers Ethnographic Notes
FIELD NOTE 1
58
SYMBOLS
T: Teacher
: Direct Quotation
Ms: Male student
: Paraphrasing of the dialogue
Fs: Female Students
/ /: Nonverbal behavior
Sts: Students
: the idea continues
St-T: Student-teacher
(): Missing or incomplete information
( ): Opinions or perceptions from the

ethnographer
SYMBOLS OF THE MAP

CLASSROOM:
Students tables
Teachers table
Windows
Whiteboard
Door
Description of the Lesson:
59
This lesson students start reviewing a concept that they had studied the previous lesson. The
class is part of a unit review to prepare the test that was due for the following day. Students work
individually most of the times developing 2 handouts with exercises, most of the activities consist on
fill in the blanks.
General Description of the Environment

Colegio Ingls students social-economic background corresponds mainly to middle class
families. This allows them to welcome access to good benefits being one of the best schools in
Purranque. They have a relative new building for their highschool (about two years old).
As far as the facilities of the school are concerned, they are good. There are plenty of rooms
available including an extra free room in case some class needs a room. There are about 25 students per
class an average which is ideal to work. Classrooms have a great illumination with plenty of windows
and their corresponding curtains. Outer noises sometimes are perceived during the class, but external
factors do not interfere with the lesson. This make student-teachers tasks easier.
School
Teacher
Subject
Class
Number of students
:
:
:
:
:
Colegio Ingls Purranque

Liliana Aguilar
English
10th grade A
25
60
Time of the lesson

: 14:30 to 16:00
Date
: April 3rd, 2008
Ethnographer
: Victor Aguilera Obando
14: 30 /The bell rings and students approach the
classroom. Then, they enter the classroom
and wait for the class to begin. They are a
little noisy/
14:33 (At the beginning of the lesson students are
very messy. They take their time to order their
seats. )
T: Good afternoon students
Sts: Good afternoon miss
T: Today we have a teacher who is coming
from the Uni he comes from ULA and he will
introduce himself.
St-t:
Hi, Im Victor Aguilera, Im from
Purranque as most of you, I think. ()I will be
with you this term and hopefully the whole
year, so I hope we learn a lot.
T: Ok, lets continue.
Ms: No entend nada
T: Do you have the handout?
/students seem not to react to the question/
(The question from the teacher has little
reaction from students because most of them
seem not to understand)
T: A ver, lets continue. Do you remember we
studied the expression ago? Yes? What does
it mean? Ago?
(No answer or reaction is perceived. Students
seem not to understand the concept ago)
14:40 Here, you have to complete the information
and write sentences using the expression
ago.
What you have to do Camilo? Explain
/Camilo does not answer/
T: From the handout I gave you yesterday
Ms: de la gua que dio ayer, y cul era?
/The teacher checks if the students have the
handout/
(Camilo and other students were playing and
14:43 chatting and that is why the teacher asks him
the activity)
Ms: qu pgina es miss?
T: You have to use the expression ago
T: Daniel, please sit down
(The teacher orders a student to sit down to
maintain order)
Ms: Miss, no entend.
T: Explain to him ()
T: Here you have to complete sentences
61
The opening of the lesson starts

with the teacher reviewing what
had been studied the previous
lesson. This activity pretends to
determine what students recall
from the previous lesson. It
might help students to review
contents from the previous
lesson so as to activate their
minds to receive new input.
The teacher does not state the
objectives of the lesson. I could
have turned the lesson clearer
for students if she had done so.
The teacher asks one student

that was playing during the
explanation of the activity, which
might help maintain discipline in
the classroom and demand
students to concentrate on the
activities and instructions given.
In the pre-stage there is no
vocabulary
introduction
or
brainstorming
which
might
difficult understanding of the
activities.
The teacher explains the activity
giving examples which can help
clarify doubts. The teacher does
not write the examples on the
board. It might difficult further
recall of the activity.
The while stage begins with
students working and the
14:48
14:57
15:04
using the expression ago. I have an example

here
/Some students at the back of the room are
very noisy and chat while the teacher explains
the activity/
T: Ana arrived in England fifteen years ago.
Did you get it? ()
/Some students answer the question/
He arrived in England, how many days ago?
Now you have to count the days ()
(No use of board to write the examples while
she explains)
/The teacher goes around the classroom.
Some pupils chat/
(Durign this time the teacher helps students
do the activity)
Ms: No s de que se trata est cuestion
T: Ok, Are you ready? Lets see
Guillermo Ruiz. She ()
She went to Oxford ()
(The students answer in a very low voice that
is inaudible in the back of the classroom)
T: Very good /She calls a student/
Who has number two?
She started English classes ()
T: Number three? Fernanda Alvarado. Karen?
Do yo have number 3?
(This time the teacher answers for the
students)
T: you have to answer adding ago
Ms: Miss, qu significa had?
/She goes to the board and writes have and
had/
T: This is the past /She shows what she

wrote on the board/
T: When did you have breakfast?
(A student answers in a very low voice/
T: Yes. Number three?
When did you go to the cinema
(Some students do not seem interested in the
activity. Only students who sit at the front are
asked the activity)
T: Number four, when did you have your first
English class?
()
/Students now work on their own. The teacher
monitors the activity/
62
teacher immediately monitoring.

The teacher monitoring might
help students so they can ask
her and clarify doubts.
Comments of students prove
that the explanations were not
sufficient and that there was
little understanding from part of
the class. It might disrupt the
lesson as students may not
understand what to do.
The low tone of voice of
students and the teacher not
writing the answers on the
board may not provide an
appropirate
classroom
environment to develop the
activity.
Explanatis seem rather simple.
Probably some examples could
have helped.
The activity now is teachercentered. It might give the
impression to some students
that they do not need to work.
Some students tell the teacher

that they do not understand the
handout which also goes for the
instruction. This probably is the
cause that students who sit at
the back do not work.
Another activity began with no
further explanation. Timing has
not been given to any activity
what which might create the
feeling that students do not
need to work.
Corrections aloud seem not
effective
because
students
speak with a very low voice and
15:07
15:15
15:24
Fs: Miss, si yo entendiera su gua la hara

/The teacher talks to the student/
/Some students work in the handout and
others chat and play with their cellphones/
(During this time the teacher monitors the
students from the front of the classroom. She
talks to them and helps them. Unfortunately,
the students at the back do not do anything
and play with their mp3 players and
cellphones)
(Activities up to this point have been corrected
orally)
T: A ver, what is the past tense of havehad.
Gowent
T: veamos. Felipe Mendoza. When did you

have breakfast?
Ms: I had breakfast ten ours ago
T: When did you go to the cinema?
Ms: I went to the cinema one year ago
T: When did you talk to your best friend
Ms: Five minutes ago
T: When did you have your first English
class?
(The activity goes on and the teacher checks
the activity. During this time some students do
not work and they say that they do not
understand. The teacher has visited these
students very few times and she has not
helped them very much)
/The teacher and a student hand in a new
handout/
T: Do you all have this handout?
T: What kind of text type is this
Sts: letters
T: Start reading Andrea. Felipe silencio atras
/The student reads the letter. The teacher
helps with the pronunciation/
(A noise of people dancing is heard during this
time)
T: The next letter, who wants to read it?
Kevin
(Kevin has been one of the noisiest students
in the class. Kevin reads and some students
laugh. He seems very nervous when he
reads. The teacher corrects his pronunciation
several times)
63
the teacher does not write the

answers on the board. This
activity may not reach most
students.
Now the teacher writes the past
tense of verbs that students
have to use. Maybe this activity
would have been better at the
beginning of the lesson so
students know what are the
correct forms of those verbs.
The activities seem mechanical
and out of context as questions
are not related. A more
contextualized activity could
help students understand the
activities and vocabulary.
It has been seen as a problem
that students do not understand
the
activities
and
the
vocabulary. It may produce the
effect of students not working in
their tasks.
The identification of the text
type can help students to
prepare to read. It should help
comprehension of the text.
When the first student reads the
teacher
helps
with
the
pronunciation which is probably
also modeling the rest of
students. On the other hand
corrections may discourage
students from reading aloud.
When the teacher asks the male
student to read is a sort of
punishment
because
she
corrects him several times. This
might not be set a good
classroom
environment
as
overcorrection may frighten
other students.
15:31
15:38
T: Whats the first letter about?

Ms: The importance of studying history.
The person here says that it is important to
look at the past so we can make the people
thought for the future Why is he talking about
()
T: Does he agree with this thought or not?
Sts: Yesno
T: is he in agreement with this ()?
T: Why does he mention the politician?
He mentions the politician because()
(the teacher answer herself the question
explaining what was meant in the text)
T: History is what? An important subject in
school. What is subject?
Fs: Materia
T: Yes, ramo, materia.
T: However, she thinks it is not so important.
Why? Kevin?
Ms: ella piensa que no es importante porque,
porque, porque, porqueeee.
(Some students answer the question but their
voices are inaudible at the back)
T: We need to think about the present and the
future ()
T: In these two letters people are giving
opinions. Lets see number four is telling why
history is important. In number fourCamilo,
number 4? Continue reading ()
(Camilo was playing with his classmates. He
reads the instructions)
T: in this activity you have to complete with
expressions to express opinions. You have to
complete with expression that appear in the
letter. Expression to express opinion. Quickly,
you have five minutes to complete.
/The teacher monitors the activity/
T: Ready? The first expression is?
Sts: For meI dont think that
T: yes. These expressions you need a comma
after them. Now put the words in the correct
order. You have to order the sentences.
Ms: Tens que ordenarlo
(Activities are a little mechanical)
/the teacher monitors students from the front
of the classroom/
T: 2 more minutes
T: Ya, ready? 1 more minute
/Many students stand up and walk around the
classroom/
(These students are getting the answers from
64
Now the students read and the

teacher asks questions. She did
not give students a chance to
reread
and
check
comprehension
what
might
difficult
some
students
understanding of the ideas.
The activity was not very
dynamic
probably
because
students did not have a second
reading and they did not know
what to answer.
The teacher checks the word
subject to see if students are
paying attention. It might help
her gain students attention
again.
The teacher again the male
student a question for his
misbehavior in class. Then she
also asks another of the messy
boys with the same intention. It
might help her gain some
discipline in the lesson.
This time the teacher sets the
time for the activity. She
explains what they have to do
but gives no example. Sampling
might
help
improve
her
explanation. There has not been
any sequencing of activities as
reading comprehension does
not match the following analysis
of the text. This might affect the
correct flow of the lesson.
Some students do not work and

instead they stand up and get
the
answers
with
their
classmates what proves that
they are not interested in the
class. This might be caused by
the little understanding of the
activities and that they are used
to copy the work of others. Also
15:46
15:52
15:56
their classmates as I notice)

T: Lets see. Monica Hoffman.
Listen to your classmate Camilo
Fs: In my opinion the most important subject
()
(Another students gives a different version.
The teacher paraphrases the answers
because the students speak with a very low
voice. This is one of the good students of the
class)
(I notice that students do not write anything on
their handouts)
/A student reads in a very low voice/
T: read again please
/the student reads again/
Fs: I think history()
T: yes, your sentence is correct.
(When students read the teacher paraphrases
the answers)
T: For me pollution is an important problem
T: A ver atrs, Camilo coloca atencin
/another student reads her answer/
T: yes, very good. I dont think physics is an
easy subject.
(The activity changes)
T: Now you have to write sentences that
express your opinion. For instance I think you
are very noisy today. Write it down
/the teacher monitors the activity/
(The teacher doesnt give a limited time for
each activity)
/the teacher corrects some works given by the
best students/
(During most of the activities students who sit
at the back have chatted, played, sung and
laughed while their other classmates worked.
They dont seem interested because they say
they dont understand anything)
T: Who wants to read the first opinion. Kevin,
Fernanda Alvarado, Fernando silence please.
Fernando read aloud please
T: in my opinion (trying that the student
completes the sentence)choose from 1 to 4.
T: Viviana
Fs: I think love is important.
T: I think love is important
T: Read an opinion that you wrote
/some students play with a bank note/
(students show no respect for the teacher as
even some of them tell jokes during the class)
T: Diego Casas (the one playing with the bank
65
it might suggest little classroom

management from the teacher.
The
teacher
checks
the
answers but still does not write
anything
on
the
board.
Corrections may fail because
students do not complete their
activities during the given time.
Only good students are able to

answer the questions properly. It
might be a solution if the
teacher also speaks a little
Spanish
and
asks
for
clarification of instructions to the
students to see if they
understand the activities. It also
may suggest that activities have
not been properly designed to
suit all students.
Most activities are similar and
are developed in the same way.
A change in the kind of tasks
could help the class not to be so
monotonous
and
engage
students who do not work.
Again the teacher calls the

attention of messy pupils.
Mostly male students do not
work during the class and they
just play with their classmates
this might be caused because
they sit together at the back of
the room.
Disciplinary problems difficult
the lesson as it also makes the
room quite noisy. This might
disturb concentration of other
15:58
16:00
note)
(The teacher in several time has had to call
the attention to some students)
Ms: I think English is difficult
T: You didnt work. We are in number 7 ()
Ms: I think that physics is an easy subject
Ms: In my opinion football is a good sport
T: Kevin Rivera
Ms: Cul miss?
T: Anyone
Ms: In my opinion.no la tengo
T: Daniel Rosas? Guillermo Ruiz
Fs: I think that math is a boring subject
Fs: I dont think English is a difficult subject
T: Robinson Vargas, read your opinion
(The student did not answer because of the
bell)
The bell rings and students leave
T: Study for the test.
FIELD NOTE 2
66
students.
Correction happens in the same
way as all the activities.
Probably the teacher should find
another way to correct tasks as
the one she uses does not
work.
Timing of the lesson has shown
to be another problem. When
the bell rang the teacher was
still correcting the activity.
No closure of the lesson and
revision of what was studied
were seen at the end. This
might difficult recalling of
information of the lesson in
another time.
SYMBOLS
T: Teacher
: Direct Quotation
Ms: Male student
Fs: Female Students
Sts: Students

ethnographer
SYMBOLS OF THE MAP

CLASSROOM:
Students tables
Teachers table
Windows
Whiteboard
Door
67
In this lesson students start a new unit which is called Love Life. This is a listening and reading
class taken from the course book. Students work individually most of the times developing 2 handouts
with exercises, answering questions to check comprehension.

Purranque. They have a relative new building for their high school (about two years old).
School
Teacher
Subject
: Colegio Ingls Purranque

: Liliana Aguilar
: English
68
Class
: 10th grade A
Number of students
: 23
Time of the lesson
: 14:30 to 16:00
Date
: April 10th, 2008
Ethnographer
14: 32 /The bell went off and the students entered
the classroom. It took them some time to get
ready for the lesson/
T: Sit down please
Ms: Hola miss
/Students chat and walk around the
classroom/
14:36 T: Good Afternoon
Silence please. Today we are going to start
with a new unit. Love Life
Did you bring your books? Do you have your

books?
/The teacher moves around the classroom
checking if students brought their books/
T: Open your books on page 13
You are going to make groups of four and one
of you needs to have the book
() You are lazy today
Fs: Miss, las chicas que vengan pa ac
T: Entonces vamos a trabajar, el que tiene
libro bien
What is the unit about? Are you in love? Have
your ever been in love?
/The teacher makes questions to introduce
the topic of the lesson/
T: What are the typical presents we give when

we are in love? Gifts, for instance in
Valentines day?
At the beginning of the lesson

students seem reluctant to
work.
This
might
create
problems if the teacher does not
engage them properly into
working.
The lesson starts immediately.
The teacher might have set the
mood first as students were not
yet ready to start working. It
could have helped her activate
students who were not ready to
work yet.
Students who do not have their
materials may cause problems
in the lesson.
Students are not reacting
properly and wasting a lot of
time. It probably could have
been avoided if the teacher had
set the mood first.
Questions to introduce the topic
might change the previous
atmosphere as students start
reacting to the lesson. Probably
it could have been better to do
some warm-up questions at the
beginning.
The
teacher
activates
background
knowledge
to
introduce the lesson. This might
turn in activation of schemes to
better comprehend the text
students have to read.
The teacher writes some words
on the board. This can help
students who are not good at
listening or were not paying
attention to get involved in the
69
class. It might also help them

learn some new vocabulary
14:42
14:50
14:55
T: Who is Taurus in here? What is the gift for

Taurus?
/The teacher is asking questions related to the
reading passage of the book/
T: Who is Gemini? ()
/In this part there are no answers from the
students and a lot of noise/
T: Who is Cancer? () Rings
Cote, do you like rings?
Leo likes aftershaves and perfumes ()
Virgo, who is Virgo? You are Virgo. What is
your gift? What is your gift? () A romantic
novel.
/She continuous developing the same activity
with the following zodiac signs/
T: Who is Sagittarius Kevin, are you
Capricorn?
Ms: Yes, yo Capricornio
T: What is your gift?
/No answer from the student/
T: Camilo, do you like romantic cards?
Acuarius like love letters
Do you agree with this gift?
T: We are going to practice the vocabulary
first
/The teacher hands in a handout/
The first part it says who can read? ()
Read the text using the words ()
Without looking at your book answer this
Answer this quickly.
/Some students work and others chat. The
teacher gives a short time to answer/
T: Did you finish?
Sts: NO
/The teacher monitors first and then corrects
the activity/
T: () Number two, Carmen Gloria
Fs: I bought my boyfriend a cinema ticket for
the new James Bond movie
()
T: Felipe, number 4
Ms: I gave my girlfriend a romantic novel
because she reads a lot
70
Now the teacher is asking

questions about the reading
from the book. It might result
counterproductive as not all the
students have the textbook.
Those students might create
distracting situations in the
classroom.
Students
do
not
answer
probably because they dont like
the topic or they did not work
properly. There is a chance they
did not the task as most of them
were not paying attention.
The teacher asks students who
do not have the textbook
questions. It might help her to
get those students involved with
the lesson.
The vocabulary introduction of
the lesson is carried out by
means of an exercise in which
students have to use the words.
This might help students
understand
better
the
vocabulary.
Many questions from the book
are being answered only by
some students. The rest tend to
chat and play. Maybe students
do not feel the need to work
because they are not been
requested to work.
There is no correction on the
board. This might not help
students who do not understand
much English because they will
not be able to correct their
answers.
This activity has not shown to
15:00
15:03
15:06
/The activity continues the same way with the

teacher asking questions from the book/
T: Number 7, lets seeMara Jos
Fs: Someone sent me some beautiful
flowers, they smell lovely
/The teacher repeats the answer in a louder
voice all the times/
T: Ok, someone sent me some beautiful
flowers, they smell lovely
T: Robinson number 8
Ms: Por descarte debe ser po
Ms: My boybriend game me a beautiful chain,
I wear it all the time.
T: Ya, my boyfriend gave me a beautiful
chain, I wear it all the time.
/After the last exercise the activity changes/
T: Here we have seven expressions
Going out ()
The first one is to go out withwhat is to go
out with?
Ms: What?
T: What does it say? It says Im very happy
that you come to the cinema with me. Going
out. It is?
Ms: Afuera
T: Ellos estn saliendo. Going out is to meet
someone ()
Kevin pon atencin, no te quiero llamar la
atencin.
/This student has shown in several classes to
be naughty/
Number one says Hi, my name is Thomas.
What are they doing?
Fs: to meet
T: Yes, thank you. To meet someone
Did you get it Kevin? Can you explain
number one and number twogoing out and
meet someone.
Ms: La uno o la dos.
T: Both of them
Ms: Cul tengo que responder miss, la
uno?
T: no, you have to explain. What is to
explain?
Ms: explicar
T: Yes, what is to go out with someone
/The student seems very confused and does
not answer. He was playing and chatting
during the explanation/
Ms: Read the question
Ms: Aaaah. ()
71
engage all students. Perhaps

students are getting used to do
anything they want without
being admonish.
The teacher is trying to

introduce more vocabulary by
making inferences out of
context. This strategy can turn
very useful for students during
the lesson as they can learn to
grasp meanings from context.
The
teacher
gives
some
definitions. This might help
students check understanding
of the activity. Also it should
force them to understand
English.
The teacher admonishes a
student who is always chatting
and playing. Perhaps rules have
not been stated clearly in the
lesson and that is why students
misbehave.
The teacher gives some extra
work to the student. This might
be one of the strategies the
teacher uses to call students
attention.
The
students
see
their
misbehavior as normal. This is
probably because there are not
strict rules inside the classroom
to force them work and pay
attention.
The lesson is interrupted by a

male student. Interruptions may
15:08
/The student reads the question and explains

in Spanish ideas not related to the vocabulary
introduction/
Ms: eeeh, esta contento porque fue a ver la
peliculaeeeh
T: pero qu es to go out with someone?
Ms: No s miss
T: es salir con alguien. Pon atencin Kevin,
no te quiero llamar la atencin de nuevo
Ms: es que Camilo meme()
/The teacher continues with her revision of
vocabulary, asking questions from the book
about the expressions just learnt./
()
Ms: Miss, y las palabras que estn ah de
donde las sacamos?
(no answer from the teacher)
T: what is to meet?
Ms: Y eso no era carne?
/the teacher writes on the board the two
words/
disrupt the proper flow of the

lesson.
The behavior of these students

might suggest that activities
have not reached them and
need a different kind of task to
get involved.
The teacher clarifies some

confusing vocabulary. It might
help
students
to
not
misunderstand words later.
The
teacher
asks
some
personal questions. It could help
her recapture attention from
students.
Ms: Aah, esa era la diferencia, ese era con
doble e.
(Some students make jokes about the word
and how confusing is English for them. They
seem more interested in chatting than
working.)
(the teacher continues explaining the
vocabulary and asking questions)
T: Who is going out with someone? Are you
going out with someone? No?
15:11
Now the teacher writes the

vocabulary on the board. She
might be trying to get students
attention by writing on the
board.
The activity has continued but

little comprehension has been
shown. This might because of
the constant interruptions and
noise from the students at the
(The teacher asks students and some of them
back.
nod. The activity continues)
T: Did you listen? To ask someone out?
Ms: Invitar a salir a alguien
T: I wasnt sure at first bur now I know I love
you What is it? To fall in love with someone
Now the teacher is working with
another handout. This time all
students
will
have
their
72
materials. It should solve some

of the problems of the lesson.
15:13
15:16
15:20
15:23
15:29
15:35
15:39
15:42
15:46
T: Im sorry but I think we should end this

relationship
(students seem not to understand the activity
or what the teacher is doing)
We are going to leave this reading for you to
discover. Now we are going to move to
number six.
Now you are husband and wife. To get
married
/The teacher hands in another handout/
T: Now we are going to read Broken Hearts
(Kevin keeps on chatting with his classmates
about anything but the lesson. He disturbs
and interrupts to his classmates)
/Students read. Meanwhile the teacher goes
around the classroom asking if students have
the book/
(The students who dont have the book dont
work and make noise. Its hard for the teacher
to control them)
T: Ready, did you finish?
/The teacher writes something on her
notebook/
T: What is the first paragraph? Letter? E
Yes, so you will have to start with E
/Students keep on reading/
T: Volunteers. Read the first paragraph.
(Kevin reads and the teacher corrects him
while he reads.)
/The teacher seized a cell phone from a
students who was playing with it/
T: Which was the fourth paragraph?
Do you have the last paragraph Guillermo?
(He reads in a very low voice that is inaudible)
T: What happened in this paragraph?
(There are no answers or students who speak
using a very low voice when they participate)
T: What happened in this paragraph?
Why did he buy the perfume?
They went to ()
Fifth paragraph letter D ()
Silence Camilo please
(Camilo interrupts and disturbs the class
several times during the lesson)
() What happened here? Rob went to the
shop () She was very angry
73
Misbehavior in the lesson might

be caused by the type of
activities. Students are required
to use their books and many of
them did not bring them. Those
who do not have it most of the
times do not solve their tasks.
Now the teacher asks a male

student to read aloud. This
might be a sort of punishment. It
might help regain certaing
control of the classroom.
Cell phones are troublesome for
the teacher. Most of the times
she has to seize one or two.
This might be another source of
distractions which difficult their
lesson.
The teacher is correcting the
activities but not writing them.
More use of the board could
help her gain students attention.
Interruptions continue. This

atmosphere might be the source
of lack of attention and
disrespect towards the teacher.
Concentration has been broken
by the constant misbehavior.
Perhaps this is the most
important evidence to support
students reluctance to work.
15:56
The last paragraph letter D

T: He felt that his heart was broken
(there is no answer probably because
students were not following the reading)
T: Please answer the question
T: Im going to askLets see, today is 10,
Monica. The first question Silence please!
Why didnt he ask her out that day?
/no answer from the student/
T: Claudia?
Fs: Because she was with another boy
T: Camilo, number 4. Who was the girl ()?
()
T: Number five. Why was Lina angry with Rob
in the shop?
(in this section the teacher asked those
students who didnt work. She was taking
notes in her class work rubric)
/no answer from Robinson, a student from the
front answered the question/
T: Robinson, did Lina speak to Rob in the
shop?
T: Felipe Mendoza?
/no answer/
T: you dont have, you didnt work
In five lines you will have to write a short story
using the expressions.
Now the teacher is asking

students who did not work. This
might be a way to force them to
get involved in the lesson.
Unfortunately, they do not seem
to care about it and is probable
that their attitude will not
change.
No closure is identified by the

end of the lesson, only the final
corrections of the work. Maybe
the teacher did not set the
appripriate time for a closure.
15:57
The bell goes off and students
were still working. Timing was
not appropriate for the final
activity. It suggest either that
there was a poor plannign or
that
students
commanded
lesson instead of the teacher.
16:00

T: Tomorrow Im going to check this, so bring
it tomorrow
/the bell goes off/
Sts: Miss tocaron.
T: Bye, bye.
74
FIELD NOTE 3
SYMBOLS
T: Teacher
: Direct Quotation
Ms: Male student
Fs: Female Students
Sts: Students

ethnographer
SYMBOLS OF THE MAP

CLASSROOM:
Students tables
Teachers table
Windows
Whiteboard
Door
75

In this lesson students work in the unit called Love Life. This is an evaluated reading class
taken from the course book. Students work individually developing a handout with exercises and
present a late homework as part of their graded assignment.

School
Teacher
: Liliana Aguilar
Subject
: English
Class
: 10th grade A
Number of students
: 25
Time of the lesson
: 10:15 to 11:45
Date
: April 11th, 2008
Ethnographer
10:15 /The bell goes off and students start to enter The lesson begins and students
the classroom. It takes them some time to are very noisy. When the teacher
organize themselves in the classroom/
starts to talk they do not diminish
T: Sit down please
their noise. It might suggest little
(Students talk at a very loud tone of voice, class management from part of
they dont seem to pay attention to the the teacher. She should not start
teacher)
her lesson until all students are
T: Sit down Camilo.
in their seats and ready to start
76
Ms: Es que me quitaron mi puesto

T: Camilo please. Good morning students.
Sts: Good morning Miss.
T: How are you today?
Sts: Fine
T: Today we are going to have an evaluated
activity. You will have to write your name ()
and you will have to answer these questions
()
Fs: Es con nota teacher
T: Yes, it is. This will be evaluated.
Fs: Es individual?
T: Yes
/The teacher hands in the handout/
T: Do you all have the handout? Yes? Do you
all have it?
Sts: Yes
T: Today we have a reading which is called
The Chains of Love. Yes? Alvarado, sit
down.
Ms: Ya miss
T: Look at this name. What is a chain?
(During the time the teacher is talking there is
a lot of conversation. Probably she shouldnt
continue until they are all paying attention)
T: Please silence. What do you think this text
will be about?
Ms: Las cadenas del amorLas cadenas
del amor
T: What do you think the text will be about?
Ms: Las cadenas del amor
(The student insists probably because there
is no answer from the teacher)
T: Claudia, what do you think the text is
going to be about? The Chains of Love
Look at the picture How is he?
/She points at the book/
T: Is this man angry?
Ms. Angry. Because the eh eh..
T: Because of his face? Yes? What is he
doing? Guillermo, What is he doing?
(To most questions there is no answer.
Probably students can not understand
because there is too much noise)
T: Have you ever done something crazy for
love? () Have you ever done something
crazy?
(Again there is no answer to her questions)
T: Ya, lets read together. Please, you start
reading.
/She points down to a girl at the front/
77
the lesson.
The teacher presents the lesson

but she does not introduce the
topic, the name of the unit or the
objectives for the lesson. It could
have helped her lesson to
clearly state what students were
going to do before presenting
the evaluated activity.
The opening of the lesson
seems poor. It may not set the
appropriate mood for the class.
It is very difficult for the teacher

to keep students quiet and
paying attention. Perhaps this is
a behavior she has not been
able to control during the term.
Now the teacher tries to

introduce a piece of reading. To
most questions there is little
response. Probably it is because
there is too much noise and the
there is little interest in the task.
This sort of misbehavior may

suggest that the stages of the
lesson were not correctly
planned and that they were not
successful
in
setting
an
appropriate
classroom
environment.
10:23
10:30
(The student starts reading in a very low tone

of voice. Its very difficult to follow her reading
also because of the noise from students at
the back)
T: Louder please
(She keeps reading. The teacher corrects
some mistakes in the pronunciation made by
the student.)
T: Ok, good. Now Im going to continue
reading () Silence please. () Kevin sit
down:
(The teacher continues reading the text
aloud. She has to stop a few times to ask
students to be quiet.)
T: Now the third paragraph. Volunteers to
read? You read it please.
/She points to another student/
(A male student reads the third paragraph.
His voice is louder but it is still
incomprehensible because of the noise)
T: Please students, be quiet. ()Ok. So he is
always here shouting for Tracy. Now Camilo,
read paragraph number four please
Ms: Ok miss.
(The male student reads aloud. He makes
several mistakes and is corrected by the
teacher)
T: Camilo, it is daughter, that is the correct
pronunciation.
Ms: Daughter
T: All right, Im going to continue reading the
text. So Adam went out to ()
(The teacher finishes the text after several
attempts made by the student to read the
text)
/The teacher writes on the board/
T: Tracy wanted to split up with Adam?

Fs: Yes
T: All right, Im going to continue reading the
story. The couple was going through a rough
time so ()
T: Now please Guillermo continue reading
78
There is no vocabulary activity

or introduction. They skip this
part to the reading aloud task.
There is a great chance that
students
may
fail
in
understanding the text as there
has not been a good topic or
vocabulary introduction.
The students who read the text

seem not to have much
expertise in doing so. Probably it
could have been to change the
approach at reading the text as it
might cause more problems than
clarifications of doubts about the
reading.
There is always a chance that

constant
corrections
may
discourage
students
future
involvement in reading aloud
tasks. Maybe she should have
chosen a different way to correct
pronunciation after the student
had finished reading the text.
There are questions after every

paragraph read by the students.
It might help the teacher check
for
comprehension.
Unfortunately there are only a
few students answering to those
10:37
10:44
from the part where it says, Tracy was

thinking things through, please
Ms: So, she kept thinking that () a bad
idea ()
T: All right Guillermo. So his demonstration
was in vain. Now the activities you have to
solve are the following. Item one. Which of
the following sentences are true or false?
Justify the false ones.
Ms: T o F cierto miss
T: Yes, thats it. No quiero V o F. In activity
two you have to compete with the missing
information from the text. Complete the
blanks with the information that you read in
the text.
Ms: Completar las oraciones
T: All right. In activity number three you have
to find the vocabulary and then you have to
write first the homework that was for
yesterday in the back and a relationship with
an argument.
Ms: Qu hay que escribir?
T: A story in which a couple has an
argument. An argument? A fight? Just like the
story we just have read. () Then you have
to write your homework and also a short story
of two people having an argument. If you
need help you can ask me.
(The teacher monitors the activity. She talks
with two girls at the beginning of the front
row)
Fs: Miss, cmo se dice pelearon?
T: They had a fight
Fs: Cmo se escribe fight?
T: F-I-G-H-T
Fs: Thank you miss
(The teacher goes back to her desk and
takes the class book)
T: Ok, pay attention, Im going to call the roll.
Alvarado? Alvarez? Aravena? Bravo? ()
(The students answer as required by the
teacher. Some students that are present
didnt answer because they couldnt hear the
teacher
T: Mayorith, when I call you, you have to say
present teacher
Fs: Sorry miss, es que no la escuche por la
bulla
(The teacher goes back to her role as a
monitor of the activity. She mainly helps five
girls who sit at the front. It would be better if
79
questions what might suggest

little involvement from most
students in the task.
In this lesson there is little use of

the board. Probably the teacher
could write students comments
and her questions so that
students who are not able to
listen or understand the reading
passages can also comprehend
the work that is being carried
out.
Now she explains the activities

by which students will be
evaluated.
Some
students
participate making clarifications
about the tasks they are
required to do. It could help
other students comprehend the
activities.
Students
start
to
work.
Unfortunately
only
some
students at the front seem
involved in solving the evaluated
activity. It might be that the other
students did not understand the
text and do not know what to do.
It is clear that there is an

inappropriate environment when
the teacher calls the roll. Too
much noise does not let
students listen to their names
and they are not able to answer.
10:51
10:58
11:05
11:12
11:19
she moved around the whole classroom)

(The teacher talks to some students at the
back. They seem to be the noisiest ones)
T: Ustedes no trabajan y conversan toda la
clase. La actividad es con nota ()
Ms: Ya miss si vamos a trabajar
T: Kevin, turn off your cellphone
(The teacher continues to monitor and help
students. She moves mainly near the front
seats of the classroom.)
Ms: Ya miss.
Fs: Miss, come here please
T: All right
Fs: cmo se dice se reconciliaron?
T: They got back together
Fs: Escribalo en la pizarra porfa.
/The teacher writes on the borrad/
T: Robinson, come here please () Show

me your assignment.
Ms: No entiendo miss
T: Your homework
Ms: No la tengo miss.
/Someone knocks at the door/
T: Monica y Fernando. Los necesitan
(Only a few students work in the activity
despite it is an evaluated one. Only the
students at the front call the teacher for help.
The teacher continues monitoring but she
only walks around the front seats)
Fs: Miss, come here please
(It is the same female student who calls the
teacher all the times. She and other three
girls seem interested in developing the task.
Probably the teacher should also care more
about the other students who are working
carelessly)
T: Ok, now Im going to hand in your
previous test. Katerine Moll, Karen Calfin,
Fernando Alvarado ()
/She hands in the test to the students as she
calls them/
T: Please count your points.
Ms: Miss ac tengo una que no me cont
T: All right, everybody count the points of
your tests. Then we can check the grades
80
It could be that students are not

interested in the lesson and
prefer to talk to their classmates.
Monitoring might turn to be a

good strategy to check students
progress with the assigned
tasks. Unfortunately the teacher
only monitors in the front seats.
The noisiest students are at the
back. Probably if she could talk
to them they would work and the
noise at the classroom could
diminish.
Monitoring only the front seats

could create the sense that the
teacher only cares for the good
students. She should change his
monitoring pattern so as to get
everyone involved in solving the
tasks.
Only
few
students
seem
interested
in
solving
the
assignment. Probably these are
the only students who were able
to understand the text and
activities.
Probably handing in the test

could
turn
into
another
distraction for the evaluations.
Most students already seem not
11:26
11:33
11:40
11:45
and scores
(Few students approach the teacher to check
their scores and grades. Others dont even
bother to see the test.)
T: Are you working in the activity?
(The teacher stands up again and continues
monitoring the activity)
T: All right. Many students are asking about
the word jealous. It is a feeling when you
want what someone else has. When I want
the cell phone that Kevin has and I dont have
it, for instance.
Ms: Celos, Miss
T: Yes, very good.
/she writes on the board/
T: Students, are you working. Im going to

walk around the classroom to see how you
are doing with your tasks.
(Some
students
have
asked
the
ethnographer for help. Especially students
who sit at the back. They have asked him
vocabulary and some phrases for their
assignments. Probably they wouldnt have
done this whether the teacher had walk
around them in the first place)
T: Hurry up. Its almost time for you to hand
in your assignments.
/The bell goes off. Students hand in their
assignments and leave the classroom/
FIELD NOTE 4
81
compromised with their work

and it could create a diversion in
the efforts of students.
Students
who
ask
about
vocabulary proved that there
was a need for a vocabulary
introduction at the beginning of
the lesson. Probably it could
have helped students whose
language knowledge is limited
and do not understand texts
well.
The fact that some students
have required for help from the
ethnographer, especially the
students at the back prove that
they needed help and required
for the teachers assistance. She
probably should walk around the
whole
classroom
so
that
students can ask their doubts.
SYMBOLS
T: Teacher
: Direct Quotation
Ms: Male student
Fs: Female Students
Sts: Students

ethnographer
SYMBOLS OF THE MAP

CLASSROOM:
Students tables
Teachers table
Windows
Whiteboard
Door
82
In this lesson students work in the unit called Love Life. This is a listening and reading class
taken from the course book. Students work individually most of the times developing 2 handouts with
exercises, answering questions to check comprehension.

School
Teacher
:
:

: Liliana Aguilar
83
Subject
:
: English
Class
:
: 10th grade A
Number of students
: : 23
Time of the lesson
:
: 14:30 to 16:00
Date
: : April 17th, 2008
Ethnographer
: : Victor Aguilera Obando
14:
/The bell went off 5 minutes late. The Students at this time always are
38
students entered the classroom. It took them reluctant to work. This might
some time to get ready for the lesson/
cause
distractions
and
T: Good Afternoon
misbehavior.
Y usted, no se sienta ah? Andrea, sit down
please. Felipe? ()
T: Open your book on page 14
The teacher starts the lesson
Fs: Qu pgina miss?
using the course book. Too much
T: Fourteen
dependence on the course book
Ok, who has the book? You? You? (asking might cause problems as not all
the students to see if they brought their the students have the text book to
books) Do you have the books? ()
work.
Ok, Im going to borrow this here (She lends
her book to a group of students)
A ver, quin se puede ir a conseguir libros Problems arise with the course
al otro curso?
books. Maybe this is spoiling most
(The teacher asks students if they can go to of the lessons. It might turn difficult
the other class and ask for books)
for the teacher to control the
T: OK, so you have to write. Ok, lets see. Im pacing of the class without having
14:42 going to write the questions and then you you the materials.
will have to answer.
Now the teacher has to write the
questions. This might help the
teacher force students to work. It
also may take time to finish other
tasks.
14:47
14:50
14:52
Students are not interested in

what the teacher is doing and
prefer to comment Chilean
football.
It
suggests
an
(Meanwhile students comment the last results atmosphere which is relaxed for
of Chilean football chatting and making jokes students in which they do not need
about Colo-Colo and la U)
to work. This might be causing
/The teacher stops writing/
their lack of participation and
T: Silence, we are not in the stadium.
willingness
to
develop
the
T: You have four sentences. You will listen a activities.
tape () Camilo, Im explaining!
Ms: Yo tambien
84
T: Camilo!
You will have to answer these questions. (she
reads aloud the questions she has written on
the board)
T: Here Im going to write the options.
Potions, Kisses, Marriage, Symbols
14:50
14:57
15:01
15:04
15:06
Students show disrespect towards

the teacher. This might be caused
because the teacher has lost
control
of
the
classroom
interaction.
Writing the activities on the board

may have created the adverse
T: () It is connected to what?... potions. atmosphere in the classroom.
This is probably because there are stricter They seem to care less for the
traditions. Do you think this is connected to work they are supposed to
? Yes, keep that in mind
develop.
(The teacher and some students are The teacher should not work while
predicting the answers for the activity, Other students chat and play. It might be
students listen to music and play among the reason why students lose their
themselves)
concentration so easily. As the
T: Camilo, Andrea, please!
mood is not appropriate students
(The teacher admonish the students because feel free to do anything they
they have been making noise chatting and please.
laughing)
()
T: Cupid is a symbol for lovers. Do you think The teacher is starting the lesson.
it is connected to potions?
She is trying to make general
(she repeats the sentence one more time)
questions about the reading. She
T: The soldier () It is connected to kisses might be trying to catch students
because of lips ()
attention that was lost in the first
Please write it down. Im going to play the 25 minutes of the lesson.
CD. You will have to listen and answer. ()
T: People who have the book please follow The teacher explains the activity
the reading.
but most students are not paying
(The reading is played )
attention. There are very little
T: First you are going to listen to potions.
chances that students might
/The teacher gets mad at some students and produce good results in those
seized a cell phone/
conditions.
T: Do you think love potions () (During this
time the teacher reads aloud the questions Students do not seem to change
written on the board)
their attitude towards the lesson.
T: Camilo!
They are the same students who
(The teacher admonish Camilo for his make noise and do what they
misbehavior)
want. Probably the teacher should
(The teacher continues reading the passage have stopped them earlier so as to
and the questions)
have
a
good
classroom
T: So what happened here with the potions? atmosphere
() They are made of animals () They are
in danger of extinction. () Reading about
Shadia? How old is she now?
Continue reading
T: Arrange Marriage. What is arrange
marriage?
(Camilo answers the questions and the The teacher tries to make students
teacher continues reading)
brainstorm. It might help her get
85
Ms: no entiendo Miss ()

T: Do you know any culture in which there
are arrange marriages?
15:13
15:15
15:19
15:24
Ms: India
(some students brainstorm names of
countries who they think have arrange
marriages)
/The tape is played/
T: 23 veces. A man married 28 times and the
girl married 23 times. Listen they are very
unusual.
Would you like to marry a person which your
parents choose for you?
Ms: Con un pariente?
/The tape is played/
() T: We are now going to listen to kisses
Are you interested in love or money
(The teacher reads)
Ms: Quin es ese?
(This student interrupted the lesson because
he did not bring his book)
T: Listen!
(the teacher continues reading)
T: If a woman kiss that statue, she will marry
a rich man
/The teacher writes on the board/
students involved in the tasks.

Probably it could help her improve
the classroom atmosphere and
help students understand the
passage.
There is little comprehension from

the students. Some of the possible
reasons were already stated.
Probably another reason is that
students were not able to make
any connection between the the
topic of the reading and their lives.
The constant interruptions are

present during the listening also. It
presents as one the weaknesses
in this class.
Students do not change their

attitude towards the lesson.
Whenever the teacher writes
something on the board students
take advantage of the situation
(During this time the teacher has admonish and chat, play and laugh.
several students because of their lack of
attention to the lesson)
Ms: Existen bodas de papel, de Madera, re
pobre.
T: No, thats not because of the money ()
(she explains the difference of the marriages
There is some
evidence of
in terms of years in English)
misunderstanding. This might be
T: () Por ejemplo, heart is a symbol
because of no proper setting of
(she explains what is a symbol by means of
context and because students did
examples)
not understand the instructions
(she corrects the activity on the board)
86
a) (Marriage) b) (Symbol) c) (Kisses) d) (Potions)
15:30
15:38
15:47
Ms: Claudia, cierto que las mujeres se

derriten por los soldados?
Fs: Buena Camilo, te mereces que te de la
mano
/She gives her hand to Camilo/
(When the teacher asks students to work they
chat and play, and sometimes laugh in loud
voice)
T: Hurry up, in five minutes Im going to
check
(During this time the teacher talks to a
student. Meanwhile Camilo and Kevin chat
and laugh)
() T: Now we are going to check. Guillermo
Ruiz, what is the connection between animals
and love potions?
Ms: Nemo!
(Kevin is disturbing his classmates while the
activity is being corrected)
(Guillermo answers something in Spanish
that is inaudible for the ethnographer)
(The teacher monitors during this time. Kevin
walks around the classroom talking with his
classmates)
T: ok, who has number 1
What is the ? (No answers)
Love potions are made with exotic animals.
() Shadia was fourteen years old.
Ms1: Fourteen years old
Ms2: Todo por que le est copiando a Rudy.
Fs: Because a women kiss the statue.
Probably because women kiss the statue.
T: What does the word symbolize? Karen?
(She speaks in a low tone of voice inaudible
for the ethnographer)
T: Why did roses become popular?
BecauseLuis? Why did roses become
popular?
Ms: Because romanticRomans ()
(Inaudible speech)
T: Im going to check on your notebook next
time. Write it
(some students put pencils on their hair)
(During this time very few students work, the
rest chat and play. The teacher only monitors
students who sit at the front. The students at
the back have not changed their attitude
during this time)
87
because of the noise.

The teacher explains what is a
symbol. She might be doing so to
clarify some concepts that were
not clearly understood because of
the mess in the classroom.
Students make jokes aloud

laughing in loud voice. Perhaps
students feel there is nothing
interesting in the lesson as they
have not get involved with the
class.
The teacher requries students to

work. She might be trying to make
them hurry and avoid other
activities.
Students do not keep quiet while

the teacher corrects the activity.
This might cause other students to
lose concentration also.
Very few students work. Probably
they were the only ones to get the
context of the lesson.
Now there are some answers from

students who sit at the front.
Probably there is a chance that
this are the only students who
have understood the lesson.
Probably the students at the back
do not feel that the lesson is for

them too.
The students feel no necessity to

write or work as the teacher does
not monitor them. Probably this
create the feeling that they are not
considerated in the lesson and
that is another reason why they do
not work.
15:49
T: The peole who have the book, open the

book on page 16
(Kevin and Camilo play and distract the rest
of the class)
T: Please hurry up, write it down!
Listen and complete this part.
/The teacher shows the previous board/
(Camilo talks to his friend during the listening
making noise)
T: Who is Andy, Monica?
Fs: Andy is ()
T: Ya, they used to date ()
T: Mary or Kerry?
Listen, Im going to read you the story
(While the teacher reads, the students
already mentioned as misbehaved play and
do what as the please)
T: Silencio! Camilo despus me va a repetir
todo.
Ms: Cholo, Cholo (Calling Camilo)
T: What is to ask her out? ()
Ms: Yes
(The teacher continues reading as the
answer is not good enough)
T: Camilo, a ver esta ah
(Camilo tries to guess the answer but he
cant)
T: Kerry dice Yes, Andy and I are very
different ()
T: Andy got a new girl. Mary is looking for
Alex because she
() Andy and Kerry split up
15:53
The teacher tries to develop the

activity but there are students
making noise. Lack of attention
might be generalized at the back
of the classroom.
The stages of the lesson were not
clear. The introduction of the topic
failed at the beginning and no
introduction of vocabulary was
noticed. Activities have taken a lot
of time and effort from the teacher
as she had to write the exercises
on the board. All these aspects
apparently contribute to students
lack
of
attention
and
misunderstanding of the reading
and listening passage.
The final activity is a fill in the
missing information which has little
reaction from students. This might
be because no objectives were
stated at the beginning. Also, as
the classroom atmosphere was
not appropriately set, students do
not feel the need to work.
This time the activity is corrected
88
(the activity is corrected on the board)

Ms: Alex is gay
(students laugh)
T: Qu pas con Alex y su polola?
Who was the mystery girl?
The mystery girl
Ms: Son las 3 y 55 minutos
()
(the naughty students stand up and walk
around the classroom as the teacher checks
if students write the answers for the activities)
/The teacher erases the board and the bell
goes off/
15:58
16:01
89
on the board. This might give a

chance to students who lose
concentration
and
did
not
understand the passage to
comprehend the text.
Students pay attention to the
watch. Perhaps they feel that the
lesson has not been appealing to
them and they just want to leave
the classroom.
No closure at the end. This was
affected by the time which was
wasted at the beginning and
middle of the lesson when the
teacher wrote the activities on the
board.
7.2 Student-teachers Ethnographic Notes
FIELD NOTE 1
90
SYMBOLS
T: Teacher
: Direct Quotation
Ms: Male student
Fs: Female Students
Sts: Students

ethnographer
SYMBOLS OF THE MAP

CLASSROOM:
Students tables
Teachers table
Windows
Whiteboard
Door
91
This lesson is part of a unit called On Screen which is related to television. The name of lesson
is Making Games in which students read a text about video games and how these are made. Students
work individually and in pairs using their course book and a handout prepared by the student-teacher.

92
School
Teacher
: Vctor Aguilera
Subject
: English
Class
: 10th grade A
Number of students
: 25
Time of the lesson
: 14:30 to 16:00
Date
: October 16th 2008
Ethnographer
: Carolina Caucao
14: 32 /The bell went off late. The students entered
the classroom. It took them some time to get
ready for the lesson/
St-T: Good Afternoon students, how are you
today?
Sts: Fine
Fs: Teacher cmo le ha ido
St-T: Fine, and you?
Fs: Ok
St-T: Are you ready to work?
Sts: No
Ms: Teacher nos da tiempo para elegir a
nuestro rey y reina?
14:39 St-T: Ok. Im going to give you 5 minutes at
the most. Solo les voy a dar 5 minutos
/the teacher sets his materials and hands in a
handout/
(Students carried out an election. It took them
about 7 minutes. During this time the teacher
wrote the name of the lesson and the
objective)
St-T: Estamos listos con la votacin es hora
de comenzar la clase.
Rpido chicos, ya po
Remember that our unit is called On Screen
St-T: The name of the lesson is Making

Games. And today we are going to read a
text () and write ()
Pay attention now to what I am going to do
/The student-teacher mimics a situation in
which he is playing a computer game/
St-T: What am I doing?
Fs: Est jugando
St-T: Ok. In English please.
Fs: Youre playing
St-T: Very good. So, what is the lesson going
to be about?
Sts: Juegos
St-T: In English please
Ms: Games
St-T: What kind of games?
Ms: video games
St-T: Very good. Video Games
/he writes on the board and pastes 3 images/
93
St-T: What is in these images?
Ms: computer, Xbox y un game
St-T: Good. A computer, a game console and
At the beginning of the lessons

students are concerned about
choosing a queen and king for
their anniversary week.
This
time may be needed to work all
the activities.
The student-teacher used the

time students took to elect their
representatives to set the
materials
and
write
the
objectives of the lesson. It might
help him recover some time.
The introduction of the lesson is

carried out using mimicry. This
might help students whose
listening abilities are not fully
developed understand what the
lesson is about.
Students understood what was
performed by the studentteacher. They brainstormed in
Spanish but were forced to
speak English. This might be
effective as students start using
what they already know to
participate in the lesson.
For the sake of reinforcing the

introduction of the lesson the
FIELD NOTE 2
94
SYMBOLS
T: Teacher
: Direct Quotation
Ms: Male student
Fs: Female Students
Sts: Students

ethnographer
SYMBOLS OF THE MAP

CLASSROOM:
Students tables
Teachers table
Windows
Whiteboard
Door
95
is Pride and Prejudice in which students read an extract of a film review. Students work individually
and in pairs using a text taken from internet and a handout prepared by the student-teacher.

School
Teacher
: Victor Aguilera
Subject
: English
Class
: 10th grade A
Number of students
: 25
Time of the lesson
: 14:30 to 16:00
Date
: October 23rd,2008
Ethnographer
: Carolina Caucao
14: 30 /The bell went off on time. The students
entered the classroom. It took them some
time to get ready for the lesson/
St-T: Good Afternoon students, how are you
today?
Sts: Good afternoon teacher
St-T: Are you doing ok?
Sts: Yes teacher
(the student-teacher had already written on
the board the name of the lesson and
objectives)
96
The lesson starts normally. There

is no time lost this time at the
beginning of the lesson. The
student-teacher has already done
some work which might help with
the timing of the lesson.
The lesson starts with activation of

prior knowledge. Remembering
the unit and its topic can help
students relate the new lesson

with what they have already learnt
during the term.
14:34
St-T: Ok students please pay attention.

Today we are going to continue our unit On
Screen. What do you remember about it?
Ms: Algo acerca de la televisin teacher
St-T: Very well Fernando. Anything else you
remember about the unit or the previous
lesson?
Fs: Yes teacher. Vimos algo acerca de
games
St-T: Very good Kati. Today our objectives
are to read a text about a film and write a
short text. Lo que vamos a hacer hoy es leer
un texto acerca de una pelcula y escribir un
comentario
Fs: Teacher esa pelcula es Orgullo y
Prejucio?
St-T: Excellent. You read the title of the
lesson () We are going to read a text based
on Pride and Prejudice. Who has seen the
movie?
/Some students raise their hands/
St-T: Excellent. It means you will understand
the text
Ms: Teacher cul es esa pelcula?
St-T: It is a film with Keira Knightley ()
About social classes in the old days in
England ()
/the teacher writes something on the board/
St-T: What do you know about marriage in

the 19th century? Any ideas? Whatever you
know is right
Fs: Los matrimonios eran arreglados
97
Asking students what they have

been working during the term
proved to be useful as some
students participate. It also might
help others focus on the topic and
activate their knowledge related to
television.
Presenting the objectives to the

student can help students prepare
for what they are about to do in
the class. It may be useful as they
can anticipate the type of activities
and how they are going to work.
Some students were able to

anticipate what the lesson is
about. It should help those
students when reading the text to
understand in a better way the
extract about the film.
There is a discussion about

marriage in the 19th century.
Activation of prior knowledge so
far has proved effective for setting
the topic of discussion. It might
14:41
14:47
St-T: Very good Cristina. Any other ideas?

/The teacher takes notes of what the students
are saying/
Ms: la gente pagaba para poder casarse
St-T: All right Felipe. Pero ms que pagar
era un dinero que se entregaba para
sustentar la familia de los recin casados.
Eso se llamaba dote. In English it is called
dowry.
(The discussion continues. Some students
participate with their ideas and others chat at
the back)
help if students could relate the

topic of the lesson with the unit as
well, so as to have continuity to
the work already done.
/The student-teacher hands in two sheets of

paper to the students. He also pastes two
pictures on the board/
The use of images to finish setting

the topic can be helpful for those
students who are visual learners.
This way they can relate the
discussion to what they already
know.
St-T: Look at the pictures and tell me, what

do you see in them
Sts: Ropa Antigua Traje militar Traje de
baile
St-T: Excellent. We have old clothing. One is
womens outfit and the other is a militia outfit
().
Ahora una pregunta. What is the relationship
between this and the unit we are working on
(There is no answer from students. Probably
they did not make the connection between
the lesson and the unit)
St-T: Please pay attention to the activity
sheet. In activity one you will have to find the
correct collocation in the text for the words
that are written in there (). And also you will
have to match them with the correct Spanish.
Explico en espaol. Tienen que buscar si la
colocacin de las palabras esta correcta en el
98
There was a very good response

from students to the topic in
discussion. It might indicate that
students feel inclined to work in
the lesson which should be helpful
for the development of the
activities.
In this section students have

participated in Spanish. It would
be best if the student-teacher
forced them to produce their
comments in English. Probably the
vocabulary they need to make
their comments is unknown.
In this section the absence of an
answer to the question of relating
the unit to the lesson proved the
previous analysis right. Despite
the students relating ideas with
what they know has been good;
they did not make a connection
with the unit. Probably it is
because the film is about the 19th
century and
students
have
previously studied televison and
ejercicio y unirlas con su espaol correcto.

Hicimos algo parecido la clase pasada. Do
you understand?
Sts: Yes teacher
/the teacher writes the words in Spanish on
the board/
14:52
15:00
/The teacher monitors the activity. He walks

around the classroom helping students/
(During
this
time
students
work
collaboratively. A few students at the back do
not work and chat with their friends)
St-T: Ok. Im going to give you to more
minutes to finish the activity.
/Students continue working and the studentteacher monitors the students at the back/
St-T: Oiga, pero ustedes no han echo nada.
Tienen que empezar a ponerse las pilas
porque yo no regalo las notas.
St-T: Ok, its time to check the activity.
Number 1, is the collocation correct?
Fs: No teacher, est mala. Lo correcto es
OF.
St-T: Excellent work Yocelyn. Very good. And
the meaning in Spanish is?
Ms: Al cierre de teacher
St-T: Excellent work Camilo. Very good.
Now number 2, is it correct the collocation,
Carmen Gloria?
Fs: Yes teacher, it is one
St-T: Very good Carmen Gloria, and the
meaning in Spanish is?
Fs: Tener una tendencia
/The teacher writes the answers on the
borrad/
St-T: Excellent Carmen
(The activity continues to be corrected this
way. Teacher sometimes asks some students
and sometimes leaves the question to be
answered by any student.)
99
games.
Students have to discover the
correct collocations for words. It
can be helpful if students can
identify a collocation so that they
later use them to read and write
more fluently. Also as a means to
develop vocabulary at all levels,
Spanish translations can help
students whose level of English is
lower.
Students working show that there
is interest in the lesson. The few
students who do not work might
not be interested in the lesson or
probably were not able to relate
what they know with the issue in
discussion.
Corrections start and students are
able to notice correct and incorrect
collocations. They show that they
have already understood what
collocations are and how to
identify them. They were able to
form the correct collocation and
relate it to their meaning in
Spanish. It can be helpful for
students to form the correct
collocation and understand its
meaning.
Corrections on the board may help

students who are slower and the
ones who do not work to complete
their
activity
to
have
the
vocabulary to read the text
comprehensibly.
15:07
St-T: Ok students. Very well done. Now for

the following activity we are going to work
with adjectives. () The instruction says:
match the adjectives with their corresponding
meanings. Also you will have to match it with
the meaning in Spanish on the board.
/He writes the words in Spanish on the board/
15:13
St-t: In this exercises you have to columns.
In the first one you have the adjectives and in
the second you have the definitions ()
/He shows in the handout the two columns/
St-T: You have to match the words from the
left column with the definitions in the second
column and the meaning in Spanish.
Sts: Yes teacher
/The teacher walks around the classroom and
students start to work/
(During this time most students work
individually. Probably a best way would be to
encourage pair work. Also the teacher helps
students. Most students work and call the
teacher for help, but a few chat and laugh.)
St-T: Are you ready with the activity?
Fs: No todava teacher, hay palabras que no
sabemos
St-T: Ok, which ones?
Fs: esa que dice abuzz no me la s
St-T: Ok. Abuzz is when you are full of
activity ()
/He mimics a lot of movements to explain the
meaning/
Fs: eso es como desordenado
100
Another vocabulary activity may

be redundant. While it is helpful for
students to learn new words and
collocations, there should be a
variety of activities. Also it is
similar to the previous one as
students have to match the words
with their definitions and meaning
in Spanish. Two vocabulary
activities may be too much for
students.
Explanations in English may

reinforce students listening skill.
Also it might help maintain class
management as students need to
be quiet to listen to instructions
and understand what is being
done.
Individual work seems to be the

central tendency among students.
Probably it could be best to plan
activities in which collaborative
work can arise, so that students
can share and help each other.
Mimicry and explanations in
English
can
help
students
comprehension. It proves effective
in this case. Probably this is a
more effective way to teach or
explain unknown vocabulary.
Timing seems to not have been
15:20
15:30
St-T: eso, good ahora bscala en el

listado
St-T: One more minute to finish the activity
(Students continue working on their own.
Some of them have already finished the
activity and now talk to their classmates)
St-T: Its time to check. All right. In the first
column we have the adjectives classconscious, spirited, () and encouraging.
And in the other column we have seven
definitions. Veamos. Robinson, the first
adjective class-conscious, what is the correct
meaning?
Ms: No la tengo teacher
St-T: All right, Rudy, what is the correct
answer?
Ms: esa es la twelve teacher
St-T: Read it please
Ms: Pero me cuesta leer ingls teacher
St-T: No importa Rudy, haz tu mejor
esfuerzo
Ms: very aware of the differences between
()social class
St-T: Very good Rudy. And what is the
meaning in Spanish?
Ms: fijado en la clase social
St-T: Excellent work Rudy. Lets correct letter
B now. Nicol, what is the correct answer for
Spirited?
Fs: thirteen teacher
St-T: are you sure Nicol?
Fs: si teacher. Esa significa enrgico.
St-T: Great work Nicol. Excellent
(The teacher continues correcting the activity
with the students. Some of them make
mistakes and the teacher makes corrections
when necessary)
St-T: Ok, Now in the third item we are going
to work with three collocations. Number 1 is
strive to which means to try very hard. Qu
cosa es strive to entonces?
Fs: Intentar con mucho esfuerzo
St-T: Excellent work Viviana. Number 2 is
poised to which means ready to do
something at any moment. What does it
mean?
Ms: esa es como estar listo en todo
momento
St-T: Fantastic Daniel. Very good. Now the
number three is inclined to which means to
tend to feel something)
101
planned
appropriately.
Many
students finish very quickly while
others still work. It might create
minor disturbances in the class
and interruptions in the students
work. Probably this activity could
have worked better assigning it
less time to be carried out.
Corrections seem to be more

fluent this time. Probably as the
activity is similar to the previous
one, students can solve it with less
effort.
When the activity is clear for
students they can have better
results. On the contrary, if the
activity is not clear and planned
well, students may be confused
and take more time than needed
to solve the task.
In this activity students will work

using three collocations. This time
the explanation is done in English
with feedback in Spanish by the
students. Students ask for a
modeling of the activity which
might mean that they are
interested in solving the task. It
also might mean that the activity
needs clarification.
15:38
15:41
Fs: esa es inclinado

St-T: very good Kati. Now what you have in
here is ten different actions and you have to
relate them to the collocations one, two and
three. Se entiende la actividad?
Ms: No teacher, de un ejemplo mejor
St-T: All right. Lets read number sixteen.
Overcome poverty. Esto lo vimos en clases
atras. Qu era overcome poverty?
(There is no answer from students)
St-T: Acuerdense que esto es superar la
pobreza. Now, which collocation is it related
to? Strive to, poised to or inclined to
Ms: One teacher
Fs: Pero tambin podra ser two
St-T: Ok, very good. This is what I want you
to do, discuss with your classmates and later
we will check the activity.
(The teacher monitors the activity. Students
work in pairs this time discussing the activity.
The students at the front call the teacher to
ask him for help.)
Fs: teacher la twenty three puede ser strive
to pero tambin poised to
St-T: Ok, pero tu tienes que decidir cul es la
mejor de las opciones
(The activity seems time consuming as there
is much discussion among students about
many items in the activitu)
St-T: Ok, now its time to check what you
have done
Ms: estuvo difcil teacher
St-T: Yes I know. Lets check number
seventeen. Katerine, do you have number
seventeen?
Fs: Yes teacher, it is number 2, poised to
St-T: Excellent Katerine. Very good work.
Now number eighteen Victoria.
Fs: Number 2, poised to teacher
St-T: Ok, anyone has something different
Ms: Yo teacher, esa es number 3 inclined to
porque uno puede estar inclinado a aceptar
una propuesta
St-T: Very good Kevin, but also Victorias
answer is a very good possibility. Now lets
check number nineteen attack an enemy.
Anyone has it?
Ms: Esa es one teacher
St-T: Good Guillermo. Anyone has
something different?
Ms: Esa tambin puede ser two teacher,
102
In this activity discussion is

encouraged by the teacher. It
might be helpful for students to
discuss the activity as they have to
make choices without a clear
context.
There seems to be a problem for

students as they find more than
one possible answer for some
questions. Probably there was a
problem in the planning of the
activity as it should have been
only one clear answer for each
question.
Nevertheless,
this
helped collaborative work to arise
as students worked in the activity.
The commentaries and the time
taken for students to solve the
task proved that the activity was
not very well planned. If the
activity is not correctly designed it
is more time consuming than what
is appropriate for a task to last.
Despite the problems in the design

of the task it helped discussion to
arise. When the activity was
corrected students were able to
explain their choices and the
reasons they thought for their
answers to be correct. It might be
a good alternative to produce a
similar with a better design so as
to encourage discussion and
reflection among students.
porque se puede estar listo para atacar al

enemigo
St-T: very good Daniel, both are very good
alternatives.
(The activity continues to be corrected this
way. A lot of discussion arises in every item
as there seems to be more than one correct
alternative for some exercises.)
15:44
15:49
15:55
So far activities have proven to be

more time consuming as they
were planned to be. It probably
has to do with the fact that there is
more than one task to do in each
item and that some items were not
appropriately designed.
Students point out the fact that

there are few minutes left to work.
There were too many vocabulary
activities which also were time
consuming and now there is little
time to develop comprehension
activities. Probably it has to do
St-T: Now, in the third activity you have to with an inappropriate planning or
read the text I handed you in (). You have design of the lesson.
to read it and answer true or false to the
items from twenty six to thirty seven. Pay
attention that you must answer according to
the sentence in the left. () Tiene una
oracin en la izquierda para cada tres
preguntas. De acuerdo a eso y lo que sale en
el texto contestan el verdadero y falso.
Ms: Teacher pero queda poco tiempo para
terminar la actividad
St-T: All right, Please answer only the first
seven questions. Only from twenty six to
thirty two
(Students read and work during the las
minutes of the class. The teacher help some
students and continues walking around the
classroom)
St-T: ok students its time to check. Is
number twenty six is true or false?
The student-teacher asks students
Sts: True teacher
to complete only the first seven
/The teacher writes the answers on the questions in the item so as to have
board/
some comprehension activities in
St-T: The next one, number 27. Is it true or the lesson. Corrections are done
false?
but there is little time to check real
Sts: True teacher
comprehension. Probably the third
St-T: OK, the following, The bennet sister item could have been skipped so
were raised under the strict () father Mr as to give room for reading
Bennet
comprehension and writing.
Fs: False teacher, era la mam
103
St-T: Very good Kati. Lets continue. Young

Lizzie wants to obey her mother () true or
false?
Ms: False teacher, era al reves
St-T: Excellente work Guillermo. Now activity
number thirty one, is it true or false?
Sts: True
St-T: Are you sure students?
Fs: No teacher, its false
St-T: Excellent Katerine, very good. The last
one we are going to check, number 32 is it
true or false?
Fs: False
St-T: Very good Cristina. Remember the
other activities are homework for next class.
16:01
/The bell goes and the students leave the

classroom/
St-T: Good bye students
Sts: Good bye teacher
FIELD NOTE 3
104
In this lesson there was a clear

problem with planning. There were
too many vocabulary activities,
they were not appropriately
designed and they took more time
than was needed to be solved.
SYMBOLS
T: Teacher
: Direct Quotation
Ms: Male student
Fs: Female Students
Sts: Students

ethnographer
SYMBOLS OF THE MAP

CLASSROOM:
Students tables
Teachers table
Windows
Whiteboard
Door
105
is The History of Television in which students read a text about the invention of the TV set. Students
work individually and in pairs using a text taken from internet and a handout prepared by the studentteacher.

School
Teacher
: Victor Aguilera
Subject
: English
Class
: 10th grade A
Number of students
: 25
Time of the lesson
: 14:30 to 16:00
Date
: November 6th, 2008
Ethnographer
: Carolina Caucao
14: 30 /The bell goes off and students start to arrive
at the classroom. Meanwhile the studentteacher writes on the board/
The
lesson
starts
in
a
St-T: Come students, hurry up. Its time to conventional
manner.
The
begin our lesson.
student-teacher
and
the
/The last students arrive at the classroom/
students greet and the lesson
St-T: Good afternoon students. How are you and objectives are presented to
doing today?
the class. It can be helpful to
Sts: Fine teacher
start explaining students what
St-T: Good to hear that. All right, today we they are going to do so that they
106
are going to continue working in our unit can anticipate the kind of
which is called On Screen. Our lesson today activities they are going to work.
is called the History of Television.
St-T: Our objectives for today are to read a

text comprehensibly and write a short text
using collocations
Fs: Teacher what are collocations?
St-T: Ok, lets remember what collocations
are. We have discussed this in previous
lessons.
Ms: Collocations son las combinaciones de
palabras teacher
St-T: Excellent Fernando, very good. So
these are combinations of words. What type
of combinations
/The teacher takes notes on the board/
Ms: Combinaciones po teacher. As de esas
que hay dos o ms palabras.
St-T: Si Kevin, eso est bien pero me refiero
a algunos de los tipos de combinaciones. Por
ejemplo, verb plus preposition
/He continues taking notes on the board/
Ms: Ah si teacher. El otro era adjective
noun.
St-T: Excellent work Guillermo. Adjective
plus noun. Other type of collocation is noun
plus noun. All right, now that we remembered
what collocations are lets start our lesson
Activation of prior knowledge

concerning collocation might
serve students to understand the
activity they are going to do and
to be aware of collocations that
are present in texts. I should
help them read more fluently
and fix them so that they can
write more accurately too.
Students are able to recall some

of the types of collocations they
have already work in class. It
may imply that some students
already master how to identify or
discover a collocation in a text. It
also should be helpful for those
students whose understanding
of collocations is still not very
much accurate.
The use of images to set the

topic might aid learners activate
their prior knowledge. It also can
/The teacher pastes some pictures on the help students recall what they
board. Meanwhile a student hands in a have studied during the unit.
handout to his classmates. /
St-T: Ok, I want you to pay attention to these
pictures. What kind of pictures are these?
Fs: La primera es una old TV
Students are able to participate
St-T: Great. It is and old fashioned TV set. in English. Probably the studentWhat about the second picture?
teacher should require them to
107
Ms: The second is modern

St-T: Fantastic Camilo. And the third one?
Fs: Plasma
Ms: No, ese es un LCD
St-T: Ok, very well both of you. But the last
two TV sets are old or new?
Sts: New
St-T: Very good
14:35
produce more English so as to

improve their speaking skill
during the lesson.
This time the student-teacher is

using mainly English to explain.
Students
seem
to
have
developed
a
level
of
understanding of the teachers
instructions and explanations in
English. It might be good to use
St: All right, pay attention to your handout. In more English, mimicry and
activity one you have to form the correct explanations and less Spanish
collocation for TV set. Vamos a aplicar lo que to develop lessons.
repasamo recin. You have to form verb +
noun collocations and adjective plus noun
collocation. You have the noun TV set and
you need to form its correct collocations.
Fs: Teacher explain again please
St-T: All right. In one column you put the Sampling for this task and
adjectives from the list and in the other you recalling of previous knowledge
put the verbs. This way you form collocations should help this activity be
successful among students.
for TV set. Is it clear now
They might perform well also
/He writes on the board the two columns/
St-T: The words we have already studied. because most words are known
They are buy, new, () steal, (...) LCD and because of the topic.
break. Now Im going to give an example.
The word buy, is a verb or and adjective?
Sts: verb
St-T: Very good. So you put it in the verb
plus noun column. Now the word new, is it a
The activity is to form the correct
verb or an adjective?
type of collocation. It should
Fs: Adjective
St-T: Excellent Kati. So you write it on the improve students level of
understanding and knowledge of
adjectives column. Is is clear now?
the
different
types
of
Sts: Yes teacher
/The students works and the student-teacher collocations.
starts to monitor the activity/
Students seem to have got the
key to solve the activity.
Probably
because
of
the
activation of prior knowledge
and the level of difficulty of
108
14:42
(The students seem to be very fast with this

activity. Some of them start talking when they
finish their activity)
St-T: Ok, you seem ready now. Lets check
the activity. Any volunteer to correct the
activity on the board?
Ms: Me teacher
St-T: Very good Daniel. Complete the verbs
column
/The student writes the answers on the board/
St-T: Very good Daniel. Great work. Any
other volunteer
Fs: Me teacher
St-T: Very good Karen. Complete the
adjectives list
/The students writes the answers on the
board/
words.
However,
students
worked efficiently and showed
understanding of the activity.
The
two
students
who
completed the activity proved
that they were able to form the
correct collocations for TV set
using what they already new. A
challenge would be to increase
the level of difficulty of words in
this activity.
Praising students for their work

may encourage other students
to work harder and volunteer
when they are asked to present
their activities.
St-T: Fantastic work. Congratulations. ()
Now lets work in activity two. Here you have
to write sentences using the words we have
already studied. Pay attention to the example
I will buy the new TV set. You have to use
one verb and one adjective and the word TV
set
/He writes on the board/
St-T: You have five minutes to finish the
activity
This time students have to write.

The sample given by the
student-teacher may be useful
for them to know how to produce
their sentences. It also might
help them that they already
studied the possible collocations
for TV set.
/The teacher monitors the activity. Some

students call him to show their work/
St-T: It is time to check. I have seen some
very
good
sentences.
Please,
any
volunteers?
Fs: Me teacher
St-T: Very good Victoria
/The student writes on the board a sentence/
Monitoring may be a good

strategy taken by the studentteacher. It should work as a
resource and also as an
influence so that students work
as required.
109
14:47
St-T: Ok, lets see. I will destroy my old

fashioned TV set. Will you? Ok, its very good
Victoria, sit down please. Anyone else?
Kevin, please.
/The students goes to the board and writes
his sentence/
St-T: I will buy a LCD TV set. Excellent Kevin
very good
(Two more students go to the board to write
their sentences)
It seems that praising students

had a positive effect on students
as they now are willing to go to
the board and present their work
in front of the class.
The work exhibited by students

might suggest that the two
previous activities and the
example were successful and
allowed them continuity in their
work.
14:50
St-T: Excellent work. You wrote some very

good sentences. () Now we are going to
develop activity three. It says Which words
mark: number one chronological order or
number two: contrast, and number three
other or no text pattern.
Fs: Teacher que es eso the text pattern?
St-T: All right, rememeber that we have
already worked with text patterns. These are
words used to mark text structure. () Por
ejemplo
si
se
quiere
indicar
una
consecuencia se puede decir por ejemplo
Miguel no estudio por lo tanto le fue mal.
Aqu la palabra por lo tanto indica la
consecuencia, osea el text pattern.
Fs: Ya teacher pero en la actividad como se
hace
St-T: Ok, we have chronological order. It
means words that indicate time. And also
contrast which means opposition of ideas and
the third option no text pattern or other thing.
/He writes on the board
what he was
explaining/
110
The next activity seems to

present a different continuity to
the work that was previously
done. It might be more difficult
as students are required to
identify text patterns. They might
have some problems because
the two previous may have been
less challenging than the third
one. It also may encourage
students to work harder if they
understand the activity and feel
inclined to work it out.
14:55
St-T: What you have to do is look for the

words in the text I gave you and identify the
different text patterns. For instance, number
one different experiments. Is it time? Is it
contrast? Is it other or no text pattern?
Fs: It is contrast
St-T: Very good Carmen Gloria. Thats what
you have to do. You have 12 minutes to
complete the activity.
/Students start to work and the studentteacher walks around the classroom
monitoring and helping as required/
(Most students are working. Some of them
are using their dictionaries to work. Students
at the front call the student-teacher to ask
him for help)
St-T: Ok students, you have only five more
minutes. Im worried that some of you are not
working.
/The teacher walks towards the students who
are chatting and laughing/
(The teacher talks to the students. He
explains the activity again and they start to
work. Probably they didnt understand the
activity when it was explained.)
St-T: Ok, you had enough time to complete
the activity. I think it wasnt very difficult for
some of you but I hope all of you did well. I
want to listen to Kevin with the second one
Ms: contrast teacher
St-T: Very good Kevin
Ms: Eso
St: Ok, number three, two separate. Is it
chronological order, contrast or other text
pattern according to what you read?
Fs: It is chronological order?
St-T: Are you sure Monica?
Ms: No teacher, contrast
St-T: Very good Fernando, it is contrast
because of the word separate. Now number
4, although. We have studied this word in
class many times. What does it mean?
Fs: Aunque teacher
St-T: Very good Cristina. Now is it
chronological order, contrast or other or no
text patter?
Fs: Contrast teacher
St-T: Excellent Cristina. Number 5, to create
Fs: Teacher ese es un verbo
St-T: So, does it mark chronological order,
contrast o no text pattern?
111
Explanation in Spanish this time

seems necessary as the level of
the activity compared to the
previous two seems to have
risen. Students required for
further
explanation
to
understand the activity. Probably
it would have been best to
provide an example in English
so that the sample would have
reinforced that explanation.
Assigning a limited time to

perform the activity should help
students organize their work. It
also should urge students who
are slower or do not participate
to work harder.
Monitoring proved effective as

students who were not working
changed their attitude as the
student-teacher talked to them
and explained them the activity
again. Probably it means that
other
learners
did
not
understand the task too and
needed further explanations and
sampling.
Corrections showed that the
activity was difficult to students.
However they are able to correct
themselves what might suggest
that the task was hard only for
some students.
If the activity is not modeled
appropriately there is a chance
that students might fail in
developing the task.
15:02
15:09
Fs: Number three teacher.

St-T: Very good Yocelyn. The next one ()
(The activity continues to be corrected in the
same way. Minor mistakes are clarified by the
teacher)
Students seem able to separate
words which mark text patterns
from verbs. It might suggest that
they have already mastered at
some level the capacity to
identify words according to their
category.
Corrections on the board might

help students who are slower
St-T: Ok Students, now for activity four, you and did not complete all the
have to read the text and order the following activities. On the contrary, it may
events according to the dates in which they also produce the effect of
students who do not work and
happened. Is it clear?
only complete their tasks with
Sts: Yes teacher
St-T: Pay special attention to dates and the word from others. It could
words that we already studied as markers of help to find a different way to
chronological order. () Pongan especial correct activities.
atencin a las palabras que estudiamos en el
item anterior. () Remember to put numbers
from one to six to order the events.
/Students start reading and completing the The activities now change to
activity. Meanwhile the teacher walks around reading comprehension. They
should now be able to perform
the classroom/
St-T: I forgot to tell you that you only have 5 well as they have already
minutes to complete the activity. Five minutes studied most of the vocabulary
for the lesson. The outcome of
only.
this activity should be optimum
as it is a very well known activity.
Also setting a limited time should
encourage students work faster.
Corrections start and students

St-T: Ok students, hurry up. Its almost time immediately show that they were
able to perform well. This time
to check the activity
(Some students have already finished by this they do not need to be asked
personally to answer the task. It
time. A few continue working in the activity)
mean
that
they
St-T: Ok students its time to check the should
understood
the
activity
well
and
activity. The first event Radiovisor Model 100
was sold as a mechanical television. What is were able to read the text
comprehensibly.
its correct order? Anyone please?
Ms: Number five teacher
St-T: Very good Robinson. The next one,
112
15:14
Jenkins used the disk idea. What is its correct

order?
Fs: Number two teacher.
St-T: Are you sure Cristina. Anyone else has
it?
Fs: It is number three teacher
St-T: Very good Viviana. The next one. The
cathode ray tube () television system. What
number is it?
Fs: Number two teacher
St-T: Very good. Excellent Viviana. The
following question ()
(The activitiy is corrected in the same way
until they check all items)
St-T: Ok students, very well done all of you.
Now we are going to develop a new activity.
Here we have three extracts from the text
(). According to these extracts you must
say if items from seventeen to twenty six
share any relationship.
Ms: cmo se hace teacher?
St-T: Tenemos tres extractos del texto. De
acuerdo a estos extractos tienen que ver si
existe una relacin en lo que se propone. ()
For instante in the first one it says: People,
Basic Technologies, invention of televisin.
() Los extractos dicen que People, osea
gente, llevaron al development of Basic
Technologies, osea el desarrollo de las
tecnologas bsicas y eso laid the foundation
for the invention of televison, sentaron los
cimientos para la invencin de la televisin.
() La relacin entre las tres cosas est
clara. Therefore the relationship is correct.
Se entendi como hacerlo?
Sts: Yes teacher
/He writes on the board what he just
explained/
Minor mistakes happen but

students are able to correct
themselves. It might mean that
the sequence of activities so far
has helped develop vocabulary
and
comprehension
thus
allowing students to successfully
develop the task.
Now
the
student-teacher
presents a new activity. He
prefers to explain the activity in
Spanish as it is a new type of
task. The sequence of activities
and its rising in difficult should
require for better explanations
from the student-teacher. It
might help students to be
explained in Spanish as it is a
new kind of task they have not
developed so far.
St-T: You have twelve minutes to develop the This activity seems stimulating
activity. I will monitor the activity so as to help for students. Many of them start
to work and call the studentyou. Is that ok?
113
15:20
15:27
15:31
(Students start to work. The teacher walks

around the classroom and some students call
him to clarify doubts. Most students seem
interested in the activity as they call the
teacher for help)
St-T: Five minutes more
(Students continue working during this time.
They seem interested in the activity as many
of them work with their partners and call the
teacher for help)
St-T: Ok students, its time to check the
activity. Relationship number eighteen
students, Germany and electronic system, is
it correct or incorrect? Anyone can answer?
Ms: Correct teacher
Fs: No Daniel, no es electronic system es
mechanical module of television
St-T: Excellent Kati, very good answer. La
relacin correcta era sudent, germany and
mechanical module of television. Electronic
system esta relacionado pero ms adelante
en el proceso de invencin del televisor. Lets
continue. Number nineteen, mechanical
system and electronic system. Is it correct or
incorrect?
Ms: Correct teacher
St-T: Very good work Guillermo. The next
one, student, Germany and mechanical
module
Fs: Correct teacher
St-T: Very good Kati. Excellent. The next
relationship, people, mechanical module,
electronical system. Is it right or wrong?
Ms: Correct teacher.
St-T: Very good Daniel. Can you explain me
why? Lo puedes explicar
Ms: A ver. La gente hizo el mechanical
module y de ese se paso al electronical
module.
St-T: Fantastic work Daniel. Very good.
(The activity continues to be corrected the
same way. In some cases the studentteacher asks students to clarify their answers
so as to check real comprehension of the
activity. He clarifies the items that are no
clear or confusing for students.)
St-T: Great work students. Now in activity six
you have 5 sets of sentences. I want you to
compare them and tell me what they have in
common. Tienen que comparar las oraciones
y subrayar lo que tienen en comn. You have
114
teacher for help. If the activity

presents
a
challenge
for
students they feel inclined to
work and ask the teacher how to
solve a task. On the contrary, if
the activity is too easy it is less
stimulating and many students
may not want to work.
When students are proposed

problems and challenges they
feel inclined to participate in the
task. It might also encourage
them to speak and correct what
they feel is wrong.
Students
seem
to
have
understood the task. It is
reflected in their capacity to
correct their classmates using
arguments for their choices. Also
they are able to justify their
answers so as to rule out
chance.
If students are proposed a

correct sequence of activities
with an appropriate increase of
difficulty they will adapt better to
tasks and they will perform
better in the activities.
In most tasks students ask for

clarifications and examples. It
15:27
15:34
7 minutes to develop the activity

Ms: Teacher podra explicar lo que hay que
hacer
St-T: All right. I will show you what you have
to do
/He writes on the board two sentences from
the activity/
St-T: Ok, in this example we have two
sentences. What words do they have in
common. What words?
Ms: Different teacher
St-t: Very good Fernando. Entonces
subrayamos different. Despus, qu ms
tienen en comn estas oraciones?
Ms: A no s como se pronuncia, pero es laid
the foundation for
St-T: Very good Guillermo. Entonces
subrayamos. Ahora lo importante es ver que
lo que tenemos subrayado sirvi para escribir
dos oraciones distintas. Por lo tanto tambin
se puede usar para escribir una tercera
oracin. Eso es lo que quiero que hagan.
/Students start to work and the studentteacher starts to walk across the classroom/
(Many students work in pairs comparing the
sentences. Some students at the back dont
seem very much interested in developing the
task)
St-T: Ok students, time to check the activity.
Set of sentences number two. What do they
have in common?
Sts: succeeded in with the help of
/The student-teacher writes on the board/
St-T: Very good. Ahora dganme, qu hay
de este patron verbo ms ing ms sustantivo
ms through ms sustantivo?
Ms: ah s, ese tambin
St-T: The next one. What patterns did you
identify?
Sts: They usedin addition to.to create a
new
St-T: Excellent work. Lets continue
checking. In the following set of sentences
()
same way. The patterns are revealed by the
students and also by the teacher)
might mean they do not

understand
at
first
the
explanations or that they are
interested in learn how to solve
the tasks.
Some students participate in

solving the activity. Probably
these are the learners with the
better level in the class.
It might be more useful for

students to be able to solve the
task with the teacher than being
shown how to do it. This way
they may learn by doing the
task.
Students participate in solving

the task. This might mean that
answering the example together
with the teacher was of great aid
for them to later work on their
own.
Students involvement in this

lesson shows that most of them
have been stimulated both by
115
the topic and the activities. Also

they show in their performance
that
they
were
able
to
successfully develop the tasks.
15:38
St-T: Excellent work students. Now you are

going to write a short text about the invention
of any device using the words and patterns
we have studied today. Van a escribir un
pequeo texto acerca de la invencin de
cualquier
aparato
aplicando
lo
que
aprendimos en el ejercicio anterior y el
vocabulario de la clase.
Fs: Es con nota teacher
St-T: Si va a ser con nota. Los voy a evaluar
de acuerdo a esta tabla
St-T: Ok se va a evaluar el contenido, el uso

de las collocations aprendidas, ah tambin
est el uso de lo del ejercicio 6, las ideas que
entreguen y como organicen la informacin.
Ahora rpidamente hagamos un repaso de lo
aprendido. qu cosas aprendimos hoy?
Sts: Collocations de TV palabras para
marcar orden cronolgico y contraste
comparacin de oraciones
St-T: Ok, very good. Denme ejemplos de
palabras para marcar chronological order
Sts: by the time In the late 1800 Around
1908
St-T: Ahora palabras para marcar contrast
Sts: different although but
St-T: very good, ahora tienen hasta el final
de la hora para trabajar su texto. Lo dejan en
una hoja aparte sin espirales y con su
nombre arriba en el encabezado. Recuerden
que pueden escribir acerca de cualquier
aparato tecnolgico que quieran. Si no lo
saben todo por esta vez acepto que
inventen.
116
According to the development of

the lesson and the outcomes
from
students
the
final
assessment activity should be
optimum.
Explaining or showing students

the criteria by which they are
going to be evaluated might help
them set and focus on what
aspects to be more careful and
put more effort.
The closure of the lesson serves

as a review of the main
collocations and the most
important words students could
use to develop the final writing
task. It might help them organize
their work so as to produce a
good piece of writing.
If the closure is successful and

students are able to participate,
it could anticipate a good
15:41
15:48
15:55
15:58
16:00
/Students start to work in their texts. The

teacher sits down for a while and later starts
walking around the classroom/
(During this time most students work on their
writing assignment. A few students chat and
laugh. The teacher scolded them and told
them to work. A male student stood up and
walked around the classroom interrupting his
classmates)
St-T: A ver Kevin, qu paso que anda de
pie? Usted tiene que estar trabajando, la
tarea es con nota
Ms: Ya teacher
/The student sits down and the teacher
continues walking around the classroom/
Fs: Teacher, cmo se dice plancha?
St-T: Iron
Fs: teacher como se escribe
St-T: ai, ar, ou, en
Fs: Thank you teacher.
(Students continue working. Some of them
are already finishing their works. Some are
still working.)
St-T: Vayan entregando que ya est por
terminar
Sts: teacher pero nos falta tiempo todava
St-T: Ok, como han trabajado los que
terminen ahora tiene 3 dcimas de
recompenza y los dems pueden entregar
maana la actividad
Sts: Ya teacher
/The bell goes off. Some students hand in
their activity and leave the classroom/
Sts: Good bye teacher
FIELD NOTE 4
117
outcome in their final task.
Most students are working hard

in the task. Probably it is
because the activity is graded
and they want to test what they
have learnt in the lesson.
As a way of praising students

who were able to finish in time
their task, the teacher awarded
them with some extra credit. It
might encourage other students
to work harder so as to get the
same recompense.
SYMBOLS
T: Teacher
: Direct Quotation
Ms: Male student
Fs: Female Students
Sts: Students

ethnographer
SYMBOLS OF THE MAP

CLASSROOM:
Students tables
Teachers table
Windows
Whiteboard
Door
118
This lesson is the start of a new unit called Messages which is related to paranormal
phenomena. The name of lesson is The Guardian in which students read a text about a guardian angel.
Students work individually and in pairs using a text taken from the course book and a handout prepared
by the student-teacher.

Purranque. They have a relative new build for their high school (about two years old).
School
Teacher
: Victor Aguilera
Subject
: English
Class
: 10th grade A
Number of students
: 25
Time of the lesson
: 10:15 to 11:45
Date
: November 21st, 2008
Ethnographer
: Carolina Caucao
10:15 /The bell goes off and students start to arrive
119
at the classroom. Meanwhile the studentteacher writes on the board/

St-T: Good morning students. How are you
doing today
Sts: Hello teacher. Fine
St-T: Good, Im glad to hear that. Please
hurry up and sit down.
St-T: Today we will start a new unit which is

called messages. Do you know this word? It
usually appears in cell phones
/The teacher mimics as if he were texting on
a phone/
Ms: Mensajes de texto
St-T: Ok, good. Just mensajes. No mensajes
de texto. Just mensajes. The name of our
lesson is The Guardian. What is a guardian?
Its very similar to Spanish.
Ms: Un guardian po teacher
St-T: Yes, thats right. Today we are going to
learn some vocabulary. () We are going to
read a text comprehensibly and we are going
to study collocations. Just to remember, what
are collocations?
Ms: Combinations of words
St-T: Ok, very good. What type of
combination of words?
Fs: Varias palabras, pueden ser hasta frases
completas
St-T: Excellent, very good. Now I want to ask
you the following. What do you know about
paranormal events? Do you believe in
angels?
Fs: Eso son los fantasmas y duendes
St-T: Ok, it is related to that, what about
angels?
Ms: los angeles estn en el cielo
St-T: Ok, very good
/The student-teacher takes notes on the
board. One students hands in handouts to his
classmates/
Ms: Spirits teacher
St-T: Very good Yocelyn.
The lesson starts normally. The

student-teacher writes on the
board the objectives of the
lesson. It might help students
prepare for the upcoming work.
The student-teacher presents

the name of the unit by means
of examples and mimicry. It can
be helpful for students to
understand the topic.
The lesson starts with the

students remembering what
collocations are. As it is part of
the objectives of the lesson it
should
help
students
to
remember the work they have
already been doing.
The topic is presented by

means of questions. It might be
useful
as
students
can
brainstorm what they know
about the issue in discussion. It
should help activate prior
knowledge to read the text
comprehensibly.
In this part of the lesson
students should be asked to
brainstorm in English. Probably
they know more English words
than they produce in the lesson.
A vocabulary introduction is
carried out by means of
120
pictures. There is no clear

sequence at this point between
the discussion and the words
that are being presented. This
change of activities might
confuse students as it is not
appropriately sequenced.
St-T: Again I ask you. Do you believe in

angels?
Sts: yesno.maybe
St-T: all right. Now Im going to teach you
some vocabulary for the lesson. Lets pay
Now for the explanations of
attention to activity one.
features of protections the
/he pastes some pictures on the board/
student-teacher carries out an
explanation in English. It should
force students to concentrate
more in the lesson and have a
better understanding of the
lesson.
10:22
St-T: You have four types of guardian, and

ten features of protection. You need to match
the features with its corresponding type of
guardian. The features are the following,
people, you know this one () it means
human () animal, like a cat or dog ()
spirit, we already saw that one, its similar to
ghost () take care of means to protect
something, to be in charge of something ()
protect things, that is very easy () protects
people again very easy () this one legal
faculty, legal means law and faculty is a
capability, a possibility to do something, what
is it in Spanish?
Ms: Una facultad legal
St-T: Excellent work. The following is
prevents people to enter a place. It means to
stop someone from entering. And the last one
to keep a place means to look after, to take
care, to be in charge of a place. Now that we
have reviewed the characteristics you have to
complete.
Ms: Teacher de un ejemplo
St-T: Ok, for instance Guardian Angel ()
You have to see what features apply to it. We
have people. Is a guardian angel people?
Sts: no
St-T: Is it animal?
Sts: no
121
Probably in this section the

student-teacher should not take
for granted all the features and
explain them anyways. It might
be troublesome for students
with less knowledge of the
language to understand all what
is explained and they might
need that sort of language
explanation.
Students most of the times ask

for sampling of the lesson. It
might suggest that explanations
should incorporate always a
sampling and also that students
are interested in solving the
proposed tasks. It is also of
great
aid
that
students
participate when they answer
the sample task together.
10:29
St-T: Is it spirit?
Sts: Yes
St-T: So you put letter C on its corresponding
box meaning that guardian angel is a spirit. Is
it clear?
Sts: Yes teacher
/Students start to work and the studentteacher sits down for a while/
St-T: You have eight minutes to complete the
activity.
/The student-teacher stands up and starts to
walk around the classroom/
(During this time most students work. Some
students at the back finish the activity very
quickly and call the teacher to show him their
answers)
St-T: Ok students, very well done.
St-T: All right, you had enough time. Most of
you are already done so lets check the
activity. Lets check guardian angel. What are
its features?
Sts: Spirit letter d protects people
St-T: Very good. So we have letters C, D and
F. Now for prison guard. What are its correct
features?
Sts: people letter D protects people
gets money letter J.
St-T: All right very good. Lets keep checking
Guard dog ()
(The activity keeps to be corrected the same
way. Most students participate at the same
time. There are minor mistakes that are
clarified and corrected by the studentteacher.)
St-T: Be careful, someone said that the
guard dog gets money. That is not correct.
Probably the guard dog gets some food from
its master but no money.
Ms: Sipos Monica, na que ver que el perro

gane plata
122
Setting a limited time should

force students organize their
time to work. It also should
reinforce the idea that there is
no waste of time in class and
that students are required to
work. It might help set a proper
environment of work.
Most students are very quick at

finishing their task. Probably
there was a better sequencing
between
the
vocabulary
introduction and the activity that
helped students perform well. It
also might suggest that the
example was successful and
that the activity was clear for
students.
Students who work may imply

that the task was very well
understood and that they were
able to relate the vocabulary to
the features that were studied.
Clarifications made by the
teacher should be useful to rule
out any misunderstanding.
A student makes a joke out of a

mistake made by a classmate. It
might
discourage
some
students
to
participate
if
classmates laugh at them when
they are not right.
10:36
10:42
St-T: A ver tampoco es tan grave, un error lo

comete cualquiera. Now we are going to
develop our activity number two. Lets read
the instructions () Which words can you
relate to birthday, guardian or none of them
St-T: Pay attention. The activity is as follows.
The word problem is related to birthday,
guardian or none of them?
Fs: number three teacher
St-T: Yes, very good Kati. A problem is not
directly related to birthday or guardian so it is
alternative number three. Is it clear now
Sts: Yes teacher.
St-T: Ok, lets work, you have eight minutes
to complete the activity
(Students work during this time. They are a
little noisy but most of them seem to be
working in the activity. Some students call the
teacher to ask him for clarifications.)
(Many students seem to be very fast with the
activity. Some have already shown their work
to the student-teacher.)
St-T: You seem to be very fast today. Lets
check already the activity. () Dog is it
related to birthday, guardian or none of
them?
Sts: guardian teacher
St-T: Very good everybody. Now the
following word, Angel. What is it related to?
Sts: guardian angel teacher.
St-T: Excellent work students. Very good.
The word disease.
/The teacher takes notes of the answers on
the board/
Ms: ningunaosea la three.
St-T: very good Guillermo. Pero por qu no
se relaciona a ninguna?
Ms: a no s.porque es enfermedad y no
tiene nada que ver con cumpleaos o
guardian
St-T: Ok very good Guillermo, great work.
The next one, years old.
(The activity is corrected the same way. The
teacher asks for an item and students
answer. He takes notes. When there some
mistakes he makes the same question to
other student so as to get the correct
answer.)
St-T: Watch. What is it related to?
Ms: birthday
123
This activity is similar to the

previous one. This time they
have to relate words to either
birthday or guardian. It might be
a little redundant for student to
have a similar activity. On the
contrary it could help them
understand better the activity
and thus develop the activity
accurately.
Probably
the
similarities
between the last two activities
helped students be prepared to
answer the last activity. It also
may suggest that there was a
better sequencing that helped
students develop the task.
There are students who show a

great level of understanding of
the activities. Probably the
activities are well known for
them or they adapt better to
them.
Asking the same question again

instead of correcting it might be
less frustrating for students than
correcting them. It also may
encourage the same students to
be able to monitor their work
and be able to come up with
St-T: Are you sure? Camilo what do you correct answers by themselves.
have?
Ms: Eso es mirar, as que debera ser
guardian
St-T: All right, very good Camilo. Check your
answer Felipe ()
10:49
The previous activities have

served
the
purpose
of
introducing
and
practicing
St-T: Now I want you to open your books on vocabulary. Probably these are
too many vocabulary activities.
page one hundred and two
It could be best for the lesson to
Ms: Jue, tanto hemos avanzado en el libro
St-T: Si Rudy, tanto hemos avanzado. Open have more reading and writing
your books on page one hundred and two tasks in which they use the
and read the text called the guardian. Then vocabulary.
you are going to complete activity three. It is
a rather new activity so pay attention please
() It says which arguments or ideas in
column A justify those in column B. For some
questions there may be more than one
possible answer.
Fs: Osea que las de la A son respuestas
para la B
St-T: Algo as. Las frases de la columna A
son ideas tomadas del texto. Ustedes tienen
que leer el texto y despus decir cuales
frases de la columna B tienen que ver, estn This time the student-teacher
relacionadas o son justificadas por las ideas presents a different kind of
de la columna A. Lean el texto y de acuerdo a activities. It could probably
eso vean las respuestas correctas. () For present a challenge and interest
example seventeen says Michael loves his so that students work. It also
wife, (). According to the text you have to may cause some confusion and
say if: Michael misses his wife, Michaels distraction among students if it
wife loves flowers or Michael is protected by fails in the explanation and
angels is a justification or clarifies the idea sampling of the task.
that Michael loves his wife. Are we clear?
Sts: Yes teacher
St-T: Ok, Im going to give you eight minutes If the modeling of the task fails
there is a great chance that
to complete the activity.
/Students start to work. One student stands students outcome may not be
appropriate.
up to talk to his classmates/
St-T: Kevin, quin le dio permiso para
124
10:56
pararse a conversar?
Ms: Ah teacher que no traje mi libro
St-T: Ven yo te voy a dar un texto
/The student-teacher hands the student a
sheet of paper/
St-T: Ya Kevin ahora a trabajar
/The student sits down and starts to read the
text/
(Most students read and develop their
activities. Some call the student-teacher to
ask him for clarifications)
St-T: Hurry up students, last three minutes to
complete the activity.
/The teacher walks around the classroom
monitoring the activity/
St-T: Ok students, lets check the activity. But
before that I want you to tell me what you
understood from the text.
Ms: Se trata del cumpleaos de un viejito
St-T: Ok, what else did you understand?
Sts: Hay un ngel una fiesta de
cumpleaos unas flores ()
(Some students make comments about the
reading. The student-teacher takes notes of
the ideas given by the students in English)
St-T: All right. Lets check the activity. The

first sentence, number seventeen says
Michael loves his wife. Which sentence or
sentences from column A justify statement
number seventeen
St-T: Very good Fernando
Fs: Teacher pero tambin puede ser la
number three.
St-T: Yes Katerine. Very good. You are right.
Remember that for some statements there
may be more than one possible answer. Now
lets work number eighteen, Michael is sad
St-T: Very good Rudy. Is there any other
possibility? () All right, the following,
125
The student-teacher seems to

be prepared in case students do
not bring their course books. It
should give students the sense
that there are no excuses for
not working.
This time before revising the

task the student-teacher asks
students to narrate him the
story. It might help students
whose comprehension was not
the best to complete the picture
about the reading. It should also
help to check whether students
worked appropriately and read
the text.
This time in the task there may

be more than one possible
answer. It should encourage
discussion among students at
the moment of correcting the
task.
Apparently
the
activity
presented a certain challenge
Michael remembers his wife.

Fs: Number 1
St-T: Very good Katerine, excellent work.
Lets check the following one ()
same way. There seemed to be great
understanding of the text as many students
participated giving the answers)
/The student-teacher takes notes of the
answers on the board/
St-T: The last one, number twenty three
Ms: Number three
Fs: Tambin number two
St-T: Very good both of you. Excellent work
so as to find all the possible

correct answers for each
question. It might explain
students participation in the
solving the task.
11:02
Corrections on the board should

provide a chance for students to
check and complete their work.
It should help them compare the
correct answers with the work
they were able to produce on
their own.
11:09
St-T: Ok students, congratulations on the

good work. Now we will work on activity
number four. Here you have extracts A, B and
C. For each extract you have a set of
inferences. Do you remember what an
inference is?
Ms: Eso es sacar conclusiones de algo.
St-T: Ok, very good Camilo. Entonces por
cada extracto tenemos un set de
conclusiones o inferencias. You have to say if
they are right or wrong. Is that clear?
Sts: Yes teacher.
St-T: You have eight minutes to complete
this activity. Now start working. I will be
walking around the classroom if you need any
help.
/The teacher walks around the classroom.
Students start to wrok/
(During this time students seem to have
lowered their noise. They seem more
productive. Probably the activity is more
challenging for them)
(The teacher monitors the activity and some
students call him to ask for help. Some ask
him to give instructions again. Probably he
126
This time there is no sampling

of the task. Probably the
student-teacher considered that
the task was very well known
and it did not need an example.
It might cause some troubles for
those students whose level of
understanding of the activity is
no appropriate.
There is a chance that, as the

activity has been done in other
classes, students already know
how to work it out and feel
11:16
should have modeled the activity so as to

clarify doubts.)
St-T: Ok students, hurry up. Only three more
minutes to finish your work.
/Students continue working. One student
stands up to talk to his friends/
St-T: A ver Kevin, termin su actividad?
Ms: No teacher.
St-T: Ya pues a trabajar
Ms: Pero es que ingls teacher, aaaah
St-T: Come on, go finish your task.
St-T: Ok, time to check the activity. For the
first extract, I was seventy years old last
Thursday. I havent really celebrated much
since my wife Elizabeth died three years ago.
The first question, Michael has been sad
since his wife died, is a correct or incorrect
inference according to what you read?
Ms: It is one teacher
St-T: Ok Fernando. Very good. The next one,
number twenty seven. Michael does not ()
anymore. Correct or incorrect?
Fs: Number two teacher. Incorrect
St-T: Very good Katerine. The last one in
here, Michael is alone since his wife died.
Correct or incorrect?
Fs: Correct teacher
St-T: Excellent Yocelyn. Now the second
extract says I am Lydia, she said. I am a
messenger. I am a guardian. Question
number twenty nine, is it right or wrong?
Ms: Incorrect teacher. Number two
St-T: Are you sure Robinson
Ms: No teacher. One entonces
St-T: Pero ests seguro o ests inventando.
Fernando, right or wrong?
Ms: One teacher. Correct.
St-T: Ests seguro Fernando?
Ms: Yes teacher. Porque dice que es
guardian.
St-T: Ok, very good. Lets check number
thrirty, it says ()
(The activity is checked in the same way. The
student-teacher reads the question and
students answer as required. Mistakes are
corrected asking other student for the
answers so as to check comprehension.
Maybe it is a good way to keep everyones
attention on the activity.)
127
inclined to develop the task.
Students who ask for further

explanation prove that all
activities should be modeled so
that all students understand and
can work without doubting about
what they are doing.
Probably a better way to correct

this task should be to ask
students to give arguments or
simple explanations for their
choices. As the task presents
only two options there is always
the possibility that students can
rely on chance to solve the task.
It might also provide the chance
for discussion among students if
the
student-teacher
would
question students answers.
It is proved that when students

are questioned, it presents a
problem
for
them.
When
students are presented with a
challenge in their activities there
is always the possibility that
participation will arise.
11:23
Students are presented with a

St-T: All right, very good work. Now we are new activity. They immediately
going to develop activity five. This is a new require for an explanation in
collocation activity. Here you have sentences Spanish. It would be best if the
A, B and C. You have to study them, look at student-teacher could find a
the words in bold and see if the sentences in way to explain the task using
Probably
simpler
column B are correctly written according to English.
words, mimicry and examples in
the models.
English could work.
Fs: Teacher, expliquela en espaol porfa.
St-T: All right. Tenemos oraciones A, B y C.
Cada una presenta palabras destacadas.
Ustedes tienen que ver como se usan esas
palabras en esos ejemplos. Ponga atencin a
la informacin que va dentro de esas
palabras destacadas. Despus en la otra
columna tienen oraciones que usan esas
palabras destacadas. Tienen que ver si estn
bien usadas de acuerdo a los modelos de la
columna A.
Fs: A ya teacher. Osea que hay que As it is a new activity which is
comparar las oraciones si estn bien hechas presented to the students, the
St-T: Yes mam. All right, now everybody to student teacher should have
work. You have eight minutes to complete the prepared a different example so
as to explain how to solve the
activity.
task. Thus, he would have
avoided using Spanish in the
lesson and students could have
understood better the task.
/The teacher starts to walk around the

classroom. He explains some students what
128
11:28
they have to do/

(During this time student have worked in pairs
without being told to do so. Collaborative
work seems to be needed to develop this
task, probably because it is difficult or
challenging for students)
St-T: Hurry up students. Three more minutes
to finish your task.
Fs: Teacher come here please
St-T: All right lady
(The student-teacher helps students who ask
for his help clarifying doubts and also
explaining some vocabulary)
St-T: It is time to check the activity. Lets
revise first the three sentences. The first one
the important part is the verb come to. People
come to a place for something. () In letter B
someone started to do something. So started
to goes with an action and the preposition to
means that it is directed to someone. ()
Before goes with an action or event. Then
you have that someone used to do an action.
Now we are going to check.
/The teacher writes his explanation on the
board/
St-T: Now according to this lets check the

activity. Number thirty seven, My parents
came to Chile for work. Is it correct or wrong
according to what we just reviewed?
Sts: Correct teacher
St-T: Michael came to beautiful for country. Is
it right or wrong
Fs: Wrong teacher
St-T: All right. Pay attention it says come to
beautiful. Beautiful is not a place, it is an
adjective. Then it says for country and I
explained you that for goes with an action.
Country is a place. So it is wrong. Very good
Katerine. The third sentence says, My sister
came to the restaurant I was in for a chat. Is it
correct or wrong?
Sts: Correct teacher
St-T: Very good. Now letter B. Lets check
129
It seems that students feel

collaborative work is helpful for
them. It might be a better idea
to
present
students
with
activities in which this kind of
work is demanded so as to
reinforce their capacities.
Students
who
ask
for
clarifications proved that there
was a need for sampling of the
activity. It should have been
included in the planning of the
lesson.
Before correcting the task the

student-teacher explains the
three
phrases
and
the
collocations that were used in
each of them. Probably this
explanation could have come
before asking students to solve
the task. It could have clarified
all the doubts without having to
explain in English the task.
Corrections are conducted by

the teacher. He explains some
of the questions and students
provide the answers. It probably
could be more stimulating for
students if he asks them to
explain the wrong ones to the
students.
these sentences. I started to my house to my

wife. Is it correct or wrong?
Fs: Wrong teacher. House es lugar y debera
ser action
St-T: Very good Kati. Lets go with number
forty one. ()
same way. Students point out the mistakes
and the teacher clarifies some of the
sentences.
Students proved that they were

able to understand the task and
explain the wrong ones. Maybe
the
teacher
should
have
required students to do so in the
first place so as to encourage
interaction
from
the very
beginning.
St-T: Great work everybody. Now for the final

activity you have to write a short paragraph
applying what the collocations we learnt in
activity five. You have to use the patterns in
the following order. C plus when which means
cuando, plus A plus then which means
entonces plus B. Look at the example to see
how this pattern works. Then create your own
composition. You until the end of the
classroom to finish the activity.
For the final activity the student/He writes on the board /
teacher presented students with
a writing task. The timing of the
lesson seems to have left only
10 minutes to write the
paragraph. Probably the student
teacher should have taken
some minutes from the easier or
simpler tasks so as to have
more time for the last activity. It
St-T: Van a ser evaluados con el mismo
also left no room for a closure
criterio de siempre. ()
which could have helped
/The student teacher writes on the board/
students clarify doubts for the
final activity.
130
11:35
11:45
11:50
St-t: Now start to work. Im going to help you

if you need anything. Remember that the
activity will be graded. Also hand it in a
different piece of paper () Acuerdense que
es con nota y que tienen que entregar en
hoja aparte.
Fs: Teacher help please
St-T: All right Mayo. Im comming.
(During this time most student work and ask
for the student-teacher help. They ask him for
vocabulary and spelling of words.)
St-T: Es un prrafo corto. No tienen para que
escribir tanto.
/Students start to hand in their activities.
Some of them continue working/
/The bell goes off /
(Many students continue working despite the
bell went off, probably they are motivated
because of the mark)
St-T: Voy a esperar a los que no hayan
terminado cinco minutos ms
St-T: Time students. Entreguen sus trabajos
/Students hand in their works and leave the
classroom/
Sts: Good bye teacher.
131
Students work but they clearly

needed more time to finish their
task. Nevertheless students
work
on
their
writing
assignment. It shows that
students work when there are
marks for their work. Probably if
the task would not have been
graded only few student would
have developed the task.
7.3 Lesson Plans
I.
II.
LESSON PLAN 13
IDENTIFICATION OF
THE LESSON
Unit:
On Screen
Name:
Making Games
Class:
10th A grade
School:
Date:
16th October, 2008 (Thursday)
Time:
14:30 16:00
90 minutes
Student Teacher: Vctor Aguilera
Teacher:
Liliana Aguilar
OBJECTIVES
GENERAL OBJECTIVE.
132
III.
IV.
1.
2.
3.
4.
V.
1.
2.
3.
4.
5.
6.
VI.
VII.
VIII.
To read a text comprehensibly and produce a piece of writing using collocations

SPECIFIC OBJECTIVES
To discover the possible collocations for a word in a text.
To evaluate information taken from a text
To understand the relation of lexical items.
To produce a piece of writing using collocations
CONTENTS
Functions :
Talking about games
Vocabulary:
Computer, games, programmers, composer, artist, console
Collocations :
Computer games, a lot of money, expert programmer,
professional composer, compete to, great entertainment,
millions of, film company
Skills :
Reading and Writing
ACTIVITIES
Students are introduced the lesson and objectives. The teacher will mimic a situation
in which he is playing in front of a computer and he will ask students to guess what
the lesson is about. They will be shown 3 pictures related to the topic. (10 minutes)
In item I students predict the possible collocations for COMPUTER. Then they check
their answers using the text. The activity is corrected orally and on the board. (10
minutes)
In activity II students have to form collocations using the text and match them with
their corresponding meaning. There are 6 distracters. The activity is modeled by the
teacher. The activity is corrected orally with answers on the board. (15 minutes)
In activity III students have to read the text and decide if the given sentences present
information which is right or wrong according to the text. (15 minutes)
In activity IV, students have to relate collocations with either computer or company
according to the text. They check the meaning of the collocations with the teacher.
Students compare their answer with their classmates. (15 minutes)
A summary of the class is done by the students with a revision of the most important
collocations studied in the lesson.
ASSESSMENT.
FORMATIVE
In activity V students are assigned a set of collocations taken from the text. They
have to produce a paragraph using the collocations studied in the lesson. Students
hand in the activity by the end of the class. (20 minutes)
RESOURCES:
Wetz, B. and Gammidge, M. (2005). Adventures. Students Book. China: Oxford
University Press.
MATERIALS:
Pictures
Markers
Whiteboard
Handouts
Dictionaries
Making Games Radio 1 20:00
The companies that dominate the computer games market make a lot of money.
They also spend a lot. The advertising to launch a game is expensive, and
companies spend millions as they compete to design the best game with the best
graphics.
133
Games companies use expert programmers and other specialists for every part of
the games design and development. For example, for a new game, they have
scenes drawn by artists and have the music written specially by professional
composers.
Another recent change has come from the cinema. The Matrix is not only a film; it
has become a popular computer game too. As you read this, other film companies
are having games made from their new films. You will see adverts for the games
when you watch the films at the cinema.
Computer games are great entertainment for millions of people. There are multigame consoles that allow you to explore the universe or be a competitor in a golf
championship. But when and how did computer games start? What was the first
game and who was it inventor?
Who knows?
2 EM A
16th October, 2008.
Making Games
Name: _____________________________________
Handout N13
I. Which of the following words [1]collocate or [2]dont collocate with computer. Check your answers with the text.
1.
1
games
2.
2
Money
3.
1
company
4.
2
millions
5.
2
graphics
6.
1
To lunch
7.
2
Expert programmers
8.
1
Computer
9.
1
Console
10. 1
Popular
II. First form the collocation with words from the second column. Then, match the collocation with its appropriate
meaning in the third column. Put a [0]for the distracters.
1 Expert
11. 3 Composer
A 1 A person who is skilful in producing computer programs
134
2
3
4
Film
Professional
computer
12.
13.
14.
15.
16.
17.
0
0
2
4
0
1
music
cinema
Company
Game
competitor
Programmer
B
C
D
E
F
G
0
2
0
4
0
3
Music that is develop for a special device

An organization which produces movies.
An organizations which shows films
An entertainment device played in a console
Someone who participates in sports events.
Some who writes music as a profession
III. Which of the following information is [1]right or [2]wrong according to the text.
18.
2
Computer games companies make a lot of 19. 1
Not all companies can compete in the game
money
industry.
20.
1
Companies invest in commercials as to sell 21. 2
The money paid in the design of graphics for
more games.
films is incredible
22.
2
The graphics, the design and the 23. 2
Specialist that develop games also develop
commercials are develop for the same
films and video clips.
people that develop games.
24.
2
The cinema influenced the music industry.
25. 2
Game computers are only an entertainment for
those who have a computer.
26.
1
No matter who created computer games, 27. 2
Games are sold at the same prize as films.
they entertain people.
IV. Which collocations are related to [1]companies or [2]computer games.
28.
1
a lot of money
29. 2
Great entertainment
30.
2
Music written
31. 1
Compete to
32.
1
Spend a lot of
33. 2
Allow to
34.
2
The best graphics
35. 1
Expert programmer
36.
1
millions of
37. 2
Be a competitor
V. Given your assigned set collocations write a short paragraph about any company.
38. The companies
that dominate
the computer games market
39. The companies
make
a lot of money
40. companies
spend
millions
41. They
also spend
a lot.
42. as they
compete
TO DESIGN the best game WITH the best graphics
43. Games companies
use
expert programmers and other specialists FOR every
part of the game
44. they
have scenes drawn have the BY artists and specially
music written
BY professional composers
45. Another recent change
has come
FROM the cinema.
____________________________________________________________________________
I.
LESSON PLAN 14
IDENTIFICATION OF THE LESSON
Unit:
On Screen
Name:
Pride and Prejudice
Class:
10th A grade
School:
Date:
23rd October, 2008 (Thursday)
Time:
14:30 16:00
90 minutes
Teacher:
Liliana Aguilar
135
II.
III.
IV.
1.
2.
3.
4.
V.
1.
2.
3.
4.
5.
6.
IX.
X.
XI.
OBJECTIVES
GENERAL OBJECTIVE.
SPECIFIC OBJECTIVES
To discover the possible collocations for a word in a text.
To infer the meaning of words in context
To identify the context in which collocations are used
To write a short commentary about a film
CONTENTS
Functions :
Commenting a film
Vocabulary:
Snob, proposal, marriage, doting, wealthy, abuzz, serene,
good-natured, encouraging, spirited
Collocations :
Set future, close of, aware of, fixation of, strive to, influx of,
inclined to, circle of, shortage of, poised to, the close of.
Skills :
Reading and Writing
ACTIVITIES
Students are introduced the lesson and objectives. The teacher will show students
pictures of the 19th century. They are going to be proposed a discussion about
marriage in the old times. (10 minutes)
In item I students have to check a set of given collocations in the text. They have to
decide if the proposed collocations are right or wrong, correct when needed and also
match the collocations with their meaning in Spanish. (15 minutes)
In activity II students have to infer the meaning of seven adjectives in the contexts
they are used. They have to match them with their correct definitions in English and
match them with their translation in Spanish. (15 minutes)
In activity III students have to decide in which situations the collocations strive to,
poised to, and inclined to are correctly used. They work in pairs to complete the
activity (15 minutes)
In activity IV, students have to read a text and answer true or false according to a
designed premise for each item. Students work in pairs to complete the activity. (15
minutes)
A short summary of the lesson is carried out pointing out the most important
collocations studied in the lesson and what students understood about the text.
ASSESSMENT.
FORMATIVE
In activity V students have to read to film commentaries. They analise the words in
bold and write a short commentary about any film they have seen recently. (20
minutes)
RESOURCES:
(1)Yahoo
Movies,
Pride
&
Prejudice
(2005)
<http://movies.yahoo.com/movie/1808657001/details>
(2)Evans, V. & Dooley, J. (2002). Upstream Intermediate. Newbury: Express
Publishing.
MATERIALS:
Pictures
Markers
Whiteboard
Handouts
Dictionaries
PRIDE AND PREJUDICE

In class-conscious England near the close of the 18th century, the five
136
Bennet sisters--Elizabeth, or Lizzie, Jane, Lydia, Mary, and Kitty--have been raised well
aware of their mother's fixation on finding them husbands and securing set futures. The
spirited and intelligent Elizabeth, however, strives to live her life with a broader perspective,
as encouraged by her doting father. When wealthy bachelor Mr. Bingley takes up residence
in a nearby mansion, the Bennets are abuzz. Amongst the man's sophisticated circle of
London friends and the influx of young militia officers, surely there will be no shortage of
suitors for the Bennet sisters. Eldest daughter Jane, serene and beautiful, seems poised to
win Mr. Bingley's heart. For her part, Lizzie meets with the handsome and--it would seem-snobbish Mr. Darcy, and the battle of the sexes is joined. Their encounters are frequent and
spirited yet far from encouraging. Lizzie finds herself even less inclined to accept a marriage
proposal from a distant cousin, Mr. Collins.
2 EM A
23rd October, 2008.
PRIDE AND PREJUDICE
Name:_____________________________________
Handout N14
I. Which words go with the following collocations is [1]correct or [2]wrong. What is the correct preposition?
1.
2 The close in _____ OF Al cierre de
2.
1 Inclined to _____ tener una tendencia hacia
3.
1 Strive to _____ esforzarce para
4.
2 Circle for _____OF circulo de
5.
2 Influx on _____OF llegada de
6.
1 Shortage of _____ escases de
7.
2 Fixation to _____OF fijacin en
8.
2 Inclined for ____TO inclinado a
II. Match the following adjectives (1-7)with their corresponding meanings
A
Class-conscious fijado en la clase 9. C Having a lot of money
social
B
Spirited energico
10. E peaceful and calm; troubled by nothing
137
C
D
Wealthy adinerado
Abuzz alborotado
11. F
12. A
E
F
G
Serene tranquilo, sereno

Good-natured bien intencionado
Encouraging alentador
13. B
14. G
15. D
pleasant or friendly
very aware of the differences between the various social
classes
enthusiastic and determined
making you feel more confidence or hope
filled with noise and activity
III. Which of the following actions you: [1]strive to (try very hard) [2]are poised to (ready to do sth at any moment) or
[3]are inclined to (tend to feel sth)
16.
1 overcome poverty
17.
2 Take action
18.
3 Accept a proposal
19.
2 Attack an enemy
20.
1 Be successful in life
21.
3 Do as you are told
22.
3 Give a second chance
23.
1 Earn a degree
24.
1 Achieve your goals
25.
2 Go to Osorno
IV. Read the statements and put [1]True or [2]False according to the text.
26. 1
In a dysfunctional environment
1. The Bennet sister were 27.
1 Aware of their mothers desire o finding a husband for them
raised
28.
2 Under the strict rule of their father Mr Bennet
29.
1 Longs to have another kind of life encouraged by her father
2. Young Lizzie
30.
2 Wants to obey her mother in everything she says
31.
2 Wants to get rid of her family
32.
2 Mr Bingley is going to sell his mansion
3. The Bennet family is excited 33.
1 Mr Bingley settles nearby the Bennet family
because
34.
2 Mr Bingley wants to buy the Bennets mansion
35.
2 Worried about Lizzies future
4. Eldest daughter Jane seems to 36.
2 Sad because she doesnt have a boyfriend
be
37.
1 Ready to make Mr Bingley fall in love with her
V. Look at the 2 commentaries below, and write a new one about any movie you have seen recently. (30 words)
Romeo and Juliet

This film is a romantic tragedy based on the play written by William Shakespeare. This adaptation is well worth watching as it
portrays Romeo and Juliets love in a contemporary scenery. I recommend you to go and watch this film.
Youve got mail
This is a romantic comedy with a happy ending. Despite of its predictable plot it is still enjoyable to watch. I suggest you to
rent this DVD and have fun, you will not regret it.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
I.
LESSON PLAN 15
IDENTIFICATION OF
THE LESSON
Unit:
On Screen
Name:
The History of Television
Class:
10th A grade
School:
Date:
6th November, 2008 (Thursday)
Time:
14:30 16:00
90 minutes
Teacher:
Liliana Aguilar
OBJECTIVES
138
II. GENERAL OBJECTIVE.

III. SPECIFIC OBJECTIVES
To form the correct collocations for a word
To write short sentences using collocations
To identify the text patterns of words
To discover the correct relationship of ideas in a text
To order events according to their chronological order
IV.
1.
2.
3.
To compare sentences and discover how collocations are used

To write a paragraph using collocations studied in the lesson
CONTENTS
Functions :
Commenting about the history of any device
Vocabulary:
module, wires, scanner, disk, kit, tube,
Collocations :
In the late, Beginning of, By the time, A brief look, The history
of, Various people, The idea of, Succeed in, Electronic system,
Television system
4. Skills :
Reading and Writing
V. ACTIVITIES
1. Students are introduced the lesson and objectives. The teacher will show students
pictures of different types of TV sets. Students have to guess the topic of the lesson
and brainstorm whatever they know about the history of TV. They are going to be
taught some nouns by means of pictures. (10 minutes)
2. In item I students have to form the correct collocations for TV set. They are divided in
verb+noun and adjective+noun collocations. They use their prior knowledge for this
activity. The activity is checked orally and on the board.(15 minutes)
3. In activity II students have to write two short sentences in which they combine the two
different types of collocations already studied. The activity is modeled by sampling.
The activity is corrected on the board. (5 minutes)
4. In activity III students have to decide which text pattern corresponds to a given set of
words. There are two patterns to be matched: chronological order and contrast. Also
there are words that have a different or no text pattern as distracters. (15 minutes)
5. In activity IV students have to read the text and reorder six events as they find them in
the text. The activity is corrected orally and on the board. (5 minutes)
6. In activity V, students have to read 3 statements taken from the text. Based on what
they say they have to decide if the proposed relationships are right or wrong according
to the extracts from the text. The activity is modeled by the teacher and corrected on
the board. (15 minutes)
7. In activity VI students have to compare sentences taken from the text with some new
sentences which use the same collocations and patterns. They have to discover what
they have and common and how they are used. The activity is corrected on the board.
(10 minutes)
8. A summary of the lesson is carried out. The most important collocations are reviewed
and students brainstorm what they understood about the text. (5 minutes)
XII. ASSESSMENT.
SUMATIVE
t
In activity VII students have to write a text using collocations and text patterns already
studied in the lesson and specifically those from activity VI. The activity will be graded
according to the following criteria. (25 minutes)
139
Content:
1-5 Total: 20
Use of collocations:
1-7 points
Arguments and/or ideas: 1-5
Organization of information 1-3
XIII.RESOURCES:
Jezek,
G.
(2006).
The
History
of
Television.
Retrieved
from
http://www.thehistoryoftelevision.com/ on 12 October, 2008.
XIV.MATERIALS:
Pictures
Markers
Whiteboard
Handouts
Dictionaries
The history of television
The television as we see it and know it today was not always this way. Lets take a brief look
at the history of television and how it came into being.
Timeline of TV History
Different experiments by various people, in the field of electricity and radio, led to the
development of basic technologies and ideas that laid the foundation for the invention of
television.
In the late 1800s, Paul Gottlieb Nipkow, a student in Germany, developed the first ever
mechanical module of television. He succeeded in sending images through wires with the help
of a rotating metal disk. This technology was called the electric telescope that had 18 lines of
resolution.
Around 1907, two separate inventors, A.A. Campbell-Swinton from England and Russian
scientist Boris Rosing, used the cathode ray tube in addition to the mechanical scanner
system, to create a new television system.
From the experiments of Nipkow and Rosing, two types of television systems came into
existence: mechanical television and electronic television.
Mechanical Television History
In 1923, an American inventor called Charles Jenkins used the disk idea of Nipkow to invent
the first ever practical mechanical television system. By 1931, his Radiovisor Model 100 was
being sold in a complete kit as a mechanical television.
In 1926, just a little after Jenkins, a British inventor known as John Logie Baird, was the first
person to have succeeded in transmitting moving pictures through the mechanical disk
system started by Nipkow. He also started the first ever TV studio.
From 1926 till 1931, the mechanical television system saw many innovations. Although the
discoveries of these men in the department of mechanical television were very innovative, by
1934, all television systems had converted into the electronic system, which is what is being
used even today.
Electronic Television History
2 EM A
6th November, 2008.
The History Of Television
Name:_____________________________________
140
HandoutN15
I. Order the following words in their correct column to form collocations related to TV set. Buy,
new, sell, modern, steal, plasma, steal, old fashioned, destroy, LCD, break.
Verb: to_______a
Adjective: a(n)_______
Sell
New
Buy
Old fashioned
TV set
Steal
Plasma
Break
LCD
Destroy
Modern
II. Now write 2 sentences using the verbs and adjectives from the list above. Look at the
example.
I will buy that new TV set.
* ________________________________________________________
** ________________________________________________________
III. Which words mark [1]chronological order, [2]contrast or [3]other or no text pattern
1. 2 Different experiments
2. 1 In the late 1800s
3. 2 Two separate
4. 2 Although
5. 3 To create
6. 1 Around 1908
7. 1 By the time
8. 3 Two types of
9. 1 By 1931
10. 2 But
IV. Reorder the following events. Put numbers from 1-6. Pay attention to the dates in the text
11. 5 Radiovisor Model 100 was sold as a
12. 3 Jenkins used the disk idea
mechanical television
13. 2 The cathode ray tube was used in
14. 4 John Logie succeeded in succeeded in
order to create a new television
transmitting moving pictures
system
15. 6 Television systems converted into the
16. 1 Paul Gottlieb developed the first ever
electronic system
mechanical module of television
IV. For the following statements from the text
- Different experiments by various people (), led to the development of basic technologies and
ideas that laid the foundation for the invention of television.
- ()a student in Germany, developed the first ever mechanical module of television.
- Although the discoveries () in the department of mechanical television were very innovative,
by 1934, all television systems had converted into the electronic system ()
Identify which of the following relationships below are [1]correct or [2]incorrect
17. 1 People: basic technologies: invention
18. 2 Student: Germany: electronic system
of television
19. 1 Mechanical system: electronic system 20. 1 Student: Germany: mechanical module
21. 1 People: mechanical module:
22. 1 Electronic system: People:
electronical system
experiments
23. 2 Electronic system: experiments: basic 24. 2 Discoveries: electronic system: basic
technologies
technologies
25. 1 Experiments: discoveries: foundation
26. 1 Basic technologies: mechanical
for television
television: electronic systems
VI. Look at the following sentence frames
1 Different experiments, technologies and ideas laid the foundation for the invention of television
141
Different equations, calculations and ideas laid the foundation for the atomic bomb.
2 He succeeded in sending images through wires with the help of a rotating metal disk
He succeeded in amplifying sound through speakers with the help of a microphone
3 They used wires in addition to tubes, to create a new television system.
They used leather in addition to air, to create a new football.
4 From the experiments of Michael, two types of television systems came into existence:
mechanical television and electronic television.
From the experiments of Juanito, two types of candies came into existence: the chocolate and
the ice cream.
5 By 1934, all writing systems had converted into visual systems, which is what is being used
even today.
By 1986, all aquatic sports had converted into Olympic sports, which is what is being used
even today.
What do they have in common? Underline the pattern which is repeated in the different
sentences.
VII. Write a paragraph in which you combine the different patterns discovered above to talk about
the invention of any device. Hand it in by the end of the lesson.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
LESSON PLAN 17
142
I. IDENTIFICATION OF THE LESSON

Unit:
Name:
Class:
School:
Date:
Time:
Student Teacher:
Teacher:
Messages
The Guardian
10th grade A
21st November, 2008
10:15 11:45
Vctor Aguilera
Liliana Aguilar
OBJECTIVES
II. GENERAL OBJECTIVE.
To read a text comprehensibly and study collocations
III. SPECIFIC OBJECTIVES
To determine the features of words related to a concept
To predict which words can appear with certain key words
To identify the arguments of T statements
To identify which information is inferable from the text
To infer the grammar of a collocation
To write a paragraph connecting collocation already studied
IV. CONTENTS
1. Collocations :
Celebrated much, Have lunch, Used to, Nice meal, Miss
terribly, Start to, Last week, Come to, Love parties, Hear
correctly, Young woman, Beautiful flowers.
2. Skills:
Reading and Writing
V. ACTIVITIES
1. Students are introduced the topic of the unit by being asked questions. They are asked
questions such as: What do you know about paranormal events? Do you believe in
Angels? Then students brainstorm what they know about the field. (5 minutes)
2. Students are presented vocabulary for the lesson. They are introduced by means of
definitions and explanations. Also students deduce the meaning of words in examples
provided by the teacher. Ex. She was a young and beautiful woman. What was the
woman like? Was she ugly? Her age? (10 minutes)
3. In activity I students have to decide which of the proposed features of protection apply
to different types of protectors. They have to discover the differences between the
kinds of guards. (5 minutes)
4. In activity II students have to decide which of the proposed words can be predicted to
appear when they have the words birthday and guardian. There are words that dont
belong to any of those words. Then they have to confirm their predictions on the text.
(10 minutes)
5. In activity III students are proposed arguments for several true statements about the
text. They have to say to which of those true statements those arguments belong to. (10
minutes)
6. In activity IV students are given extracts from the texts. They are proposed pieces of
information which has been inferred from those extracts in relation to the text. They
have to decide which of the inferences are correct according to the extracts. (10
minutes)
7. In activity V students are given 3 collocations from the text. They have to infer the
pattern of the collocation and decide if the examples given are correct according to the
structure of the collocation or no. (10 minutes)
143
VI ASSESSMENT.
Summative
Students have to write a paragraph connecting the collocations already studied in
activity V. They have to hand in the activity at the end of the lesson. They are going to
be evaluated according to the following criteria.
Content:
1-5 Total: 20
Use of collocations:
1-7 points
Arguments and/or ideas: 1-5
Organization of information 1-3
VII RESOURCES:
Course book
Whiteboard-Markers
Handouts
* Wetz, B. and Gammidge, M. (2005). Adventures. Students Book. China: Oxford
University Press.
The Guardian
I was seventy years old last Thursday. I havent really celebrated much since my wife
Elizabeth died three years ago, but last week I had lunch at my sisters, and later three
good friends came to my house for dinner. It was a nice meal. We were talking and
laughing, but suddenly I felt sad. I shouldnt have been sad on my birthday, but Id
remembered my wife. She used to love parties. Before a party she used to buy flowers
and put them in every room of the house.
Suddenly my thoughts were interrupted. Somebody was knocking at the door. I went to
the hall and opened the door. A beautiful young woman was standing there. She may not
have been twenty yet, but she was very confident for her age. Her face was pale and
her skin was almost transparent. She had some beautiful flowers in her hands and she
was smiling. She may have come to the wrong house, I thought.
Is this Michaels party? She asked,
Yes, it is. Im Michael, I answered. Do I know you?
I am Lydia, she said. I am a messenger. I am a guardian.
Her voice was soft and sweet, but her words were very strange. I thought I might not
have heard her correctly.
A messenger? I dont understand. Who sent you?
A friend, she whispered, and she gave me the flowers. These are for you. You must
have missed your wife terribly since she died. Life cant have been easy, Im sure. But
you should be happy when you think about her. She is always near you, and we protect
her. Well protect you too.
I dont remember what happened next. I might have looked down at the flowers for a
moment. They were roses, my wifes favourite. I started to say thank you to the woman,
but when I looked up she wasnt there.
My friend Anne came to the door.
Who was that? She asked. You should have asked her name. She had the face of an
angel.
Yes I said, but it was difficult for me to speak,the face of an angel.
2 EM A
144
21ST November, 2008.

The Guardian
Name:_____________________________________
HandoutN15
I. For the following features of protection (A-J), which correspond to:

A people (person)
F protects people
1. Guardian angel
B animal
G gets money
2. (prison) Guard
C spirit
H has a legal faculty
3. Guard dog
D takes care of
I Prevents people to enter a place
4. Guardian
E protects things
J keeps a place
CDF
ADFGJ
BDEFIJ
ADEFH
II. Which words can you relate to [1]birthday [2]Guardian [3]none of them.
5. 3 Problem
6. 2 Dog
7. 2 Angel
8. 3 Disease
9. 1 Years old
10. 1 Invite
11. 2 Security
12. 3 Fight
13. 1 Gift
14. 2 Protection
15. 2 Watch
16. 1 Celebrate
Read the text on page 102 and answer as required.
III. Which arguments in column A justify those in column B. There may be more than one possible
answer.
A
B
1 Michael misses his wife
17. 13
Michael loves his wife
18. 1
Michael is sad
19. 1
Michael remembers his wife
2 Michaels wife loves flowers
20. 23
The wife attended the party
21. 3
Michael is not alone
22. 23
Michael wife still loves him
3 Michael is protected by angels
23. 23
The woman is sent by Michaels wife
IV. For the following extracts from the text, which inferences are [1]correct or [2]incorrect.
A I was seventy years old last Thursday. I havent really celebrated much since my wife Elizabeth
died three years ago ()
26. 1 Michael has been sad since his wife died.
27. 2 Michael does not throw parties anymore
because his wife died
28. 1 Michael is alone since his wife died.
B I am Lydia, she said. I am a messenger. I am a guardian.
29. 1 Lydia is a person who protects Michael
30. 2 Lydia is a spirit who watches Michael
31. 2 Lydia works in the post office
32. 1 The woman has a message for Michael.
C A friend, she whispered, and she gave me the flowers. These are for you. You must have
missed your wife terribly since she died.
33. 1 The woman is a friend of Michaels wife
34. 1 There is an after life (heaven)
35. 2 The woman and Michael know each other 36. 1 The woman knows how Michael feels.
V. Look at the sentences in column A, then say of sentences in column B are [1]right or [2]wrong.
A
B
37. 1 My parents came to Chile for work
38. 2 Michael came to beautiful for country
A Three good friends came to my house
39. 1 My sister came to the restaurant I was in for a
for dinner
chat.
B I started to say thank you to the woman 40. 2 I started to my house to my wife
41. 1 I started to apologize to my mom
42. 2 Gloria started to complain to Michael
43. 1 Before complaining she used to think her
C Before a party she used to buy flowers
145
44. 2
45. 1
arguments
Before travelling she used to beautiful
Before lunch I used to drink water
VI. Write a paragraph using the following sequence C + When + A + then + B

Look at the following example: Before entering this school I used to study in Corte Alto. When my
parents came to Purranque for work then I started to go to Colegio Ingls.
Hand it in a different sheet of paper!
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________
7.4 The Test
146
Reading Compression and Written Production Test

Name: ________________________ Class:______ Date: ______ Score: Reading: ___/55
Writing: ___/50
READING SECTION
I. Read the article and match the headings to the correct paragraph. Put numbers from 1 to
4. (4 points)
1 Recommendation
2 Opening Hours
3 A Shoppers Paradise
4 Places to Go and Things to Buy
Exotic Shopping In Paris
1. 4 Paris, the Capital of France, is a shoppers paradise, with plenty of large department
stores as well as thousands of delightful smaller shops.
2. 2 Antique lovers can find fantastic furniture in the small antique shops on Bonaparte
and Jacob Streets, and collectors can find rare books on the bookstalls lining the
banks of the river Seine. There are also some great department stores which sell
everything from perfume to furniture. Galleries Lafayette, Paris largest department
store on Boulevard Haussmann, offers a great variety of high quality woolen skirts,
leather jackets and designer clothes. The Marais is a group of little streets with some
of the trendiest boutiques. There you can buy fashionable clothes, shoes and
jewellery. For shoppers with big bank accounts, there is a wide range of jewellers
and designer fashion houses along the Rue de Rivoli, such as Cartier, Chanel, Nina
Ricci and Christian Dior.
3. 3 Shops in Paris are usually open from eight or ten in the morning till about seven in
the evening, from Monday to Saturday. The big sales come after Christmas and
before the autumn collections.
4. 1 Dont miss the chance to go shopping in Paris. There is always something to suit
everyones pocket and taste.
II. Multiple Choice. Put the corresponding number if the
[2]Shops. (8 points)
5. 1 It is the best city for people who like 6. 2
to buy things.
7. 2 They are located on Bonaparte and
8. 1
Jacob Streets.
9. 2 Woolen skirts, leather jackets and 10. 2
designer clothes can be bought in
them.
11. 1 Dont miss the chance to go 12. 2
shopping.
information is related to [1]Paris and

There you can find from furniture to
clothes.
The river Seine is part of it.
They are open from eight to ten in
the morning till about seven in the
evening.
There is always something to suit
everyones pocket and taste.
III. For the following sentences put [1] if the sentence is correct or [2] if it is wrong. Pay
attention to the words in bold. (8 points)
13. 1
They've always had plenty of 14. 2 In Chile there are not many
money.
fashionable of clothes.
15. 2 Thank you for a delightful of 16. 2 I have some sticker that are rare
evening
with find
17. 1 The article was about the different 18. 2 Long hair is back from fashion for
varieties of Spanish spoken in
men
South America
19. 1 High
quality
computers
are 20. 1 I offered her a range of options
147
available in department stores

IV. Give the correct order of these paragraphs. Put numbers from 1 to 4. (4 points)
The Terrible Twins:
El Nio and La Nia
21. 4 Meteorologists are studying these Terrible Twins so they can prepare for possible
future disasters.
22. 2 During El Nio the distribution of dry and wet weather changes radically, especially
along the Pacific coasts of the American continent. It rains a lot in normally dry
regions, and there are sometimes terrible floods. Other regions suffer from
abnormally dry conditions.
23. 3 La Nia can produce severe Atlantic hurricanes. These are sometimes very
destructive, like Hurricane Mitch in 1999. La Nia can also affect the weather in
Australia, Indonesia and southern Africa, with extreme storms and floods.
24. 1 El Nio and La Nia both originate in the Pacific Ocean but they affect the global
climate. El Nio is the result of very warm water in the equatorial Pacific. La Nia is
a result of very cold water in the same region. These two conditions often alternate.
V. Read the following affirmations and put [1] if it is TRUE from the text above and [2] if this is
FALSE according to the text. (8 points)
25. 1 El Nio and La Nia are changes in 26. 2 El Nio is more dangerous than La
the weather.
Nia.
27. 1 El Nio and La Nia often alternate. 28. 1 During El Nio there are floods in
some places and in others there are
droughts.
29. 2 Hurricanes can be produced both by 30. 2 Both El Nio and la Nia can affect
El Nio and La Nia.
the weather in Australia, Indonesia
and southern Africa.
31. 1 Meteorologists study the Terrible 32. 2 La Nia can also create droughts in
Twins so they can anticipate them.
some places
VI. For the possible meanings of the prepositions FOR, OF, FROM, identify which one is the
most appropriate sense for each one in the extracts from the previous text. (4 points)
FOR
[1] used to indicate purpose or reason
[2] used to compare one thing with others of the same type
33. 1 Meteorologists are studying these Terrible Twins so they can prepare for possible
future disasters.
OF
[1] used to mention or introduce new elements
[2] used to show origin or reason of something
34. 1
During El Nio the distribution of dry and wet weather changes radically
35. 2 El Nio is the result of very warm water in the equatorial Pacific
FROM
[1] used to show the place where someone or something starts
[2] used to indicate or introduce a disease or problematic situation
36. 2 Other regions suffer from abnormally dry conditions.
VII. The organization of the paragraphs below can be identified with the following patterns: [1]
148
comparison Contrast, [2] cause and effect or [3] chronological order. (3 points)
37. 2 Paragraph 1 Aspirin is a simple drug. It has many useful effects. It can stop a
headache or an earache. It helps take away pain in the fingers or knees. Aspirin can
stop a fever if you have the flue. Or it can make you feel better if you have a cold.
Some doctors believe that aspirin also can result in a healthy heart. They say that
some people should take an aspirin every day. For those people aspirin may stop
heart disease.
38. 3 Paragraph 2 The rodeo has developed in three major stages. Rodeos began in the
Old West as contests of skill among cowboys during cattle roundups. By 1920
rodeos had become a popular spectator sport for the general public. Today rodeos
combine traditional western events with a circus like atmosphere and the marketing
techniques of big business.
39. 1 Paragraph 3 Poland and Italy may seem like very different countries. And of course,
they are different in some ways. Poland is in the north of Europe but Italy is the
south. Poland has a communist government but Italy has a democratic government.
However, there are also similarities. In both countries, the most important religion is
Catholicism. In both Italy and Poland, history is very important to the people. And
finally, both the Italian and the Polish are famous for their friendliness and good
spirit.
VIII. Look at the words and phrases below and classify them according to their meanings in
the paragraphs above: [1] effect, [2] comparison, [3] contrast, [4] chronological order (10
points).
40. 1 Take away pain
41. 4 Three major stages
42. 2 similarities
43. 3 However
44. 4 By 1920
45. 2 Both countries
46. 1 Stop a fever
47. 4 Finally
48. 3 But
49. 1 result in
IX. For the collocations result in, combine with and famous for from item VII, say if in the
following sentences [1] they are correctly used [2] they are wrongly used according to their
contexts.(6 points)
50. 1 Too much TV may result in academic 51. 1 It is possible to combine fruits
failure.
with vegetables on a diet.
52. 1 China is famous for its ancient culture
53. 2 Manifestations resulted in last
year
54. 2 Sickness combined with ruined our trip. 55. 2 He was famous for 15 minutes
WRITING SECTION
149
X. Read the advertisement for pen-friends and complete the table with the information about
Anna and yourself (15 points). Then write your own pen-friend advertisement (15 points)
Hello. My names Pierre and Im seventeen years old. I live in Paris, France. I have
got short straight dark hair and brown eyes. Im quite tall and slim. I love playing
computer games and I can play tennis very well. I like reading too. Please e-mail me
today!
Hi! My name is Anna and I am eleven years old. I live in Moscow, Russia. I have got
long straight fair hair and green eyes. Im quite short and I like skiing. I can play the
piano quite well. Please be my e-mail pen pal.
Pierre
Anna
You
Age
17
11
Lives in
Paris, France
Moscor, Russia
Hair
Short straight dark
Long straight fair
Eyes
Brown
Green
Height
Quite tall
Quite short
Build
Slim
--------------------------Likes/Loves Playing computer games, Skiing
reading
Can
Play the piano quite
well
XI. Read the letter from Amanda to Steve. Then write the things Amanda did at shady Pines.
(5 points)
14 September
Dear Steve,
Why dont you go to Shady Pines hotel for your holiday next year? I went in August. It was
great. We swam in the sea every day. We also went fishing in the river near the hotel. There
were lots of other things to do. We played tennis or went for walks in the woods. One day we
hired bicycles and visited a lake. We had a picnic there. Then, in the evenings there was a
disco. We danced all night! It wasnt expensive and we had a fantastic time! Did you have a
good holiday too?
See you soon,
Amanda
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
150
XII. Write the letter from Steve to Amanda with the information provided about his holiday. (15
points)
He slept in a tent
It rained every day
He couldnt swim because it was forbidden
His tennis racquet broke
The disco was closed
24 September
Dear Amanda
Thank you for you letter. I went to __________ for holidays.
Best wishes,
Steve.
Answer Sheet
Name: __________________________ Class: ______ Date: ______ Score: Reading: ___/55
Reading Section
Writing: ___/50
151
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
Writing Section
X.
Pierre
Anna
You
Age
17
Lives in
Paris, France
Hair
Short straight dark
Eyes
Brown
Height
Quite tall
Build
Slim
------------------------Likes/Loves Playing
computer
games,
reading
Can
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________
XI.
________________________________
________________________________
________________________________
________________________________
________________________________
XII.
24 September
Dear Amanda
Thank you for you letter. I went to __________ for
holidays. ____________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Best wishes,
Steve.
7.5 Criteria to Asses Writing
Criteria to evaluate writing
152
0
Content
Use of Markers (collocations)
Arguments and/or ideas
Spelling and grammar
Organization of information
TOTAL:
/15
0. Very poor
Content: does not show knowledge of the subject, not enough to evaluate
Use of Markers (collocations): essentially translation, little knowledge of English vocabulary,
idioms, word form or not enough to evaluate.
Arguments and/or ideas: no clear ideas and/or arguments not related to the topic, not enough to
evaluate
Spelling and grammar: virtually no mastery of sentence construction rules, dominated by errors,
does not communicate, not enough to evaluate.
Organization: ideas do not communicate anything, not enough to evaluate.
1. Poor to Fair
Content: limited knowledge of subject, inadequate development of topic.
Use of Markers (collocations): limited range of collocations, frequent errors of choice and usage of
words, idioms and connectives.
Arguments and/or ideas: poor arguments and ideas no connected with the content.
Spelling and grammar: major problems in simple/complex constructions, frequent errors of
agreement, tense, number, word order, pronouns and prepositions. Many spelling mistakes
Organization: non-fluent, ideas confused or disconnected, lack logical sequence and development.
2. Average to Good
Content: some knowledge of subject, mostly relevant to topic, but lacks detail.
Use of Markers (collocations): occasional error in choosing of words, idioms and connectives
Arguments and/or ideas: some good arguments and ideas related to the content.
Spelling and grammar: effective but simple constructions, occasional errors of agreement, tense,
number, word order, pronouns and prepositions. Some spelling mistakes
Organization: somewhat choppy, loosely organized but main ideas stand out, logical but incomplete
sequencing.
3. Very Good to Excellent
Content: knowledgeable, relevant to assigned topic, substantive .
Use of Markers (collocations): effective choice and usage of words, idioms and connectives.
Arguments and/or ideas: good arguments and ideas pertinent to the content.
Spelling and grammar: mastery of the language and/or few errors of agreement, tense, number, word
order, pronouns and prepositions. No spelling mistakes
Organization: fluent expression, well organized, logical sequence, cohesive
7.6 Survey and Survey Results

Cuestionario
153
Nombre:
Edad:
Marque la alternativa correcta.

1. Cuando usted lee cualquier texto en ingls es capaz de entender:
a) ideas generales b) ideas generales y especficas
c) slo algunas palabras pero no el
contenido principal.
2. Cuando usted escucha algn texto en ingls, ya sea una cancin, una entrevista,
una narracin, etc., usted es capaz de entender:
a) ideas generales b) ideas generales y especficas
c) slo algunas palabras pero no el
contenido principal
3. Cuando leo y/o escucho identifico de qu se trata el texto (tpico/tema)
a) Si, generalmente lo identifico
b) a veces, depende del texto c) me cuesta identificarlo
4. Cuando leo y/o escucho un texto en ingls se identificar el tipo de texto que este
tiene (narrativo, argumentativo, descriptivo, instructivo, informativo)
a) siempre
b) a veces
c) nunca
5. Con respecto a las instrucciones que el (la) profesor le da en ingls:
a) me las han enseado y las comprendo b) no me las han enseado pero las deduzco
c) no me las han enseado y no las entiendo
6. Con respecto a mi conocimiento de la forma correcta de escribir oraciones y
prrafos en ingls:
a) me los ensean y me han dado ejemplos claros
b) me han enseado solo las reglas pero no me han dado ejemplos claros
c) nunca me han enseado la forma correcta de escribirlos
a) siempre
b) a veces
c) nunca
8. Trato de recordar la forma de escritura de alguna historia que he ledo para poder
escribir mi propia versin.
a) siempre
b) a veces
c) nunca
a) escribo y despus reviso mi trabajo chequeando si hay errores de forma
b) escribo pero no me importa si me corrigen o no
c) escribo, reviso y pido la correccin del profesor(a)
10. Con respecto a su actitud haca una actividad donde se le pide escribir:
a) s como hacerlo y no cometo errores (o cometo muy pocos)
b) puedo hacerlo, pero con bastantes errores
c) no s como hacerlo o me cuesta mucho
11. En la clase estn dadas las oportunidades para que usted pueda escribir en ingls
ya sea oraciones, prrafos, cartas, cuentos, etc.
154

Survey Results
1. Cuando usted lee cualquier texto en ingls es capaz de entender:
155
16
6
2
a) ideas generales
b) ideas generales y especficas
c) slo algunas palabras pero no el contenido principal.
2. Cuando usted escucha algn texto en ingls, ya sea una cancin, una entrevista, una
narracin, etc., usted es capaz de entender:
10
a) ideas generales
4
b) ideas generales y especficas
10
c) slo algunas palabras pero no el contenido principal
3. Cuando leo y/o escucho identifico de qu se trata el texto (tpico/tema)
10
a) Si, generalmente lo identifico
2
b) me cuesta identificarlo
12
c) a veces, depende del texto
4. Cuando leo y/o escucho un texto en ingls se identificar el tipo de texto que este tiene
(narrativo, argumentativo, descriptivo, instructivo, informativo)
4
a) siempre
16
b) a veces
4
c) nunca
5. Con respecto a las instrucciones que el (la) profesor le da en ingls:
16
a) me las han enseado y las comprendo
8
b) no me las han enseado pero las deduzco
0
no me las han enseado y no las entiendo
6. Con respecto a mi conocimiento de la forma correcta de escribir oraciones y prrafos en
ingls:
14
a) me los ensean y me han dado ejemplos claros
2
b) me han enseado solo las reglas pero no me han dado ejemplos claros
8
c) nunca me han enseado la forma correcta de escribirlos
4
a) siempre
18
b) a veces
2
c) nunca
8. Trato de recordar la forma de escritura de alguna historia que he ledo para poder escribir mi
propia versin.
5
a) siempre
17
b) a veces
2
c) nunca
10
a) escribo y despus reviso mi trabajo chequeando si hay errores de forma
6
b) escribo, reviso y pido la correccin del profesor(a)
8
c) escribo pero no me importa si me corrigen o no
10. Con respecto a su actitud haca una actividad donde se le pide escribir:
8
a) s como hacerlo y no cometo errores (o cometo muy pocos)
8
b) puedo hacerlo, pero con bastantes errores
8
c) no s como hacerlo o me cuesta mucho
11. En la clase estn dadas las oportunidades para que usted pueda escribir en ingls ya sea
156
oraciones, prrafos, cartas, cuentos, etc.

20
4
0
7.7 Working Plan
First Term
157
UNIT
1. Love Life
April 25th-30th
2. Campaign
May 8-29
LESSON
Pre-test
24th April
From the heart
25th April
Evaluation
May 2nd
Charity
8th May
Charity (continued)
9th May
SKILLS AND ACTIVITIES
ASSESSMENT
Reading: Poems
Writing: Write a letter
Summative
Reading: Charity leaflets

Writing: Write a charity leaflet.
Writing: Leaflet
Formative
Debate: Genetic
engineering
15th May
Reading and Listening: a

debate
Writing: Commentaries about
the reading.
Reading and Listening: a diary
Writing: write a letter for a
good cause
Formative
A Good Cause
23rd May
Writing: write a letter for a

good cause
Formative
Revision of World
Issues
29th
Evaluation
30th May
A new look
5th June
Listening: World Issues

Speaking: Commenting the
world issues
Formative
Reading and listening:

Changing Faces
Speaking: Talk about looks
Listening: Personal stories
Speaking: Ask and answer
questions
Writing: write commentaries
about the stories
Reading: Fashion victims
Speaking: Ask for information
Writing: A report (preparing)
Formative
Writing: writing a report
Formative
Reading: A diary and a

newspaper report.
Speaking: exchange of
Formative
A Good Cause
22nd May
3. Looks
June 5-19
Appearances
6th June
Fashion victims
12th June
Fashion victims
13th June
4. Art World
26th June to 4th
July
Evaluation
19th June
Masterpieces
26th June
158
Summative
Formative
Formative
Formative
opinions.
Art or crime?
27th June
Reading: Read and Interview.

Writing: Opinions
Summative
Reaction
3rd July
Reading and Listening:

Reactions to modern art
Writing: biography of an artist
Formative
Evaluation
4th July
Second Term
UNIT
The Art
World
August 7-14
(Pending from
previous term)
Behaviour
August 15September 11
Travel
September 25
October 9
LESSON
SKILLS
The Story of Pop
Reading and Writing
th
7 August
Unit Review
Reading and Writing
th
8 August
Evaluation
14th August
Extra Curricular Activity SIMCE exam training
15th August
Express Yourself
Reading and Writing
st
21 August
Dos and Donts
Listening
nd
22 August
Bullying Part 1
Reading and Writing
th
28 August
Bullying Part 2
Reading and Writing
th
29 August
Student-teacher was ill. Medical Certificate
4th September
Hooliganism
Reading and Writing
th
5 September
Evaluation
11th September
12th September
Holiday 18th and 19th September
Getting Away from it all Reading and Writing
25th September
Walking Around the
Reading and Writing
World
26th September
Travelling to the USA
Reading and Writing
2nd October
159
ASSESSMENT
Formative
Formative
Summative
Summative
Formative
Formative
Summative
Formative
Summative
Formative
Summative
Formative
On Screen
October 10
November 13
Messages
November 21 28
Travelling to Chile
Reading and Writing
rd
3 October
Evaluation
9th October
Prize Money
Reading and Writing
th
10 October
Making Games
Reading and Writing
th
16 October
No class because of Teachers Day
17th October
Pride and Prejudice
Reading and Writing
23rd October
24th October
Colegio Ingls Purranque Anniversary Week 30th October
Holiday 31st October
The History of TV
Reading and Writing
6th November
Harry Potter
Listening and Speaking
7th November
Evaluation
13th November
Formative
Summative
Formative
Summative
Formative
Summative
Formative
Summative
SIMCE EXAM 14th November

Test 5 Miss Liliana Aguilar The Canterville Ghost
20th November
The Guardian
21st November
Reading and Writing
Summative
UFO mania
27th November
Reading and Writing
Formative
Post Test
28th November
7.8 Students Samples
160
These samples correspond to 5 students writing performances in the writing sections both
from the pre and post test. They have been considered and transcribed as were produced by the
learners.
Sample 1
Andrea Crott (Pre test)
X-II
Hello. My names Andrea. I live in osorno, chile. I have got short straight hair and brow eyes. Im quite
tall and skiing. I love playing volleyball very well.
I like reading too. Please e-mail today. (sic)
XII
Thank you for your letter. I went to December for holidays. Well, I slept in atent and it rained every
day!!!
He couldnt swim because it was forbidden, often his tennis racquet breaked and finnich the disco was
closed.
Steve (sic)
Andrea Crott (Post test)
X-II
Hi! My name is Andrea I amd twty years old. I live in Purranque. I have little children. I have long hair
and brown eyes. I like go to the disco and what tv and cant play volleiball. (sic)
XII
Thank your for your letter. I went to Jamaica for holidays. I love this place is very relax. I the day splet
in a tet. I could swim because it was forbidden but drink a caimpiria in the afternoon in the play tennis
and the last night the disco was closed this is my holidays. (sic)
Sample 2
Karen Calfin (Pre test)
X-II
Hi! My name is Karen. Im 15 year old. I live on Purranque, Chile. I have got long dark hair, brown
eyes. Im quite short, I like basquetball. I can play tennis and football very well. (sic)
XII
161
Thank you for your letter. I went to USA for holidays. I slept in a tent.
The wather was terrible because it was rained every day and I couldnt swin because it was forbidden.
I cant go to the disco because was closed. (sic)
Karen Calfin (Post test)
X-II
Hello! My name is Karen and Im sixteen years old. I live in Purranque, Chile. I have got long dark
hair and brown eyes. Im quite short and slim. I love playing basquetball and I can play tennis. Please
e-mail me today! (sic)
XII
Thank your for your letter. I went to Paris for holidays. I went in August too. It was so so. I visited a lot
of museum with my family and also a lot of shops, but the climate was terrible! It rained every day.
Also I tell you that I couldnt swim because it was forbidden and I couldnt play tennis because my
racquet broke. Also I couldnt to go the disco because the disco was closed.!!!
See you soon. (sic)
Sample 3
Rudy Varas (Pre test)
X-II
Hi! My name is Rudy and I am fifteen year old. I live in Purranque Chile. I have gott long and dark
hair and green eyes. I love surf the internet. I cant play guitar. (sic)
XII
Thank you for your letter. I went to Antartica for holidays. Is very fantastic. I cant slept in a tent
because is a very cold.
A rained every day.
Couldnt swim because it was forbidden. When play tennis my racquet broken
But in the disco never was closed. Is fantastic. (sic)
Rudy Varas (Post test)
X-II
Hi!!! My name is Rudy and I am sixteen years old. I live in Purranque, Chile, twenty-nine km the south
of osorno. I have got short curly black hair and a green eyes. I am tall and slim. I like play computer
game and can play some instruments. (sic)
XII
162
Thank your for your letter. I went to Pucon for holidays. Is very delightful in the morning. We swam in
sea, after go to walk in the volcan, and in bicycle visited other places. In the night wooow!
Very good the disco. Danced every night just like you and every thing. (sic)
Sample 4
Katerine Mol. (Pre test)
X-II
Hello. My names Katerine and Im fiveteen years old. I live in Purranque, Chile. I have got long
straight dark hair and brown eyes. Im quite tall and I like listen to music. I can cook Italian food.
Please be my e-mail pen pal. (sic)
XII
Thank you for your letter. I went to August for holidays. I slept in a tent and it rained every day. I
couldnt swim because it was forbidden. I couldnt play tennis because my tennis racquet broke. I
couldnt dance in the disco because it was closed. (sic)
Katerine Mol. (Post test)
X-II
Hello! My name is Kati and I am 16 years old. I live in Purranque, Chile. I have got straight dark hair
and brown eyes. I am tall and slim. I like playing with cats. I can cooking quite well. Please e-mail me
today. (sic)
XII
Thank your for your letter. I went to Punta Arenas for holidays. I went in September. It wasnt great. I
slept in a tent with my sister, but in the night started raining.
It rained every day. I liked swim but I couldnt swim because it was forbidden. When I was played
tennis my tennis racquet broke and I didnt win the game. Also when I went the disco it was closed.
(sic)
Sample 5
Maria Jose Bravo
X-II
Hello. My name is Maria Jos and I am seventeen years old. I live in osorno, chile. I have got long
straight dark hair and brow eyes. Im quite short and I like skiing I can playing computer every day.
Please be my e-mail pen pal. (sic)
XII
163
Thank you for your letter. I went to October for holidays. Well I he slept in a tent and it rained every
day!!
I couldnt swim because it was forbidden, after in his tennis racquet broke.
Its down down! and finish the disco was closed in the afternoon as well one kiss
Bye!
Steve (sic)
Maria Jose Bravo (post test)
X-II
Hello! My name is Maria Jose other Kote. Iam seventeen years old. I live in Purranque Chile. I have a
short straight dark hair and brown eyes. I like chating in the computer and waching tv every day and I
liked go to the disco with my friend and my boy friend. Please be my e-mail pen pal! (sic)
XII
Thank your for your letter. I went to Brazil for holidays. The first day I slept in a tent and after go to
the very beautiful restaurant and eat very much! I rained every day I couldnt swim because it was
forbidden, but go to the beach and play volleyball
Is very like!! Is Cool
In the afternoon go to the gym and play tennis but the racquet broke. In the night go to the disco and
was closed and dint dancing!
Well this is my holidays. (sic)
164

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ENHANCING READING AND WRITING SKILLS BY

MEANS OF EXPLICIT INSTRUCTION OF

VICTOR MANUEL AGUILERA LICANDEO

DEPARTAMENTO DE HUMANIDADES Y ARTE.

INFORME FINAL DE INVESTIGACIN EN EL

2. Literature Review ....

2.1 The Four Language Skills ..

2.1.1 Reading Comprehension .....

2.1.2 Written Production .....

2.3 Explicit Instruction of Collocations ...........................

3.2 The Survey......................

3.3 The Test..

3.9 Research Questions........

4. Analysis and Interpretation of Data .....

4.1 Analysis of quantitative data...

4.1.1 Survey Results...

4.1.2 Pre-test results...

4.1.3 Post test results..

4.1.4 Pre- and post-test comparison...

4.2 Analysis of Attainment of the General Objective...

4.3 Analysis of Attainment of the Specific Objectives.

4.4 Verification of the Hypothesis....

7.1 Teachers Ethnographic Notes

7.2 Student-teachers Ethnographic Notes...

7.3 Lesson Plans...

7.4 The Test..................

7.5 Criteria to Asses Writing....

7.6 Survey and Survey Results.....

7.7 Working Plan .....

7.8 Students Samples...

to practice the language

to reinforce the language we have learnt

as a way of recording language

as part of being assessed.

Verb + adjective + noun

learn a foreign language

Verb + proposition + noun

speak through an interpreter

2.3 Explicit Instruction of Collocations

Pre- and Post-test results

Extract 1 from the test (See appendix 7.4)

Extract 2 from the test (See appendix 7.4)

Extract 3 from the test (See appendix 7.4)

To determine the influence of Collocation knowledge on the improvement of 10 th graders

What are the strategies students use to develop a writing task?

4. Analysis and Interpretation of Data

4.1.1 Survey Results

Ideas generales; 67%

Graph 1. Graphic representation of question 1 from the survey

ideas generales; 42%

Graph 2. Graphic representation of question 2 from the survey

a veces, depende del texto;

Graph 3. Graphic representation of question 3 from the survey

4.Cuando leo y/o escucho un texto en ingls se identificar el tipo de texto

Graph 4. Graphic representation of question 4 from the survey

me las han enseado y las

Graph 5. Graphic representation of question 1 from the survey

6.Con respecto a mi conocimiento de la forma correcta de escribir

me los ensean y me dan

me han enseado solo las

Graph 6. Graphic representation of question 6 from the survey

Graph 7. Graphic representation of question 7 from the survey

8.Trato de recordar la forma de escritura de alguna historia