REFLECTIVE EVALUATION

Team Activity

By the end of the activity students will be able to:

Main aim
To understand and interpret written texts connecting previous background knowledge and L2 knowledge
(vocabulary, grammar, etc.) to new meaning and information provided in those texts.
Subsidiary Aims
1. Identify the characteristics of urban tribes linking the associated terms and definitions to the corresponding
images of those groups.
2. Understand the meaning of words connected to Urban Tribes and their position in specific written texts.
3. Report their ideas about the content of short statements on Urban Tribes, through short written reflections
prepared collaboratively in pairs.
3. Express coherent comments on cartoons associated to feelings experienced by members of different Urban
Tribes.

Introduction
Reading in the EFL classroom context entails variegated factors affecting the interactions between
readers and EFL texts. As a process, reading goes beyond coding and decoding words. Reading is a tough
process (Snow, 2002) which implies a meaning making development in which the learners mostly work alone
and utilize their previous EFL language knowledge (Nutall, 1996). In the same sense Grabe and Stoller (2002)
refer to reading as the ability to understand information and interpret it appropriately (p. 17). This
interpretation is not only supported on vocabulary and grammar knowledge, but also on the learners
background knowledge. As highlighted by Harmer (1991), reading is a challenging task for L2 learners, once
as they struggle to achieve academic goals they are too learning the language while undertaking the reading
process. Henceforth, although the learner is undoubtedly strengthening and expanding his/her vocabulary,
grammar, sentence formation, and discourse production and understanding, he/she is also using EFL as a bridge
towards world knowledge (p. 190).

Goodman (1970, Cited by Nutall) makes a distinction between bottom-up, which entails a clearly
recognition of the specific linguistic text components or features, and the top-down processing where the reader
is to obtain the general meaning of the text by integrating his/her schemata into such a meaning making. L2
readers commonly use either of these top-down and bottom-up strategies indistinctively, primarily based on
his/her own experiences and reading strategies, and secondly based on previous reading tasks she/he has been
exposed to in order to grasp what the writer intends to communicate (Nutall, 1996).
Accordingly, this task is designed in order to assess Students Reading performance. In doing so, the
following factors were observed: language level, learners needs, teaching context, resources, and participants
interaction. We agree with Ur (1999) that [W]e gather meaning from what we read however understanding
a text does not fully depend on understanding the words on it (p. 57). Coding and decoding do not support how
the reading process takes place.
Alderson (2001) synthesizes Grabes reading functions as follows:
Automatic recognition of words
1. Vocabulary and structural knowledge
2. Formal discourse structure knowledge
3. Content/world background knowledge
4. Synthesis and evaluation skills/strategies
5. Metacognitive knowledge and skills monitoring:
a. Recognition of more important information in the text
b. Adjusting reading rate
c. Skimming
d. Previewing
e. Using context to resolve a misunderstanding
f. Formulating questions about information
g. Monitoring cognition
h. Self-regulation strategies: planning ahead, testing ones own comprehension, being aware and
revising strategies (p. 13)
The reading task proposed in this activity attempts to approach functions 1 through 5, and sub- functions
a, b, e, f, arranged in three different reading tasks that encompass vocabulary recognition, words in context, text

information, and questions about information. Writing and speaking are supporting skills which allow to
observe indirectly how students manage to understand texts. Alderson (2001) affirms that [W]hen we are
reading, we are clearly engaged in a great deal of mental activity, some of it automatic, some of it conscious
(p. 14). This principle supports this activity due to the fact that students are expected to read collaboratively but
not supported on the use of dictionaries or translators as they usually do.
Group Traits
Students in this group are in 9th grade, and belong to a 13-17 age range. They are in a basic CEFR A1.1
level, and they display different traits in their personal attitudes and learning performances. They already know
basic aspects of L2 syntax. They decode some specific vocabulary in a very limited range of contexts. They also
identify main ideas in a description and recognize basic connected ideas in it. They handle just a few reading
strategies like underlining, highlighting, circling vocabulary; listing words, pairing words and meaning. Also,
they understand some general classroom commands, and produce a few basic expressions.
Language Needs
A few student in the group have disruptive behaviors while some others are very disciplined and
collaborative. They also exhibit differences in their capacities to understand L2 systems together with the
corresponding L2 skills: about 40% of them do well in reading-focused activities, through individual and pair
work. Some others, about 35%, perform well in listening activities, even if they do not do well in reading. Their
writing permits to observe difficulties with basic grammar rules at the level of sentence formation and the use of
cohesive elements and connectors. Their speaking is the weakest of the four basic skills. This is an aspect that
needs more attention in the course. Many students exhibit a real interest towards activities that involve them in
active exchange of information, physical movement, acting, and, in general, action. A few of them are more
introvert, preferring written thinking activities that do not force them to be in front of the group.
On the whole, students cognitive needs in the group relate mainly to their self-perception in the
attainment of the lesson aims, as well as to how they fit their actions and decisions towards those aims. This
depends heavily on how clearly they understand the information provided and the procedures to follow during

the tasks proposed; also, on their ability to interact with their partners and assume a collaborative attitude,
which inevitably may affect the final results. Thus, it is not only a matter of their thinking ability to understand
L2 content and form, but from a more demanding view, how they get to understand their own role along the
steps proposed for the lesson.
Context
The school Pedro Jacinto Urrutia is located in Soacha. There are about 2700 students per shift. English
classes are scheduled 3 times a week. Teachers design their own resources. There are four groups in 9th grade,
with 42 students each. Students receive photocopies from their English teacher and most classes are held in the
classroom. Access to other conveniences are limited. For instance, the library is a small room where some
hundreds of books are stored. There are some English books, although not updated. A set of 20 dictionaries are
available for the whole school. Access to computers is not allowed to other subject areas. Under these
circumstances, teaching English is a bit of a challenge.
References
Alderson, J. (2001). Assessing reading. Cambridge, UK: Cambridge University Press.
Grabe, W. & Stoller, F. (2002). Teaching and Researching Reading. Malaysia:
Longman Pearson Education.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Second edition.
Scrivener, J. (2005). Learning teaching. A guided book for English language

Oxford: Heinemann.
teachers. MacMillan.

Ur, P. (1999). A course in Language teaching. Cambridge: Cambridge University Press.

Pre Task
What is the corresponding image?
Tribe
Pokemons

EMO

Image

Definition
Name of an urban tribe among Chile's youth that surfaced in
the mid-2000s and began to decline in late 2009. They were
readily identifiable by their angular and pressed hairstyles,
reminiscent of characters from the Japanese media
franchise Pokmon.
It is a type of subcultureloosely rooted around punk rock
with its own distinct style of music, fashion, argot and other
trappings in a desperate, though ultimately hopeless attempt
to pronounce their uniqueness.

Grunges

This urban tribe was born in Seattle in the 90s and they are
very interested in music and refuse the consumist society
They have a dirty look and they wear stripped and colored Tshirts or "Scottish" shirts, ripped jeans and colored shoes.

Gothics

This urban tribe was born in the 80s from punk. They are
sometimes in specifics bars. They use to be wearing black
clothes of leather, spiked accessories and religious elements
for example crosses or five-spiked stars.

Heavies

This urban tribe was born in England in the 70s from rockers
with hippies ideology. Hardly ever, they're violent but they
can be violent by musical excitement or alcohol and cannabis.
They have a long hair and they wear jeans, spiked leather
jacket and black T-shirt from their favorite music bands.

Posh

Hippies

Punk

Originated from the acronym Port Out Starboard Home based on the position of the more expensive cabins on a
passenger ships from England to India.
men and women wear different clothes such as tight
trousers, tight stripped shirt and sweater. The women wear
shirt, skirt and a lot of accessories.
: a usually young person who rejects established social
customs (such as by dressing in an unusual way or living in a
commune) and who opposes violence and war; especially : a
young person of this kind in the 1960s and 1970s They have
long hair and use colorful clothes.
This urban tribe was born in the 70s in opposition of the
culture decadence. They have big and colorful crests and a
lot of piercings and tattoos. They wear spiked leather jacket,
black T-shirts with a social slogan or symbols (anarchy,
communist...).

Sources
http://translation.babylon.com/english/
http://uncyclopedia.wikia.com/wiki/Emo
http://www.merriam-webster.com/dictionary/hippie
https://sites.google.com/a/standreu.org/fashionpeople/urban-tribes/type-of-urban-tribes
http://urbantribessocialnetworks.blogspot.com

Activity 1
What is the best image for each urban Tribe?
Tribe

Image

Pokemons

EMO

Grunges

Gothics

Heavies

Posh

Hippies

Punk

Sources
http://translation.babylon.com/english/
http://uncyclopedia.wikia.com/wiki/Emo
http://www.merriam-webster.com/dictionary/hippie

Definition
Name of an urban tribe among Chile's youth that surfaced
in the mid-2000s and began to decline in late 2009. They
were readily identifiable by their angular and pressed
hairstyles, reminiscent of characters from the Japanese
media franchise Pokmon.
It is a type of subcultureloosely rooted around punk rock
with its own distinct style of music, fashion, argot and other
trappings in a desperate, though ultimately hopeless
attempt to pronounce their uniqueness.
This urban tribe was born in Seattle in the 90s and they are
very interested in music and refuse the consumist society
They have a dirty look and they wear stripped and colored
T-shirts or "Scottish" shirts, ripped jeans and colored shoes.

This urban tribe was born in the 80s from punk. They are
sometimes in specifics bars. They use to be wearing black
clothes of leather, spiked accessories and religious
elements for example crosses or five-spiked stars.
This urban tribe was born in England in the 70s from
rockers with hippies ideology. Hardly ever, they're violent
but they can be violent by musical excitement or alcohol
and cannabis.
They have a long hair and they wear jeans, spiked leather
jacket and black T-shirt from their favorite music bands.
Originated from the acronym Port Out Starboard Home based on the position of the more expensive cabins on a
passenger ships from England to India.
men and women wear different clothes such as tight
trousers, tight stripped shirt and sweater. The women wear
shirt, skirt and a lot of accessories.
: a usually young person who rejects established social
customs (such as by dressing in an unusual way or living in
a commune) and who opposes violence and war; especially
: a young person of this kind in the 1960s and 1970s They
have long hair and use colorful clothes.
This urban tribe was born in the 70s in opposition of the
culture decadence. They have big and colorful crests and a
lot of piercings and tattoos. They wear spiked leather
jacket, black T-shirts with a social slogan or symbols
(anarchy, communist...).

https://sites.google.com/a/standreu.org/fashionpeople/urban-tribes/type-of-urban-tribes
http://urbantribessocialnetworks.blogspot.com

Activity 2: Reading / Writing

Read carefully the texts below and fill in the blank spaces with the appropriate word from the Word

Bank.
Then, read again and compare your choices with your partners.

(Pair Work)

Check the words in the Word Bank

.
.

Text 1

(1)._________ are commonly (2) __________ as strange individuals who like to wear (3)
________ clothing. In Chile, they are considered to be strange people who love showing
a strange appearance such as (4) _____________ and flashy piercing. Besides, they
have a clear (5) _________ for insinuative dances.
Text 2

Posh are individuals (7) _________ as and (8) __________ guys. Because they pay a lot
of attention to their (9) _________ and_______ to be well-dressed and neat. In the United
States and England, they are often seen in luxurious clubs playing (10) ________ with
expensive and recent clothing.
Word Bank
Pokemons: Chilean
term for crazy people

Fashionable: Latest
in fashion

Look: physical
appearance

Labeled: People that

received the name of.

Paddle: Tennis.

Primp: Show an
excessive care of
personal
appearance.

Loose: Not tight

clothes and extreme
styles of young
people.

Classy: People that

belongs to high level
classes.

Known: Recognized

Bent: Liking

My ideas about the texts

Text 1.

Text 2.

We think that/we consider that

We believe that/we think that

Ex. (We think that rock singers are extravagant people

who love showing their eccentric attitudes when they
sing)

_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Activity 3
Read the cartoons
What feelings do they transmit? What do you think about them?

_________________________________________________________

__________________________________________________

_________________________________________________________

__________________________________________________

_________________________________________________________
___________________________________________________
Sources
http://spudcomics.com/2009/10/14/punk-panda/
http://www.toonpool.com/cartoons/Punk%20Poser_158591
http://www.animationoptions.com/photobphi/emo-love-cartoons-pictures
http://www.georgiatoons.com/the-happy-hippie.html

Speaking task: Prepare a poster where you and your

group show 3 different urban cultures and the

advantages or disadvantages belonging to each one.

Assessment Rubric
To calculate the final grade, select the criteria descriptor, then add the value of each row corresponding each one of the criterion on the left of the table, and
then multiply the result by 5, and then divide it into 2.

Criteria

Little Evident 1

Emerging 2

Expressing 3

Excelling 4
Responses and participation
in general reveals a deep
understanding of the ideas,
vocabulary and details, which
clearly, coherently, and
satisfactory provides
pertinent and accurate
information and opinions.
Uses and incorporates the
majority of the vocabulary
presented in the text and
demonstrates a deep
understanding of the
keywords related to urban
tribes.
Efficiently apply and relates
background information and
besides pertinent support and
examples are given.

Evidences little or no coherent

understanding of the topic
since ideas, vocabulary and
details are by far weakly
connected to the Urban Tribes
topic.

Reveals certain topic

identification which is
demonstrated throughout
vague and varied but no
strongly connected ideas,
vocabulary and details
regarding Urban tribes.

Ideas, vocabulary and details

are coherently connected
with the majority of the tasks.
Although some facts are
forgotten and/or not
mentioned.

Use of terms

Uses and incorporates rather

a few of the words regarding
urban tribes presented in the
text without having a full
meaning of those words in
mind.

Uses and incorporates a

limited number of words
regarding urban tribes;
however, demonstrates
certain adequate
understanding.

Uses and incorporates a great

number of the words related
to urban tribes and
expressions presented and
utilized in the text.

Integrations
of
background
knowledge

Applies little background

information that is not closely
related to the reading
passage.

Applies pertinent background

information but not or little
explanation is provided.

Applies a great deal of

background knowledge that
efficiently supports the
reading tasks.

Throughout the reading

activities, lack of
understanding and
completion is revealed.
Little or no active and
individual participation is
demonstrated throughout the
most of the class.

Identifies and recognizes

some of the main ideas in the
different tasks,

Efficiently identifies,
recognizes and express the
majority the main ideas
condensed in the text.
Good average of individual
and active participation that
contributes to the successful
development of the lesson.

Content

Main ideas
identification

Team and
individual
work

Active performance is scarcely

evident as to reach the goals
of the lesson, resulting in
rather little participation

Throughout the reading

activities, great and outs
understanding and
completion is revealed.
Displays an outstanding
individual and team active
participation that efficiently
contributes to the
development of the lesson
and achievement of the goals.

Outcomes