SECUNDARIA/INGLÉS

EJE DE CONTENIDO TEMÁTICO Didáctica de la producción de textos orales:

Speaking
TEMA ESPECÍFICO
Nombre paquete DG352.3
Responsable

NOMBRE
01-DG352.3 VIDEO PROYECTO NO
PREGUNTA
EJE DE
Didáctica para el desarrollo de las siguientes capacidades de producción de textos
CONTENIDO
TEMÁTICO
orales en inglés:
TEMA ESPECÍFICO Interacting with different speakers effectively
INDICADOR Casos de aula mediante estrategias didácticas
PREGUNTA In class, the teacher is explaining vocabulary about complaining for a second time. He points
out that at some point of their lives the students are likely to need and make use of some
expression to show dissatisfaction about certain situations whether it be in a restaurant, a
hotel , a shop etc. The teacher wants to foster peer interaction and at the same time make
sure that the students are using the giving structures properly. Considering the above, the
most appropriate strategy to implement would be that the teacher arranges the students in
groups of four,

RESPUESTAS A a provides them with a given dialogue regarding a possible complaining

situation, and have them practice orally in class.

B tells them to create a dialogue where they have to complain about

something, and make them rehearse the dialogue in class.

C offer them some dialogues with the given structures to choose from, and
tells them to make a video of their rehearsal in class.

D a tells them to create a dialogue regarding a complaining situation, and

make a video of their rehearsal in class.

RESPUESTA CLAVE B
CORRECTA JUSTIFICACIÓN “tells them to create a dialogue regarding a
complaining situation, and make them rehearse the
dialogue in class” es correcta porque ...

is the right choice because in the first place, the group

is still manageable; that is, having groups of 5 or 6
students would be difficult to control and check their
progress as well as having groups of 2 o 3 is really
time-consuming; what may result in the teacher not
being able to monitor the groups properly because of
the little class time. Monitoring is really essential in the
learning process since the teacher can mediate
anytime and assist the students when having doubts
either about grammar or about pronunciation.
Secondly, telling the students to create the dialogue BY
THEMSELVES is a good way to promote peer
interaction which is, at the same time, an excellent
way to promote cooperative learning. Needless to say
that the students can select the structures they feel
the most comfortable with, so the learning process is
more effortless in this sense.
Thirdly, when rehearsing the dialogue in class the
students will be able to show how well they have
internalized the structures and hopefully use them in
the future when necessary.

On the other hand “arranges the students in groups of

four, provides them with a given dialogue regarding a
complaining situation, and make them rehearse the
dialogue in class” is not right because, even though
arranging students in groups of four is ok, when
providing the groups with the dialogue then it only
limits the students’ participation to memorizing
mechanically the given structures without letting the
students take an active thinking and designing role in
the activity.

C- “Arranges the students in groups of four, provides

them with a given dialogue regarding a complaining
situation, and tells them to make a video of their
rehearsal in class” is also incorrect since, as it was said
before when the student is given the activity “all set”
then a precious opportunity is lost, a time for the
student to exercise the cognition process. Additionally,
telling the students to make a video of their rehearsal
is not in itself a strategy that lets a quick monitoring
and supervision by the teacher just as a role play in the
very classroom. Considering all the implications and
logistics involved in film-making, that activity should
be better thought of a home-to-do activity where the
students can meet eventually and after having been
completed the students send their video via email. it
can also be thought of as an evaluative activity after
having drilled on the structures intensively.

Finally, “​arranges them in groups of two, tells them to

create a dialogue regarding a complaining situation,
and make a video of their rehearsal in class” might not
be an appropriate strategy to implement since due to
the limitations regarding effective time class and
amount of students , then arranging students in
groups of two would demand a lot of time from the
teacher who would have to struggle a lot to manage
the time properly among all the participating groups.
Under these conditions a proper monitoring and
guidance is not really effective and it is also really
tiring for the teacher. The idea of telling the student to
create the dialogue by themselves is perfectly fine and
suitable (as it was already explained) but making the
student film their rehearsal in class can actually be
better suggested as an evaluative assessment activity
for the students to engage further on.

As we can notice, The above-mentioned activities are

not a feasible options be implemented according to
the given situation.
NOMBRE PREGUNTA 03-DG352.3 VIDEO PROYECTO NO
EJE DE CONTENIDO Didáctica para el desarrollo de las siguientes capacidades de producción de
TEMÁTICO textos orales en inglés:
TEMA ESPECÍFICO Using nonverbal and paraverbal sources
INDICADOR Casos de aula mediante estrategias didácticas
PREGUNTA While talking about the different functions and characteristics of the language, the
teacher plays a video in class. The video is about a singer lip-syncing a song called “under
my umbrella”. The students notice that although the music is being played and the singer
is dancing and performing, he’s not using words at all. Next, the teacher explains that
sometimes the source of information we get may not contain words or a spoken
elements and yet it can express a message. Then, the teacher encourages the students
to describe orally what they saw on the video and they focus on aspects as the singer’s
appearance, clothes, dancing moves and gestures. Considering the previous activity
implemented by the teacher, another activity with the same approach would be:

RESPUESTAS A giving the students 2 pages of comics with empty boxes for them to fill in.

B making the students listen to a short story, summarize it and say it in the
class.

C making some students mimic a given situation while the rest of the class
tries to guess and then change roles.

D making the students watch a muted video and telling them to write a short
text on their impressions.

RESPUESTA CORRECTA CLAVE C.

JUSTIFICACIÓN “Making some students mimic a given situation while
the rest of the class tries to guess and then change
roles” is the best choice because a nonverbal source is
being used in contrast to traditional resources that
include written / spoken content. In this activity, the
performers are the very source from where the
interaction is going to start. The students are also
encouraged to pay attention to their peers’ muted
performance and describe right in the classroom. It is
also a strategy that fosters interaction and keeps the
students attentive and amused. It is necessary to
remember that In the problem situation the exercise is
meant to be performed ORALLY by the watching
students because the skill being drilled is speaking.

On the other hand, “​giving the students 2 pages of

comics with empty boxes for them to fill in” and
“making the students watch a muted video and telling
them to write a short text on their impressions” are
not the most appropriate activities to be implemented
because even though the primary sources to be used
are not verbal and there may be a thinking process
involved then the interaction on the students’ side is
once again based on writing as most of the traditional
classroom activities.

Finally, “making the students listen to a short story,

summarize it and say it in the class” is not a correct
choice because the instructional material DOES include
a verbal source (an orally narrated story) which fails to
be included as a paraverbal element. Additionally, the
other activity suggested includes summarizing which is
normally linked to a writing process beforehand.