The Effect of Learning Strategies and Schemata Activation

The effect of learning strategies and schemata
activation on the students’ reading

comprehension achievements
by
Pamela Soto Velasquez
A report submitted to Universidad de los Lagos for the degree of

Profesor de Enseñanza Media con Mención en Inglés
Universidad de los Lagos

Dpto. de Humanidades y Arte
Pedagogía en Inglés y Traducción
Osorno, December 26th, 2017
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LIST OF CONTENTS
Contents Page
Abstract 4
1. Introduction 5
2. Literature review 7
2.1 Reading comprehension 7
2.2 Learning strategies 8
2.3 Strategy instruction 11
2.4 The schema theory 12
2.4.1 Formal schemata 12
2.4.2 Linguistic schemata 13
2.4.3 Content schemata 13
2.5 The activation of schemata in the pre-reading phase 13
2.5.1 Pre-reading activities 14
2.5.2 Previewing activities 14
2.5.3 Brainstorming activities 14
3. Methodology 15
3.1 Procedures for measuring the variables of the research 15
3.2 Description of data collection procedures 15
3.2.1 The research simple 15
3.2.2 Aims, hyphothesis, research questions and variables 16
3.2.3 Steps in data collection 17
3.2.4 Description of the instruments used for data collection 17
3.2.5 Ethnographic notes 18
3.2.6 Survey 18
3.2.7 Pre and post test 19
3.3 Description of the validity and reliablity of the instruments used for data
collection 20
3.4 Ethical considerations 20
4. Results and discussion 22
4.1 Analysis of attainment of the general objective 22
4.2 Analysis of attainment of the specific objectives 25
4.2.1 Specific objective 1 25
4.2.1.1 Analysis of pre and post test results 26
4.2.2 Specific objective 2 27
4.3 Research questions 31
4.3.1 Research question 1 31
4.3.2 Strategies used before an after the DIP 35
4.3.3 Research question 2 36
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4.3.4 Lesson stages and strategy use during the DIP 37
4.4 Suggestions for further research 39
4.5 Limitations 40
4.5.1 Student's attitude towards the subject 40
4.5.2 Time constraints 41
5. Conclusions 42
6. References 44
7. Appendices 46
Appendix 1: Pre/ post tests 46
Appendix 2: Answer sheet 49
Appendix 3: Survey 51
Appendix 4: Survey results 52
Appendix 5: Preliminary field note n° 1 54
Appendix 8: Preliminary field note n°4 66
Appendix 9: Intervention field note n° 1 71
Appendix 13: Lesson plan n° 1 93
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List of figures
Figure 1: Oxford's taxonomy of language learning strategies 9
Figure 2: Framework for strategies instruction 11
Figure 3: Pre and post test average results per item 26
Figure 4: Pre and post tests results 27
Figure 5: Students scores in item III/ Schemata activation 28
Figure 6: Survey results/ strategies 31
Figure 7: Survey results/ Getting the idea quickly 34
List of tables
Table 1: Pre, post test results and gain 23
Table 2: Central tendencies 24
Table 3: T test results 24
Table 4: Use of strategies before and after the DIP 35
Table 5: Use of learning strategies and schemata activation in reading lessons 37
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ABSTRACT
The study aimed to determine if, after a Direct Intervention Period (DIP), the
instruction of four learning strategies ( grouping, using linguistic clues, getting the idea
quickly and reasoning deductively) and the use of schemata had a significant effect on a
group of students’ reading comprehension. The sample under study was a group of 30
students from a public school. In order to address the main objective in this study
quantitative and qualitative methods were the approaches used. Qualitative data were
obtained through field notes taken before the DIP and after the DIP. These tools provided
useful data to answer the research questions and to meet the specific objectives. The
quantitative methods used to collect data were a test and a survey. The main objective of
the test was to establish if there was any difference in students’ achievement before and
after the DIP. The survey intended to find out which strategies students used to read a text
in English. The main finding of this research indicated that there was a significant
improvement on students’ achievement after the intervention period. Therefore, the
methodology used during the DIP resulted to be effective, and after the intervention period
students were able to use efficiently language learning strategies and activated successfully
their schemata when they read a text in English.
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1. Introduction
It should be noted, that the importance of reading comprehension goes beyond

education, indeed, reading can be considered as one of the most difficult skills to develop
when learning a second language; it is highly important too, not only when learning a
second language, but also for L1 learning. Reading comprehension, according to Brimo and
Apel (2011), is accomplished when the reader is able to decode and comprehend language
by using information from a variety of sources with the aim of constructing a multilevel
representation of the text.
The Chilean educational system considers reading as a key in L1 competence that

allows students to reach meaningful learning. In our country, reading is assessed by means
of standardized tests such as SIMCE (Sistema de medición de la calidad de la educación)
and PSU (Prueba de selección universitaria). Both tests, however, have different purposes
which measure skills and competences that are related to reading comprehension in the L1.
In relation to English, SIMCE reports that only 18 percent of Chile’s 11th graders scored A2
or B1 levels on the English component, in the listening and reading skills, of the 2012
standardized test. Even though results improved from 11 percent obtained in 2010, the huge
number of students with poor performance in reading comprehension alerts.
After several practicum experiences part of the English teaching programme at public
and semi public schools, students’ poor performance in reading comprehension was
evident. I detected that this poor performance was closely related to the lack of language
knowledge, and also to students’ lack of strategies to build meaning by themselves.
Consequently, it was necessary to help students develop their reading comprehension skills.
To that effect, an intervention period was designed with the aim of instructing students in
the use of learning strategies, and in the activation of their content schemata. It was
hyphothesized that such approach could have positive effects on students’ reading
comprehension and recall.
The literature available highlights the importance of instructing students on the use of
learning strategies, in order to improve their language acquisition. Indeed, Oxford (2001:
166) has clarified that ¨language learning strategies are usually used by learners to complete
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speaking, reading, vocabulary, listening or writing activities presented in language lessons¨.
Moreover, previous research (O’Malley & Chamot, 1995; Cohen, 1998) has shown that
language learners need instruction in ‘how’ to use those strategies efficiently as a way to
improve language learning and in this case reading performance. Thus, in order to become
good readers, students must have the ability to apply different strategies to build meaning
for them (O’Malley & Chamot, 1995; Cohen, 1998). Concerning schema theory, prior
knowledge plays a supportive role in comprehending a written text. The earliest study on
the impact of schemata in reading comprehension dates back to the classical research of
Bartlett (1932). In his study, Bartlett found that the participants recalled inaccurately a story
from an unfamiliar culture. Although much work has been done, the need for more studies
concerning the effectiveness of learning strategy instruction, and content schemata
activation when reading in a second language, will always be needed.
Taking into account the points already mentioned, this research study intended to assess
whether the use of learning strategies together with the activation of schemata can improve
the reading comprehension achievements of a group of eleventh graders. The principal idea
of this study was to provide students with the appropriate tools they needed to comprehend
a piece of text, teach them learning strategies and activate their schemata in pre-reading
stages.
Qualitative and quantitative methods were used to collect data for this study. In order to
obtain quantitative data a survey, and a reading pre-post test were used to measure if there
was any change after a Direct Intervention Period (DIP) conducted for this research. Apart
from this, the qualitative method for gathering data consisted of field notes from lessons
before an during the DIP.
The next sections of this report present the theoretical framework in which the study is
based, the methodology used to develop this research, a detailed analysis of the results and
finally, some conclusions derived from this research.
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2.-Literature Review
This section presents a revision of some key concepts, such as reading comprehension,
schema theory and learning strategies, in order to set the theoretical framework for this
study.
2.1 Reading comprehension
It is known among educators that teaching a second language is not an easy task; in
fact developing skills in a language has been the subject of research all the time. Among
these skills we find reading comprehension that is one of the most difficult skills to
develop.
To understand the nature of this complexity is important to have a clear definition of

reading comprehension. Snow (2002) refers to reading comprehension as the process of
simultaneously extracting and constructing meaning through interaction and involvement
with written language. Additionally, Paris (2008) states that learners reach comprehension
every time they can make sense of words and at the same time connect their ideas with their
previous knowledge, constructing and negotiating meaning in discussions with
others.Those authors point out that readers get involved in a process where they must be
able to extract meaning and construct information to get the ideas the writer wants to
communicate through the text. However, Grabe (2009) suggests that reading
comprehension cannot be fully defined due to the different purposes and the varying
processes that this skill involves. He states that reading comprehension captures a
combination of processes; those processes are (Grabe, 2009: 14):
1. A rapid process
2. An efficient process
3. A comprehending process
4. An interactive process
5. A strategic process
6. A flexible process
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7. A purposeful process
8. An evaluative process
9. A learning process
10. A linguistic process
Reading is both a rapid and an efficient process. It is rapid because we read most texts at
about 250-300 words per minute, and is efficient as several processing skills intereract and
work together when a reader encounters a text. Reading is a comprehending process
because learners read to understand the writers’ message present on the text. It is
interactive, first because it combines cognitive processes that work simustaneously, and
secondly as it requires an interaction between the reader and the writer. Additionally, it can
be considered strategic due to the skills and processes that the reader has to choose in order
to reach the readers’ goal, but at the same time it is flexible as the reader can adjust those
processes and goals. All the processes and purposes complement each other and always
make reading a purposeful process. Moreover, reading is evaluative, in the sense that
readers monitor their performance and decide how to respond to a text. This evaluation
process makes reading a learning process as readers have to decide how to respond to texts.
Finally, reading is based on a linguistic process because without previous knowledge of the
language and structures it is impossible to reach comprehension (Grabe, 2009).
To sum up, we have to state that reading is naturally complex and that a good reader
must be able to get through all these active processes to get comprehension. It is thus
fundamental that teachers provide learners with the appropiate tools to complete the reading
comprehension processes. Learning strategy instruction and content schemata activation
might help readers to make these processes more accessible.
2.2 Learning strategies
In recent years, there has been an increasing interest towards learning strategies because
it has been verified the important role that learning strategies play in second language
acquisition. In fact, good language learners are constantly using them to fulfill tasks, but
what are they? How can we define them?
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Oxford describes learning strategies as “specific actions taken by the learner to make
learning easier, faster, more enjoyable, more self-directed, more effective, and more
transferable to new situations’ (1990: 8). Similarly, Chamot and O’Malley illustrate them
as ‘special thoughts or behaviors that individuals use to help them comprehend, learn, or
retain new information’(1990: 1). Therefore, learning strategies can be considered as ways
of processing information to improve the comprehension, learning, or retention of data.
Oxford (1990) identifies several features of language learning strategies, according to
Oxford they:
1. Contribute to the main goal, communicative competence

2. Allow learners to become more self-directed
3. Expand the role of the teachers
4. Are problem oriented
5. Are specific actions taken by the learner
6. Involve many aspects of the learner, not only the cognitive
7. Support learning both directly and indirectly
8. Are not always observable
9. Are often conscious
10. Can be taught
11. Are flexible
12. Are influenced by a variety of factors
Oxford (1990) presents the following language learning strategies classification:
Direct strategies Indirect strategies
Memory strategies Metacognitive strategies
Creating mental images

Centering your learning
Applying images and sounds
Arranging and planning your

Reviewing well learning
Employing action Evaluating your learning
Cognitive strategies
Affective strategies
Practicing
Lowering your anxiety
Reviewing and sending messages
Encouraging yourself
Analizing and reasoning
Creating stucture for input and Taking your emotional

output temperature
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Compensation strategies Social strategies
Asking questions
Guessing intelligently
Cooperating with others
Overcoming limitation in
Empathizing with others
speaking and writing
Fig1: Oxford’s taxonomy of language learning strategies. (Oxford, 1990)
According to Oxford’s taxonomy learning strategies are divided into two major categories:
direct and indirect strategies. Direct strategies involve the mental processing of the target
language. In this group we find three subcategories: cognitive, memory and compensation
strategies. Cognitive strategies, are the mental strategies learners use to make sense of their
learning; memory strategies are those used for storage of information; and compensation
strategies, help learners to overcome knowledge gaps and continue communicating
(Oxford, 1990). Nevertheless, indirect strategies support and manage language learning
without directly involving the target language. Indirect strategies are subdivided into:
metacognitive strategies, affective strategies and social strategies. Metacognitive
strategies, help learners to regulate their learning; affective strategies are concerned with
the learner’s emotional requirements, such as confidence; while social strategies lead to
increase interaction with the target language (Oxford, 1990:135). This study assesses the
effectiveness of the following direct strategies:
Grouping implies classifying or reclassifying language material into meaningful units,

either mentally or in writing, to make the material easier to remember by reducing the
number of discrete elements. Groups can be based on types of word, topic, practical
function, linguistic function, similarity, dissimilarity or opposition, the way one feels about
something, and so on. This strategy belongs to the memory set and involve the process of
creating mental linkages (Oxford, 1990)
Getting the idea quickly use skimming to determine the main ideas or scanning to find
specific details of interest. This strategy helps learners understand rapidly what they hear or
read in the new language. It belongs to the cognitive category and involves the process of
practicing (Oxford, 1990).
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Reasoning deductively use general rules and applying them to new target language
situations. This is a top-down strategy moving from general to specific comprehension.
This strategy belongs to the cognitive category and involves the process of analizing and
reasoning (Oxford, 1990).
Using linguistic clues aims at Seeking and using language based clues in order to guess the
meaning of what is read or heard in the target language, in the absence of complete
knowledge of vocabulary, grammar, or other target language elements language-based
clues may come from aspects of the target language that the learner already knows, from
the learners’ own language, or from another language. This strategy belongs the the
compensation category and involves the process of guessing intelligently in listening and
reading (Oxford, 1990).
In order to instruct students on the use of learning strategies, the next model was followed.
2.3 Strategy instruction
Considering previous research and my own experience as a second language learner,

strategy instruction can be highly benefitial for learners. Learning strategies provide
students with appropriate tools and techniques, in the case of this study, to comprehend a
text in a second language. When students are adequatedly instructed, they learn to process
information, and are able to use it at different time, situation or setting (Luke, 2006).
This study is based on a strategy instruction framework provided by Chamot et al (1999).
This model is composed of six
instructional steps that begin more
teacher- centered and end progressively
learner-centered. Teachers’ and students’
responsibilities are illustrated in figure 2.
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Fig 2: Framework for strategies instruction (Chamot et al, 1999:46)

In this model teachers and students always have the option of going back to prior
instructional steps as they need, because it is not a linear model (Chamot, 2005).
Undoubtedly, this model can be considered a guide for instructing students to use language
learning strategies and be able to fulfill all the processes mentioned before that reading
comprehension involves.
The next section will review the literature related to the schema theory and its activation
in the pre reading stage.
2.4 Schema theory
This theory was introduced into education through the work of the British
psychologist Frederic Barlett (1886-1969). Barlet (1932) stated that people’s understanding
and recognition of events is shaped by their expectations or prior knowledge, and these
expectancies are presented mentally in some sort of schematic fashion.
Related to reading comprehension, Vocca & Vocca (1999: 15) point out that those
schemata “reflect the experiences, conceptual understanding, attitudes, values, skills, and
strategies …we bring to a text situation”. Additionally, schema theory assumes that a text
does not carry meaning by itself, but provides readers with orientations to how they have to
retrieve or construct meaning from prior knowledge. This background knowledge, and the
structural knowledge are called schemata (Brown, 2001).
According to the nature of contents, different types of schemata have been suggested:
formal schemata, content schemata, and linguistic schemata (Carrel, 1988).
2.4.1 Formal schemata
This refers to” background knowledge of the formal, rhetorical organizational structures
of different types of texts" (Carrel and Eisterhold 1983: 79). In other words, formal schema
refers to the knowledge of the ways in which different genres are presented. Different kinds
of texts and discourse (e.g. stories, description, letters, reports, poems) are distinguished by
the ways in which the topic, propositions, and other information are linked together to form
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a unit. Formal schema is described as abstract, encoded, internalized, coherent patterns of
meta-linguistic discourse and textual organization that guide expectation in our attempts to
understand a meaningful piece of language.
2.4.2 Linguistic schemata
Linguistic schemata refers to “knowledge about vocabulary and grammar. It plays a basic
role in the comprehensive understanding of the text” (Eskey, 1988: 94). Without linguistic
schemata, it is impossible for the reader to decode and comprehend a text. Therefore, the
more linguistic schemata a reader has in his mind, the faster the reader acquires information
and the better understanding the reader may get.
2.4.3 Content schemata
This refers to "background knowledge of the content area of the text" (Carrell and
Eisterhold, 1983: 80). It contains conceptual knowledge or information about what usually
happens within a certain topic, and how these happenings relate to each other to form a
coherent whole. For example, schema for going to a restaurant would include information
about services, menus, ordering dishes, paying the bill (giving a tip), and so on. To some
extent, content schemata can make up for the lack of language schemata, and thus help
learners understand texts by predicting, choosing information and removing ambiguities.
The activation of schemata is essential at the beginning of reading lessons, the next
section will review with more details how and when schemata can be activated.
2.5 The activation of schemata in the pre-reading phase
Comprehension of any kinds depends on previous knowledge. Brown (2006) affirms that
it is important to give students the opportunity to use what they already know, their prior
knowledge, in order to help them comprehend any type of text. In addition, Abraham
(2002: 6) states that “teaching reading implies that teachers should activate the students‘
schema during the pre-reading phase, stage that occurs before the learners are confronted to
the text”. He explains that the knowledge that learners already have about the topic of a
text‘ might be very useful to fulfill comprehension, because the reader who is not actively
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using his/her background knowledge, is omitting a significant part of the reading process.
Consequently, the activation of this prior knowledge apart from helping comprehension,
will motivate students, because they will be bringing their lives and experiences to the
lesson facilitating comprehension and the teaching practice.
2.5.1 Pre-reading activities
The pre-reading phase is crucial at the moment of activating schemata. Abraham (2002)
emphasizes the importance of choosing suitable pre- reading activities to activate the
students’ “schema”. This can be achieved by the discussions of titles, subtitles,
photographs, identifying text structure or previewing for example. The following pre-
reading strategies were chosen to be used in this study, as a good indication of schema-
theory-based pre-reading tasks strategies: previewing and brainstorming.
2.5.2 Previewing activities: They allow students to formulate hypotheses about the text.
Using clues titles, headings or pictures, students are encouraged to draw inferences prior to
reading. According to Chia (2001), the main objective of previewing is to help readers
predict or make guesses about what is in the text and thus activate effective top-down
processing for reading comprehension.
2.5.3 Brainstorming activities: Wallace (1992) states that one very popular kind of pre-
reading task is “brain storming” in which teachers ask the students to examine together the
title of the selected material they are about to read. Brainstorming has many advantages as a
pre-reading activity. First, it requires little teacher preparation; second, it allows learners
considerable freedom to bring their own prior knowledge and opinions to bear on a
particular issue, activates content schemata; and third, it can involve the whole class.
As a conclusion, the activation of content schemata in the pre-reading phase is very

useful at the moment of helping students achieve comprehension. Teachers, should be
aware of the importance of chosing the correct activities in order to build up schemata on
second language learners.
The following section presents a fully detailed description of the methodology in which this
study is based.
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3.-Methodology
This section includes a detailed description of the methodology used in the research
reported here. The data collection procedures and the instuments used to collect data have
also been described. Besides, the problem statement, objectives, hypothesis and research
questions are given as part of the design of the study.
3.1 Procedures for measuring the variables of the research
In order to accomplish the purpose of this study, which was to improve reading
comprehension through the use of learning strategies and the activation of content
schemata, this research was quasi-experimental as it used a combination of quantitative and
qualitative research, in order to be more valid and reliable. A quantitative research study
produces numerical data that has to be analyzed using statistical figures. On the other hand,
qualitative research produces non-numerical data (Experiment-Resources.com, 2009). As
previously mentioned, the use of both methodologies was necessary to obtain a complete
view of the subject of study and also to achieve the established objectives.
Indeed, a mixed method research is growing constantly, with the hope of offering the
best of qualitative and quantitave reseach methodologies (Dörnyei, 2007). As a result, the
numerical data provided by the quantitative approach was enriched with the information
obtained from the qualitative approach.
3.2 Description of data collection procedures

3.2.1 The research sample
This research was carried out at a public highschool in Frutillar. The direct intervention
period (DIP) was developed during the first and part of the second semester in 2012. I
worked with a group of tenth graders, consisting of 30 students: 18 girls and 12 boys whose
ages ranged from 16 to 17 years old. It is essential to mention that, for the pupose of this
study, all of them were considered as they all answered the tests and the survey.
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Regarding the context and the characteristics of the particpants, first of all, I have to
state that this highschool has a high level of vulnerability and that is the main reason of
students’ difficult behavior there. The discipline of the group I worked with, was quite good
because those students were motivated to continue studying. However, there was rivalry
among some groups of friends in the class, it was necessary to adapt some topics, such as
bullying, in order to avoid tension in the classroom. Secondly, the group level of English
was low, A1 based on the Common European Framework, and although many of them
were not able to communicate in English, most of them understood the language in tapes,
texts, videos and instructions. Thirdly, students had three hours of English per week on
thursdays from 10:15 to 12: 25 in the morning. The group worked with the course book
given by the Ministry of Education and they were used to work with grammar activities
without the development of any skill at all.
Finally, it is important to clarify that student knew they were part of this action research.
However, their names were omitted and changed, as a way of protecting their identities.
3.2.2 Aims, hypotheses, questions and variables
With the purpose of establishing a clear line of action for this study, both general
objective and specific objectives were stated. The general objective of this research was To
determine the effect of language learning strategies and content schemata activation on the
improvement of students’ average reading comprehension achievements. Moreover, two
specific objectives were stated in order to accomplish the aims of this project To evaluate
the impact of instructing students on learning strategies usage and To assess the effect of
content schemata activation in students’ reading
performance.
The problem detected in the observation period was stated as the following: Can tenth
graders from Liceo Ignacio Carrera Pinto, Frutillar improve their Reading comprehension
achievements by using learning strategies and content schemata activation?. This problem
gave rise to the following hypotheses: if 10th grade students from “Liceo Ignacio Carrera
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Pinto” are taught activities based on language learning strategies, they will improve their
average reading comprehension achievements significantly (α ≥ 0,05).
Three research questions were formulated with the purpose of analyzing the qualitative data
obtained in this quasi experimental research:
1.-Which learning strategies do students use when reading a text in English?
2.-How useful is schemata when students read a text in English?
3.-To what extent do training in language learning strategies and schemata
activation improve students’ reading comprehension?
The variables included in this study were reading comprehension as the dependent
variable, as it was meant to be influenced by the independent variables, learning strategies
and schemata activation.
3.2.3 Steps in data collection process
Before the intervention period, four ethnographic notes of the guide teacher were
recorded with the aim of analyzing problems dealing with the students’ reading
comprehension skill. After that, a survey was administered to the group; its purpose was to
uncover which learning strategies students used unconsciously when they read a text in
English. At the beginning of the intervention period, a pre-test was given to the group and
at the end the post-test was applied; the aim of conducting these tests was to contrast scores
and analyze the effectiveness of the direct intervention period.
3.2.4 Description of the instruments used for data collection
With the objective of collecting data and give this study more validity and reliability
two quantitative instruments for data collection were used a survey (see appendix 3) and a
pre and post test (see appendix 3). The qualitative instruments were ethnographic notes (see
appendices 9, 10, 11, 12).
A detailed description of the different instruments and their purposes is given below.
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3.2.5 Ethnographic notes
Ethnographic notes are very valuable material at the moment of analyzing the
learning and teaching process. There you have a record of students’ behavior, reflections,
activities, reactions, events and attitudes towards the language teaching. Nunan (2008)
points out that an advantage of using ethnographic notes is that they focus the research in a
real situation or setting. Eight ethnographic notes were collected with the aim of gathering
supporting evidence for the claims that have been made throughout this study.
Preliminary field notes: In the observation period, I collected four ethnographic notes
from my guide teacher’s lessons; these were observed and recorded during the months of
March and April, 2012. Analysis of these notes allowed me to notice certain aspects of
teaching and learning, such as students’ strategy use and students’ interests, crucial aspects
at the moment of designing my own lessons.
Intervention field notes: Throughout my intervention period, I recorded four lessons;
those recordings were collected during May and June, 2012. The data obtained from the
field notes provided supporting evidence to analize the attainment of the objectives in the
present research. Apart from that, these field notes helped me to analyse my own
performance in the field of teaching, the effectiveness of certain tasks and students’
attitudes towards the language.
3.2.6 Survey
A survey is ‘any written instrument that presents respondents with a series of

questions or statements to which they are to react selecting from among existing answers’
(Brown 2001: 6) . The survey, (see appendix 3), which was applied before the internvention
period, consisted of 18 statements, each statement was strategically designed based on
Oxford taxonomy of language learning strategies presented in the theorethical framework
(see 2.2). They described a language learning strategy in Spanish with the intention of
investigating which language learning strategies students’ used more frequently every time
they read a text in English. In order to find out the frequency at which students used the
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language learning strategies, the survey used a three points likert-scale, always, sometimes
and never. The survey was administered in Spanish, because students’ complete
understanding of it was crucial. This survey aimed to obtain information to understand the
processes they experienced when facing a text in English, which details called students’
attention, and which strategies they were using unconsciously and more constantly.
3.2.7 Pre and post test
The quantitative methodology used was a test (See appendix 1). This was
administered at the beginning of the intervention period (pre-test) with the aim of
identifying the level of reading comprehension students had, and at the end of the
intervention period (post-test), in order to find out whether there had been any improvement
in the group’s reading comprehension performance. Both pre and post test were the same;
no variation was made as it was needed to measure the knowledge students acquired from
being part of the intervention period. A complete description of each item is given below:
a) Getting the idea quickly item: This item consisted of 14 sentences, students had to
decide if the sentences corresponded to a given topic or not. The aim of this item
was to make students scan the text and pay attention to explicit information present
in the text
b) Grouping item: This item consisted of 10 sentences, students had to classify some
opinions into four categories. The aim of this item was to group information.
c) Reasoning deductively- schema theory item: This item consisted of 16 sentences
and students had to decide if they were correct ot incorrect. The aim of this item
was the use of backgroung knowledge.
d) Using linguistic clues item: This item consisted of 5 sentences; stuedents had to
choose the correct alternative. The aim of this item was to measure students’ use of
non explicit language based clues in order to understand a text.
The scores of pre and post tests were used as evidence to demonstrate the significance of
this research, to evaluate the attainment of the objectives, and mainly to discuss if the
intervention period had any effect on students’ reading performance.
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3.3 Description of the validity and reliability of the instruments used for data
collection
Validity and reliabity are essential aspects that must be considered in research. First
of all, according to Cohen et al (2011), a research is reliable when it demonstrates to have
similar results, with similar group respondents, in similar contexts. That is to say, in a
reliable reseach it is possible to obtain similar results from the same instruments in more
than one context. Regarding this study, the test that was designed to measure the variables
was statistically realiable, it had a value of 0,82 according to Kuder-Richardson (Cronbach,
Rajaratnam and Gleser, 1963) formula, therefore the test was not modified or changed.
Secondly, Cohen et al (2011) points out that validity can be referred to as how well an
instrument measures what it purports to measure. A test apart from being reliable needs to
be valid. Taking into account validity aspect, the test was designed to measure each one of
the variables and the skill considered in this study, and was validated by two experts. Each
item of the test measures reading comprehension and the use of learning strategies and
schemata activation, aspects reviewed previously in the theorethical framework.
3.4 Ethical consideration
Before carrying out this study it was necessary to consider the ethical aspects that could
influence the execution of it.
First of all, at the moment of collecting ethnographic notes from the teacher-guide, an oral
authorization was asked from him. Participants (students and teacher-guide) were assured
their names were going to be changed at the moment of transcribing the field notes.
Moreover, the objectives of the study were clearly stated to the teacher guide and the period
that the intervention period would take too.
At the second stage, when the survey was administered, the data obtained from it were
anonymous in order to respect students’ privacy. Additionally, in order to plan the lessons
and teach the class, the level of vulnerability was relevant. Hence, It was necessary to adapt
20
topics for the context to avoid personal issues among the students, who were seen quite
divided and rather unfriendly to each other.
Finally, the group was explained they were going to be assessed through a pre and post
test in order to measure their improvement after the intervention period.
The following section of this study brings a careful analysis of the results obtained from
the tests applied, the data got from the field notes, and results obtained from the survey.
These three sources of data are triangulated to verify the significance of the pre/post test.
Besides, the next section shows the effectiveness of the direct intervention period and the
contribution of these findings for further research.
21
4. Results and discussion
This section will analyze the data obtained from the quantitative and qualitative
instruments, in order to assess the degree of attainment of the objectives, and answer the
research questions stated in this study. It is relevant to mention that thirty students were
considered for this analysis.
4.1 Analysis of attainment of the general objective

This project had as a main objective to determine the effect of learning
strategies and content schemata activation on the improvement of students’ average
reading comprehension achievements. In order to analyze the attainment of this objective
this section will present and examine the quantitative data obtained from pre/post tests.
The test, described in details in the methodology section (see 3.2.2.3 methodology
section), was divided into four items and had a total score of 60 points. Each item intended
to measure the use of learning strategies and the use of schemata. The first item measured
the strategy getting the idea quickly; the second measured grouping; the third measured
reasoning deductively and the use of schemata; and the fourth measured using linguistic
clues.
The following table illustrates the results obtained by students before and after the
intervention period, and the gain or loss they acquired. The pre-test scores were obtained
before the instruction of learning strategies and schemata activation, and the post-test
scores after the direct intervention period.
The table shows that in the pre-test none of the students managed to achieve the ideal
score, and that only 23% of them reached more than 50% of the ideal score. Apart from
that, the highest score in pre-test was 46 points and the lowest was 9 points.
Similarly, in the post test, as in the pre-test, none of the learners achieved the ideal
score. However, this time scores showed a slight increase: 36% of students obtained more
that 50% of the ideal score, the highest score raised to 50 points and the lowest increased to
19 points. The sum of the gain was 210 points that represent an 11,6% of increment after
the instruction stage. It might be suggested then, that this modest increase could be
attributable to the instruction of learning strategies and schemata activation.
The results obtained in the pre and post test are the following:
22
Table 1: Pre, Post Test Results & Gain
Student Pre-test Post-test Gain
1 23 26 3
2 12 24 12
3 16 22 6
4 34 39 5
5 30 36 6
6 22 34 12
7 21 29 8
8 21 24 3
9 29 32 3
10 11 20 9
11 17 27 10
12 19 24 5
13 32 39 7
14 46 50 4
15 19 28 9
16 21 23 2
17 11 19 8
18 25 26 1
19 27 38 11
20 19 26 7
21 9 19 10
22 19 35 16
23 12 19 7
24 36 46 10
25 20 24 4
26 16 23 7
27 18 22 4
28 29 39 10
29 31 33 2
30 38 47 9
Sum 683 893 210
As table 1 illustrates 100% of the students improved their scores; besides, there were eight
students that obtained 10 points and more of gain after the DIP. Although, the improvement
of some students was quite slight, scores reflect that the use of learning strategies and the
activation of schemata was helpful for them at the moment of reading a text in English.
The following table presents the indicators of central tendencies and dispersion:
23
Table 2: Central tendencies
Pre test Post test
Mode Mean Median SD Mode Mean Median SD

19 22,76 21 8,9 24 29,76 26 8,77
Table 2 shows determinant values at the moment of corroborating or discarding the

hypotheses stated for this project. Besides, these figures provide a global insight into
students’ reading performance before and after the direct intervention period. First of all,
the mode, the most frequent score among students, had a superficial increase going from 19
to 24 points. Although the mode increases 5 points after the DIP, it did not reach 50% of
the test requirement. Secondly, the mean, the average score between students, has a similar
slight increase of 6 points in the post test. Considering that the ideal score of the test was
60 points, this means that students improved their performance by 10%. Thirdly, the
median, the middle value among students scores, modestly increased 5 points. These values
suggest that students effectively obtained higher scores after the instruction but the gain
was not as consistent as it was expected. Finally, table 2 also provides the standard
deviation (SD), the variance of score, which in the pre-test was 8,90 and in the post-test
was of 8,77, interestingly similar. These numbers suggest that scores in the pre-test and
post-test were heterogeneous, these scores were highly dispersed. That is reflected in
table1, where the dispertion of scores is evident in the pre and post test.
Table 3: T test results

Observed value for T Degrees of freedom
Α Critical value Significance
for t
10.76 58 0,05 1.671 YES
Table 3 presents the observed value for T (10,76) which is substantially higher than
the critical value (1.671), therefore statistically this research can be described as significant.
These values verify the reseach hypotheses showing that the instruction of language
learning strategies (see 2.2 learning strategies and 2.3 strategy instruction) and the
24
activation of schemata (see 2.4 schema theory) presented is effective when developing
reading comprehension skill. Results in table 3, confirm the idea that if students are
adequatedly instructed, they learn to process information, using it in different time,
situation or setting (Luke, 2006). These values answer research question n° 3, to what
extent do training in language learning strategies and schemata activation improve reading
comprehension?, the evidence provided in table 3 suggests that the variables chosen to
influence students reading comprehension achievements resulted to be effective.
4.2 Analysis of attainment of the specific objectives

This section intends to analize the level of attainment of the specific objectives stated for
this project.
4.2.1 Specific objective 1 : To evaluate the impact of instructing students on learning

strategies usage.
As mentioned above, the values obtained in this project were statistically significant,
and as such, the variables chosen to influence reading comprehension can be generalized.
Moreover, as table 1 presents, 100% of participants’ scores improved. The strategies
chosen to influence students’ reading performance together with activation of schemata had
a positive impact on students’ reading performance ensuring the significance of this study.
The first specific objective will be discussed through a detailed analysis of each item of the
test.
25
4.2.1.1 Analysis of pre and post test results
Figure 3 illustrates pre and post test average results per item and it allows to determine if
the instruction of learning strategies and content schemata activation was beneficial for
students.
Fig 3: Pre and post test average results per item
60
40
20
0
Getting the Grouping Reasoning Using
idea quickly deductively linguistic
clues
Pre test Post test
The graph illustrates that students scores increased slightly in every item. The first
item, which intended to measure the strategy getting the idea quickly increase from 45% of
achievement to 48%, after the direct intervention period. The second item which intended
to measure the strategy grouping improved from 30% to 32% of achievement. Results
again improved, but the improvement was slight. Similarly, the third item had an
improvement of 4%, and the fourth item increased from 20% to 24% of achievement.
The results illustrated in figure 3 suggest that although students’ score increases were not
as important as expected, they benefited from the instruction of learning strategies and
schemata activation. Improvements were superficial but relevant for the aims of this
project. On the other hand, negative aspects like lack of vocabulary and students’ attitude
towards the test in itself will be discussed in the limitation section to justify why score
increases were so slight.
26
Fig 4: Pre and post tests results
Pre and post test results

60
50
40
30
20
10
0
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
Pre-test Post-test
Figure 4 illustrates the progress performed by students after the direct intervention
period. By the analysis of it, it can be explained that there is not a great difference before
and after the DIP. However, the data illustrated in the graph tell us that the use of learning
strategies and the activation of schemata benefited every participant of this study, whose
reading comprehension achievements improved slightly. If we translate these scores, we
can identify students’ development on reading comprehension skill and their improvement
after the intervention period, that in this case improved to 11,6%.
4.2.2 Specific objective 2: To assess the effect of schemata activation on students’ reading
performance
In order to assess the effect of schemata, quantitative and qualitative data will be
considered and dicussed.
The graph below presents scores obtained by students on the item which measured the use
of schemata, before and after the intervention period.
27
Fig 5: Students scores in item III/Schemata activation
40
38
36
34
32
Reasoning deductively/schema theory
Pre test Post test
After the DIP, students increased from 34% to 38% of achievement. Students showed a
slight positive increase on their scores, which means that having some previous knowledge
of the topic is benefitial when students read a text.
Moreover, as it was justified in the literature review, the pre-reading phase was crucial at
the moment of activating schemata because “comprehension of any kinds depends on
previous knowledge” (Brown, 2006: 4) and a teacher has to activate this knowledge. In
order to take activate schemata different activities were used to make students establish
relations between the topics, their experiences, their culture and real life. It was essential to
make use of different strategies and resources; such as, videos, pictures, images, titles or
headings for example, and obviously considering pre reading activities (see 2.5.1, 2.5.2, 2-
5.3) presented in the theoretical framework.
The following excerpt demonstrates that activating the students’ schemata favored
students’ performance in reading comprehension:
28
ST: ok, time to start, the objective of this lesson is to improve listening comprehension skill by means of a video.
Could you please pay attention to the images on the screen
(The student teacher projects some images on the screen and the students observe them)
ST: now, can you tell me what the images are about?
Fs: son de bullying miss
ST: ya, what else?
Ms: la clase va a ser de bullying de un video de bullying
ST: yes! That’s right, and what can you tell me about bullying. Do you know any case of bullying here at the high
school?
Fs: no miss aca en el liceo no pero en la tele yo vi una chica que se mato
ST: ya, that’s very interesting don’t you think that bullying is very serious?
Ss: mmm, yes miss peligroso
Fs: Dangerous miss
Ms: miss a mi me hacen bullying
ST: yes??? Is that true?
(Excerpt 1 taken from appendix 10 intervention ethnographic note n° 1, May 16th, 2012)
In excerpt 1 students activated their prior knowledge about bullying, but apart from
getting a definition, the teacher intended to students make connections between the topic
and their experience. This extract reflects that schemata activation can be helpful and must
be activated suitably (Abraham 2002), if we want to call students’ attention or to make
them associate previous knowledge with what they are going to read or listen, activities and
topics need to be carefully chosen. Students’ attitude is crucial in a lesson, that is the reason
why raising motivation is so important; in this case, students got engaged with the topic and
participated actively even though they did not use the second language (L2).
Moreover, the use of schemata facilitates the learning language process because its
use helps learners to preview texts and to have an idea of what they are going to find next.
Additionally, choosing topics that have any relevance on students’ lives is essential when
planning lessons because the more known the topic is, the better the comprehension of the
text would be and easily the activation of its schemata would be. A text provides readers
with orientations that guide comprehension, the schemata, previous knowledge, help
students to construct meaning and facilitate comprehension (Brown, 2001).
The following excerpt corroborates the idea that the more known a topic is, the better
students react to the lesson and activities the teacher present; apart from faciliting
29
comprehension. Topics like bullying and cell phones are present on students’ everyday
lives and make them react easily and establish the relationships needed to activate their
schemata and, as a result, perform better in the following tasks.
ST: the main objective of the lesson today is to read a text comprehensibly; the topic today is very
interesting and related to your lives today. To start I want you to tick on the reasons why do you
use your cell phones
(Students have a list of reasons to use cellphones)
ST: ¿why do you use your cell phones?
Ss: To play games!
Fs: As a clock
Ms: to surf on the net
ST: ok, now I want you to pay attention to the following codes. Do you know what do they refer to?
Sts: no miss son puras letras
Fs: ¿pueden ser abreviaciones?
ST: Right miss, please take a look to these letters
(The student teacher writer TKM on the whiteboard)
ST: What do they mean?
Fs: te quiero mucho!!!
(Excerpt 2 taken from appendix 12, intervention ethnographic note n° 4, june14, 2012)
The extract demonstrates the importance of choosing interesting topics, strategies and
materials in the lessons. Teachers have to help students get comprehension, and the use of
schemata is helpful when students read or listen to a text.
To conclude, data revealed gave evidence of the positive role of schemata when
teaching reading and the relevance of choosing the right strategies, topics, resources and
activities to allow the establishment of connections among topics and real life, culture and
experiences. The use of schemata facilitates comprehension and raises students motivation
towards English lessons.
30
4.3 Research questions
The following sections presents and discuss the research questions that were proposed for
this project
4.3.1 Reserch question N° 1: Which learning strategies do students use when reading a
text in English?
Learning strategies were an essential part of this project; data obtained from the
survey revealed that |an important number of students used some learning strategies
unconsciously before the DIP. In fact, it was not necessary to instruct students on certain
strategies. Three questions where chosen from the survey that illustrate that a significant
number of students used the following strategies uncounciously:
Figure 6: Survey results/ strategies: activation of prior knowledge, guessing and
substitution
25
20
15
10
0
10.-¿Relacionas lo que lees 14.-¿Predices o adivinas el 18.-¿Reemplazas las
con lo que vez? contenido de la lectura a palabras que conoces por
través del título o de sus sinónimos más fáciles de
imágenes del texto? recordar?
Siempre A veces Nunca
The data revealed that the sample used unconsciously some strategies: activation of
background knowledge, guessing and substitution. Regarding the use of background
knowledge, 70 per cent revealed to use it sometimes, while 30 per cent used it always
when they read a text in English. Secondly, a similar percentage of students said they
predicted or guessed the content of a text; this aspect was essential to design lessons.
Thirdly, a significant number of students reported that every time they encountered a new
word, they used substitution in order to read without interruptions. Additionally, activation
31
of background knowledge was also found in preliminary and intervention ethnographic
notes (see excerpt taken from appendices 10 and 12-previous schemata section). The
following extract taken from the teacher field notes reflect the use of this learning strategy.
Excerpt 3 illustrates how students had to share previous knowledge about a particular tense
and, although not all the students appeared to remember, one of them answer and
participates.
T: ok, silence, be quiet. Today we are going to continue studying the present perfect tense. What
can you tell me about this tense?
(The teacher shows a sentence where present tense is used)
T: What do you remember?
Ss: se usa para hablar de cosas que no se han terminado
T: Ok, good, What else?
Fs: Verbos
T: ya very good, ya pues chiquillos vamos despertando
Ms: Profe no me acuerdo
(Excerpt 3 taken from appendix 5, preliminary field note n 1, april 5 th 2012)

As this excerpt reflects, students activated their prior knowledge through a sentence, and
some questions were enough to make students share their knowledge about this topic.
Strategy 1- Using linguistic clues: Every time students had to draw their ideas or
conclusion from evidence present on the text, they used this strategy.
ST: Now, I want you to get in groups of 4.

Ms: Podemos ser 5
ST: No, you can’t
Fs. `ta leseando este Miss, el se pone a hacer desorden cuando termina
(Students organise in groups)
ST: Now that you are ready. You are going reorder the dialogue on exercise number 9 and
according to the clues you find there, prepare an end for this conversation
Fs: Miss puede venir
(The student teacher goes to the student’s seat)
Fs: Miss por ejemplo podemos empezar con: Hello, this is miss Jackson? Porque es saludo ps!
ST: Yes, then use the clues that might help you
Fs: ordenar esa conversación y hacer un final
Ms: Sipo tan burra que va a ser
/Students work on the task/
(Excerpt 4 taken from appendix 12 ethnographic note n° 4, june14, 2012)
32
It is clear that by using inference, apart from producing language they developed other
higher order skills. Using linguistic clues is quite beneficial for learners because it allows
students to expand their intelligence. Moreover, the use of this strategy is reflected on the
ST: ok, let’s go to exercise number 8. Read paragraph D and prepare 2 predictions for future communication
(Some students are talking)
ST: as you are talking, I think you have finished
Ss: yes Miss
ST: so, let’s check
Ss: si
Ms: oh yes!
ST: Prediction 1
(A student reads a prediction)
ST: and what about the second one?
(Another student reads a prediction )
Ms: Ve profe que somos capos
Sts: siii
results obtained in the post test (see fig 3); the graph there shows that after the intervention
period students improved from 20% to 23% of achievement. During the intervention
period, students were exposed to situations where they had to think and use linguistic clues
to solve tasks.
(Excerpt 5 taken from appendix 12 ethnographic note n° 4, june14, 2012)
Strategy 2- Guessing: If we take a look at excerpt 5, it can be noticed that students had
to pay attention to important events on the text in order to anticipate what might happen
next. They used this strategy effectively as they were able to guess events. Prediction is
quite useful to make students think, in this case about future communication. In addition, as
it was mentioned above, the survey (see fig 6) revealed that prediction was one of the
strategies used by the students even before DIP.
Strategy 3- Getting the idea quickly: Frequently students were asked to pay attention to
specific information on a text such as: key words, phrases, names or dates. As the following
excerpt shows:
ST: ok. Now could you please read the text and then answer true or false
Ms: jue miss medio texto
ST: Do you understood what do you have to do?
Ms: yesss verdadero o falso
Ss: a las oraciones de la 3 hay que ponerles t o f
Ms: miss pero el texto es muy largo 33
ST: ok. Could you please read the text and do the task?
Ss: si profe
ST: you have 15 minutes to do it
(the teacher monitors the class)
(Excerpt 6 taken from appendix 12 ethnographic note n° 2, May 23rd, 2012)
When students were asked to focus on certain information, they used this strategy
effectively; they read selectively and found answers to the tasks they were given. In fact, in
the pre-test, the highest scores were found on the item that measured this strategy with
44% of achievement; and in the post test this increased to 48% as figure 3 illustrates above.
Figure 7: Survey result/Items regarding the strategy: Getting the idea quickly
According to fig. 7 a great percentage of students used to scan and skim the texts in order to
find out specific and general information from texts. More than the 70% of students
claimed to pay attention to general information of texts, and a similar number reported to
pay attention to details when reading, while less than 25% of the students said they never
used this strategy. The data revealed by the survey was quite interesting, because that might
be why this projects resulted to be significant. Apparently, students had this strategy
already internalized and they performed successfully on activities where they had to use
this strategy.
Strategy 4- Grouping: At the moment of classifying information this strategy is quite

useful, the following excerpt illustrates the use of grouping strategy in order to complete a
task in the intervention developed:
34
ST: Now, let’s go to exercise number 7. Read paragraph C again and complete the
chart about the cell phone.
Ms: Profe ya lo tengo listo. Venga a ver si esta bien porfa!
ST: Ok, the rest continue working
(The student teacher asks a student to come to draw the table on the whiteboard)
Fs: Miss yo paso a completar
ST: Ok
( A student completes the table)
Fs: Está bien miss?
(Excerp 7 taken from appendix 12, intervention field notes, June 14/2012
According to this extract, students were asked to classify information , and they did it
succefully because some of them had the table ready even before the teacher asked to
develop the activity. Moreover, post test results also reflected that students used this
strategy successfully, because they improved their scores in item II (see figure 3) from 28%
to 32% of achievement when using grouping strategy.
4.3.2. Strategies used before and after the DIP

It is relevant to emphasize that all the strategies classified below were detected by the
analysis of the quantitative and qualitative instruments applied during the development of
this study and that some of them were effectively used and other not so effective.
Table 4: Use of strategies before and after the direct intervention period
Learning strategies before the DIP Learning strategies after the DIP
-Activation of background knowledge
-Guessing -Using linguistic clues
-Substitution -Reasoning deductively
-Getting the idea quickly -Grouping
Table 4 suggests that there was a relevant impact regarging learning strategies usage
after the DIP. First of all, according to figure 6 and 7 learners claimed they used the
strategies: Guessing, activation of background knowledge, substitution and getting the idea
quickly. However, in the preliminary fieldnotes only the strategy activation of prior
knowledge (see excerpt 3) was observed, that might be because the lessons observed were
based on grammar aspects, in this case the use of present perfect as it is showed in excerpt
3 above.
35
On the other hand, during the DIP ,as figure 3 and excerpts 4,5,6 and 7, evidenced that
apart from the strategies mentioned before students used: using linguistics clues, reasoning
deductively and grouping.
4.3.3 Research question 2: How useful is the schemata when students read a text in
English?
Qualitative and quantative data will be considered to answer this question. Brown (2001)
points out that a text does not carry meaning by itself, learners also brings their knowledge
and schemata to make sense of what is written on a paper. This idea was corroborated when
students responded positively to reading comprehension tasks when they had some
knowledge on a topic.
(Excerpt 8 taken from appendix 12, intervention field note n 4, june 14/2012)
ST: why do you use your cell phones?

Ss: To play games!
Fs: As a clock
Ms: to surf on the net
ST: ok, now I want you to pay attention to the following codes. Do you know what do they refer
to?
Sts: no miss son puras letras
Fs: ¿pueden ser abreviaciones?
ST: Right miss, please take a look to these letters
(The student teacher writer TKM on the whiteboard)
ST: What do they mean?
Fs: te quiero mucho!!!
ST: yes, perfect! These letters are these kind of abreviations but in English
Excerpt 8 illustrates how knowledge about cellphones facilitates the task, and as a result,
the understanding of some sentences. The use of knowledge, experiences and culture
evidently facilitates understanding and motivates students. Results of item III of the tests
evidenced that schemata is helpful in reading comprehension, because scores increased by
4% compararing the pre-test to the post test. Additionally, excerpts 1 and 2 above reinforce
this idea, and also results obtained on the survey illustrated in figure 6 above revealed that a
100% of the students use their prior knowledge to facilitate comprehension of texts. In
conclusion, schemata is a relevant aspect to take into account at the moment of planning
lessons and choosing topics.
36
4.3.4 Lesson stages and strategy use during the DIP
The following table illustrates the use of learning strategies and the activation of
schemata based on the stages of a reading lesson, pre, while and post reading phase. This
analysis is based on the student teacher’s intervention field notes (see appendices 9, 10, 11
and 12). It is relevant to mention that the strategies classified below were used during the
DIP, because the ones students reported or claimed they used before were not clearly
identifiable in the preliminary field notes, because lessons were mainly based on grammar.
Table 5: Use of learning strategies and schemata activation in reading lessons
Pre reading phase While reading phase Post reading phase
Activation of schemata- Getting the idea quickly Using linguistic clues
prior knowledge
Guessing Grouping
Table 5 revealed that during the pre reading phase students used the strategies activation of
prior knowledge, use of schemata and guessing as it it evidenced in excerpt 9.
To start I want you to tick on the reasons why do you use your cell phones
(Students have a list of reasons to use cellphones)
ST: ¿why do you use your cell phones?
Ss: To play games!
Fs: As a clock
Ms: to surf on the net (Activation of schemata)
ST: Now, I want you to read the introduction of the text, please!!!
Fs: La pura intro profe
ST: Yes
(Students read in silence)
Fs: Profe tremendo texto
ST: Ok, did you finish? What do you think the full text is about? In exercise 3 you have three options
choose one!!!
Sts: The history of communication
ST: Perfect students you are very clever today! (Guessing)
(Excerpts 9 and 10 taken from appendix 12, intervention field note n°4, june 14/2012)
37
The activation of schemata was key in the pre reading phase, because it influenced deeply
students attitude towards the lesson, the use of topics where students had some previous
knowledge caused a positive reaction of students towards the activities and the lesson.
Guessing strategy was also beneficial at the moment of trying to get students attention and
interest.
Secondly, from the analysis of while-reading column the strategies instructed during this
stage were grouping and getting the idea quickly, as the following extract corroborates:
Lesson plan extract 2, taken from lesson plan 14
ST; Bueno hay que aprovechar entonces. Could you please read the text and give a heading to each paragraph
Fs: que es heading?
ST: synonym of title
Ss: como titulo
Ms: hay que ponerle un titulo a cada párrafo cierto? (Grouping strategy)
ST: Let’s go to exercise 6. There you have to read paragraph B and match sentences in column A with sentences
in column B
Sts: hay que unir con rayas o le colocamos la letra
ST: With the letter
(All the students are in silence)
ST: Are you ready?
Ss: no Miss
ST: Let’s check
Fs: yo Miss la 1 va con la C (Getting the idea quickly strategy)
(Excerpts 11 and 12 taken from appendix 12, intervention field note n°4, june 14/2012)
At the moment of extracting general and specific information from a text strategies like
grouping and getting the idea quickly were promoted. These strategies were successfully
used by students as it is evidenced above in excerpt 7 and figure 7, where the data
illustrated that one of these strategies, getting the idea quickly, was already acquired by
learners before the DIP.
Finally, the strategy used in order to develop reading comprehension in the post reading
stage was: using linguistic clues.
38
ST: Now that you are ready. You are going reorder the dialogue on exercise number 9 and according
to the clues you find there, prepare an end for this conversation
Fs: Miss puede venir
Fs: Miss que hay que hacer
ST: Reorder the dialogue
Fs: ordenar esa conversación y hacer un final
Ms: Sipo tan burra que va a ser
Ss:ajjajajajajajjajaj
ST: Behave yourselves!!!
ST: you have to finish in 15 minutes and at the end I will choose a group to present the dialogue in
front of the class.
(Students work in groups the teacher monitors solving doubts)
Ms: Miss venga (Using linguistics clues strategy)
(Excerpt 13 taken from appendix 12, intervention field note n°4, june 14/2012)
As it was evidenced in excerpt 4, students used this strategy successfully. In addition, it is

evident that this strategy might be used in different stages of the lesson, apart from that, the
use of this strategy involves higher order thinking skills and can be useful for both students
and teachers.
The analysis carried out suggests that the project was successful and effective, and as there
were some strategies that were already known and used by students, they performed
satisfactorily on the reading tasks they were presented. The following section presents some
suggestion for further research.
4.4 Suggestions for further research
Considerating the results obtained by the instruments and the limitations encountered in
this study, there are several perceptions and conclusions that can be drawn for further
research. First of all, in order to carry out this study again, special attention to the strategies
that students already use should be placed, because instructing students on strategies that
they already manage probably is not likely to produce a significant change on results.
Secondly, in order to replicate this research, aspects like students’ discipline and attitude
should be addressed, because sometimes students’ attitude towards a test in this case can
39
affect negatively the results obtained. Those aspects will be discussed in details in the
limitation section. It is possible that in a different context results could have been different.
4.5 Limitations
There were some limitations during the intervention period that may have influence
the results of this project. Although, this project was found significant, it is essential to
review the main restrictions that were encountered during the development of this study.
4.5.1 Students’ attitude toward the subject

In general, students had a negative attitude toward English, they disliked the subject,
partly because they were used to be taught grammar, as it was evidenced in excerpt 3
above. Additionally, they disliked reading. Their negative attitude could have influenced
their reading performance in the tests, and affected somehow final results. I believe that
reading achievements rely not only on the knowledge of language but also on students’
attitude towards language learning. The following extract revealed students’ attitude
towards English and reading.
ST: ok, your attention please, the main objective of the lesson today is reading
comprehensibly, and to start, could you please pay attention to the following questions?
(The student teacher projects the questions on the white board)
Ms: Miss ¿la clase se va a tratar del libro?
ST: Yes, mister. Now are you interested in stories about children who become friends?
Sts: no miss
Ms: no me gusta leer
ST: are you interested in stories about reaching goals?
Fs: que significa reaching goal?
Ms: Alcanzar metas
ST: Very good gabriel
Ms: que fome profe el libro es mas fome
(Excerpt 14 taken from intervention field note n 3, june 7th, 2012)

Excerpt 13 reflects students’ negative attitude towards reading, this factor undoubtedly
had something to do with students’ poor performance in the tests. Although this project
resulted to be significant this limitation had something to do with the slight improvement
students performed after the DIP. Apart from that, students knew that the pre and post test
40
were not summative evaluations, and they did not show a real commitment with the aims of
this study.
4.5.2 Time constraints

Another limitation that may justify why students did not show a significant increase in
their scores in the tests, was the limited time students received training on the learning
strategies that were mentioned on the literature review. The intervention period in this case
lasted 15 lessons. It can be suggested that more lessons could have had a greater impact on
students’ scores.
Moreover, as the teacher had to accomplish some grammar aspects present on the national
curriculum, on many occasions, I found myself changing my activities to teach grammar
aspects. It could be stated that if sessions had been more regular, students could have
benefited even more from learning strategies and the use of schemata.
The limitations mentioned above clearly influenced the results of this project, because an
early analysis of the instrument could have allowed appropriate changes on the
intervention. Besides, the negative attitude towards the subject had clear consequences,
because a positive attitude facilitates learning, and, in the case of this project,
comprehension. Finally, exposure is essential to acquisition, the time students were exposed
to learning strategies and schemata activation evidently was not enough.
41
5. Conclusions
This study intended to determine the effect of learning strategies and schemata
activation on the improvement of eleventh graders reading comprehension achievements
from a public school in Frutillar, several instruments were applied with the aim of obtaining
data that could determine if the hypotheses of this project could be verified.
As this project resulted to be significant, the main objective was fully attained. Moreover,
the instruments revealed essential data to answer and justify the specific objectives and
research questions stated in the methodology section. Data revealed that students’ use of
learning strategies and schemata had some effect at the moment of solving reading tasks.
Concerning other findings of this research, apparently, the use of repetitive learning
strategies caused a superficial improvement on students reading comprehension
achievements.
Furthermore, a relation between the activation of schemata, pre-reading stage and students
attitude was revealed. An important aspect to mention regarding schemata, was the
relevance of choosing the right topics, because at the moment of planning lessons it is
crucial to take into account students’ interests before presenting a topic. Those aspects
determine students’ attitude towards the lesson and make the activities work or fail,
especially when teaching vulnerable students that tend to be highly disruptive.
Findings regarding the hyphotheses and the main objective are restricted because there
were many limitaions encountered when it was carried out. Limitations such as: time
constraints and attitude towards the subject.
Regarding possible implications and suggestions for further research, in order to

replicate this study, the analysis of preliminary data should be carried out immediately, at
the moment of collecting the data from the participants. In that way, any possible change
can be made on time. Additionally, a variable that needs to be addressed is students’
attitude due to the determinant impact that it provoques in language learning. Different
results can be obtained if the attitude variable is addressed. New research must be carried
out in this field in order to restate what has been stated here, making the necessary changes
42
in the methodology to obtain better results. Moreover, a different context can also be
interesting to analyze. It is possible that with students with a different attitude the findings
differ.
To conclude, it is relevant to mention that every research carried out in L2 teaching and
learning gives us valuable information regarding learning and teaching processes, and as a
consequence provides us with insights to improve students’ performance in English
language.
43
6. References
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SABES/World Education, Boston, MA.pp : 6
Barlett, F.C. (1932). Remembering: A Study in Experimental and Social Psychology.

London: New Psychological Linguistics. Shanghai: Shanghai Foreign Education
Publication.
Brimo, D., & Apel, K., (2011, November). The effects of syntactic awareness on reading
comprehension. Paper presented at the annual American Speech-Language-Hearing
Association Schools Conference, San Diego.
Brown, H.D. (2001). Teaching by principles: An interactive approach to language

pedagogy. White Plains, NY: Addison Wesley Longman, Inc.
Brown, S. (2006). Teaching Listening. The United States: Cambridge University Press. pp :
4
Carrell, P.L. & Eisterhold, J.C. (1983). Schema theory and ESL reading pedagogy.
TESOL Quarterly, 17, 553-569.
Carrell, P.L. (1988): “ Interactive text processing” Implications for ESL/second language
reading classrooms. Cambridge:CUP.
Chamot, A.; Bannhardt, S. ; El-Dinary, P. ; Robbins, J. (1999). The learning strategies

handbook. White plains, NY: Addison Wesley. Longman. pp: 46
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and

research. Annual Review of Applied Linguistics, 25, 112-130.
Chia, H.L. (2001). Reading Activities for Effective Top-down Processing. FORUM vol 39
Cohen, A. D. (1998). Strategies in learning and using a second language. NY: Addison
Wesley Longman. pp: 69
Cohen, L. et al, (2011) “Validity and reliability”. In: Wearset Ltd (ed), Research methods
in Education. 7th ed. Avingdon, Oxon: Routledge. Pp 179-2014
Cronbach, L.J., Rajaratnam, N., &Gleser, G. C. (1963). Theory of generalizability: A

liberalization of reliability theory. British journal of statistical psychology 16, pp 137-163
Dornyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University
Press
44
Eskey, D.E. (1988) "Holding in the Bottom: an Interactive Approach to the Language
Problems of Second Language Readers," in Carrell, P.L., Devine, J. and Eskey, D.E.
(eds)(1988) Interactive Approaches to Second Language Reading. Cambridge:CUP. Pp: 94
Grabe, W. (2009). Reading in a second language. Moving from theory to practice. New
York. Cambridge University Press.14-16
Luke, S. (2006). The power of strategy instruction. Evidence for education. Retrieved from
http://www.nichcy.org/Research/EvidenceForEducation/Documents/NICHCY_EE_Strateg
y.pdf
Nunan. D. (2008). Practical English Language Teaching: Reading . New York: McGraw
Hill
O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language

acquisition. Cambridge: Cambridge University Press.
O’Malley, J. M. & A. U. Chamot. (1995). Learning Strategies in Second Language

Acquisition. UK: Cambridge University Press. pp:81
Oxford, R.L. (1990) “Language Learning Strategies: What Every Teacher Should
Know”.Boston. Heinle & Heinle. Pp 8-135
Oxford, R.L. (2001). “Language learning strategies” in R. Carter & D. Nunan. (Eds.). The
Cambridge Guide to Teaching English to Speakers of Other Languages (pp.166-172). UK:
Cambridge University Press.
Paris, Scot, (2008), “Developing Comprehension Skills”, retrieved from

http://treasures.macmillanmh.com
Snow, C. (2002). Reading for understanding: Toward and R & D program in reading
comprehension. Santa Monica, CA: RAND.
Vocca, R. T. & Vocca, J. L. (1999). Content area reading: Literacy and learning across
the curriculum (6th Ed.). New York: Longman. pp:15
Wallace, C. (1992). Reading : Oxford University Press.
45
7. Appendices
Appendix 1
Pre-test
Name: ___________________________ Date: _____________ Score: ____________
Read the text and answer the questions
Teenagers 'bullied by sex texts'

More than a third of under-18s have been sent offensive or distressing sexual images electronically, a
survey by the charity Beat bullying suggests.
A large majority of the 2,094 respondents said a fellow teenager had sent it, compared with 2% who said an
adult had sent the message.
The charity said "sexing" constituted bullying and was a growing problem.
Beat bullying asked 2,094 teenagers aged 11-18, and 38% had received such content via new technologies.
Just more than half (55%) of those said it had been sent by mobile phone.
The most common ways of communicating sexually explicit material are via Bluetooth, by uploading it on to
a personal website or social networking site, or by e-mailing and texting it to individuals, Beat bullying said.
Some 45% of teenagers who had received explicit content said it had come from another teenager, and 23%
said it was from their boyfriend or girlfriend.
Nearly one in three said they were using an online messaging service when content of a distressing sexual
nature was introduced.
A higher proportion of women than men said this was the case - 31% as opposed to 24%.
'Significant issue'
Last year, psychologist Dr Tanya Byron carried out a review of children's use of technology and
recommended a taskforce be set up to spearhead protection measures in schools and the community.
But she said the role of parents was absolutely vital in managing teenagers' access to potentially harmful
material. In response, the government set up the UK Council on Child Internet Safety, an umbrella group of
organizations working in the field. Beat bullying's chief executive, Emma-Jane Cross, said new technology
was facilitating sexual contact between teenagers and that this needed to be addressed.
"We don't want to inhibit young people in their exploration of sexuality, but it is important that parents and
schools are aware that 'sexing' is a significant issue among our children and young people, so together we can
act to stop this kind of behaviour before it escalates into something far more problematic."
She said prominent cases of teenagers who had harmed themselves after experiencing such bullying had led to
a debate in the US and Australia.
46
Schools Minister Diana Johnson said the government was committed to tackling all forms of bullying,
including working with technology companies on the misuse of new formats. "It is important that young
people being bullied know that they can report it and that it can be stopped. "We are supporting parents to
have the confidence to engage with their children on the challenges of modern life - including sex and
technology.
"We are also supporting teachers to identify and intervene as early as possible." Taken from:
http://news.bbc.co.uk/2/hi/uk_news/education/8182033.st
1. - Decide whether the following statements belong to (1) or do not belong to (2) sexual electronic
bullying. (Strategy: Getting the idea quickly) (14 points)
1.- It is offensive and distressing 2.- It is exhausting

3.- It is a growing problem 4.- It is an easy problem to deal with
5.- It is secure 6.- It is helpful for teenagers

7.- It is harmful 8.- It allows sexual contact between teenagers
9.- It is problematic and confusing 10.- Teenagers feel afraid of it
11.-The most common ways of 12.- Sexual electronic bullying is a growing problem
communicating sexually explicit material and a kind of violence that affects people’s lives
are by means of radio and TV.
13.- The UK Council on Child Internet 14.- Parents and schools should be aware of ‘sexing’
Safety is an umbrella group of because it influences teenagers personality
organizations that work to protect
children from sexual bullying
2. - Decide whether the following statements belong to (1) Dr Tanya Byron, (2) Emma-Jane Cross, (3)
Diana Johnson. (Strategy: Grouping) (20 points)
15. - Advances in technology are making 16.- Our intention is not to prevent young people from
possible sexual contact between their exploration of sexuality.
teenagers.
17.- We can stop sexing before it 18. - Important cases of teenagers who had damaged
becomes more serious themselves after being victims of bullying had led to a
discussion in the US and Australia.
19.- The government was committed to 20. – The British government established an
trying something to deal with all forms organization to protect children when using internet
of bullying.
21. – Every time young people report 22. - Parents should participate and talk with their
bullying they can be helped children about topics such as sex and technology.
23.- It is fundamental for parents and 24.- We are helping parents to create confidence with
schools to know that 'sexing' is an their children on the difficulties of modern life
important issue among children and
young people,
3. - Read the following statements related to the structure of the text and write (1) if it is correct and
write (2) if it is incorrect. (Strategy: Reasoning deductively, schemata activation)
(16 points)
25.- The text contains facts about sexual 26.- The text is argumentative
47
electronic bullying
27.- It is a description of bullying 28.- The text is informative
29.- The text contains information based on 30.- The text wants you to commit bullying
statistical studies
31.- The text is persuasive 32.- It is a scientific text
33.- It gives you clear information about the 34.- The text is humorous
topic
35.- The text instructs you how to become a 36.-It makes use of adjectives and adverbs
bully
37.- The text narrates a sequence of events 38.- The information given is supported by
professionals and experts
39.- The text is a magazine article 40.- It is a fictional story
4.- Read the following statements and try to get the meaning of the sentences from the context. Choose
the best alternative. (10 points) (Strategy: Using linguistic clues)
41. - “people being bullied know that they can report it...” This sentence means:
a) People can inform the authorities about their situation
b) People being bullied can inform it
c) People being bullied know they can inform it
d) People being bullied cannot receive help
42. - "We are also supporting teachers to identify and intervene as early as possible."
This sentence means:
a) Teachers are being encouraged to identify any kind of bullying
b) Teachers can identify any kind of bullying as early as possible
c) Teachers are receiving help to identify bullying and intervene as early as possible
d) Teachers are not allowed to do anything
43.- “…so together we can act to stop this kind of behavior” This sentence means:
a) Society can work to stop bullying
b) British authorities should work together to stop bullying
c) Parents and schools should work together to face the problem
d) Bullying cannot be stopped
44.- "We don't want to inhibit young people in their exploration of sexuality…” This sentence means:
a) Parents do not want to prevent their children from the exploration of their
sexuality
b) The intention of authorities is to prevent young people from their exploration
of sexuality
c) Parents want to prevent their children from the exploration of their sexuality
d) The intention of authorities is not to prevent young people from their exploration
of sexuality
45.- “Technology was facilitating sexual contact between teenagers and that this needed to be addressed” This
sentence means:
a) Advances in technology inhibited young people from sexuality
b) Advances in technology was facilitating sexual contact among young people and
that had to be solved
c) Technology is preventing young people from the exploration of their sexuality
d) Technology and sexuality are problems that need to be addressed
48
Appendix 2
Answer sheet
1. - Decide whether the following statements belong to (1) or do not belong to (2) sexual electronic
bullying. (Strategy: Getting the idea quickly) (14 points)
1 1.- It is offensive and distressing 2 2.- It is exhausting

1 3. – It is a growing problem 2 4.- It is an easy problem to deal with
2 5.- It is secure 2 6.- It is helpful for teenagers

1 7.- It is harmful 1 8.- It allows sexual contact between teenagers
1 9.- It is problematic and confusing 1 10.- Teenagers feel afraid of it
2 11.-The most common ways of 1 12.- Sexual electronic bullying is a growing problem
communicating sexually explicit material and a kind of violence that affects people`s lives
are by means of radio and TV.
1 13.- The UK Council on Child Internet 2 14.- Parents and schools should be aware of ‘sexing’
Safety is An umbrella group of because it influences teenagers `personality
organizations that work to protect
children from sexual bullying
2. - Decide whether the following statements belong to (1) Dr Tanya Byron, (2) Emma-Jane Cross, (3)
Diana Johnson. (Strategy: Grouping) (20 points)
1 15. - Advances in technology are making 2 16.- Our intention is not to prevent young people from
possible sexual contact between their exploration of sexuality.
teenagers.
2 17.- We can stop sexing before it 2 18. - Important cases of teenagers who had damaged
becomes more serious themselves after being victims of bullying had led to a
discussion in the US and Australia.
3 19.- The government was committed to 1 20. – The British government established an
trying something to deal with all forms organization to protect children when using internet
of bullying.
3 21. – Every time young people report 3 22. - Parents should participate and talk with their
bullying they can be helped children about topics such as sex and technology.
2 23.- It is fundamental for parents and 3 24.- We are helping parents to create confidence with
schools to know that 'sexing' is an their children on the difficulties of modern life
important issue among children and
young people,
3. - Read the following statements related to the structure of the text and write (1) if it is correct and
write (2) if it is incorrect. (Strategy: Reasoning deductively, Content schemata)
(16 points)
1 25.- The text contain facts about sexual 2 26.- The text is argumentative
electronic bullying
2 27.- It is a description of bullying 1 28.- The text is informative
1 29.- The text contains information based on 2 30.- The text wants you to commit bullying
statistical studies
49
2 31.- The text is persuasive 2 32.- It is a scientific text
1 33.- It gives you clear information about the 2 34.- The text is humorous
topic
2 35.- The text instructs you how to become a 2 36.-It makes use of adjectives and adverbs
bully
2 37.- The text narrates a sequence of events 1 38.- The information given is supported by
professionals and experts
2 39.- The text is a magazine article 2 40.- It is a fictional story
4.- Read the following statements and try to get the meaning of the sentences from the context. Choose
the best alternative. (10 points) (Strategy: Using linguistics clues)
41. - “people being bullied know that they can report it...” This sentence means:
a) People can inform the authorities about their situation
b) People being bullied can inform it
c) People being bullied know they can inform it
d) People being bullied cannot receive help
42. - "We are also supporting teachers to identify and intervene as early as possible."
This sentence means:
a) Teachers are being encouraged to identify any kind of bullying
b) Teachers can identify any kind of bullying as early as possible
c) Teachers are receiving help to identify bullying and intervene as early as possible
d) Teachers are not allowed to do anything
43.- “…so together we can act to stop this kind of behavior” This sentence means:
a) Society can work to stop bullying
b) British authorities should work together to stop bullying
c) Parents and schools should work together to face the problem
d) Bullying cannot be stopped
44.- "We don't want to inhibit young people in their exploration of sexuality…” This sentence means:
a) Parents do not want to prevent their children from the exploration of their
sexuality
b) The intention of authorities is to prevent young people from their exploration
of sexuality
c) Parents want to prevent their children from the exploration of their sexuality
d) The intention of authorities is not to prevent young people from their exploration
of sexuality
45.- “Technology was facilitating sexual contact between teenagers and that this needed to be addressed” This
sentence means:
a) Advances in technology inhibited young people from sexuality
b) Advances in technology was facilitating sexual contact among young people and
that had to be solved
c) Technology is preventing young people from the exploration of their sexuality
d) Technology and sexuality are problems that need to be addressed
50
Appendix 3
Survey
Marca con una X:
Cuando lees un texto en Inglés lo que haces es: Siempre A veces Nunca
1.-Poner atención solamente a las ideas más importantes del texto.
2.-Repasar reglas gramaticales, vocabulario, etc., antes de leer el texto.
3.-Buscar información extra acerca de lo que vas a leer.
4.-Poner atención a todos los detalles del texto.
5.-Buscar más información relacionada después de haber leído el texto.
6.-Hacer preguntas mientras estás leyendo el texto y luego responderlas.
7.-Buscar en el diccionario solo las palabras desconocidas.
8.-Agrupar los conceptos, ideas o palabras del texto que tienen

características similares.
9.-Anotar las ideas importantes del texto.
10.-Relacionar lo que lees con lo que ya sabes.
11.-Hacer resúmenes de la información leída.
12.-Hacer oraciones nuevas con el vocabulario presentado en el texto.
13.-Traducir todo el texto.
14.-Predecir o adivinar el contenido de la lectura a través del título o de

imágenes del texto.
15.-Preguntar al profesor o a los compañeros lo que no entiendes.
16.-Comentar con el profesor o compañeros el texto.
17.-Memorizar lo que crees es importante en el texto.
51
18.-Reemplazar las palabras que no conoces por sus sinónimos más fáciles
de recordar.
Appendix 4
Survey results
Número de Siempre A veces Nunca Porcentaje

pregunta respuesta siempre
1 15 7 8 50%
2 0 2 28 0%
3 0 5 15 0%
4 7 14 9 23%
5 0 13 17 0%
6 2 5 23 6.6%
7 11 13 6 36%
8 0 3 27 0%
9 0 1 29 0%
10 11 19 0 36%
11 0 5 15 0%
12 0 7 23 0%
13 0 9 21 0%
14 10 17 3 33%
15 18 10 2 60%
16 0 25 5 0%
52
17 6 13 11 20%
18 20 10 0 66%
Field Notes
Map of the classroom
Symbols of the classroom
The door
Bookshelves
The teacher’s desk

Whiteboard
The students’ desks The window
53
Abbreviations in the field notes
T: Teacher FS: Female student ( ) : Non verbal behavior

ST: Student teacher MS: Male student
Ss: Some students Sts: All students
Appendix 5
PRELIMINARY FIELD NOTES
FIELD NOTE Nº 1
Date : April 5th, 2012

Level : 11th grade A
Time : 10:00-11:30
Teacher : Omar Pineda
Observer : Pamela Soto
Description of the lesson:

This is a lesson based on grammar. The topic of the lesson is present perfect. At the
beginning, students review some grammar aspects of present perfect tense. Then the
students carry out some activities based on the tense. As time passes students develop the
activities with the help of the teacher.
Lesson Speculative analysis

10:00 (Students did not go out of the classroom during the
break) Students are always
T: Hello, how are you? worried about what
( some students are talking) kind of lessons they
T: silence! Ok guys, please stand up!!!Good are going to have
morning!!! because they expect to
Sts: good morning!!! do something different
T: sit down! or simply doing
Sts: thank you nothing.
Fs: Profe, ¿como está? Solving students
T: Bien, bien doubts motivate them
Ss: Profe, ¿que vamos a hacer hoy día? to be active in the
T: Vamos a seguir estudiando el presente perfecto. subject. They feel as
54
(The teacher prepares the data show and computer) part of the lesson if
Ss: Profe no hagamos nada. the teacher pay
T: Ustedes nunca quieren hacer nada attention to them.
Ss: nopo profe The first part of a
T: sorry you have to study lesson also implies
Ms: Profe ¿cuando tenemos prueba? some administrative
T: A fin de mes work that can not be
Fs: ¿profe y el taller para cuando quedo? left aside, it must be
T: estoy viendo todavía, no hemos podido fijar la taken into account
fecha, pero mañana espero juntarme con ustedes because a teacher
después de clases ¿Cuántos interesados hay aquí? doesn’t count with the
(three students raise their hand) 90 or 45 minutes that
T: ah no son muchos, igual juntémonos mañana a las a lesson last.
3 en la entrada ¿pueden?
Ss: ya profe
(the teacher starts checking the class book) The first part of the
T: Ok atención a la lista chicos lesson is crucial
(The teacher checks the attendance sheet during some because in this stage
minutes) students have to
T: ok, silence, be quiet. Today we are going to activate background
continue studying the present perfect tense. What can knowledge, and as
10:15 you tell me about this tense? important as that get
(The teacher shows a sentence where present tense is motivated.
used) Asking questions are
T: What do you remember? useful for activating
Ss: se usa para hablar de cosas que no se han previous knowledge
terminado because they do not
T: Ok, good, What else? need much
Fs: Verbos preparation. In
T: ya very good, ya pues chiquillos vamos general, grammar
despertando lessons tend to be
Ms: Profe no me acuerdo boring for students
T: How do we form it? some teachers just
(The teacher writes the students´ ideas on the board) focus on grammar
Ms: con el have aspects and do not
T: ok, and what else? develop the four skills
Fs:con el verbo have profe y otro verbo en pasado in English and that is
T: very good! Thanks for your help! Now, can we the main reason why
check the following presentation?. Take your some students dislike
notebooks out because you must take notes. the subject. However,
Ya vamos, vamos sacando los cuadernos there are some
Ss: buuuu profe y hay que escribir mucho? students in this class
T: saquen sus cuadernos nomas y no pregunten tanto who really like
Ms: profes y vamos a ocupar los diccionarios? English and are eager
T: No, quieren andar sacando la vuelta ya rapidito to participate with the
55
nomas!!! teacher. It is obvious
(Someone knocks the door. A male student is coming that the teacher did not
late) pay attention to
T: and you sir? students interests to
Ms: miss ¿puedo entrar? Es que me quede dormido plan the lesson.
Ss: ja ja ja
(all the students laugh at his classmate) When the students
T: Trae pase? answer or give their
Ms: si profe, pero voy a buscar mi libreta ideas and opinions
( When a student is late they have to ask for an about the lesson, it is
authorization, so the student goes into the classroom, always a good idea to
gets his things and goes out again) write their ideas on the
T: ya continuemos, now we are going to review the board in order to share
present perfect tense and its functions them with the whole
Sts: yaaaaaaaaaaa class. Note taking is
(The teacher has a power point presentation prepared usually useful for
for the students) visual learners.
Fs: Profe hay que copiar todo?
10:30 ( The teacher present the slides and students take
notes of them. Students spend a lot of time writing Using technology to
out the information present on the presentation) introduce a grammar
T: Are you following me? aspect can be helpful
Sts: Si profe, to students, especially
T:Voy a revisar los cuadernos al final de la clase when dealing with
Ms: Profe va a dar decimas por escribir? difficult grammar
Ss: Sipo profe lo minimo aspects like present
T: ya very good idea! perfect.
(The teacher writes on the board a sentence) Students feel
Fs: hay que anotar esa oracion? stimulated when they
T: No, it is an example. What does this sentence know that if they work
mean? in the lesson they are
She has visited them frequently going to get a reward
Ss: Ella visitó like extra points for
T: No, who knows? the tests.
Ms: Ella ha visitado
T: Good. How is the present perfect formed?
Ms: Se forma por el verbo have mas otro verbo en Taking notes can be
participio benefitial to acquire
T: that’s right very good, and when do we use it? certain information
( the teacher writes on the board the students but students spend too
answers) . much time writing.
10:45 Fs: para actiones incompletas
T: Perfect, now we are going to work on some
execises
Ms: ¿hay que escribir mas?
56
T: no, I have a handout prepared for you After reviewing a
Ms: por suerte topic is important to
T: Vayan dos personas a buscar los diccionarios ask questions to make
Fs: yo voy profe con la karla sure that students have
T: Ok rapidito learned the topic
Fs: Ya!!! appropriately or at
(Two students go to the library to fetch dictionaries) least they got any idea
T: Ok, let’s go to exercise number one you have to of what was taught.
complete the sentences with the past participle of the Making use of
verbs. resources is also
Ms: what? benefitial for students
T: Entre parentesis tienen verbos buscan esos verbos learning process.
en el diccionario y los colocan en pasado participio. Teachers do not have
Fs: si profe si se entiende? enough free time on
T: ok, excellent. their schedules to
(Students start working on their handouts and the check students’ test
teacher sits on his desk to check some tests) that is why that they
Ms: ¿profe me puede dar permiso para ir al baño? sometimes use
T: No,espere el recreo joven lessons’ time to do
Ms: Buuu profe que lata oh this work. That is not
(After 20 minutes) a benefitial aspect
T: Are you ready? We are going to check the because students are
exercises not being monitored
(Most students are talking) and most of them do
T: Se callan primero que todo!!! Y ahora vamos a not work on the taks.
revisar
Ms: Ya profe Students’ participation
T: Carlos lea la primera oración is essential in a lesson.
Ms: I have eaten an apple They get motivated if
T: ok, perfect. Marcela read the second one? the teacher recognize
Fs:They have seen that film six times their work and are
T: Good, Gabriel please number three eager to participate in
Ms: my niece has grown a lot the lessons.
T: Good, you number four
Fs: Mary has not called me When a lesson is not
T: Good, at the back charlotte please the following well organized
Fs: We have had four exams this semester. students get easily
T: Monica the next one bored. Teachers must
Fs: She has finished her homework. develop their lessons
T: Marcos come on the last one. based on the
Ms: Mary have read the book appropriate phases a
T: ok, very good. Was it difficult? lesson has. Students
Sts: siiiii should know the aims
T: Now. Please pay attention to the second exercise of the lesson
please make these sentences negative otherwise they think
57
Ms: Profe a que hora va a timbrar los cuadernos that the lesson in itself
T: Ahora los voy a llamar uno por uno, trabajen!!! is useless.
(The teacher calls students one by one and checks
their notebooks) In this lesson skills in
English were not
11:30 /The bell rings/ developed, the teacher
focused on grammar
and learning strategies
were absent.
58
Appendix 6
FIELD NOTE Nº 2

Time : 11:45-12:25

This is a lesson develops listening comprehension. The teacher prepared a handout based
on the song “We are the champions”. Then, students work with some exercises they were
working with the previous lesson, they had had a lesson before the break. They do the

11:50 T: Students please pay attention Using resourses as
Sts: vamos a seguir en los ejercicios de la guia profe? technology in the
T: No, I have a listening lesson prepared for today classroom is always
Ms: Vamos a escuchar profe? good for motivating
T: Yes, I am going to prepare the speakers students. Moreover
(The teacher prepares the resources for the lesson) using songs in the
Fs: Profe ¿va a dar decimas por la actividad de la lessons motivate
clase de denante? students even more
T: ah, ¿no puse las décimas verdad? Students get easily
Ss: no profe engaged with different
T: Ok, antes que termine la clase les marco las guías activities. They like
T: ya, silencio allá atrás listening and they
(Three students are laughing and talking too loud) really like listening to
T: ya se callan ahora porque vamos a comenzar music.
Ms: profe, ¿que vamos a escuchar? To develop listening
T: Una canción de queen donde se usa el presente activities help students
perfecto to familiarize with the
Fs: oh bakan profe language as they can
T: Ok, before we start, ¿Do you know queen? recognize sounds get
Ss: si profe son los que cantan I want to be free information from a
(Students sign a song of the group) song in this case
T: Ok, very good. We are going to listen a song Working with
called “We are the champions” grammar is usually
Ms: ¿Y que tiene que ver eso con el presente tedious for students
perfecto? that is why the
T: Let’s check, please pay attention to the first part of activities chosen to
the song and complete the verbs thar are missing. exercise a grammar
59
(Students listen to the first part of the song) topic must be
Ss: que Buena esa cancion profe se las mandó carefully selected.
T: ¿Are you ready?
Ss: no profe ¿puede poner la canción otra vez?
(a student stands up) In order to get a full
T: Hey! Sir! You can’t stand up! ok understanding from a
Ms: desubicao`! tape the teacher must
(Students listen to the first part of the song once play it at least three
again) times in each exercise.
T: ¿Now are you ready? To make students read
Ms: si profe ahora si, revise nomás English also helps
12:10 Ss: Profe cuando terminemos ¿podemos escuchar la them to practice their
canción entera? pronunciation.
T: Of course. Now let’s go to exercise number one.
Which is the verb missing on the first sentence? Students primary
Ms: Paid profe!!! I’ve paid my dues source of English
T: Excellent Gabriel!, What about the second language is the teacher
sentence? Karla, please that is why teachers
Fs: Done, I’ve done my sentence must look for a way of
T: Good very good. The third Marcos please! explaining instructions
Ms: Made. I’ve made a few without using Spanish
T: Perfect, Monica please the next verb because mother
Fs: had, I’ve had my share of sand tongue must be
T: ok, very good!and the last one, Carlos please! avoided as much as
Ms: Come, I’ve come through possible if we want to
T: ya, now we are going to listen to the chorus of the internalize English
song and there you have to reorder the sentences, ok? during our lessons.
Ms: ya profe, ordenamos las oraciones
T: Yes please Paying attention to
Fs: dele nomas profe students opinions
(Students listen to the chorus of the song) according to our
T: Now, shall we check? lessons is also an
Fs: si profe estaba fácil. important aspect
T: Let’s check then because if we pay
(Students simg the chorus of the song all together) attention to their
T: Very good people, it seems you liked the activity a suggestions we can
lot. improve our
Fs: Si profe wena! performance when
T: ok, now let’s go to the next exercise on the teaching.
handout. There you have to complete with the verbs
missing. The verbs are on the box, right? Setting time to the
Ms: lo mismo del primer ejercicio activities help teachers
Fs: obvio to organize lessons
T: Ok, now let’s listen to the next part of the song and help students to
(Students listen to the second part of the song) have limits.
60
T: Ready?
T: or you need to listen to it again? Students have to listen
Ms: Otra vez profe porfa as many times as they
T: Ok, once again need.
12:20 (Students listen to the song again) It is better to ask
T: Now, let’s check. Cristian please! students at random to
Ms: La primera es taken, I’ve taken my bows participate, because
T: Good, Maria jose the next one! when asking to be
Fs: Been, It’s been no bed of roses volunteers the same
T: Now, why do you think you listened to this song? students always speak.
Ms: ¿como profe? It is a way of checking
T: ¿Por que creen que escuchamos esta cancion pues? that most of them
Ss: Por que tiene el present perfect work.
T: Super, because there you worked with the present Listening for a
perfect tense, verbs in past participle and the structure purpose is highly
11:25 of this tense benefitial for students,
Ms: Profe la cancion es re Buena le achunto porque because apart from
la clase pasada estuvo mas fome developing a skill they
Fs: si profe deberiamos hacer clases con puras are reinforcing in this
canciones case a grammar
Ss: Mejor no hagamos nada profe aspect.
Sts: jajajajjaja However, the lesson
T: Don’t be lazy did not follow a
Fs: Profe podemos cantar la canción structure and apart
T: Perfect, now we are going to listen to the full song from identifying
Fs: eh, por fin specific information
(Students listen to the full song) others learning
/The language teacher is waiting outside the bell rang strategies were not
while students were listening to the song/ present. Post listening
T: Ya chicos nos vemos el otro jueves les doy las stage was absent in
décimas la otra clase porque ahora tienen clases de this lesson, students
lenguage. did not produce
/The lesson finishes/ language, a
fundamental aspect in
a language lesson.
61
Appendix 7
FIELD NOTE Nº 3

Time : 10:00-11:30

In this lesson the students work with a handout they had been working with last week. The
teacher reviews some grammar points and then students work with a text. The students
work in pairs and some activities are done individually.

10: 15 (The teacher and the students enter the classroom a bit Before starting with
late because there was a teacher meeting) the lesson the teacher
T: ok, silence please! have to
(The students are talking loudly) Ask the students to be
T: I said silence! quiet and catch their
(The students keep quiet) attention is very
T: Ok, good morning! important to promote
Fs: profe porque no siguieron en reunión nomas a suitable
Sts: jajajajajaja environment to work.
T: I’m sorry my dear!, ya se callan para comenzar When students stand
Fs: Profe no hagamos nada hoy up and get together,
T: No hay que trabajar porque a fin de mes tenemos they make too much
prueba y no quiero puros rojos noise and distract all
Ms: Profe, ¿cuando es la prueba? the class order.
T: A fin de mes dije el 26
Fs: Anotelo en el calendario profe
Ms: Si profe sino nos olvidamos When checking the
T: Ya está anotado asi que no hay excusa. Ok, now attendance sheet, it is
let’s pay attention to the attendance sheet. important to have all
(The teacher checks the attendance sheet) the students’
T: Now, Could you please take your handout out? attention. If they are
T: The one we were working with. making noises it is
Ms: ¿Cuál Profe la de la canción? necessary to be strict
T: no, la de los ejercicios, la que les di la primera hora. and call their
Ss: ¿Cual profe? attention using a
(The teacher asks one student for the handout) stronger tone of
T: This one please!!! voice.
(The teacher shows the handout)
Ms: ¿Profe tiene otra?
62
Fs: Profe se me quedó en la casa Resources at public
Ms: Profe yo tampoco la traje highschools are not
T: Ok, si ustedes no la trajeron no les doy las decimas always available that
así de simple. Tengo acá un par de copias pero is why teachers try to
olvidense de las décimas. take advantage of
Ms: jajajajaja por pavos. Profe yo si la traje a mi si me them when they are
va a dar las décimas ¿cierto? available.
Ms: Sipo profe a los que la trajimos corresponde po. Students work hardly
T: si obviamente a los que la trajeron si. when they know
Ms: ya bien profe!!! there is a reward as
Fs: Que injusto profe! extra points for a test,
T: No aquí primero la responsabilidad it is a good strategy
Fs: El profe tiene razón to catch their interest.
(The teacher checks the class book during some
minutes before starting the lesson)
T: ok, let’s start. Do you remember what we were Questions are usually
talking about? effective to activate
Fs: del present perfect profe prior knowledge on
Ms: si profe se acuerda que escuchamos una cancion de students.
queen donde se usaba ese tiempo In this case students
T: Yes, very good but what can you tell me about this remember the song
tense? but did not pay much
Ms: lleva dos verbos juntos, uno es el have attention to the tense
Ms: y el otro verbo tiene que estar en pasado present on this song.
Ss: Profe ¿Vamos a ocupar el cuaderno? Topics of interest
T: Si must be relevant at
(The teacher makes a summary of students ideas on the the moment of
whiteboard) planning a lesson.
Ss: Se anota eso profe. Those topics create
T: Of course, remember that the present perfect is schemata on students,
formed using the following structure subject plus have relating lessons to
or has plus a verb in past participle experiences or topics
(The teacher writes some information on the board) that we know
T: Now, In the negative form we have to add not as in students will interest
the example is vital.
Ms: ¿profe que dice ahí?
T: Where, here? English teachers
Ms: si should avoid using
T: Paid Spanish during lesson
(Students take notes in silence) and they sould
T: Now, let’s apply what we have been studying. Take encourage students to
10:40 your handouts and go to the third exercise. try the language
Ss: cual? during lessons.
T: El tercer ejercicio. ¿Lo habiamos comenzado?
Ss: No profe! Quedamos en el Segundo Taking notes can be
63
T: Ok, there you have five sentences, you have to make benefitial for students
these sentences negative and questions. Clear? as it can help to
Fs: profe pero explique en español po’ memorize
T: Hay cinco oraciones ahí cierto? Tienen que information.
transformar estas oraciones en negativas y luego en Grammar exercises
preguntas obviamente utilizando la estructura de do not allow students
presente perfecto. to develop the power
Fs: Ahi sipo’ profe of thinking in the
Ms: ¿Cuanto tiempo profe? target language.
T: Fifteen minutes right? You can work in pairs However, when
Ss: yaaaa working with large
(Students develop the exercises while the teacher classes it is useful but
monitors) students in real terms
Ms: Profe ¿puede venir? are not acquiring a
T: Of course, what do you need? language are just
Ms: Profe ¿esto está bien? acquiring grammar
T: Yes, very good. Siga trabajando rules.
(After 15 minutes)
T: Are you ready? We are going to check. Let’s write Students like working
the answers on the whiteboard right? in groups, teachers
Ms: hay que pasar adelante. No should promote
T: Yes, you have to. Michelle and company come to cooperation among
the whiteboard and write your answers. students as they can
Fs: ¿Pasamos las dos profe? take advantage of it
T: Yes. Please. One writes the negative and the other sharing ideas and
the question. Así avanzamos. knowledge to solve
(The students write their answers on the whiteboard) exercises and at the
T: Ok, is it correct? What do you think? same time socialize.
Ss: Si profe si las chicas son secas
T: The second one Marcos and company please Students must be
Ms: buuuu, ya monitored all the
T: Is it Ok? time while they work,
Sts: siiiiiii because they get
T: Maria josé and company please the third one easily distracted.
Fs: ok, profe Moreover it helps to
T: Excellent, ya más rapidito chicos. Rodrigo please keep discipline
Ms: profe el plumón during the lesson.
T: I do not know your classmate should have it
Ms: ¿quién tiene el plumon? Using the whiteboard
Fs: Acá ven a buscarlo as a visual resource is
T: Very good boys, and the last one Karla please usually a good idea
Fs: Siempre yo because students have
11:05 T: Please to move from their
T: Was it difficult? seats and they do not
Ss: siii no hagamos nada más spend all the time sit.
64
T: Now let’s go to the last exercise of the handout.
There you have correct the mistake in each sentence
Fs: ¿corregir los errores? Working with
T: Yes, in each sentence you will have to find the mistakes is always a
mistake and correct it. You have 10 minutes to do it. good idea with
Fs: ¿ Escribimos abajito nomas? secong language
T: Yes learners when we
(Students work on the exercise) want to make
Ms: Profe puedo ir al baño students realize the
T: Ok, go structure of a tense
Ms: Profe ¿puede venir? and the difference
T: Of course. that exists between
(After 10 minutes) the target language
T: Ok, let’s check and their mother
Ms: profe pero revisemos todos juntos tongue.
T: Ok, the first one, where is the mistake?
Ss: hasn’t
T: Please read the full correct sentence
Ms: Yo profe, we haven’t read that book
T: Very good, The second one It is obvious that this
Ss: went, debe ser gone lesson has not clearly
T: The full sentence structured. Students’
Fs: Paul has gone far away learning process need
T: Good. The next one to follow an structure
Ss: have debe ser has and achieve aims in
Ms: she has played football for ten years the lessons. Teachers
T: Excellent, the next one should plan their
Fs: Marta has paid the ticket lessons even when
T: Good. The last one? they have little time
11:20 Ms: Peter hsn’t been in Italy to prepare it. Once
T: Now before we finish with the lesson I’m going to again this lesson do
give you a text. Please read it before the break we are not develop any skill
going to work with it after the break. in English and there
(Some students read the text and others are talking) is no production of
/The lesson finishes/ language at all.
65
Appendix 8
FIELD NOTE Nº 4

Level : 10th grade C
Time : 10:00-11:30

This is a lesson is based on present perfect tense. At the beginning students are given a
short explanation about this tense. Then, in order to practice, they are asked to develop
some exercises. The teacher prepare students for the text that will be next week.

10:00 T: Hello people!
Ss: Hola profe! Starting a lesson on time
T: Stand up please! is very important
T: Good morning! because teachers have to
Sts: Good morning take advantage of every
Fs: Profe que anda sport hoy! minute when teaching.
T: Yes, I am
T: Sit down please
Ss: Profe ¿hoy es la prueba? The teacher introduces
T: No next week, Hoy día vamos a hacer un the topic of the lesson
repaso y una guía con decimas para la prueba using some question for
Ms: ¿cuantas décimas va a dar? the students to answer.
T: cinco Apart from questions,
Fs: ya profe hagamosla altiro, todos juntos sipo’ there are other activities
Ms: Profe, ¿le ayudo a repartir? to activate previous
T: yes, please. Now pay attention to the knowledge and
attendance sheet introduce a topic, such
(One student hands in a handout to each student us: brainstorming,
and the teacher checks the attendance sheet) previwing or semantic
Fs: Oye a mi me falta guía mapping.
Ms: Ya oh espera
T: Take your notebooks out please!!! To prepare extra
Fs: Buuu profe ¿hay que escribir? material for students to
T: yes, you have to take notes of the revisión I am exercise is benefitial for
going to do now them specially before
Fs: Ya profe empieze altiro para que alcancemos having a test, they need
a hacer la guía y de las décimas to exercise a lot in that
T: ok, let’s check. way they can improve
(The teacher writes some examples on the their performance.
66
whiteboard)
T: To begin with when do we use the present
perfect tense?
Ms: Cuando se habla de algo que no ha terminado When teaching
osea que tiene alguna repercución en el presente grammar, it is very
T: Good, and how do we form it? important to give clear
10:15 Fs: con el have profe and precise explanations
T: and what else otherwise students get
Ms: y otro verbo en past participle confused and do not pay
(Students are checking their notebooks to answer) attention.
T: Good, and what happens with regular and
irregular verbs?
Ms: los regulares le agregamos la –ed Using examples to
Fs: y a los irregulares hay que buscarlos en la explain a topic is quite
lista que nos dió effective when we teach
( The teacher gave the students a list of irregular a grammar aspect that
verbs) tends to be difficult for
Ms: Profe, yo la tengo la lista students. Sometimes
T: Ok, recuerden que la lista la van a ocupar la they take more
otra semana en la prueba asi que le que no la trae advantage from the
jodio nomas!!! examples than from
T: ok, now, pay attention, I have a question for grammatical
you explanations.
(The teacher writes a sentence on the board)
I have waked Learning strategies
T: What does it mean? might also be benefitial
Fs: yo he caminado to teach a grammar,
T: yes, and how we can make this sentence strategies like deduction
negative can be used in this type
Ms: le ponemos el not. I have not walked of lessons.
(The students are taking notes)
T: what about the question?
Ms: Pasamos el have al frente, have I walked? Intructions must be very
T: mmm, Good. What about girls today? clear because it is
Fs: Profe hoy día andamos flojas, que trabajen los crucial to get students
chicos nomas understanding without
Ss: jajajajajajaj using Spanish that’s
T: What about for and since? What do they why teachers should
mean? find the right strategies
Ms: Since significa desde y se usa con con un to make students
momento específico por ejemplo since 2012 y el understand.
for se usa para hablar de un periodo de tiempo
por ejemplo for five years Although students have
Fs: Este cabro que es capo been studying this topic
Ms: con el cuaderno cualquiera po’ for several lessons they
67
Sts: jajajaajajjaaj appear not to manage it
T: Ok, silence. Now I want you to take your at all. Interesting topics
handouts and go to exercise number one. There in order to develop
you have a list of verbs you have to write the some grammar aspects
simple past and past participle of them. Do you can be useful to help
follow me? students learn.
Fs: Profe explique otra vez
T: Ok, I’m going to give you an example the first Students are the core os
verb there is see the past simple of it is saw and a lesson that is why they
the past participle es seen you have to do the must participate and
10:35 same with all the verbs. Right? make the lesson
Ms: profe clarito, empezemos nomas dynamic as they get
T: ok, excellent! Five minutes engaged with the topics.
(The teacher monitors the class)
Fs: ¿Profe puede venir?
T: Ok Teachers must monitor
Fs: Profe ¿los verbos que no salen en la lista? students while they
T: They are regular verbs work because we never
Ss: hay que ponerles -ed have to lose control
Ms: Profe terminé during a lesson.
T: ok, let’s check In an English lesson
Fs: Find-Found-Found students need to produce
T: yes, excellent. Number 3 language, rather than
Ms: Buy-bought-bought repeating verbs.
T: very good. Next one Students need to
Fs: come-came-come comprehend and
Ms:el otro eat-ate-eaten produce English, this is
Fs: yo la otra sing-sang-sung the essense of an
Fs: yo profe forget- forgot-forgotten English lesson.
Ms: play-played-played
Fs: Understand- understood-understood
T: and the last one? Gap filling is an
Ms: hold-held-held effective type of activity
T: Now, let’s go to the second exercise there you when we want to
have verbs in brackets you have to complete the exercise grammar and
sentences using present perfect tense. this type of activity is
Ms: hay que colocarle have o has mas el verbo easily understood by
que esta entre parentesis en pasado participio students.
Fs: ya si se entiende oh
T: Ok, let’s work. You have 10 minutes
( The teacher monitors the development of the A teacher must be
activity) always available to
Ms: Profe puede venir solve students doubts
T: Ya, que necesita but we as teachers of
Ms: ¿Está bien esto? English must avoid
68
T: Yes, it’s ok. Please continue working. using Spanish in our
Fs: Profe venga porfa lesson and also
T: Right encourage students to
Fs: ¿me puede explicar profe? use the language.
T: tienes que completar las oraciones con have o
has dependiendo el sujeto y el verbo entre
parentesis lo tienes que colocar en pasado
participio.
Fs: Gracias profe se pasó
T: Are you ready to check?
Ms: Yes profe, revise nomas When students know
T: Any volunteers to start? they are going to get
Ms: yo profe yo la primera. You have visited the extra points if they work
hospital they participate and
Fs: Yo la otra. Helen has tidied her room work hardly. To reward
10:50 T: Very good. Another person? students for their
Ms: They have bought some food in the market performance is highly
Fs: Yo sigo. The plane has arrived on time motivated for them.
T: Excellent. Who else?
Fs: yo, my friends have studied Geography today
Ms: yo la otra. The baby has sleep ten hours this
afternoon The teacher projects one
Fs: yo sigo. The storm has started near the capital part of a handout in
T: Ok, very good. Now let’s go to the next order to make more
exercise there you have to complete the sentences dynamic the
and also your have to match each sentence with a participation of the
picture. 15 minutes to do it students is a good idea
Ms: que se hace profe no entendí because using resourses
Fs: lo mismo que la otra po leso during a lesson raise
Ms: y ademas hay que unir con una imagen students’ motivation.
T: porfavor coloquen el numero no unan con However, the lesson in
rayas porque se arma un puro choclón. itself is not quite
Fs: Ya profe motivated, the topic is
Ms: Profe venga porfa? repetitive, students do
Fs: Profe despues viene para acá not have to think too
T: Ok, wait. You can work in pairs. much when doing the
(Students develop the exercises and the teacher excersises, in general
monitors) there are many aspects
Ms: Profe venga a ver lo que tengo to be improved,
T: Very good. Siga trabajando
Fs: Profe puedo ir al baño
T: Yes, you can
(After 15 minutes) To congratulate students
T: Shal we check? when the have a good
Ms: Si profe listo performance during a
69
(The teacher shows the images on the whiteboard lesson raise their interest
using the data show) toward the subject that
T: let’s write your answers here on the sometimes is so tedious
whiteboard to them especially when
Ms: hay que pasar adelante? they do not understand.
T: yes
(some students go the the whiteboard and write The lesson is not
their answers) appropriately structured,
11: 20 T: Ok, you did excellent. Now, let’s do the last learning outcomes are
exercise and on the meanwhile I’m going to call not clear and none of the
you to check your handouts. In the last exercise four skills in English are
you have to make these sentences negative. developed.
Fs: ¿Hay que pasarlas a negativas?
Ms: Si colocarles el not nada mas
T: Yes, Please start working
( The teachers checks students handouts one by
one)
/The bell rings the lesson finishes/
T: Sigo timbrando a la vuelta del recreo , ok
Salgan nomas
11: 30 Ss: ya profe
70
Appendix 9
FIELD NOTES STUDENT-TEACHER
FIELD NOTE Nº 1
Date : May 16th, 2012

Level : 11th grade a
Time : 90 minutes
Student- teacher: Pamela Soto

This lesson is based on listening comprehension skill. The name of the lesson is “Bullying”
and the activities are done in groups, pairs and individually. I recorded this lesson with my
cellphone
Transcriptions Speculative Analysis

10:00 ST: ok, first of all I need silence to start Before starting with
ST: Please stand up everybody the lesson it is
Fs: ya callense!!!! important get silence
(All the students are in silence) and do the
ST: ok, good morning students administrative work.
Sts: good morning Miss Students work
ST: sit down please! properly in an
Sts. Thank you Miss adequate
(The student teacher prepares the resources to start environment.
with the lesson –computer, speaker, data show-It
takes her a couple of minutes minute) Students have to
ST: ok, stop talking! I need to check the attendance know which are the
sheet please, I need your attention learning outcomes
Ms: Miss no hagamos nada hoy, veamos una película of the lesson,
no más because it is
(The student teacher checks the attendance sheet motivating for them
during two minutes) know they have an
Ms: Miss ¿usted nos va a hacer pruebas? aim to achieve in the
ST: yes of course! lesson.
Ms: uh Miss pero que no sean difíciles sipo
ST: ok, time to start, the objective of this lesson is to Images easily
improve listening comprehension skill by means of a activate content
video. Could you please pay attention to the images schemata on
on the screen? students, in this case
(The student teacher projects some images on the students had some
screen and the students observe them) knowledge about the
ST: now, can you tell me what the images are about? topic and as a result
Fs: son de bullying miss they get easily
71
ST: ya, what else? engaged with the
Ms: la clase va a ser de bullying de un video de lesson and
bullying participate actively
ST: yes! That’s right, and what can you tell me about on it.
bullying. Do you know any case of bullying here at Students like sharing
the high school? their own
Fs: no miss aca en el liceo no pero en la tele yo vi experiences and
una chica que se mato opinions they feel as
ST: ya, that’s very interesting don’t you think that part of the lesson.
bullying is very serious?
Ss: mmm, yes miss peligroso When students are
Fs: Dangerous miss familiar with a topic
Ms: miss a mi me hacen bullying the probability that
ST: yes??? Is that true? they comprehend a
Fs: no miss broma text or in this case a
ST: so, could you go to the handout please and lets tape is higher.
go to the second activity please tick if you agree or Unfamiliar topics
disagree with the sentences causes difficulties
Ss: como profe on students.
ST: For example lets go to the first phrase Bullies are
sad people do you agree or disagree with it Apart from trying to
Ms: y que significa agree y disagree understand a phrase
or a sentence
ST: agree de acuerdo y disagree en desacuerdo activities that
Fs: la primera entonces es que los que hacen bullying involve developing
están tristes crtical thinking
ST: Yes please you continue with the other ones skills are attractive
(students work on the exercise) for learners.
Sts: Shshshst Students should
ST:- after 3 minutes-shall we check?can you tell me follow a structure
if you agree or disagree with the first sentence and activities need
Fs: yes miss, agree to be set a time
limit.
ST: And the next one? And the second do you agree
with it?
Sts: disagree miss Students try to use
ST: ok and the third one? English by using
Ms: agree isolated words like
(The student shout the answers) agree and disagree,
ST: ok, what about the last one however, when the
Ss: agree miss are asked to expand
Ms. Si de acuerdo con esa their answers they
Ss: siiii do not even try to
ST: Ok now we are going to watch a video and I need speak in English.
you to pay attention to the third activity in your
72
handout Students feel
Ms: cual miss??? enthusiastic with the
ST. la tres the third activity lesson because they
Fs: que hay que hacer profe??? like watching videos
ST:First we are going to watch a video The use of
Ms: vamos a mirar un video audiovisual
10:15 ST: ok! And while you watch the video you have to resources is a great
do activity number three motivator. Students
Ms: ¿la actividad tres? work with interests
ST: yes, there you have to write yes or no according and attentive to the
to the information that appears on the video. Do you information
follow me? presented on videos.
Sts: yes para las correctas y no para las incorrectas
ST: yes, perfect now I need complete silence to start Students are
Sts: yapo cabros callense engaged with the
ST: here goes the video for the first time one, two, lesson and identify
three lets start.( students watch the video two times successfully
for the first exercise) specific information
Sts: otra vez po miss me falta una from the tape. When
ST: no, we are going to check students get
(The student teacher reads the first sentence) interested on a topic
Fs: yes miss esta correcta they work actively
ST: yes very good and is more probable
Ms: miss yo hago la segunda. that they achieve
ST: oh! great comprehension from
MS: no osea es incorrecta a text or from a tape
ST: next one? in this case.
Ss: incorrecta miss no The video does not
Ms: si miss también es no have to be repeated
ST: perfect the next one many times because
Ss: yes miss correcta students get easily
ST. Yes, that’s correct. then bored it is better to
Ms: Miss la otra es incorrecta set a limit of times.
ST: yes very good Activities that
(The student checks the whole exercise) involve bottom up
ST: ok now we are going to watch the video again processing are easily
and we are going to do exercise number four. Do you solved by students,
understand? they work motivated
Ms: si hay que hacer la cuatro y que se hace ahí? when they
ST: you have to complete the sentences by using the understand the tape
words on the box, right? and understand the
Sts: si con las palabras del cuadro se completa task.
ST: Perfect! now I need you to pay attention on the
sentences present on the video. Lets start!!! Students have to
Sts: ya shhhh callaos todos work in an
73
/Students watch the video again/ appropriate
ST: well, shall we check environment when
STs: noooo working with
ST: do you need to watch again? listening
Sts: si comprehension, that
ST: ok! The last time is why discipline is
Sts: yaaa essential.
/Students watch the video/
ST: ok,we are going to check. Who wants to
participate?
Fs: yo! younger When working with
ST: yes that’s right ! the other? listening
Sts: people comprehension a
ST: excellent, then? good strategy is to
Sts: hurts ask students to focus
ST: ok, very good! then on explicit
Sts: friend information in that
ST:and the last one? way they know what
Sts: anywhere they have to do
ST: ok, so let’s continue. Could you go to exercise clearly.However,
number five? students should be
Ms: oye, ¿tenis la tarea de fisica? also be encouraged
ST: ok, silence! Are you ready for exercise number to develop their top-
five down processing
Ss:yes miss skills.
ST: so, there you have to circle the places where
bullying can happen When activities are
(Students watch once again) repetitive or they
ST: ok, are you ready? Did you finish? have to watch the
Sts: yessss same video many
ST: ok, where bullying can happen then? times, they get bored
Sts: bathroom, classroom, playgound and easily distracted.
10:45 Ms: hall también
ST: yes, correct. Now without watching go to
exercise number six it says circle the correct answer. Before doing an
Sts: encerrar mis exercise it is
ST: yes lets do it together important to check
Ms: La primera es la a the vocabulary need
ST: yes, very good. The second one? to do it. In that way
Ss: la segunda es la c students do not have
ST: perfect!!!What about the third one? problems to do the
Fs: Miss yooo la tres es la a tasks.
ST: yes, and the last one?
Ms: la ultima la b Motivate students
74
ST: Ok, now do you think that the kids on the video through positive
were victims of bullying? words enhance their
Ms: obvio po miss performance during
Ss: siiiii miss of course the lessons. They
ST: why? feel keen on
Ms: Porque eran todos medios feitos po miss participating and
ST: well, that’s your opinion relaxed to share their
Sts: ella la mas bonita po answers
ST:ok lets go to the last activity it is a workshop your
will have 15 minutes to do it. Please get in groups Cooperative work
and design s leaflet has many benefits
Fs: de cuantos profe y que hay que hacer for students, it
ST:up to four you have to design a leaflet or a poster develops both good
Ms: hay que hacer un poster ne contra del bullying learning and social
cierto? skills, it builds
ST: yes, very good I am going to give you the positive
materials for you to start working in the middle of the relationships among
poster you have to draw something and at the bottom students.
you have to write a piece of advise un consejo right?
Sts: si al medio le hacemos un dibujo y al final hay
que escribir algo en inglés en contra del bullying.
Fs: vale miss es con nota?
ST: yes, accumulative At the end of each
( students get in groups and they are provided with lesson is relevant to
the materials they will need) choose activities
ST: -students are all organised into groups- Ok you where students have
may strat remember that you have to finish in 15 to produce English
minutes and is also important
Ms: tan poquito tiempo? to make them create
Sts: ja ja ja something.
11:15 (students work in groups)
ST: Are you working? Monitoring is very
Sts: no jajajajaajja important for
ST: I suppose you are ready keeping the regular
Fs: no miss nos falta caleta development of the
(students didn’t have enough time to finish) lesson.
ST: ok, let’s finish the poster next class. When students
What did we do today? produce or create
Fs: vimos un videos de bullying. something they
ST: Did you like it? usually spend a lot
Ss: si miss deberiamos mirar puros videos major of time. In this case
jajajajajaj students should have
11:30 (the lesson finishes because it is time for the break) been given more
time for doing the
posters. The students
75
teacher proposes to
finish them next
class, and closes
appropriately the
lesson.
Appendix 10
FIELD NOTE Nº 2
Date : May 23rd, 2012

Time : 11:45-12:30

This lesson is based on Reading comprehension skill. The name of the lesson is “Eminem
case study”and the activities are done in pairs and in groups. As the time passes students do
the activities with the help of the teacher.
The information was collected by cellphone
Lesson Comments
11:45 ST: Silence students! Be quiet please! Good Morning The lesson starts just
Sts: Good morning Miss on time.
ST: Sit down!
Sts: Thank you Miss Students need to
ST: Ok, silence, pay attention to the attendance sheet, know the objectives
please! of the lesson, they
(The student teacher checks the attendance sheet during have to follow an
a minute. The student teacher names each student and structure and reach
they answer present) the aims of the
ST: Ok, it is time to start, the objective of the lesson lesson.
today is to read comprehensibly, and first I need you to Students’ schemata
pay attention to the following pictures here are activated
Fs: ah Que entrete! Eminem miss through the use of
76
(Students know the singer) pictures, in this
Ms: miss a mi me gusta eminem lesson students apart
Sts: vamos a escuchar rap? from having
Ss: Miss que hay que hacer? previous knowledge
Sts: que hay que hacer from the yopic they
ST: Do you know him?What kind of music does he have prior
sing? knowledge from the
Sts: canta rap tia es eminem previous lesson,
Ms: siii eminem canta rap words, phrses and
ST: Which do you think is the relationship between sentences in English
those pictures? that might be able to
Ss: mmm nose Eminem le pega a alguien develop the tasks.
ST: mmm could be, what do you think the text is going
to be about? Popular singers
Ms: de Eminem po miss usually attract
ST: yes, more ideas??? students’
Ss: de peleas, de bullying y de eminem motivation, when
ST: yes, excellent!Now let’s go to the second exercise working with
on the handout? Let’s read the phrases reading teachers
Fs: ya miss que significa break? must be careful with
Ss: quebrar po choosing topics and
Ms: y steal? characters. Students
ST: Did you read the phrases?what would you do if a do not like reading
person does these things to you? The first break your even in their own
nose language and
(The student teacher projects the phrases on the screen sometime features
using the data show) like topics and
Ss: Le saco la cresta miss characters of a text
Ms: oye no seas ordinario. Le doy un combo de vuelta might be helpful.
profe
12:00 ST: oh, ok To relate
ST: and the second? information with
Ms: ¿que significa eso? students own lives
ST: molestar. Poner sobrenombre raise the interest of
Ss: mmm le pego!!! students.
Fs: jajajaja yo tambien Students get
ST: ok and the third? involved in the
Fs: si me sacan mis cosas me choreo lesson and share
ST: alright and the last one? their ideas actively.
Ss: a no si me roban llamo a los pacos Students participate
Ms: si yo igual but they avoid using
Ss: vamos a los pacos nomas po English language,
ST: ok. Now could you please read the text and them the teacher must
answer true or false encourage students
Ms: jue miss medio texo to use the language.
77
ST: Do you understood what do you have to do? Students scan the
Ms: yesss verdadero o falso text to extrac
Ss: a las oraciones de la 3 hay que ponerles t o f specific information
Ms: miss pero el texto es muy largo from the text, they
ST: ok. Could you please read the text and do the task? are using the
Ss: si profe strategy getting the
ST: you have 15 minutes to do it idea quickly.
(the teacher monitors the class) Students have to be
Ss: oye tenis la tarea de lenguaje<’ always monitored
ST: trabaje en su guía señorita!!! because they get
Ss: ya oh easily distracted and
12:15 ST: Did you finish? without
Fs: no Miss espere po concentration it is
ST: ok. Time is over shall we check? impossible to reach
Fs: ya dele nomas profe comprehension.
ST: Ok. I sm going to choose a person to read the first.
Maria please the first
Fs: ya miss. (the student read the sentence) es falsa
miss The teacher can use
ST: Ok. You the second different strategies
Fs: ah ¿yo? in the classroom. In
(The teacher asks one female student to read the this case the student
second) teacher asks one
ST: silence student to read a
Fs: oye callense. Es falsa igual profe sentence in that way
ST: ok, thank you Camila, Alavaro can you continue? he practices the
(The male student readsthe third sentence) language and at the
Ss: esa es verdadera miss same time he
ST: Thank you Alavaro, Francisca can you read the participates in the
next sentence? lesson
(The female student reads the fourth sentence)
Ss: verdadero
ST: True. You the fifth one
Ms: false
Ss: nooo es verdadera osea true Clarifying students’
ST: yes, very good. You the sixth one doubts about
Ms: verdadera igual miss true unknown words or
ST: ok. Now take a look at the text again and choose vocabulary is good
the correct alternative, please try to understand the for minimizing the
complete sentences without translating each word. students` difficulties
Ss: hay que encerrar cierto tia when they try to
ST: Yes. You have to choose the alternative and circle comprehend the text.
Ms: ya profe espere
12: 20 ST: yes, ten minutes Students are not
Fs: Oiga profe ¿que significa lawyer? used to solve the
78
ST: Try to understand the complete sentence tasks using learning
Sts: miss venga que hay que hacer? strategies, in this
(Students work and the teacher monitors) case they are asked
ST: Ready? to understand full
Sts: no sentences but they
ST: Ok. Let’s check. The first get stuck when they
Ms: La primera es la A don not know a the
ST: Right. The second one meaning of a word.
Ms: la letra a The student teacher
ST: yes, the next one encourages them to
Ms: la b profe use the strategy
Ss: noo es la a using linguistic
Fs: la b o clues in order to
ST: Ok. It’s letter b as your classmate said understand and
comprehend
ST: Now, in pairs let’s develop the following questions sentences.
please!!!
Ms: En pares hay que hacer preguntas Working
Fs: En Inglés miss cooperatively helps
Ss: obvio po lesa students to socialize
ST: Yes in English and well developed and share ideas and
Ms: cuanto hay que escribir opinions.
ST: Five lines per each question and you have 10 Students should be
minutes to do it able to produce
Ms: ya profe las va a revisar? some language in
ST: yes, you will have to share your answers with your the post reading
classmates stage, although they
Sts: adelante profe? do not have enough
Ms: yo no paso ah vocabulary the
ST: no from your chair mister teacher has to act as
Sts: ah ya a facilitator of
ST: yes, start working please language.
(Students work and the teacher monitors) The essence of a
Ss: Profe necesitamos diccionarios lesson is
ST: No, I can help you sir participation when
Ms: Miss venga ¿como se dice molestar? students try to do
ST: Tease something even if it
Sts: miss venga a ayudarme is on their own
(After ten minutes the teacher checks the activity) language the teacher
ST: so, alvaro and maria start please. The first have to recognize
Ms. Because the song said that in the lyric them, because they
(students share their answers) are trying and that is
ST: Ok, can you tell me what did we do today? important.
Ms. Leimos un texto de Eminem
Ms: de una cancion de Eminem To close the lesson
79
ST: ok, what else? at the end is crucial
Sts: vimos fotos de Eminem igual tia to structure a class
(students make a revision of what they had been doing) that help students to
ST: ok, so next class we are going to do a listening review new contents
comprehension. and summarize what
Sts: vamos a escuchar? have been done
ST: Yes. Next class we are going to work on the same during the lesson.
12:30 topic but with a different skill
Ss miss, podemos guarder?
ST: Yes, see you next class
Sts: siiiiii
Ss: si Miss
80
Appendix 11
FIELD NOTE Nº 3
Date : June 7th, 2012

Time : 10:00 - 11:30

This lesson is based on Reading comprehension skill. The name of the lesson is “The secret
garden”. The activities are done individually and in pairs. As the time passes students do
the activities with the help of the teacher. (This lesson was based on a book called the secret
garden, students were preparing for an extensive reading test based on the book)
The information was collected by my cell phone)

10:00 ST: Good morning students!
Sts: Good morning Miss It is relevant to write
ST: sit down! the objective of the
Sts: thank you Miss lesson on the
ST: Could you please keep quiet? whiteboard in order
(The student teacher installs the projector and the to show students
computer during some minutes.) what the teacher
ST: Ok , pay attention to the attendance sheet. intends to achieve
(The student teacher checks the attendance sheet for in the lesson.
two minutes) The teacher asked
ST: ok, your attention please, the main objective of the the group to read a
lesson today is reading comprehensibly, and to start, full book, students
could you please pay attention to the following are not quite happy
questions? with the idea, they
(The student teacher projects the questions on the white comment that they
board) dislike reading and
Ms: Miss ¿la clase se va a tratar del libro? that the book is
ST: Yes, mister. Now are you interested in stories boring.
about children who become friends?
Sts: no miss Nowadays, students
Ms: no me gusta leer do not like reading
10:15 ST: are you interested in stories about reaching goals? they prefer to watch
Fs: que significa reaching goal? movies than reading
Ms: Alcanzar metas a text that is why
ST: Very good gabriel motivate students to
Ms: que fome profe el libro es mas fome read books is more
ST: Let’s continue. Are you interested in stories about and more difficult.
81
secrets? Students schemata is
Fs: de suspenso sipo profe las películas son rebuenas. mainly structured of
ST: ok! What about stories about animals? audiovisual material,
Fs: Igual son buenas pero son de pendejos po profe they do not feel any
osea yo prefiero las películas en vez de libros attraction to reading.
ST: Right , and what about gardens and flowers?
(The student teacher projects images related to the Getting to know the
question) likes and dislikes of
Sts: No que fome students can be
ST: and about mysterious houses? benefitial when
Sts: si de casas embrujadas looking for topics to
ST: Now, let’s review the following words. work with.
(The student-teacher introduces vocabulary by means
of pictures)
Fs: Profe vamos a leer? Reading books is
Ss: obvio si adelante dice reading important when
10:30 ST: ok, lets start Reading. Could you please read the learning a new
text taken from the book “the secret garden” and do the language because it
second execise on your handout? contributes on
Fs: que hay que hacer po profe getting vocabulary
ST: There you have ten senteces that you have to order and also improves
chronologically. Do you follow me? student’s reading
Ss: Diez oraciones hay que ordenarlas cierto? comprehension.
(Some students catch all the ideas at the first Students use the
explanation) strategy reasoning
Ms: yo no entendí nada deductively to solve
ST: Yes, you have to order these sentences. Number this task, they are
them please!!! analizingn
Fs; las enumeramos? information and
ST: yes, please reasoning in order to
Fs: ah pero uno tiene que leer todo eso!!! eiiii solve this task.
ST: yes, please do the exercise. You have 15 minutes to Setting time is good
finish it, ok? when showing
Ms. Difícil Miss students a limit.
ST: ya, ok, now, please read!!!
(Students start reading and the teacher monitors Teachers are plenty
students work) of strategies to avoid
Ms: el texto es muy largo profe using Spanish in
ST: no, it isn’t. work!!! English lessons.
Ms: que significa flower Monitoring students
(The teacher points a flower sticked on the Wall) is helpful to idenfy
ST: Are you ready? If students are
Fs: no esta más difícil!!! having difficulties
ST: Remember to number the sentences with an exersice, in
(The student teacher writes the letters of the sentences this case the teacher
82
on the whiteboard) must provide more
ST: Are you ready? time if students
(The student teacher checks the handouts of some need.
students)
Ss: ¿hay que pasar adelante?
ST: Let’s check. I’m going to name some of you and
you will have to come to the whiteboard and write the
correct number next to each letter. When students have
ST: ok, clear? lessons they spend a
Sts: que hay que hacer miss lot of time sit that’s
ST: ok, for example. Gabriel came here please. Letter a why make them
is number? According to you? move from ther seats
10:45 (Some students do the exercise on the whiteboard) is benefitial for the
Sts: aaaaa ahora si capto miss lesson’s atmosphere.
ST: Marcela please could you do letter b
Sts: Esa no cacha na’ miss In general, students
ST: ok, marcela please? are reluctant to
Fs: ya miss si la tengo participate in a
ST: sure? lesson. Teachers
Fs: si have to find
ST: Nicole, could you do letter c please? strategies to make
Fs: No la tengo profe them feel
ST: your classmates are going to help you. comfortable and
Sts: es la 5 nico create an adequated
ST: Sure? atmosphere for
Ms: si profe making them speak.
ST: Marcos please letter D
Ms: Cabros cual es esa?
ST: Do you have it?
Fs: si la tenemos pero no estamos seguros
ST: Ask your classmates.
Ms: yo tngo la 4 esta bien? It is important
ST: Yes, let’s continue. Marcia please letter E always to keep
Sts: bien Marcia tu puedes jajajajaja discipline during a
ST: Silence please!!! lesson because
(Students are laughing loudly) teachers need a
ST: Karla please letter F comfortable
Fs: ya profe atmosphere to work.
ST: Cralos letter G When students do
Ms: no profe no la sé not like a topic it is
ST: What do you have? quite difficult to
Fs: la 1 miss work, The student
ST: Good, Charlotte letter H teacher should have
Ms: la 9 used strategies to
ST: Monica, letter I control the situation.
83
Fs: yaaaaaa
ST: and finally Matias the last one
Ms: pucha profe
ST: great! Was it difficult?
Fs: igual profe es que leer mas encima ordenar
ST: Let’s continue. Now in exercise 3 you have to Matching exercises
match the sentences with one character of the book. are always funny
Ms: ya cuanto tiempo va a dar and easier to
ST: five minutes develop for students.
Sts: jueee profe tan poco This exercise aims at
ST: Let’s work using grouping
Ms: miss reviseme porfa learning strategy,
ST: did you finish? students classify
Ms: si profe avance antes information.
ST: yes, that’s correct! Continue working Learning strategies
Ss: oye préstame las respuestas are undoubtedly
Fs: sipo presta helpful to achieve
ST: No, you have to do it by youself comprehension,
Fs: Miss la 2 es con colin? these tools are
ST: I don’t know yoy have to do it! essential at the
Fs: y la tres es con dickon moment of reading
ST: are you sure? in a second
Sts: yes po language, because
ST: ok as you have finished let’s check lack of vocabulary
Fs: la 1 es con Mr archibald might be fulfilled
ST: yes, and the second? with these processes.
Ms: con mary
ST: the third? When students give
Fs: dickon their answers and
ST: and the last one? they are totally sure
Fs: colin about them and
Ms: zaa! Las sabe todas about their
ST: Very good, you worked perfectly, was it easier? arguments it is an
Ms: sipo miss la otra estaa muy difícil excellent idea to
Fs: sii se fue al chancho congratulate them.
ST: Ok, Let’s continue. In exercise number 4 you have Positive words
to match the words on the box to a definition below motivates and
ST: ok, you have ten minutes. Use your dictionaries if encourages students
you need to work actively.
(students work during the given time)
Ms: que fome la actividad profe Students do not have
ST: y que cree que soy payaso yo problems to
Fs: jajajajaja understand the
(Some students are laughing) English language
ST: ok, did you finish? because most of the
84
11:00 Ms: me faltan dos profe instructions are clear
Ms: que si este es mas flojo for them at the first
ST: no, stop! Mind your words explanation. They
Ms: yo teminé Miss understand but they
ST: ready to check? are reluctant to
Ss: si produce it, usually
ST: ok, Letter A they limit
Fs: Wife teacher themselves to single
ST: fantastic! That’s right! Letter B? words. The student
Fs:wheelchair teacher effectively
ST: yes, very good! Letter C? uses positive words
Fs: Dickon miss to provide a proper
ST: yes, you are right Nicole environment.
Ms: si Miss acá en el texto está
ST: yes, letter D
Ms: countryside
ST: yes, perfect. Letter E
Ms: Frosty
ST: super, and what about the last one
Ss: la que queda po profe stared Working with
ST: Good! Now in the following exercise you have five vocabulary is always
set of words. You have to cross out the word that benefitial when
doesn’t correspond to the group learning a second
Fs: ya borramos language because it
ST: cross out contributes to
(The student-teacher gives an example of crossing out enlarge vocabulary.
on the whiteboard) Students group
ST: ok? words according to
Ss: si profe grammar or
ST: ok, lets do it you have 5 minutes. linguistic pattern.
Fs: oka tía Grouping and
ST: did you finish? reasoning
Fs: yes miss revise nomas deductively are used
ST: right! On letter A by students. The use
Sts: strolling of learning strategies
ST: yes, true, letter B guys? results to be
Ms: surprise successful at the
ST: good and letter c? moment of reading
Ms: begged profe comprehensilvely,
ST: yes, what about letter D students do not have
Fs: thin miss problems to use
ST: yes. And letter E is? them and little by
Ms: nestled little are
Fs: si esta bien internalizing these
ST: sure? What about the rest of people? strategies that were
85
Sts: si not familiar to them.
ST: Now, in exercise 5 of your handout there are some
questions that you have to answer in pairs. At the moment of
Fs: en pareja? producing language
ST:yes, you have 15 minutes and then you will share working
your answers cooperatively is a
11: 15 (students work in pairs and the teacher monitors the strategy that must be
class) always used,
Fs: Profe terminé reviseme? students share their
ST: Ok. Did you finish? opinions, ideas and
Fs: si profe revisemos que falta poco pal recreo knowledge.
ST: Ok, who wants to start?
Fs: yo miss, yo empiezo Setting time limits
Ms: ella siempre allow teachers to
ST: ok. Let’s begin structure their
Ss: si lessons that is highly
(Students share their answers) benefitial for
ST: Was it difficult? students’ learning
Ms. Si profe no cachamos mucho pero se hace lo que processing.
se puede
ST: right, what did we do today?
Ms: Leer un pedazo del libro
Ss: ejercicios de unir y buscar palabras
ST: and what did you learn?
Sts: nada
ST: Please be serious! At the end of each
Fs: algunas palabras profe y expresiones lesson is crucial to
ST: which ones? check the contents
(The student teacher writes the words on the board) that have been
Fs: wheelchair, cry, garden studied and try to
ST: ya, what else? make a kind of
Ss: whisper summary of what
ST: ok, next class we are going to work on listenin was done in order to
comprehension right? consolidate the
Ss: profe van a tocar knowledge acquired
Ms:si profe podemos guardar? in the lesson.
ST: really? Yes, you can
86
Appendix 12
FIELD NOTE Nº 4
Date : June 14th, 2012

Time : 10:00 - 11:30

This lesson is based on Reading comprehension skill. The name of the lesson is “Walk and
talk”. The activities are done individually and in pairs. As the time passes students do the
The information was collected by my cell phone

10:00 ST: Good morning students!
Sts: good morning Miss
ST: sit down!
Sts: thank you Miss!
ST: Could you please pay attention to the
attendance sheet if you are talking and I don’t
hear your answer, you’ll be absent?
(The students teacher starts checking the
attendance sheet)
ST: the main objective of the lesson today is to The topic of the lesson
read a text comprehensibly; the topic today is is very interesting for
very interesting and related to your lives today. students, they get
To start I want you to tick on the reasons why easily involved in the
do you use your cell phones lesson with topics like
(Students have a list of reasons to use this. Students’
cellphones) schemata related to
ST: ¿why do you use your cell phones? cell phnes topic is
Ss: To play games! quite wide. Wide
Fs: As a clock schemata raise the
Ms: to surf on the net probability that
ST: ok, now I want you to pay attention to the students are going to
following codes. Do you know what do they reach comprehension.
refer to?
Sts: no miss son puras letras Sometimes is useful to
Fs: ¿pueden ser abreviaciones? take examples from
ST: Right miss, please take a look to these their first language for
letters making them
(The student teacher writer TKM on the understand topics in
87
whiteboard) the second language.
ST: What do they mean? The success of a
Fs: te quiero mucho!!! lesson depends
ST: yes, perfect! These letters are these kind of somehow on students
abreviations but in English attitude towards a
Sts: ah y ¿que significan profe? topic.
(The student teacher explains the codes by Previewing is a good
means of pictures) strategy to activate
10:15 ST: Now, I want you to read the introduction of students’ schemata
the text, please!!! and to make students
Fs: La pura intro profe predict upcoming
ST: Yes information. Guessing
(Students read in silence) is another useful
Fs: Profe tremendo texto strategy that help
ST: Ok, did you finish? What do you think the students achieve
full text is about? In exercise 3 you have three comprehension.
options choose one!!!
Sts: The history of communication
ST: Perfect students you are very clever today! In general, students do
Ss: Pa’ que vea po miss not like reading texts,
ST; Bueno hay que aprovechar entonces. Could specially when a text
you please read the text and give a heading to is long. In order to get
each paragraph a better understanding
Fs: que es heading? from a long text
ST: synonym of title activities can be
Ss: como titulo divided by paragraph
Ms: hay que ponerle un titulo a cada párrafo in that way students
cierto? do not have to read the
ST: yes, very good marcos! Now, you have 15 full text in each task.
minutes to do this exercise. Let’s work
Ss; yaaaa profe Students have to use
Ms: que flojera leer the strategy using
ST: Si no quiere trabajar tome sus cosas y salga linguistic clues to
de la sala provide each
Ss: jajajajaj paragraph with a title,
ST: ya todo el mundo trabajando the use of learning
Sts: yaaaaa strategies appear to be
(The student-teacher monitors students while effective and helpful
they work) specially when
Ms: Miss venga porfa students lack of
ST: Ok vocabulary to
Ms: Profe yo no se leer en Inglés comprehend a text.
Ss: callate oh
ST: Let’s work Translation is also a
10:40 Fs: Miss ¿que significa eso? strategy but is not the
88
ST: Ya voy best one when
(After 15 minutes) learning a second
ST: Ok, you must be ready language, students
Fs: oh Miss que atroz! need to use strategies
ST: Karla, Which title did you give to that involve using
paragraph A different thinking
Fs: The historical background processes, such as:
ST: Very good. Are you all agree? analizing, reasoning or
Sts: yes, miss creating, in order to
St: Gabriel could you please give me a title for understand a text.
paragraph b? Translation has to be
Ms: The first call the last option.
ST: Perfect. Thank you! Charlotte please give
me a tittle for paragraph c Students usually spend
Fs: Testing the product too much time when
ST: yes, thank you. Rodrigo could you help me they are asked to read
with the last one? a text, because many
Ms: The future of them are not used
ST: Yes, perfect. Now read fastly paragraph A to use learning
again and do exercise 5, there you you have strategies and they
some incomplete sentences you have to translate word by
complete them. You have 7 minutes to do it word.
Sts: tan poco tiempo profe
ST: Solo tienen que leer un parrafo no se Getting specific
demoraran mucho information from a
(Students read the paragraph and the student task is not difficult for
teacher monitors) students, they mainly
Fs: Profe no les haga caso use previous
Ms: ya profe listo. knowledge and
(The student teacher writes the incomplete linguistic clues to
sentences on the whiteboard) solve to guide
ST: Right, let’s check. Please Matirza come to themselves and do the
the whiteboard and complete sentence A task.
Fs: Ya profe pero yo tengo la letra fea si ah
ST: Juan Pablo letter b When preparing
Ms: Ya miss activities teacher must
ST: Monica letter c choose motivating
Fs: Buuuuu activities not vey long
ST: And Cristofer letter D because students get
Ms: ok easily bored.
(Students complete the sentences on the
whiteboard)
11:00 ST: Let’s go to exercise 6. There you have to In order to make
read paragraph B and match sentences in students participate
column A with sentences in column B and move from their
89
Sts: hay que unir con rayas o le colocamos la seats, they can be
letra asked to share their
ST: With the letter answers on the
(All the students are in silence) whiteboard and in that
ST: Are you ready? way they move around
Ss: no Miss the class, in order to
ST: Let’s check make the lesson a bit
Fs: yo Miss la 1 va con la C different.
ST: Very good Fran. What about number 2
Fs: con la A
ST: ok, excellent. And number 3
Ss: D!
ST: Good, and the last one
Ss: con la que queda po profe la B
ST: Now, let’s go to exercise number 7. Read Students use grouping
paragraph C again and complete the chart about strategy to classify the
the cell phone. information present on
Ms: Profe ya lo tengo listo. Venga a ver si esta the text. The student
bien porfa! teacher promotes the
ST: Ok, the rest continue working use of learning
(The student teacher asks a student to come to strategies in order to
draw the table on the whiteboard) improve reading
Fs: Miss yo paso a completar comprehension
ST: Ok performance.
( A student completes the table)
Fs: Está bien miss?
ST: Ok. The rest, are you agree with your
classmate’s answers? When students work
Ss: Si profe with familiar topics
ST: ok, let’s go to exercise number 8. Read they feel comfortable,
paragraph D and look for 2 predictions present because previous
on the paragraph. knowledge is a great
(Some students are talking) tool to get
ST: as you are talking, I think you have finished comprehension.
Ss: yes Miss Students participate
ST: so, let’s check actively when they
Ss: si understand a text and
Ms: oh yes! are able to solve the
ST: Prediction 1 tasks without
(A student reads the prediction) problems.
ST: and what about the second one?
(Another student reads prediction 2)
Ms: Ve profe que somos capos
Sts: siii Learning strategies
ST: Now, I want you to get in groups of 4. use in activities
90
Ms: Podemos ser 5 improves student’s
ST: No, you can’t acquisition of
Fs. `ta leseando este Miss, el se pone a hacer language.
desorden cuando termina
(Students organise in groups)
ST: Now that you are ready. You are going Group work is always
reorder the dialogue on exercise number 9 and benefitial for students
according to the clues you find there, prepare an as they can sg¿hare
end for this conversation their experiences,
Fs: Miss puede venir knowledge and ideas.
Fs: Miss que hay que hacer Making students infer
ST: Reorder the dialogue an end according to
Fs: ordenar esa conversación y hacer un final information given
11:15 Ms: Sipo tan burra que va a ser previously is making
Ss:ajjajajajajajjajaj them develop higher
ST: Behave yourselves!!! order skills.
ST: you have to finish in 15 minutes and at the
end I will choose a group to present the
dialogue in front of the class.
(Students work in groups the teacher monitors
solving doubts)
Ms: Miss venga
ST: ¿si? What happens?
Ms: fijese si esto esta bien When the lesson is
ST: right! That’s correct. Please continue planned according to
Fs: Profe venga ver lo que tenemos the time available it is
ST:Ok important to tell the
(After 10 minutes) students the number of
ST: Gabriel’s group is going to present. Please minutes they have for
come here and present the dialogue doing an activity. This
Ms: ya profe. Podemos leer cierto? way the lesson is
ST: Of course developed as it was
( A group make a representation of the dialogue planned
present in the handout)
ST: Perfect. Anybody can tell me what did we
learn today?
Fs: de los celulares profe que hacen y como van Students’ oral
a ser en el futuro presentations at the
ST: ok, what else end of a lesson are
Ss: Ordenamos textos y pusimos titulos useful because it is a
ST: Ok, perfect. You worked very hard today way of consolidating
and I am going to congratulate you. all what has been
Ss: Gracias miss studied.
/The bell rings/
91
ST: See you next lesson you were excellent
today, please continue like that.
Sts: si profe ya chaoo
ST: Don’t forget to study
Ms: no Miss When students behave
Ms: ja ja ja and participate
ST: ok, bye bye actively during a
lesson is very
important to
congratulate them,
because they get
motivated to be the
same on the next
lesson.
92
Appendix 13: Lesson plan 1
Lesson Plan Nº5
I. Identification of the Lesson
Unit 2: Keeping-up-to-date
Topic: Family and social life
Student-Teacher: Pamela Soto
Mentor: Omar Pineda
Class: 11th grade a
School: Liceo Ignacio Carrera Pinto
Date: June 6th, 2012
Time: 45 minutes
II. General Objective:
 To detect the effect of Learning Strategies and content schemata activation on the improvement of
students’ average reading comprehension achievements
General objective of the lesson:
 To improve listening comprehension skill.
III. Specific Objective:
 To recall previous knowledge about the topic.
 To identify general and specific information from an extract
 To apply the contents studied.
 To practice vocabulary studied
IV.Contents:
 Functions: Giving instructions
 Notions: -Vocabulary: Verbs: to learn, to send, to type, to click, to write, to get, to attach
Nouns: Exchange student, phone bill, email, computer desk, address, subject, message, photo,
93
-Structure: Present simple
-Skills: Listening
V. Activities
Pre-listening
 Students are introduced with the name of the unit, objectives, etc. On the board.(2-3 minutes)
 To introduce the topic students have to describe a picture. The teacher give students prompts to
answer when describing the picture, where is she?, what is she doing?
(5 minutes)
 Students check if they know some words from a list. They have to tick on the words they know(3
minutes)
While-listening ( The teacher will ask some students from the class to read their answers and each activity
will be checked at the end of the time given by the teacher)
 Students answer a multiple choice activity. (5 minutes)
 Students listen to the extract and answer a true and false activity. (7 minutes)
 Students listen to the extract and tick on the instructions that the teacher gives. (5 minutes
 Students are given some sentences and they have to decide who said them: he teacher or the student.
(5 minutes)
Post-listening
 In pairs, students have to read a dialogue and complete a chart with the instructions that are given in
this (5 minutes)
 In pairs, students have to practice the dialogue, some of them will be asked to present it in front of
the class (7 minutes)
 VI. Assessment
Formative: The teacher checks students answers, solves doubts, answers questionsto the whole class.
94
VII. Resources
Worksheets, markers, pictures, notebook, and the whiteboard.
Activities
1.-Look at the picture. What do you think the recording is about? What are they doing? How do they feel?
2.-Do you know any of these words? Tick all the words that you know?
-send an email ___
-click on ___
-icon ___
-address ___
-subject ___
-message ___
3.-Listen to the recording and choose the correct alternative.
95
a)The woman in the recording wants to:
1)buy a computer
2)learn something
3)travel to Australia
b)this is a(n)…
1)exposition
2)conversation
3)story
c)How many people are speaking?
4.-Listen again and decide whether the sentences are true (T) or false (F):
a)___This is the woman’s first class
b)___Her son lives in England now
c)___She is learning to surf the web
d)___she asks for help
e)___The teacher is patient
5.-Listen the recording and tick the instructions the teacher gives the student:
a) click on the email icon ___
b) click on the new message icon___
c) write your address___
96
d) write your message___
e) Open the video folder___
f) Click on the envelop icon___
6.-Decide who says the following sentences, the teacher (T) or the student (S):
a) ___I’ve been spending money on phone bills
b) ___The first thing you have to do…
c) ___make sure you get it right
d) ___Is that ok?
e) ___”Hello” is fine.
f) ___ Is that alright?
After listening:
7. - Read the piece of dialogue taken from the recording. Which are the instructions? Complete the chart
with instructions given by the teacher:
T: The first thing you have to do is click on the email icon.
S: This one?
T: You’re right. Next click on the “new message” icon.
S: What I do next?
T: Write the subject and the message.
S: Like this?
T: That’s correct.
INSTRUCTIONS
1.-
2.-
97
3.-
8.- In pairs, practice the dialogue.
98
Lesson Plan Nº 6
I. Identification of the lesson

Unit 4: Keeping up to date
Topic : Walk and talk
Class : 11th grade A
Date : Wednesday 27th, June
Time : 90 minutes.
Teacher: Omar Pineda
Student-teacher: Pamela Soto
II. General Objective: To read a text comprehensively
III. Specific Objectives:
 To relate old to known information
 To make predictions on the topic
 To get general and specific information from a text
 To establish relationship among paragraphs
IV. Contents
Functions: Giving information, expressing opinions.
Skills: Reading and speaking
Notions: -Vocabulary: Verbs: to call, to talk, to die, to dial, to hang up, to go off, to
communicate, to become, to turn down
Nouns: Friend, telephone, boot, car, mobile phone,employee, competition, shop, price,
prediction
Adjectives: expensive, popular, happy, and impressed
Structure: Past simple and Future Tense
V. Activities
Pre reading
 Students have to tick on the statements according to their own experiences with cell
phones.(7-8min)
 The teacher shows some codes used by Americans for sending text messages and
ask them to give examples on their own (5min)
 Students are introduced vocabulary by means of pictures.(7-10min)
While reading
 Students read the introduction of the text and decide what it is about.(8min)
 In pairs, students have to match 4 headings with each paragraph in the text (7-
8minutes)
 In pairs, students choose one paragraph of the text and complete the activities for
the chosen paragraph.(10 minutes)
 Students compare their answers with other couples that have the same
paragraphs.(10 minutes)
Post reading
 Students have to choose one situation and write a short text message to their
friends (10 minutes)
99
 Students have to put a dialogue in the correct order and practice it aloud with
someone they have not worked with (20 minutes)

VI. Peer-assesment: Formative, In pairs, students (he/she) asks (his/her) classmate 3
questions regarding what he/she learnt from class annd his/her performance along the
activities
VII. Resources
- Markers
- Sheets
- Whiteboard
100
Activities
Pre-reading
1.- Why do you use your cell phones? Tick on the reasons you use you cell phone.
-To let their people know where they are___

-To lirt with someone ___
-As a clock ___
-To play games ___
-Just to say hello ___
-To arrange to meet friends ___
-To surf on the net ___
2.-What do you think the following codes refer to?
GR8
C u l8r
BBFN
KIT
THNQ
XLENT
3.-Read the introduction of the text, what is it about?

a) The history of communication
B) New mobile phone
C)Technology of the future
4.-Match the headings below with paragraphs A-D in the text
a.-___The future
b.-___The first call
c.-___Testing the product
d-___The historical background
5.- Read paragraph A and complete the sentences:
a.- An important restriction for the car phones was_______________

b.- A second problem was the__________________
101
c.- One of the first person that used a phone box was_______________
d.- He could only make two calls one for his___________________
and the other to______________________
6.-Read paragraph B and match the following sentences:
a. Martin Cooper 1 ____is not clear

b. The phone was 2____in 1973
c. The topic of the call street 3 ____called from the box phone
d. The call happened 4____a Motorola
7.- Read paragraph C and complete the chart with information about the DynaTac
8000X
Weight Size Price Battery Volume
8.-Read paragraph D and mention 2 predictions made
After reading
9.-Choose one of the situations below and write a short text message to your friend.
Example: Hi peter, happy birthday!!!, I hope you have a nice day, I wish you the best!!!.
1)Arrange with a good friend to go shopping on Saturday at the shopping centre.
2)Text your best friend the morning of his/her birthday.
3)Contact your friend to say that you’re going to be late meeting them because of
a train strike.
4)Send a text message to your friend to find out where they are. You’ve been
waiting for them in a café for twenty minutes.
10.-Try to put the conversation into the correct order:
“Hi Sophie, it’s Justin.”
“Fine thanks. Listen I haven’t got long because I’ve got a maths class in a
102
minute. I just wanted to see if you are still coming tonight.”
“Hi. How are you?”
“Hello”
“Miles away!”
“I’m not sure. I think my mum wants me to stay in tonight. We’re going to my aunt’s house
tomorrow and we have to leave really early.”
“Ok well, let me speak to my mum and I’ll text you later.”
“Yeah, bye.”
“See you later.”
“Ok, cool.”
“Why, where does she live?”
“Well, what about if you came early and then my dad could give you a lift
home at about ten. Most people are coming around seven anyway and it
would be cool if you came.”
11.- Get together with someone you have not worked and practice the dialogue
103
Text
Portable phones - Walk and Talk!
Have you ever called a friend and heard this: ‘Sorry, he’s not in. Can you call back later?’
Have you ever been at a pay phone on a cold night and found it was out of order? Have you
ever thought how it would be if you could talk to your friends any time you wanted to? If so,
then read on…
A) Ever since bell patented the telephone in 1876, we’ve been living in the age of instant
communication. But there has always been a restriction – you need to find a phone. And
that isn’t always easy. Although we’ve had car phones since the 1950s, the first ones
were enormous: they filled the boot of the car! More than a portable phone, it was a
mobile phone box! One of the first users was a doctor in Sweden. Unfortunately, the
phone needed so much power that he could only make two calls before the battery died.
One to his patient, and the other to get someone to come and fix his flat battery. By the
mid-1960s phones were small enough to fit into the front of a car, but they were still too
heavy to carry around. They were also so expensive that they weren’t popular.
B) And then Mr Cooper made a call. On 3 April 1973, while walking in New York,
Motorola employee Martin Cooper dialled on is portable phone and called a rival
phone company. I don’t know what he said, but I bet he felt pretty happy when he hung
up. He knew that his company was ahead of the competition.
C) Now – just over ten years later – the DynaTAC 8000X portable cellular phone is in the
shops, and this week I’ve been testing it and I’m impressed. It is small and light. It
weighs a little less than a bag of sugar and is about the size of a brick. And you can talk
for almost half an hour without recharging the battery! You can also turn down the
volume in case the phone goes off when you’re in a meeting. The disadvantage? The
prince. It costs almost £3,000!
But don’t worry. The price will come down and everyone will have one.
D) And while I’m at it, here are some more predictions about how we will communicate in
the future…Firstly, people will forget how to write because all communications will be
oral. And one day soon we will have phone with 3D video screens which allow you to
see your friends! More good news: Phone calls will be free – they’ll be paid for be
advertising! And finally, I believe that eventually we will have phones I our brains!
Whit a speaker in an ear, and a microphone in a tooth, we will be able to dial numbers
just by saying them.
But until then, you could do worse than buy yourself a Motorola DynaTAC. Become mobile
and say goodbye to those cold calls in dirty phone boxes.
104
Appendix 15: Lesson Plan 3
Lesson Plan Nº7

Unit 4: Keeping up to date
Topic: Telephone
Mentor: Omar Pineda
Class: 11th grade A
Date: June 27th, 2012
Time: 45

 To detect the effect of Learning Strategies and content schemata activation on the
improvement of students’ average reading comprehension achievements
 To improve listening comprehension skill.

 To recall previous knowledge about the topic.
 To identify general and specific information from a song
IV.Contents:
 Functions: Making conversation

 Notions: -Vocabulary: Verbs: to call, to have, to play, to text, to make, to answer, to
live, to dance, to reach, and to try
Adjectives: Busy, sick, and fast
Nouns: Telephone, number, head, dancefloor, home, girl, coat, baby
-Structure: Present simple, and present continuous
-Skills: Listening
V. Activities
Pre-listening
 Students are introduced with the name of the unit, objectives, etc. on the board.(2-3
minutes)
 Students have to read some jokes and decide if they are funny or not(5 minutes)
 Students have to match some situations with images. (5 minutes)
 Students are introduced vocabulary items by means of pictures. (5 minutes)
105
While-listening
( The teacher will ask some students from the class to read their answers and each activity
will be checked at the end of the time given by the teacher)
 Students listen to the first part of the song and fill in the spaces with the correct verb
(5 minutes)
 Students listen to the next part of the song and try to put the lines in order (8
minutes)
 Students listen to the next part of the song, and to rearrange some words to form
correct sentences.( 7 minutes)
 Students have to fill in the gaps with one word (10 minutes)
Post-listening
 The whole class sing the complete song
VI. Assessment
Formative: At the end of the class the teacher asks students about their opinions regarding
the last activity
VII. Resources
Worksheets, markers, pictures, notebook, and the whiteboard.
106
Telephone by Lady Gaga and Beyonce
BEFORE LISTENING
1.- Read the jokes and discuss. Do you find them funny? Why/why not?
2.-Match the following situations with one image

a) You call your girlfriend/boyfriend to invite him/her to go to the cinema.
b) You call your boss and he/she was not there and the telephone machine answers the call
3.-Explain the meaning of these words and phrases. Which other words are useful in
telephone conversations?
107
DIAL LINE BUSY VOICE MAIL SIGNAL
HANDS FREE TOUCH SCREEN PICK UP
4.-Listen to the song ”Telephone” and fill in the spaces with the correct verb.
[Lady Gaga]
Hello, hello, baby, you called?
I ……………………. (1)a thing
I ………………….. (2)no service
In the club, you say? say?
Wha-wha-what did you say, huh?
You're ………………… (3) up on me
Sorry I cannot hear you
I'm kinda busy, Kinda busy, Kinda busy
Sorry I cannot hear you I'm kinda busy
Just a second
It's my favorite song they're gonna……………. (4)
And I cannot ……………. (5) you with a drink in my hand, eh?
You should've made some plans with me
You………………. (6)that I was free
And now you won't stop calling me
I'm kinda busy
5.-Listen to the next part of the song and try to put in order the lines. Give each line a
number
[Pre-Chorus:]
Stop callin'Stopcallin'
…….. I don't wanna talk anymore
…….. I left my head and my heart on the dancefloor
Stop callin'Stopcallin'
…….. I left my head and my heart on the dancefloor
…….. I don't wanna think anymore
6.-Listen and rearrange the words to form correct sentences

[Chorus:] (2X)
Stop telephonin' me(Stop telephonin' me)
I'm busy(I'm busy)
Stop telephonin' me(Stop telephonin' me)
(a) you call there’s home can but want all no one
……………………………………………………………………..
(b) not you’re reach gonna telephone my and
108
……………………………………………………………………..
(c) club out in I’m bubb sipping and the that
………………………………………………………………………
And you're not gonna reach my telephone
7.-Listen to the next part of the song and complete the empty spaces with ONE word
[Beyonce]
Boy, the way you blowing up my …………. (7)
Won't make me leave no faster
Put my …………… (8)on faster
Leave my girls no faster
I should've left my phone at …………… (9)
'Cause this is a ………………. (10)
Calling like a collector
Sorry, I cannot ……………… (11)
[Lady Gaga]
Not that I don't ………………. (12)you
I'm just at a party
And I am sick and tired of my phone ………….. (13)
[Beyonce]
…………….. (14) I feel like I live in grand central station
Tonight I'm not takin' no calls
'Cause I'll be ……………… (15)
Tonight I'm not takin' no calls
'Cause I'll be ……………… (16)
[Pre-Chorus x2] + [Chorus]

[x3]
My telephone
Ma mama telephone
'Cause I'm out in the club
And I'm sippin that bubb
And you're not gonna reach my telephone
(We're sorry, we're sorry

The number you have reached
Is not in service at this time
Please check the number, or try your call again)
8.-Now could you sing the complete song
109
Lesson Plan Nº 3

Unit 2: Self-care
Name of the Topic: Eminem’ case study
Mentor: Omar Pineda
Class: 11th grade
Date: May 23rd, 2012
Time: 45 minutes

 To detect the effect of Learning Strategies and content schemata activation on the
improvement of students’ average reading comprehension achievements
 To improve reading comprehension skill.

 To recall previous knowledge about the previous class.
 To predict upcoming information by means of pictures.
 To identify general and specific information from a text.
 To discuss different statements related to the topic.
IV.Contents:
 Functions: Giving information

 Notions: -Vocabulary: Verbs: To win, to bring, to sue, to harass, to come, to beat, to
bang, to soak, to shove, to grab, to soak, to choke.
Adjectives: Old, fat, false.
Nouns: Star, bully, locker, urinal, nose, blood, throat.
Phrases: To win a case, to sue for, to come in.
-Structure: Present Perfect and Past Simple Tenses

-Skills: Reading and Speaking
V. Activities
Pre-reading
110
 Students recall previous knowledge about the topic by means of some questions.
5minutes)
 Students are given some statements and share opinions with the whole class. (5
minutes)
 Students are introduced some key vocabulary they will use later. (3 minutes)
While-reading
 Students read the text and answer a true or false activity. (5 minutes)
 Students do a multiple choice activity to identify specific and general information. 7
minutes
 Students answer some questions about the text. 8 minutes
Post-reading
 In pairs, students choose one question to discuss with his/her partner and then
prepare a suitable answer to report at the end of the class. 12 minutes
VI. Assessment
Summative: In pairs, students prepare a suitable answer according with what they
discussed about, using the vocabulary they have studied.
Criteria Poor Average Very Good

Organization of
ideas
Content
Language use
111
Eminem wins bully lyrics case (Sun 17 Apr, 2005)
BNE: The American rap star Eminem has won a court case brought against him by an old
school bully. The bully, DeAngelo Bailey, sued Eminem for $1 million because of the
lyrics in a song called “Brain Damage”. He said the words in the song damaged his name
and hurt his dream of becoming a rock star. The lyrics said Eminem “was harassed daily by
this fat kid named D’Angelo Bailey”. In the song, Eminem raps about Mr Bailey bullying
him: “so everyday he’d shove me in the lockers/One day he came in the bathroom…/And
had me in the position to beat me into submission/He banged my head against the urinal ‘til
he broke my nose,/Soaked my clothes in blood, grabbed me and choked my throat”. Bailey
said he did bully Eminem, but only with a “bump” or “little shove”. He said the actions in
the song were not true. The court judges decided the lyrics did not show Mr Bailey in a
false light. They said the important thing in this case was that Mr Bailey bullied Eminem,
not how truthful the lyrics were.
Activities
Before Reading…
1.-Look at the Pictures:

- Do you know him? What kind of music does he sing?
- Which do you think is the realtionship between those pictures?
- What do you think the text is going to be about?
112
2. - Eminem describes being bullied in his song “Brain Damage”. What would you do if a
bully did these things (some from Eminem’s song)?
-Break your nose
-Tease you and call you names
-Take or break your things
-Steal your money
Read the piece of news “Eminem wins bully lyrics case” and then:
3.-Decide whether the following statements are TRUE or FALSE:
a. Someone said in court that Eminem bullied him/her . T / F
b. Eminem wrote a song about someone that bullied him at school. T / F
c. Eminem was harassed by a kid named DeAngelo Bailey. T / F
d. Mr Bailey broke Eminem’s toes. T / F
e. Bailey said he never bullied Eminem. T / F
f. Judges decided the lyrics showed Mr Bailey in a false light. T / F
4.-Which is the correct alternative:
1.-DeAngelo Bailey was:
a) Eminem’s old classmate that bullied him at school
b) A friend of Eminem
c) Eminem’s lawyer
2.-Eminem was sued by Bailey because:
a) Eminem’s song hurted his feelings
b) The lyrics in a song called “brain damage”
c) Eminem bullied Bailey
3.- Finally, the court judges decided:
a) That Eminem was a bully
b) That the lyrics did not show Mr Baily in a false light
c) That the actions were not true
5.-Answer the following questions about the text:
1.-Why did DeAngelo Bailey sue Eminem?
Because the lyrics in a song called Brain Damage
2.-Which acts of bullying did Bailey do to Eminem? He broke his nose, he soaked his
clothes in blood, he grabbed him and choked his throat
_____________________________________________________________________
3.-What Bayley said he did to Eminem when they were at school? Bailey said he did bully
Eminem, but only with a “bump” or “little shove”
_____________________________________________________________________
113
6.- Discussion:
-What is your opinion about the following questions? In pairs discuss one of the following
questions. You have 10 minutes to prepare a suitable answer for the question you chose.
a. - What are your feelings about bullies?
b. - Was it wrong of Eminem to name Mr Bailey in his song “Brain Damage”?Why?
c. - Is bullying a crime?Why?
d. - What do you think really happened between Eminem and DeAngelo Bailey?
e. - Have you ever been a bully / Have you ever been bullied … at school?When?
How?
114

The Effect of Learning Strategies and Schemata Activation

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The Effect of Learning Strategies and Schemata Activation

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The effect of learning strategies and schemata

activation on the students’ reading

Pamela Soto Velasquez

A report submitted to Universidad de los Lagos for the degree of

Universidad de los Lagos

Osorno, December 26th, 2017

It should be noted, that the importance of reading comprehension goes beyond

The Chilean educational system considers reading as a key in L1 competence that

2.1 Reading comprehension

To understand the nature of this complexity is important to have a clear definition of

2.2 Learning strategies

1. Contribute to the main goal, communicative competence

Direct strategies Indirect strategies

Memory strategies Metacognitive strategies

Creating mental images

Arranging and planning your

Employing action Evaluating your learning

Creating stucture for input and Taking your emotional

Cooperating with others

Fig1: Oxford’s taxonomy of language learning strategies. (Oxford, 1990)

Grouping implies classifying or reclassifying language material into meaningful units,

2.3 Strategy instruction

Considering previous research and my own experience as a second language learner,

Fig 2: Framework for strategies instruction (Chamot et al, 1999:46)

2.4 Schema theory

2.4.1 Formal schemata

2.4.2 Linguistic schemata

2.4.3 Content schemata

2.5 The activation of schemata in the pre-reading phase

2.5.1 Pre-reading activities

As a conclusion, the activation of content schemata in the pre-reading phase is very

3.1 Procedures for measuring the variables of the research

3.2 Description of data collection procedures

3.2.2 Aims, hypotheses, questions and variables

3.2.3 Steps in data collection process

3.2.4 Description of the instruments used for data collection

A survey is ‘any written instrument that presents respondents with a series of

3.2.7 Pre and post test

3.4 Ethical consideration

4.1 Analysis of attainment of the general objective

Pre test Post test

Mode Mean Median SD Mode Mean Median SD

Table 2 shows determinant values at the moment of corroborating or discarding the

Table 3: T test results

4.2 Analysis of attainment of the specific objectives

4.2.1 Specific objective 1 : To evaluate the impact of instructing students on learning

Pre test Post test

Pre and post test results

Pre test Post test

Siempre A veces Nunca

(Excerpt 3 taken from appendix 5, preliminary field note n 1, april 5 th 2012)

ST: Now, I want you to get in groups of 4.

(Excerpt 5 taken from appendix 12 ethnographic note n° 4, june14, 2012)

Strategy 4- Grouping: At the moment of classifying information this strategy is quite

4.3.2. Strategies used before and after the DIP

ST: why do you use your cell phones?

As it was evidenced in excerpt 4, students used this strategy successfully. In addition, it is

4.4 Suggestions for further research

4.5.1 Students’ attitude toward the subject

(Excerpt 14 taken from intervention field note n 3, june 7th, 2012)

4.5.2 Time constraints

Regarding possible implications and suggestions for further research, in order to

Abraham, P. (2002). Skilled Reading: Top-down, bottom-up. Field Notes, 10 (2).

Barlett, F.C. (1932). Remembering: A Study in Experimental and Social Psychology.

Name: _____________________ Date: _ Score: ______