1. UNIVERSIDAD JUÁREZ DEL ESTADO
DE DURANGO
“Escuela De Lenguas”
June 3
Final Project 3rd Semester
Students: Alma Verónica Méndez Valdez, Gabriela
Bautista Morales, Adriana Mercedes García Alcázar

2. INSTRUMENT OF OBSERVATION
1.-How does the teacher introduce the topic?
2.-How does the teacher stimulate students?
3.-Who controlled the class? Why?
4.-Is the teaching deductive or inductive
5.-Does the teacher promotes drilling or repetition activities?
6.-What aspects does the teacher take in account from students?
7.-Does the teacher encourage learners to produce language?
8.-Does the teacher creates a good atmosphere in the class?
9.-Does the teacher motivates or cheers up the students?
10.-Does the teacher gave confidence to students? Why?
11.-Does the teacher use technology as a learning tool?
12.-Is the group organized into teams?
13.-What communicative skills did she put into practice?
14.-To what extent learners are able to distinguish elements about the topic, and express
them?
15.-How does the teacher enhance reflection on English knowledge?
16.-How learners characteristics are considered?
17.-How do students show that they have processed knowledge?
18.-Are the Students exposed to the language? In what kind of activities?
19.-Does the learners receive enough input?
20. - Are they are able to produce within this input?

3. Summary
The teacher presents the class asking the students if they know what a sentence was, they
gave answers previous knowledge and own experience, in a more explicit way they
answered with clue words.
There was a lack of stimulus, but in some stages of the lesson the teacher applied the elicit
function.
There was a teacher- student’s role because in some stages of the lesson the teacher
explains some lesson points and in another stages students had the opportunity to
participate.
The teaching was deductive because the teacher gave a brief explanation about the topic
specifically sentence definition and the structure.
The teacher does not base her lesson on drilling or repetition activities, instead she
interacts with the students.
Some aspects that the teacher took in consideration from students were their
participation during the class in different activities and also that students do not speak in
their mother tongue. The teacher was aware that students do not use their first language.
The teacher maintained good humor, and was respectful to students but on the other
hand it was notorious the lack of enhancement, she was just focus on to teach her lesson.
Treatment between teacher and students seemed to be rather routine and monotonous
with no evidence that she wanted to make them feel secure of what they were doing.
She did not use technology in this stage of her class; the tools she used were the
blackboard and flashcards.
The group was not organized into teams the interaction pattern that she applied for the
lesson was group work and the abilities that she put into practice was reading, writing,
and speaking skills.
Students were able to solve exercises and express what they understood about the lesson
to some extent within normal attitudes with mistakes and successes like any other
students. As a fact the teacher did not really enhance reflection about English knowledge,
she just suddenly in a few occasions suggests them not to speak their first language.
Learners’ characteristic that best suits for the way they worked in class was group learning
style because student learns best working with others.

4. When learners are connected to other bits of past information when they reinforce
knowledge again it will be easier for them to solve exercises or to remember language
rules.
The lesson was given in the target language, so students were exposed to the language
during the lesson through simple games and competitions.
Students received the very basic input because students had previous knowledge to
understand the topic. If the subject had been new the input would not be sufficient and as
a result it had been more difficult to learners to distinguish and produce language.

5. Teacher NATANAEL: SUPPORTIN INFORMATION
The teacher introduce the topic based on “Constructivism Theory” because she ask
students questions, previous knowledge about the topic with the purpose to give them a
review related to sentence structure., Students answer with key words.
The role of the teacher was focus on being a guide. Student’s participation was following
teacher instructions, for example solving simple exercises distinguishing language
elements (structure) and as result they were able to construct their own knowledge.
Students participate and they were involved in the activities that teacher sets in class the
interaction of both, teacher and students were active during the lesson activities.
The class was also inspired in the “Cognitive Theory” because the teacher gave
information about the topic, and students received the elemental information, they
assimilated and on the next stage of the lesson they were able to produce basic
knowledge. Students practiced different activities as games using verbs flashcards. The
dynamic of this game was that students saw a flashcard and they had to write a sentence
in their notebooks that matches with verb of the flashcard, underlining with red color the
subject and with double line and blue color the predicate following the teacher
instructions as a result the students processed knowledge in a logical way.
The last activity of the lesson was based on constructivism theory because the teacher
supported it in students’ prior knowledge and experiences. Teacher sets a competition
game between girls and boys, the instructions for the game were that the student had to
to look to a flashcard and the student who has written the sentence in first place was the
winner.

6. Teacher: Isaias
FACTORS AFFECTING LEARNING
ATTITUDE AND MOTIVATION:
Teacher and students had a positive attitude, (children`s innate linguistic knowledge
which, it is hypothesized and consists of a set of principles common to all languages), for
that reason it was easy for students to comprehend the topic acceding to the language
attitude.
Intelligence:
All students have different abilities to acquire for learning the target language and each
student have to develop skill or strategies with the help of the teacher in the classroom.
Language Learning Strategies:
The use of easy activities and vocabulary help students to be focus and interested during
the class.
Self Confidence:
A prior knowledge and reinforcement activities enhances students to feel secure on every
stage of the lesson.
Personalities:
Most students’ personalities were extroverted and talkative this was a good factor that
helped them to participate better in class.
Gender:
Both girls and boys were able to coexist in a healthy environment and as a result there
were exposed to understand in the same level.
Age:
Students were of the same age around 11 to 12 years old and most students are able to
express the target language because they have prior knowledge since early age.

7. ARGUMENTATED CONCLUSION:
During the process of the class the lessons were taught inspired in constructivism and
conginitivism theories. The facts are the ways teacher uses with the students and how it
was developed in the different stages.
Constructivism: Is a theory to explain how the learner constructs their own knowledge
using their previous knowledge that they have been developed by experiences.
Cognitivist: Is the theory that describes how information is processed to produce learning,
it is a change in a learners` mental behavior. According to Paget constructivism is a need
for accommodation when current experience cannot be assimilated in exiting schema
(Piaget 1977, in cognitive stage called concrete operatorial that is in the age of 6/7 to
11/12 years old children who begins to think logically.
We observed that the class was inspired in the communicative approach because the class
was exposed in the target language. Students and teacher interacted in the second
language. This is based on the below definition of this approach.
(The communicative approach is based on the idea that learning language successfully
comes through having to communicate real meaning. When learners are involved in real
communication, their natural strategies for language acquisition will be used, and this will
allow them to learn to use the language.)
The students were capable to understand languages without using their mother tongue.
According to Chomsky`s theory (Universal Grammar) language acquisition is based on the
hypothesis that innate knowledge of the principles of Universal Grammar (UG) permits all
children to acquire the language of their environment, during a critical period in their
development. (Critical Period is based in if a language is not learned by puberty the
biological endowment which permits successful language acquisition will not be available.
It will be more difficult and incomplete after puberty.)
http://www.teachingenglish.org.uk/knowledge-database/communicative-approach
British Council, 10 Spring Gardens, London SW1A 2BN, UK
© BBC World Service, Bush House, Strand, London WC2B 4PH, UK.

8. We observed that during the lesson there were some factors that were favorable
according to the critical period hypothesis were:
Motivation and Attitude: Positive attitude and motivation are related to success in
second language learning (Gardner 1985) Students show a good attitude although there
was lack of motivation. According to the affective filter hypothesis that arguments that if
the filter is up the input is blocked and if the filter is down the input is positive. (Steven
Krashen).
Intelligence: Is important to keep in mind that “intelligence is complex” and that
individual have different kind of abilities and straights, not all of which are measured by
traditional IQ test.
Language Learning Strategies: Learning Strategy or style are terms to describe identify
individual approach to learner situations: Specifically, Keefe(1979:4) defined them as
“cognitive, affective and psychological traits that are relatively stable indicators of how
learners perceive, interact with, and respond to leaning environment”.
Self Confidence: Krashen, claims that learners with high motivation, self-confidence, a
good self-image, and a low level of anxiety are better equipped for success in second
language acquisition.
Personalities: Are the characteristics of a person as self-teem, empathy, dominance,
talkativeness, and combines with other factors that contribute to second language
learning.
Age: The critical period hypothesis suggests that there is time in human development
when the brain is predisposed for success in language learning. Developmental change in
the brain it is argued, affect the nature of language acquisition.
Gender:
Children`s innate linguistic knowledge which, it is hypothesized consists of a set of
principles common to all languages.
How the material promotes SLL
Such a procedure can provide comprehensible input of course, but- given a meaningful
context, learners can comprehend the general meaning of many forms which they
certainly have not “mastered”, and indeed, may never have produce. Thus, restricted
classroom second language material to those which contain little or nothing which is new
may have several negative consequences.

9. Also input hypothesis was applied because according to krashen assert that one acquires
language in only one way-by exposure to comprehensible input . (A term introduced by
Steven Krashen to refer to language which a learner can understand), because during the
class the teacher gave students basic information so that students produce language).
NADIA (Lesson Plan Justification)
The class that we observed was inspired in Communicative Language Teaching (CLT) Is
based on the premise that successful language learning involves not only a knowledge of
the structures and forms of a language, but also the functions and purpose that the
language serves in different communicative settings. This approach to teaching
emphasizes the communication of meaning over the practice and manipulation of
grammatical forms.
In the class there was interaction between teacher and students using the target
language, the teacher exposed the class speaking in English all the time.
Silent Method: Silent Way is based on the premise that the teacher should be as silent as
possible in the classroom in order to encourage the learner to produce as much language
as possible.
The teacher was a monitor she didn`t dominate the class, learners then go on to create
their own responses by putting together old and new information
It also was based in communicative competence: Competence.- Chomosky used this term
to refer to knowledge of language. This is contrasted with performance, which is the way a
person actually used language – whether for speaking, listening, or writing. Because we
cannot observe competence directly, we have to infer its nature from performance.
Communicative Competence: The ability to convey messages in speed of a lack of
grammatical accuracy.
Children tried to speak in the second language and the teacher encourages students to
produce target language.
Didactic material is a useful tool for teacher to enhance and motivate students, because
realia (puppets, flashcards, felt board, pictures, and labels) are attractive for children and
it helps to identify different learning channels. (Visual, Auditive, and kinesthetic.)

10. OUR EXCELLENT REFLECTION:
Language opens many doors for those who learn to employ it effectively. Nowadays in our world
are great advantages and opportunities of competition if someone speaks several languages.
Without a doubt acquiring these skills even the best learners or students find it challenging.
Notwithstanding there are techniques that can help to make it easier to master. Important is to
understand that to achieve these goals we must reflect on the use of different approaches and
perspectives.
At the beginning we put in practice the theories, methods and strategies. We had the
opportunity to observe in real situations what factors occur in a class and how affect s in
classroom teaching. We also learn to identify students’ necessities according to their
learning style.
In general there we had good experiences, we observed that is possible teach a English
class without use the first language to achieve it is important that the teacher has to be
prepared for any circumstances that could appear during the class development. So that
the factors that are involved the teacher could applied them in a positive way. We realize
that it is different theories and real practice, we as teachers should study and prepare
about all the theories and methods in order to apply the best according to the personality
of he students, atmosphere inside the classroom, and other factors that could be involved.
We learned the responsibility of to be a teacher, we should have a good lesson plan in
order to achieve our objective and guide the students, using different theories and
methods no only one in specific because depend the situation is possible apply one or
other.

11. VICKY
What is the purpose of using didactic material?
We went to watch the class; we could identify how the material didactic
favors children in their learning, also find it very fun.
We made own material based on Howard Gardner’s theory multiple
intelligences: that say all people have different intelligences and they
can learn in distinctive ways.
As create the class we thought about different needs of students, we
made some flashcards that we already know most of the students are
visuals and they like pictures or photos, now, what better way to
introduce the topic with funny cartoons and phrases.
Also made a felt board, where flash cards can stick and take off without
any problems.

12. LESSON PLAN
The first activity is inspired in the total physical response method,
because teacher enhances students to participate and to introduce
them to the English class. The high challenge is inspired in the
communicative competence: Grammatical competence because we
will explain grammar about the topic. Sociolinguistic competence
because there will be interaction between teacher and students or
student to student in the target language. Strategic competence: we
will be using easy words, didactic material, mimic, and realia.
According to discourse competence (How to achieve cohesion and
coherence); we will show students how to make a short conversation
with puppets, learners will be able to produce sentences about the
lesson. At the end students work with worksheets to reinforce
knowledge and general the class is inspired in the communicative
language teaching because it will thought in the target language.
Our class is based on one of the five proposals for teaching in
classroom:
Teach what is teachable:
The purpose in this proposal is to choose appropriate language
features to teach according to the learners’ second language
developmental stages. (Developmental features). Also the class was
based in one of the krashen`s monitor model: Input hypothesis
because one acquires language in one only one way by exposure to
comprehensible input, because we will teach vocabulary according to
their age. The input is the source of acquisition

13. REFERENCES
Spolsky, Bernard 1989. “Conditions for Second Language Learning”.
Oxford. University press.
Lightbown, Patsy M. and Spada. Nina. 1999.”How Languages are
Learned”. Oxford. University press.
Johnson, Marysia. 2004. A Philosophy of Second Language
Acquisition”. Yale University Press.
pentece theory
ative language competence because students and teacher have
interaction,