ENGLISH PEDAGOGY

STUDENT TEACHING PRACTICE

OBSERVATION STAGE

Task 1: The School and Learning Environment

Name of student: Begoña de Jesús Cavalla Zapata

Name of School: Instituto Chileno-Norteamericano de

Cultura

Number of students: 280 approximately.

Date: April 21st 2010 Class:

Lower intermediate

Briefly describe the following aspects:

1. The school:

The Instituto Chileno-Norteamericano de Cultura is a non-profit

institution created to promote the learning of English as a second
language in order to combine Chilean and North American cultures.
It is located on 385 Norte Street, Viña del Mar.
It has 280 students approximately, including adults, teens and
children.

2. The classroom

Inside a classroom, the students are interested in learning the

language so they are all motivated and anxious to accomplish that.
There are 8 levels at the institution (from basic level of English to
upper intermediate level) and four terms per year (2 ½ months
approximately).
There are different types of courses in order to the student profile.
There are children programs from 6 to 12 years old, there are teen
programs from 13 to 17 years old and adult programs from 18+.
Every course has between 3 and 13 students because the classes
should to be personalized.
3. The activities & resources

a) Inside the classroom, the activities are all focus on the oral
expression of the language using all kind of techniques such as
karaoke, dialogues, debates, pair works and representations.

b) Every classroom has a radio in which the teachers play a CD in

order to create or reinforce listening skills in the students. They
also have access to a photocopier and an extra material source.
The students, on the other hand, have a specific book for each
level that comes with a CD-ROOM in order to practice the language
by themselves, outside the institute.

Task 2: Student´s learning

In this second observation task, you should focus on the things that
help to create conditions for effective learning and on the aspects
that play a part in preventing learning.

1. The learners
The students are, in general, very motivated inside the
classroom. They want to develop all the skills needed in order to
learn English.
Most of the students are not afraid of talking in public or
in front of the class and teacher.

2. Behaviour during classroom activities

The students are willing to do a lot of activities that are
not common inside a classroom, for example, karaoke, create
situations in which they have to use the language, going to
restaurants and order thing in English, etc.

3. Discuss the learning styles and levels of English in the

classroom.
At the institute, there is a previous interview in order to
identify the level of English in which the student is in. therefore;
there are not differences between the student’s levels of
English.
Referring to the student’s learning styles there are some
differences between the students learning but inside the
classroom, the teacher uses all the possible styles thinking of
the student’s needs.
TEAM TEACHING STAGE

Name of student: Begoña de Jesús Cavalla Zapata

Name of School: Instituto Chileno-Norteamericano de Cultura

Date: April 21st, 2010

Task Nº1: Collaboration activities

1. What kind of activity did you perform the first time you were
asked for help? How long did it take?
Last time I was asked to help I tried to do an oral exercise using the
comparatives and superlatives in English. I proposed a topic that the
students had to discuss using the vocabulary they had learned before.
The topic was about parting. They had to recommend places in
Valparaiso and Viña del Mar giving an explanation of why they were saying
that.
It took around 15 minutes to get to an agreement.

2. What were the students doing before you started helping

out?
The students
They were learning the vocabulary about comparatives and
superlatives.

3. How did the students react? Describe the atmosphere of the

room and the levels of engagement in the room.
The students reacted very well, because they started talking about
the topic that I gave them and it seemed that they enjoyed the exercise
because they came out with very interesting ideas.

4. What other assignments were asked you to do? How often?

I had to correct some tests and also do the reinforcement sessions for
all kind of levels.

5. Were you asked to prepare any kind of special audio visual

material learning material for the students? Were they used?
How effective were they?
The teacher asked me to create some activity and I worked with a song.
They had the lyrics with missing words and the task was that the students
had to identify past tense according to the context and the listening of the
song. They had to apply reading and listening skills in order to complete the
exercise.
I haven’t done anything related to the planning section yet. So, I
am not going to be able to answer those questions.

Task 2: Lesson Planning

Answer the following questions and explain how you planned the learning
activities for your students. Be as precise as you can.

1. How did you get the information for planning the lessons for your
students?

2. Did your guide teacher give you any suggestions for planning?

3. How long did it take to you to prepare learning material for your first
lesson?

IVV/RGS
2010