1.1 THE TOPIC OF STUDY

The purpose of English language teaching in Basic Education for students is to get

the necessary knowledge to engage in social practices with written and oral language to

interact with native and non-native English speakers by means of specific competences

with the language (SEP, 2011). The learning process that the Normalistas have been part

from 1st semester to 7th and 8th semesters led them building certain learning strategies that

encourage the achievement of the purpose of English Language teaching.

The thematic line in which this work lies is the number one called "Teenagers and

their learning processes". Under this thematic line the tools that were acquire during the

learning and training teaching process will help to implement and to analyze teaching-

learning strategies and didactic skills that are consistent with the purposes of secondary

school education. One of the strategies that a teacher can develop is the storytelling and it

was the chosen strategy for this work.

Storytelling has a widespread use in education because it has a lot benefits: stories

are the oldest form of teaching, in others word, is a well proof and developed technique to

teach, it promotes the sociocultural learning and finally the use of stories put learners at

the center of the learning process. As you could see the story telling have multiple applies.

Storytelling is the oldest form of education; without the oral tradition the

transmission of knowledge and the use of instruments, traditions, warnings, tips, laws and

customs were not formulate. The storytelling is the way of transmitting, from the days

before writing, culture, experiences and traditions of a society through stories, legends,

fables, myths, etc. If you want you can say that it is the key to the survival of the human

species.

Storytelling fosters the learning trough the social interaction. The sociocultural

theories of learning, such as those that derive from Vygotsky´s research into children´s

cognitive development, foreground the role of conversation as the medium for all learning,

and have contributed to the notion that effecting teaching is essentially a “long

conversation”(Mercer, 1995).Recent searches into second language acquisitions also

support the view that the learning of second languages may be successfully mediated

through conversational interaction( Van Lier, 1996).

The best of the storytelling is that you give to your students an unbeatable change

to take part in the teaching-learning process. Stories give learners a chance for their

voices to be heard, you make that your students think that their experiences are valued.

Barrett (2006) argues that stories combine different aspects of learning pedagogy,

including: student engagement, reflection for deep learning, technology integration, and

project-based learning; plainly all the things that a students need for have a real learning.

On the whole the storytelling is an unsurpassable tool to teach secondary school

students. The main reason is because overall the aspects of the language that is use to

tell the story; the communication of the ideas is the central deal in the storytelling. This

communication reinforces the confidence and acquisition of the language, giving students

the satisfaction of a natural and creative learning.

1.2 CONTEXTUALIZING THE TOPIC OF STUDY.

During the last year of studies, from 7º to 8º semesters, we will become part of a

new school, this will be the climax of 4 years of preparation, the period inside we are going

to apply all the knowledge that we acquired from all the observation and practice periods.

This year will be the one in which we will have a new kind of experience about teaching,

more real and fruitful. For this purpose we were assigned to a specific school.

The teaching work from 7º and 8º semester took part in the E. S. T. A. No. 00013

"Lic. Andrés Molina Enríquez" which belongs to the municipality of Jocotitlán. The

community is located in the nortwest of the Estado de México, it borders with the town of

Ixtlahuaca, El Oro, Jiquipilco, Temascalcingo and San Felipe del Progreso.

Jocotitlán has around 56 communities, the main ones are: Santa Maria Citendeje,

San Miguel Tenochtitlán, San Juan Cuajomulco and Santiago Casandeje. According with

the census of population and housing done in 2010 by the INEGI, the total population was

61, 204 inhabitants, which 29,503 are men and 31, 701 women.

The weather that prevails in the region can be classified as temperate sub-humid

with summer rains. The average annual temperature is 13.2 ° C with a maximum of 31 ° C

and a minimum of 4 ° C, this temperatures affects the development of some activities

inside the school: punctuality, attendance and the development of technical activities.

Through a consultation of INEGI data (80% of land is used for agriculture) and

some talks with teachers, students and parents, was obtained the information that the

majority of the economic activity depends on the agriculture.

The school is located in the communities of San Juan y San Agustin and the

students belongs to the nearest communities: El Ruso, Mavoro, Huemetla, Barrio

Buenavista, San Francisco Cheje and Jocotitlán.

The school was founded on September 1, 1978 by teacher Efraín González

Sánchez. The school has an area of 2000 m2; the school has different areas: offices for

the head master, counselors and administrative assistants, 19 classrooms, a telematics

classroom, a lab, workshops(meat and dairy), lands for agriculture and livestock, a forum,

a computer center and multiple courts.

The enrollment of school is about 720 students divided into groups of 40. The fact of

only have 40 students per group was an agreement to not oversaturate the groups and

provide a better attention. The hours of school are from 7:20 to 2:30, and there are some

breaks, one from 9:00 to 9:10 and other from 11:30 to 12:00, those breaks were imposed

as a measure to avoid distraction and health problems created by the lack of nutrition and

care.

Inside the school exist some resources to improve the teaching process. This

resources are laptops, cannons, speakers, recorders, etc. Inside the school there is a

policy that every teacher has their own classroom, the assigned classroom was an

excellent space because it give to you the freedom to used it in the best way for you and

your students, it has enough space for the 40 students that each group has, a bookshelf,

40 seats, a desk, and a whiteboard.

Equally important is the teachers´ contributions. This school have around 40

teachers who have different majors in the hope that every angle of the school is cover with

someone who is well prepare for the job; in the academic deals we have teachers that

study for being a secondary teacher with different specialties and for the workshops we

have teachers that study a major in animal husbandry and agriculture.

During the latest years a new deal appears: the lack of agreement inside the school;

with this in mind the Secretariat of Public Education recover and reinforce the figure of the

“Consejo Tecnico Escolar” giving then a big importance from the begging and during all

the scholar year because inside of it is where the challenges are pointed and the ways of

improvement are figured out.

The CTE is something that is not out of the knowledge of the educational actors; the

bases where it comes from are in the secretarial agreements 96, 97 y 98, in which says

the way of organization and functioning of schools (primary school, technical secondary

school and general secondary school, respectively)(SEP, 2013) and one of the issues

inside these agreements is the one who talks about the “consejo técnico consultivo” and

says that it is an organ who provides help to the head master in some educational,

administrative and organizational matters.

In view of all this, at the beginning of the year in the E. S. T. A. No. 00013 "Lic.

Andrés Molina Enríquez" took place the CTE where all the academic staff decided the

guidelines for the improvement of the new scholar year.

1.3 MY ROLE AS A TEACHER

What is a teacher is a topic that is still debating, however there is an agreement and

is the idea that the role of the teacher has changed; as the teachers is no longer the key

mediator of the knowledge (Gimeno, 2012). However the students in secondary do not

build the knowledge alone, but they do it through the mediation of others in a certain

moment and in a particular context; herein lies the great importance of a teacher; be one

of the main actors, but not the only one, in the learning process. According with Gimeno

Sacristan (1988):

“The teacher is the mediator between the students and the culture through

his own cultural level; the meaning that he gives to the curriculum in general

and to the knowledge that he transmits in particular, and by the attitudes the

he has towards the knowledge or a certain part of same. The screening of

the curriculum by teachers produce a big amount of different meanings.

Understanding how teachers mediate the knowledge that students learn in

educational institutions is necessary for a better understanding of why

students differ in their learning processes, attitudes to what they learn and in

the sharing of what is learned. "

It is really difficult to define what a teacher is and what he have to do, being a

good teacher and what you have to do to become one can be a big deal for new

teachers, or in this case a training teacher, but there are clear bullets where start; the

School teacher´s pay and conditions document (DES, 1988) says that the duties of a

teacher are:

1.

Planning and preparing courses and lessons ;

Teaching, according to their educational needs, the pupils assigned to

him, including the setting and marking of work to be carried out by the

pupil in the school elsewhere;

Assessing, recording and reporting on the development and progress of

pupils;

2.

Promoting the general progress and well-being of individual pupils and of

any class or group of pupils assigned to him.

Also the teacher have to know about his subject, have to own

practice, have to be critic, have to planning, designing and evaluating; in the

next chart is show and outlining about what a teacher have to know and do,

in other words, the psycho-pedagogical knowledge that a teacher have to

own:

As noted there is a big amount of skills, duties and knowledge that a teacher own

but essentially being a teacher, in this case an English teacher, is more than knowledge,

like Maruny(1989) says teaching is not only give information, whether help to learn, and

with this intention the teacher have to know their students: what are their previous

knowledge, what they can learn, their learning style, their intrinsic and extrinsic

motivations, their habits, their attitudes and values.

1.4 THE PROCESSOF PLANING AND ASSESSING

The duties of a teacher, as we saw, are extensive but ones of the most important

are planning and assessing. Planning is the way that teacher take in account all the factors

that can improve or delate the learning of the students and plan how to take advantage of

them, and for instance is a fundamental part of the teaching- learning process.

To begin planning is a “…set of ordered, systematic and widespread process for the

determination of actions for a balanced and coherent development of

education…”(ANUIES, 1978); and according with the manual of planning(1985) is

characterized for being participatory, indicative, prospective, iterative, integral, optional

and operational.

Participatory refers to take in account to all the educational actors; in the lesson

plan we have to look not only for being a teacher tool, it has to include the students,

parents, directives, etc. In the plan the participation can be seen when environments are

include; when we talk about the familiar and community environment we are including all

the society in our planning, then is literary and ludic environment and it takes care of the

personal interest of the students and finally we have the academic and educational

environment that is related of the school, teacher and student.

When a plan is indicative is saying that we have certain objects and challenges to

achieve, in the lesson plan this parts are the social practices and the specific

competences.

The iterative characteristic refers to the continue application and accomplishment of

the lesson plan. In the basic education, especially in secondary school, the lesson plan is

a fundamental tool that have to be made, check and apply during all the academic year.

Being prospective, talking about planning, is when we made our plan thinking in a

ideal future, we are planning to obtain good results and a improvement in the students

learning and in our teaching.

Then an integral plan refers to a plan that has all the elements that take part in the

teaching and learning process, examples of this elements are the syllabus, the program,

times, levels, grade, learning styles, teaching styles, context, etc.

Optional refers to the different alternatives to overcome unexpected situation, in

others words, the flexibility of the lesson plan to change according with the situation.

Finally we have the operative field, when we talk about an operative plan, we talk

about a plan that give good results, that works and impact in the learning and teaching

process.

Now, all this characteristics have to be inside every lesson plan, it does not matter

the method that follows; the PPP Model -- Presentation, Practice, and Production (Van Els

et al., 1984), the OHE Cycle -- Observe, Hypothesize, Experiment (Lewis,1991), the ITB

Model -- Into, Through and Beyond (Brinton and Holten, 1997), the ESA Model -- Engage,

Study, Activate (Harmer, 1998).

The model what I used at the beginning of work was P.P.P. that is a model that

comes from the oral approach and Situational Language Teaching, but making an

analysis, this model is more useful for the syllabus 2006, where we can see the different

situations where the language have to be performance ( Unit 1., Unit 2., etc.),

The Situational Language Teaching is characterized, according with Rodgers () by:

Language teaching begins with the spoken language. Material is taught

orally before it is presented in written form.

The target language is the language of the classroom.

New language points are introduce and practice situationally.

Vocabulary selection procedures are followed to ensure that and essential

general service vocabulary is covered.

Items of grammar are graded following the principle that simple forms should

be taught before complex ones.

Reading and writing are introduce once a sufficient lexical and grammatical

basis is stablished.

As was said a legacy of SLT is the PPP method that contained a lineal structure, where

the learning course is stopped when the student does not understand the last stage, it

means that if the student does not understand the simple forms we cannot move on . This

method is conform by a PRESENTATION (when you present the grammar in a controlled

situation), PRACTICE (it is controlled practice phase) and finally the PRODUCTION (the

learner transfer the structure to freer communication).

But in recent years and with the new perspectives of teaching a language, the model of

PPP was much criticized, Woodward (1993)writes:

(The ‘PPP’) model seems to be firmly rooted in the tradition of thought

springing from Descartes who believed that things should be ‘divided up the

better to study them’. This analytic view of study is in contrast to the growing

feeling in our own time that more holistic or ecological ways of looking at

interlocking variables and systems might be healthier.

Despite his popularity and its widespread used, this method have been criticized as being

incompatible with the findings of second language acquisition researches, which state that

the learner does not simply learn one grammatical item after another (Skehan 1998;

Scrivener 1996).

As an alternative for planning, one that is suitable with the sociocultural approach of

syllabus 2011, is ESA model. The ESA model born with Jeremy Harmer

Apart from the planning, another important tool for teacher is assessing. According with

the 2011 syllabus the assessing of learning is the process to obtaining evidence, making

judgments and provide feedback on the learning achievements of students throughout

their training; therefore, it is an integral part of teaching and learning. The assessment

have different functions like prediction, regulation, formation, prospective, quality control,

etc.

Inside the second language classroom we have a lot of kinds of assessment and it

depends in what we want to kwon and improve. For example we have the informal and

formal assessment. Informal assessment is the one that has a spontaneous starting, along

with coached and some feedback but without a specifically recording or really specific

judgments. Kind of this can be the comments that you do in a presentation or the notes

that you write in the students´ notebooks (Great job!, Keep going!, etc.)

Formal assessment is, according with Brown(2003), a set of techniques; this systematic

planned sampling techniques are constructed to give the teacher and students an

appraisal of students achievement. This assessment is the one that secondary teaching

used trougg

Another distinction can be the one that the syllabus 2011 offer us, the formative,

summative and global assessment.

Frade(2009) said that the evaluation has certain characteristics, the evaluation is

objective, is valid, trustable, complete, integral, meaningful, helpful to take decisions, clear,

and promote the communication of the results.

MY INTERVENTION STRATEGY (3-5)

METODOLOGY OF STUDY (5-7)

STUDENTS PROFILE (7-9)

PROJECT 1(TASK 1,2,3,)