Proposal to Improve Oral Skills in Students of the 6th and 9th Grades of the San Jose Educational Institution

INTRODUCTION

At the San Jose Educational Institution, located in Sahagún, Córdoba, a key need was identified: strengthening the oral skills in English of 6th and 9th grade students. These skills are essential for students to be able to function in academic and social contexts, and to foster greater confidence in their language learning.

INITIAL DIAGNOSIS

Through diagnostic activities, it was observed that:

• In 6th grade, students have limited vocabulary and difficulties structuring complete sentences when speaking.

• In 9th grade, students show better command of vocabulary, but lack fluency and confidence when interacting orally.

These limitations are related to insufficient exposure to the language in meaningful oral contexts and a lack of regular practice in communicative activities.

GENERAL OBJECTIVE

Develop dynamic and interactive activities that encourage the use of oral English in practical situations, improving students' fluency, pronunciation and confidence.

IMPLEMENTED STRATEGIES

1. Thematic Conversation Circles

• In small groups, students discuss everyday topics or topics of interest, such as hobbies, sports, and culture.

• Teachers provide guides with key vocabulary and useful expressions.

2. Role playing games

• Students assumed roles in real situations, such as shopping or asking for information in a restaurant.

• Visual and physical elements are included to enrich the experience.

3. Short Exhibitions

• Each student prepares and presents a brief topic, using previously worked words and phrases.

• Positive feedback is given to build your confidence.

4. Use of Digital Resources

• Tools like language learning apps and interactive videos allow students to practice outside of the classroom.

• "English karaoke" sessions are organized to practice pronunciation and intonation.

EXPECTED RESULTS 

• In 6th grade, students are expected to be able to construct simple sentences and engage in basic conversations.

• In 9th grade, students are expected to achieve greater fluency and confidence when expressing complex ideas in English.

PROGRESS ASSESSMENT

Rubrics will be implemented that assess aspects such as pronunciation, fluency, use of vocabulary and group interaction. In addition, self-assessments and peer evaluations will be carried out to encourage reflection on learning.

CONCLUSION

With this proposal, we seek not only to improve students' oral skills, but also to motivate them to explore learning English as a tool to open doors to new opportunities. We are committed to the comprehensive training of our students and their preparation for the challenges of a globalized world.

 

Phase 5 – Final Activity

Welcome to Vanessa Tejada Montiel's blog, from the Methodology in Foreign Language Teaching course.

The content of the blog is as follows:

•      Link to the official disk folder.
•      Synthesis of the "Field Diaries".
•      Description of the observed population.
•      Schedule of the "Work Plan".
•      Photographic evidence.
•      The most notable moments of my observation of pedagogical practice.
•      Conclusions about my experience in observation practice.
•      Methods of units 1, 2 and 3. One paragraph.

Drive folder

 

Drive folder 

Here I leave my Drive folder so you can view it: https://drive.google.com/drive/folders/1ouzoS15J6jVb8v4uFSXoORqfv0BoMGvU?usp=sharing

Diarios de Campos

 

Synthesis of the “Diarios de campo”

Taking into account my three "Diarios de campo", and the teaching methods used by teacher Raúl Roa, I can say that he makes use of direct observation of the student in the classroom, that is, he uses said method to evaluate the knowledge acquired by students during the class or didactic session, in this case, the teacher only focuses on the translation of phrases or sentences from English to Spanish and vice versa, leaving aside the use of listening skills, something that is also important for teaching of English. On the other hand, the field diaries were very helpful, since I was able to take notes of the achievements and difficulties that arose in the teaching-learning process, obtaining a more complete vision of what happened in the classroom.

Description

 Description of the observed population

The San José Educational Institution occupies a place of importance in the local community, since it has been consolidating as an establishment that little by little with the support of its teachers and committed parents has improved its pedagogical work. This school has a morning and evening shift, from preschool to eleventh grade. In addition, it has all the facilities required by students and teachers.

On the other hand, I had the opportunity to work with the teacher Raúl Roa Guevera and the sixth and seventh grade groups (1, 2, 3 and 4), where each classroom has approximately 40 students, between eleven and sixteen years old. 

“Plan de Trabajo” schedule

 “Plan de Trabajo” schedule.

Photographic evidence

Photographic evidence