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 teachinglearning 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 Vygotskys research into childrens
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 7 to 8 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 7 and 8 semester took part in the E. S. T. A. No. 00013
"Lic. Andrs Molina Enrquez" which belongs to the municipality of Jocotitln. The
community is located in the nortwest of the Estado de Mxico, it borders with the town of
Ixtlahuaca, El Oro, Jiquipilco, Temascalcingo and San Felipe del Progreso.
Jocotitln has around 56 communities, the main ones are: Santa Maria Citendeje,
San Miguel Tenochtitln, 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 Jocotitln.
The school was founded on September 1, 1978 by teacher Efran Gonzlez
Snchez. 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 tcnico 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.
Andrs Molina Enrquez" 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 teachers 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

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,)