Self-evaluation grade: 4.

This activity is based on the two chapters that you had to read.

1-Give some examples of the interlocutor effect.

What I understand about this topic is that the kind of speaking of a person causes an effect
on her/his interlocutor. It depends on several factors. Richard mentions some of them:
formality, manner, directness and volume.
The first one refers to the use of formal words and expressions appropriated for the context.
For example, they are useful at a job meeting or a business party.
The next one refers to the gestures, expressions and words that a speaker usually uses. For
instance, to say “right” at the end of each sentence to call the interlocutor’s attention.
Directness refers to the fact of expressing clearly the speaker’s intention. At a business
meeting, an employee may say “I have a new idea to raise our sales!”
Finally, the last one has to do with modulating voice’s volume according to the context. It
would be higher at a lecture than at a library.

2-Mention three scaffolding techniques, and give examples of each one:

1. Showing interest: To say “uh- hu” or “that’s interesting!” along the conversation to
motivate the student.
2. Giving to the student the word that he / she is looking for: A student is talking
about a tsunami but she does not know the appropriate word to express that a city
has got flooded. She hesitates but cannot figure it out. So, the teacher helps her and
says “flood, it is a flood”.
3. Asking questions about already told information: A students is talking about a TV
show about how to take care of dogs. She already mentioned some tips to feed and
bath properly a dog. However, she does not how to continue. In order to help her, the
teacher asks “how many times should we bath a bog in a month?” and then, the
teacher will ask “Which is better for a dog: dry food or wet food?”

3- Here are a number of common speaking genres. Which ones would be most useful to
work on with a class of students you are familiar with? (Choose two) Why?

Asking for directions on the street: As my group and me are familiarized, it would be a
good idea to work in this activity. Students will not feel awkward, nor they will not judge
between them. So, it is a “safe” place, where it is possible to practice giving directions
without anxiety.

Telling a joke in a café: With a familiar group, I consider they would be more willing to work
on this activity. It would be funny and interesting at the same time for them.

4- Organize the following basic steps in a speaking lesson:

- Set task
- Plan the speaking
 - Rehearse the speaking
- Do the speaking
- Feedback/ Review the success
- Add/ Correct / Revise
- Redo the task

Evaluation activity:
Stress pronunciation activity:

LESSON TOPIC:  stress pronunciation of specific words.        PRE-SERVICE

TIME:  One hour and ten minutes TEACHERS´NAMES:
Main Aim:  At the end of the class, students will be able to produce words  Laura
in stressed positions and, at the same time, discriminating its meaning. Sánchez
 Mauricio
Subsidiary Aims:  Moreno

 Students will be able to accomplish appropriately communicative

functions according to situations. 
 Students will be able to use grammatical word classes (nouns and
verbs learned in class) and patterns (stressed pronunciation
patterns). 
 Students will be able to contrast homogeneous words according to
their pronunciation, meaning, and grammatical category.

GRADE: Ninth grade (private school) 

PROCEDURE OBJECTIVE TIME RESOURCES

Pre-activity: 
1. Teachers will ask to the students  To introduce 10  Crossword
to go to the minutes. 
https://game.educaplay.com/ vocabulary
and write the following code:  for the
903620 activity.
Teachers will ask to the students
to do the crossword individually.
(Students can use their 10
dictionary) minutes   kazoo

2. Teachers will play the kazoo in

order to explain the difference  To explain to
between noun and verb of the the students
words previously found.  that words
Then, teachers will ask to the have
students to pronounce that different
words according to the meaning
explanation. according to
its stress by
using a
kazoo.

During - activity:    15  Sentences

1. Teachers will dictate some -To discriminate the minutes  (appendix
sentences to the students twice. meaning of word 1) 
(look at appendix 1).  (noun or verb)
2. Then, teachers will ask to the according to its
students to highlight in each stress
sentence the words that they pronunciation. 
 have learned, and also, they will
have to write if it is a verb or a
noun. 
3. Finally, students will socialize
their answers. Teachers will give
the corresponding feedback. 
Post- activity:   Role cards
1. Teachers will divide the  To put into 30 (appendix
classroom into groups of three.  practice the minutes  2)
2. Teachers will give to each group vocabulary
some role cards (look at previously
appendix 2)  learned in a
3. After some minutes of planning role-play
and rehearsing, students will situation. 
present their short role-play to
the whole class (5 minutes).
4. Finally, teachers will give the
corresponding feedback. 

APPENDIX 1 
Sentences: 
1. The protest is arranged for this weekend.
2. That is a cruel activity, I will protest! 
3. Technological progress helps industrial capitalism.
4. The wagon train progress through the valley.
5. My father would never permit that.
6. I do not have a work permit.
7. I suspect that he has left already
8. Our murder suspect is in the house. 
9. She went to school to increase her knowledge.
10. The government plans to increase taxes.
11. Some animals can survive in the desert on very little water.
12. You desert his wife and children.
13. You have to contrast hometown transportation with a big city transportation.
14. There is a great contrast between the first candidate and the second one.
15. My views on language learning conflict with yours.
16. Armed conflict is not the only way to solve disputes.
 

APPENDIX 2 

A. Situation: A protest against animal mistreatment.

Student A: You are a newsreader, give to the audience general information about the event
(the protest, the place, how many people, the purpose, etc.) 
Student B: You are a reporter, ask to a protestant some questions (his / her opinion about
animal mistreatment, why this protest is important, how to deal with this problem, etc.) 
Student C: You are a protestant; pretend you are indignant and answer the reporter
questions (what’s your stance about animal mistreatment? why is important to protest
against it? how to deal with it?). Also, invite the viewers to join to the protest. 

B. Situation: It has happened a murder near the Virgilio Barco’s library. 

Student A: You are a newsreader, give to the audience general information about the event
(the information about the victim, the cause of death, the place, etc.) 
Student B: You are a reporter, ask to a police man some questions (how has found the
victim? how much time has passed since then? what are the clues? etc.)
Student C: You are a policeman, pretend you are indifferent and answer the reporter
questions (think about a possible suspect, how the victim was found, what are the clues of
the affair, what is doing the police now?)

C. Situation: The government wants to increase taxes

Student A: You are a newsreader, talk about the government decision to increase taxes
(percentage, payment dates, sectors affected). 
Student B: You are a reporter, interview the government representative (Why the tax
increase, what does this mean for the country, support for the poorest).
Student C: You are the government representative, you have to communicate the reason for
the government's decision and give information about it, what is the police doing now? etc.).

Role play activity :

Topic lesson: fruits

Grade: fifth

Pre - activity:

- Teachers will form groups of four students.

- Teachers Will give to the students a lottery board. Students will play it and they will
learn new words about fruits.
During - activity:

- The teachers will display the following video: (just the first minutes)
https://www.youtube.com/watch?v=GlNbzAGZC2M
- The classroom will be divided into pairs.
- Teachers will give role cards to the students. Student A will be the seller and will
have to serve student B. By the other hand, student B will be the client and will have
to buy some fruits.
 There are some expressions like:

Student B: Client

- Can I have a …
- Excuse me, I’m looking for…
- What is the price?
- Can you give me ___
- Do you have more of these?
- How much does ____ cost?
- How much do I have to pay?

Student A: seller

- How can I serve you?

- Good morning. How can I help you?
- Can I help you find something?
- Is there anything I can help you with?
- It is …. dollars
- Here you are (Give money back)

Finally, teachers give the corresponding feedback.