Chapter II

2.1 GENERAL VIEWWhat is a strategy?

Barriga (2002) define strategy as all the procedures that the people use on a reflexive way for promote the goals of the learning in the students, this are unconditional allied of the professor in the learning process it also defines the strategy as procedure (steps, abilities) that a learner uses in a conscious way as flexible instruments for learning and solving problems.Nobody can teach what do not know, that is way is necessary form strategic professors for having a better education and better students We have to construct the knowledge, the teaching is uncharged of us and we have to find ways to facilitate the learning for the students and innovate the traditional teaching, for this we have to consider the use of some strategies, these ones are all the procedures that we use in a reflexive way for encourage the learning in the students, we can see the strategies as a ways or resources for helping us in the classroom. But there are some things help us to analyze which is the best strategy, when we are teaching and for this there are some essential aspects:1. - General characteristics (previous knowledge, motivations etc.)2. - The domain of the general knowledge and the curricular content that we want to check3. -The goal we want to achieve and the pedagogical activities that we have to realize4.-The enforcement in the teaching process (the strategies)5. - the context

All this factors will help us to choose a strategy for the group; the strategies can be applied when we start a class, in the middle or at the end.

2.2 Phonetic symbols (Playing with symbols and sounds)

The phonetic chart is a system that contain symbols to represent the exactly representation of the sound, the purpose of this, is give a precise sound of every oral language, and can be used for students, professors, translators, lexicography.

Topic: Phonetic symbolsAdditional resource: phonetic chartAge group: 12 and 13Learning outcomes: The students will learn the utility of the phonetic in their lifes and how this makes a better pronunciation Previous learning: AlphabetPossible problem and solution: The students are worried about the pronunciation, some of them are confused because they read the English words as in Spanish, and get frustrated, so the professor decided check the phonetic symbols for facilitate they learningAssessment evidence: letters; students by lines have to pass, the teacher said a word and they have to form it with the symbols.Application: Comment by zamantha: Profe tengo que checar solo la fecha

Process:

When I applied the diagnostic exam, I was interested in that students get a better pronunciation so, we decided make activities to develop their pronunciation and the listening ability, for that reason we explained the use of the phonetic symbols to the students using a chart, I gave to students a sheet of paper with the symbols, in the board was a big chart with colors representing the vowels, the diphthongs and the consonants, so I explained first the consonants making gestures and practicing with the students, successively we did that with the other parts of the chart.( appendix)Once that the students had the chart I noticed that was fun and interesting for them, thy were having fun, even they do not find the functionality of this in their life, but I can say that the activity is working on and some students were asking me some things as:S: Teacher zam para que se usa esta tabla cuando hablamos?T: it is used when you do not know how to pronounce a word you look up in the dictionary and the phonetic symbols are net of the word, you read them and you will know how to pronounce correctly the word even you never had heard it . With this I can see that students are interested in the function of this chart on their lives, (BROPHY) (2000) says that we must give to students the function of the things and explain the usage they can give to their lives

Stages:Comment by usuario: En estas cuatro etapas debes profundizar tu anlisis, asi como mostrar evidencias de su aplicacin.1. - Pre-listening: The professor check the chart and explain what is the utility of the symbols in the English, and how the chart is divided; also checked the sounds making gestures, the professor make emphasis on the difficult ones, and the faces of the students showed they were interested in the class, they did the exercises, and the gestures, they were really accessible to the class because of the faces that the teacher made, and the faces that their partners did. (see annex. )Comment by zamantha: Ya lo corregi2. - While listening: The professor gave to the students a sheet of paper with a phonemic chart that contains the symbols, the chart contained vowels, consonants and diphthongs, when the professor explained each one, they were following the pronunciation that the professor did, some students were confused and others were laughing, but they were interested, the most difficult for them were the diphthongs because they forgot the pronunciation. (see annex. )

3. - Post-listening: The students work in pairs for doing the activity and they were checking the gestures they have to do, face on with their partners, when the professor said change they have to change their couple for listening other peers pronunciation, when they finished the activity in front of the classroom there were some symbols in the floor, the teacher said a word and they have to form the word with the phonetic symbols, this activity were easy for them and they were having fun. (See annex.)

4. - Suggestion: it is necessary give to the students the chart with colors for facilitate the learning, and with this will be easier identify the vowels, diphthongs, and consonants, we have to check that students realize the activities for have successComment by usuario: No comprendo la idea del numero 4. Si es sugerencia no es clara, se mas precisa.Comment by zamantha: Ya lo corregi