UNIVERSIDAD DE LA AMAZONIA

EDUCATION SCIENCES FACULTY

BACHELOR OF ARTS IN FOREIGN LANGUAGES WITH EMPHASIS ON ENGLISH
TEACHING PRACTICE I

Diagnostic Analysis

S-t´s Name: Eduard Andres Rodriguez Cardona

Diagnostic Description: The diagnostic was implemented on 68 students from 3°2 and 3°3 through three
different activities focused on assess family vocabulary, animals, adjectives, and like/don’t like expressions.
These were the activities:

 Family Members Activity: In groups, students read and organize different family members’
descriptions according to their representative pictures.
 Animals/Adjective Activity: In groups, students identify animals according to descriptions said by the
student-teacher and place them in the order listened.
 Like/Don’t like: Individually, students choose 5 elements from a list of food and sports, and categorize
them according their preferences in two columns.

The results for the diagnostic were taken using a checklist with multiple criteria. In this sense, the analysis is
going to have both activities and checklist from grades 3°2 and 3°3.

Activity Analysis

1. Family Members Activity: Organize the different family members of the story according to the image
and its description.

RESULTS:

3°2 STUDENTS 3°3 STUDENTS

17%
25%

75%
83%

Complete Activity - No mistakes Complete Activity - No mistakes

Activity with mistakes Activity with mistakes
UNIVERSIDAD DE LA AMAZONIA
EDUCATION SCIENCES FACULTY
BACHELOR OF ARTS IN FOREIGN LANGUAGES WITH EMPHASIS ON ENGLISH
TEACHING PRACTICE I

In both grades, the majority of the teams completed the activity successfully with few or any mistake. It was
observed that in some groups, at least one student an understanding on the vocabulary needed, and helped their
peers. However, several students did not know family members’ vocabulary and they needed some help from
the student-teacher to understand the words. As well, it was evidenced that some students copied their answers
from other groups instead of learning the meaning themselves. Finally, in 3°3, only one group made mistakes
while in 3°2, two groups made mistakes in their worksheets, which shows that the general comprehension is
still a subject for improving.

2. Animals/Adjectives Activity: Listen and identify the animal according to its description said by the
student-teacher the place the animal card in its order.

RESULTS:

3°2 STUDENTS 3°3 STUDENTS

33%

67%

100%

Complete Activity - No mistakes Complete Activity - No mistakes

Activity with mistakes Activity with mistakes

In 3°2, every group completed successfully the activity while, in 3°3, 4 out of 6 groups achieved the same. All
students show enthusiasm and participate actively in the activity. However, in both grades, students depended
more in mimic and animal sounds, rather than descriptive adjectives. Finally, it was identified some difficulties
in terms of English pronunciation of animal words.

3. Like/ Don’t like Activity: Choose 5 things you like od do not like and write them in the appropriate
column based on the symbol.

RESULTS:
UNIVERSIDAD DE LA AMAZONIA
EDUCATION SCIENCES FACULTY
BACHELOR OF ARTS IN FOREIGN LANGUAGES WITH EMPHASIS ON ENGLISH
TEACHING PRACTICE I

3°2 STUDENTS 3°3 STUDENTS

7% 13%
18%
19%

68%
75%

Wrong deveopment of the activity Wrong deveopment of the activity

Uncomplete Activity Uncomplete Activity
Complete activity Complete activity

In both grades, the majority of students completed successfully the activity, 21 students in each grade. It was
observed that some students understand the instructions and they were able to achieve the task. However, in
3°2, 2 students developed wrong the activity while, 5 of them did not completed it. In 3°3, 4 students made
wrong the activity, and 6 delivered it incompletely. Unfortunate, some students depended on copy answers from
their peers instead of develop their own worksheet. Finally, it is necessary to reinforce some instruction
comprehension to avoid confusions at the moment to make the task.

Checklist criteria Analysis

 3°2 GRADE CHECKLIST:

Items Evaluated Many Few No

students students students
Demonstrates understanding of Family-related ✅
vocabulary
Shows reading comprehension skill ✅

Exhibits knowledge of adjectives vocabulary ✅

Understands spoken descriptions ✅
Expresses personal preferences using like/don’t ✅
like structure
Follows sequential instructions effectively ✅

Shows collaborative work skills ✅

UNIVERSIDAD DE LA AMAZONIA
EDUCATION SCIENCES FACULTY
BACHELOR OF ARTS IN FOREIGN LANGUAGES WITH EMPHASIS ON ENGLISH
TEACHING PRACTICE I

Works independently when required ✅

 3°3 GRADE CHECKLIST:

Items Evaluated Many Few No

students students students
Demonstrates understanding of Family-related ✅
vocabulary
Shows reading comprehension skill ✅

Exhibits knowledge of adjectives vocabulary ✅

Understands spoken descriptions ✅
Expresses personal preferences using like/don’t ✅
like structure
Follows sequential instructions effectively ✅

Shows collaborative work skills ✅

Works independently when required ✅

In these checklists, it is remarkable how students work smoothly individually. Also, both grades were
participative in all activities, however, this leaded to several noise and disorder in the classroom. As well, in
both groups, the like/don’t like activity was completed successfully in its majority. In addition, both grades have
mixed results in spoken English comprehension and following effectively instructions, and family vocabulary
knowledge (few students). Finally, both grades express difficulties on adjective vocabulary, as well with
deficient collaborative work skills (No students).

In terms of improvement, any student shows an understanding in adjective vocabulary, collaborative work is
deficient in both grades, and reading comprehension skills have to be enhanced. Even though, some students
can follow instruction, this area is seeking for reinforcement. In addition, family vocabulary needs to be
enhanced to avoid teacher dependence to complete the task.

General Observation & Conclusion:

It was observed that students work better individually. In group activities, some organization problems were
presented, discussions and difficulties to effective communicate among them, which affected some groups’
performance. Some common difficulties were detected, many students didn’t know some terms and needed
help, even though some students could identify animals vocabulary, they didn’t associate them with the
descriptive adjectives. Finally some students had difficulties to follow English instructions. It is recommended
to reinforce basic vocabulary of family members and adjectives in English, as well as to improve
comprehension of instructions. In addition, it would be useful to balance individual work with more structured
collaborative strategies to avoid group conflicts and encourage more autonomous learning.
UNIVERSIDAD DE LA AMAZONIA
EDUCATION SCIENCES FACULTY
BACHELOR OF ARTS IN FOREIGN LANGUAGES WITH EMPHASIS ON ENGLISH
TEACHING PRACTICE I

Some intelligences are highlighted, among them, to a greater extent, the intrapersonal intelligence due to
independent work, and bodily-kinesthetic intelligence in the use of games and interactive activities. Thereby, it
is proposed to focus on writing through the classroom project, which would base on the use of a personal diary
designed to improve writing in third-graders students in a structured and encouraged way. The diary is
complemented with a spinning wheel customizable, an interactive tool that is going to help to generate ideas for
texts from random words, questions to answer or activities such describe, explain, etc. For example, if a student
spin the wheel and they get the words dog, funny, and play, they can create a sentence like: “My funny dog
plays in the park”. This classroom project can be implemented in every class, no matter the topic, simply just
adjusting the words, question or activities on the spinning wheel to reinforce specific vocabulary. It can be used
at the beginning of the class, at the middle to reinforce the topic or at the end as a class closure. Finally, some
complemented activities can be used such as, sharing stories or interviewing to develop the four skills.