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Un j Hr1;irbiA GENERA
1euisado el
Valor ..7.29
Nó Clasificación .LL1/i'/.t'34.
J' , 1 Iai • S J/epq 's;Zc Áz4il
340
92q&4
\
-Uiiversdad Técnica Partcuar de LojaUNIVERSIDAD ABIERTA-- T t
racuiau ue ienguas y iiiguisiic
The importance of becomiogaskilled Teacher ot English
as a foreign language
A RESEARCH WORK FOR
Licentiate's Degree in Englisha$ a foreign laloguage
GUAYAQUIL ECUADOR
1989
y1I:;
•
UNIVERSIDAD TECNICA PARTICULARDE.
UNIVERSIDAD ABIERTA
FACULTAD I.)E. LENGUAS 'LINGUISTICA
THE IMFIJF:TANCE OF DEGOMING
A SKILLED TEACHER
OF ENGLISI-I AS A FORE ION LANOUAGE
A RESEARCH WORK i:()
Li C2i:Ni'iI lE: .. L)E.CtEE.
IN ENGLISH AS A F(1' .[
Prof.Genoveva Zavala de t'IEyEr Lic. Y : ic:r Salinas aResearcher i Ecr
Guayaquil
1 9 8 7
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2017
THE :1.
BECOMINO C: SKILLED TEACHEF'J-
OF :.NJCL_ 1 E3F•I j::;3 A 1::
PROF. GENOVEVA : (I i/ I::::.
I.Jni\'Ers1c:!cJ Tecnica Particular ..c. .j
Universidad Abierta
FU
'yÁ
íi :)rE?E.Er1t 0ELYc:t0: t:çEn y ii Ii. y n
1 r1c:i c:cur c:v i n c:y m c iur
st;y 1 e ¿1ruJ 1. c: c:c' y l'erit :.
rç:e Fz ietc:r L1:'1 z?LC:L C.I ¿O
t y r vLc•1' c;5...:'1
r eq(.. . r ement t Ci L C i1 t e e i Ii
F c're. g n L. a, 1 ctqe
A}3OUT ÍHE: (UTFiOR
Genc veva Zava 1 a Vi ncr1z ir i. de Mayor is an Engl teache-i---
f ornid in the OponUniversity. Since 1967, sho has 3 L 1
teach i. nci Enq 1 i. sh ¿u; ¿i foro i qn 1 ¿nquaqo in ci it forE.it
educat i o na l institutions ¿nd academias. [u 1964 ote wont
tot he Uni ted btates fc' r a oneyear scholarship undor the
nricari r.:i:icj Si'ic:o F'icqram and c: adutecl t'rc(i 1:igl
Sc1co1 in Jffen'sc:' rí;.L 1:' indiana. 5hc: re-enterad a
local ochoc:i • 15 'cas .Lat;or, , in cr-doí to .:bt.cn .ue
Ecuador ian Diploma cf Machil len en Comercio y
u2 undergraduate C.CtÁicE3 cf
the Opon University, arid cb .tained Mio degree c. Í
de Segunda Ense1anza' in 1984 She startad wcIki c.; at
the Gorman School of Guayaquil in 198; anci in .Jaivarv cf
!9S6, olio was. —appcintad Rec: to 1 a f nr tIlO poriod nt
.years beinq ree1oc:tei::I in 1988. bhe boldo this poui iori
st the present t ime.,, IiS' is nni .J expei: t; mu 1c:; ob Lain
1 i c:onl; ia te o ctoç.j co in English as a foreign 1 a: rl
1
( :N0 LE 1) GEM EN T
1 wish t:c:; thank theç.:c:c: Colegio Nacional 20 de "lTi'JL
Colegio Nacional Vfmccnbc Roc:afuorte Colegio Nacional
Doloresc' rs Siic:re Unidad Educativa E . 1 1 r'q..e J!ffersc:r' and
Colegio Tecn i. co F 1 na:: .1 c na 1 ( 1 Emari Humboldt cf L.y<q u i. .1.
fc' r thei.r permissic:' n tc la t; my s y m fal ]. into tea
Enql i.sh c:1asses
1 am çateful tc:' my fami l y f.:r próviding c::cn:.tant; arld
moral suppc' 1; and tolerating endiessly ny hc.'urs c'f vur.:
c' utside our homo.-
F 1 na u y my man', thanks 1 o thepa u p 1 a of the Op e
Un i vera 1 ty and tc' my (tdv 1 sc:'r • Lic. Vi c. tor Oa 1 a ñas
cc' nt i nuouc. 1 y c:nr c:ur ac cci n h .i. c: al
advice and strc'nq influence th la m'c' rk vou1d not haya
materializad.
Guayaquil, Jt..t :t. y 1989
R E: F (
The ].ening of ene languago ín childhood W
inevitablele process b.tt 1.;he 1 earni. nc cf e eec:crd 1 ec;ueqe
is a tc:taliy diffevent situaticn eince t deai.s chcEc:tiy
ith the levolof accomplishment aid the facilitiesi. 1; es
student Tec:1v?E NI. 1.1 ic: ' rs cf pec:j:: le ¿'cunc:I t:he 'Jci I.ci
tr-y te i 1 qn 1. nqt..aqe • bu t; vecy few suc:c:ee:l in,
masteri.ncj it.
Mcst of th le success le based c.r) the ¿d: II. 1 ty iof tie
teacber te beccne a stronq bc ' t.n'd :eeor the student aid
l;e ne'j iaquac:;e I3ut this e. c::c:ess rjueri t como re
ne 1 the r there are no fu the r t.echn 1 c::e 1 devicos in,gamo.
Improvisation le 1;he wot çist;ake a teachor can
For tha t r eesc:' u ¡t is extremoly risc.. ese Kr y 1 o have a
critical profess:cc:na:L SYS working c.c.í Lnc:usly vit:hin I.hs
teac:h 1 riçj tc'un . Supervision cJe ss 'io t meen d set rey i. un th e
t lC her e se 1 f cc nf 1 denc: e meane CIÇL. it 1 rq moro ma
acrspt the errcrcc ci isc:c!vsred by pesre or sc'lcrs
iearninq te reconst uc:t cur cen pro
deve 1 cpment
,
8CTECA(..; Li l'.l1 1,1 1
PART J.
Fre 1 i. mi nir ies
No t; i ce
Çbcut tI'e ítithcir
ic knc1 edClefleflt
Frefac:e
E o n t; en t;
In t roductiori
:1 '1
\1'
1
vi 3.
.v j .1. ix
3.
CHAPTER ENE:
1 1-lE NEEL) OF FOLLEN :[ NO A 1 EL:HN 1 C(;L LOÑL.' E :r EL) fIEl E-UJL) 111
]'ECH i NO A NE:w L.NGL1LE:
1 What is a methcid 13
E Programming a new nethcicj 1 3
3 'ihat; cic'we::nco a:)c:Ltt; the metfctçíç:iioqy :ti
teach ). nq a sec::o d 1 anqt.aq e 10
CHAPTER TWO
THE AE :L L IT lES TE 3E DEVEL..OFE.D IN THE sTu:L:El\
1 The deve lc:ipinent: of e peal.:: i nq and 1 i eten i nq 33
2. The deve :i opment of reading and writing
3 Creativo writing eI.:n.11e 39
vi i :1
CHAPTER THREE
ÍHE ME.i°HODS F°oLLoiE:D BY TEÇ:IIERS OF EIciL 1 OH IN GUAYAQUIL
1. Res .arc::h work c:cn: Stato and pr i. vt
sct:t ci 1. anci ti:Le ir methc:ds 47
2., Riieirq the Ciffici.1 Frc:qrarn c:f English so
3 Why shc:t_1d a sc:hcc.t trvto :rt€ t;heir
bi.nced proqr'm 55
CHPPTEF: FOUR
FI ELE) RESEARCH UN THE ACTUAL ES TATE OF SELONDí'R\ ENOL 1 OH
cI_ASSES IN SUME PR i: vATE: AND s"ri"E: sc::HooL_.s OF t:uw: &u i
1 . 01 !35 cibse iat; i c:n qt.i i cte 57
2 ::r.çtfiC. i.ency test for 1;eachers cí Erci 1. i sh 75
3 Survey on the st;uc?nf:s final c1racic:'s 7,11,
PART Iii.
cHi pTFP Fi VE.
1 Conc 1 us i o n . an:i r ec: c nírienct a f: j ci ns 07
2 Bib 1 icmctraphy 91
3 Append 1
No
Ésm
1 N ÍRL)Dt.JL [1 uN EC
In ths bref Intrcd1.ct:ic:n 1 shall give an
the am arid nature of th s Tw0ri:. .i ts tber .Lt:isl
background, the lay Englisi ci asses aro be i. oc:; cari.ed
n Guayaquil, and the recc:mmenciatc'fla 1 would succjast foc
mp r o y n jt h e m
F irst hcever • 1 ShOU 1 ci 1 . ka tc:' ofar a few general
thoughts :n :I.nqcga 1ervi.nçj and ., n pa rt:LLuiai
teachars pa r'fc'rmanca.
i'iost organizad iarquacja 1earc'.ciçj takos placa in L E
c1assrc'c'in What s taught in the classroom lE what
sti.dent will use n cc:'mmon !¡fe,./
Often techers don 1; realizo ti. Impc: rt anca cf Lhalr job
and c :iasses sta' to be usal ESE ci' maai'n. ng lESO 1
unfc:rtunate gap 15 whera tii.cz vcr'i:: m aY haip i.o b 1 dcja
- The flrst tc' chaptercs countai.r' thE?crlc:ai infcri,.10i
tha mcist ac:c:epted pr:. nc Ip 1 es on ].anquaçje ;:'c: 1
Chapter three dc'ais with the ELfl vay Drí t c.:'
methc;ds LE2CI In the schools, Hd Li a:
requlrczments of the MInls't: r y . of E:,,Ic,a'L1 u ii as Lc:
e ccncerned
••
q-
7
In Chap t? rf ciur 1 h avu L i. d t c. ' do an
Short, researc:h • c:n the ac:tual est;te cf t.hc Enctl :Lc:h
c:LassEs, aid alsol thu fYtil result cf khE:' students
passinq cc Faiiinc the ccurse.
ly, • 1 make some recommendations on what 1
bc1 e'ie may L:efi. t te studev t;c as woll as tI a Ieachar s
in their rcifi.c:: purpose c:f I;aac:Ii .cq and iaan:Lc a
1 aricivacjE
CHAPTER .1.
TI-lE NFEE) UI:: FOL.L..Clw i ic a 1'ECF•il\l i: C(-'L. t:cn\Ic:E i: E:s:o ME 1 HOD ]: N
TEACH 1 I'lO 1 FDF;i 1 SN L.íI\lGLJ(EE
1 1 Wh a t i o a me thod
Wh en w2 th i. nk of me thod o 'je i mag ino a cc her en 1:
svstem of ideas, bui. 1 t up uñ th tha c:cnt
cf succeosive qoneratic'ns c:f authcr it :eo and on the
bai. o of oc ient; i f ic: f • i;s But the tr uth i o th,t vhat
has happened ¡S sooth inc$ quite cli f•
Methodologists, i. incuistic:s ac:cordin q fr thnir neodo fcr
changos in the c .1 aso proc::edures ha yo prc' duc:od rol al; i \ O 1 y
in br i of Antervals a ooquenc: e of " mo thod 1! nr
''apprc' achoo" •, aoci iETTOdi!te:Ly tho prcfcnot; oclucators of
each hayo tended tc: den y t:ha val. idi t y c:i al! thai;
proceded So 1 anquaqe teach inq instead c't bei nc an
estab 1 i ohed oc ient i f i c discipline, o ari i mpc:r tani;
featur e of sever a 1 of theoe methods a nd app ro ac hes
ment ionci befc:cre It al so q iven; os the idea that these
methc' do ma y aoci mc.st; claf :t ic-tc 1 y Ii ave qroa t: orrors whicí
accc'rdi.nci to the educ:atc' nal trenc:l c:' f t;ha (T(:rEcil; ., aro
more c' r leso cc' mmc'ni y acceptec:l b y everybody.
There is, therefore ltheAdea c:' f solf o'.i:;.dcic::€: of the
od c' f an axcuí;tic cut:1 me with whir:h te'relate tlio
has i.c el eruc?nts in an y teec:h i nq situatiOnn the taac:hr:r
13
c' jc..ti.ves of • thc instruction. [t:is 1 iI::c: fc:rminc ac
qiit içn is the fc:rniq c11 a mcthod
then st :i adapt the techniques of cortainmet1'ccJ in
voqL.teq blÁt: if he is responsible enough he shc:u.LcJ use thc:
techn i qttes wh ch he feols moro su t;ab 1 e to h :t e
personal i t y and to what he fas le tu be apprcp:.at e for a
particular clase, havinci raciard tu ths aqe of tire
sl;udentsq their situation, anc:I thsi' ed uc:ational reacia.
1 - 2 Prcigramminçj a ns methcd
(ny methc' d stops be i ncj sff i ç.:nit c'hsn :i, i. i -• applied
inflexibly, according to set ii cLE isc , e\/ery
e i tu a 1; i o n
1 has bec:om e 3Treverí be t ax:c:r i a nc.: e to take b: k a
methcccl ieft cut befc:cre ellaborate ¡t anci rafaah i un ik,
so that the best :Dar t St e no t 1. ost but c:rvas the
purposes of the present Th i a Sta what we Jo in uur
schc' ci 1. Wc take t;he ci irec.t maithc:d • rh i.ch Si. e out
fash i un now fur cuna i dei i nc:j crammar fact a toc:
superf it: ial ly , and we el labore te qrammar dril lacad
axer c St sas fo r sach of th e suppo asti e :t tute t Si u u in vh St
the cii ret: t speec:h St e ncredsd For examp le 1) ial oq tc: be
ac: tad and memo St :z ed (1
1. Ernst Klett Verlage GnibH u. Co. K, Learning English Hcdern Cçurse Vol. 1 Kontrcliaufgaben p. i, Stuttgart, W.
6ev any
, cu m i
NC' q 1 haven lt qut W Fapsit; ic on the table in th:
1< i. tcheri
NC q it't.
- 15 it in ycur sc:hcmol-baq?
- No, it i.sn' t
- Oh! What s this in ycur cupbcar'd?
-- Oh! I'i' . English boce' le: Thank you Mcm
Grammar Exerc i ses
1 Cross tilo c ' rroct answerz,
Examp1e L4hat '5 tuis?
) ] t ¿:: [:)c?)"i -
lt , s a
c) This iee; a
ci) Thia
1- Is this a des!.::? . a) No, it i.sn't
L) Vas, it W.
[1LV [[i1 ci ita aLab:Le.ci) It 'a a c:bair,
2- Isthis a map? a) Yes it i.s
Nc, it isn't.
) [te' a ,. hcc.j::
chl :c a achc. ' c. 1 -L'aci
Sc: wh i le sc ianc:e has advanc:aci by appc::< i,rat .c: ' u'i in v•I i.ch
ech flON atacie resulta from an i mprc' vement role a
ro OL ..i c n • cf what has cono befcrc ., 1 anquacia .... toach nq
me thcids have followed tbc pondulum cf 'aeh cii 'fr c:ri one
extreme to the o thar muc::h (:I f the fieldlanguaga
method has bec:cinie a matt.er cf op ini en rather fJ',:ti"i cf
fact
Nevert he! ese i t i. e i mper tant that t:ha tec.c:he' .and t.ha
technic:al hod y cf the sc;:hccil pi.ii the mathcd uh ich is
çJc:i inc te be fc:! lous'd in the par':Lcci ahead ir c: ' rc:ia' te
obtain a clear result fi" e m t h a c b . cx:
03 i4hat de w@ f2çb:1i
Gr ea t 1 i ncu i st e h ave bu i .i 'e up me 'eh cd e and '1; r er'c! a u i t:h a
qreat amciunt cf enthi.tsiasiic:: 'fc:! lcuu re :1 ka Gc:'ucj .n 1')e
Sai.t:.é.1Ben its West Kaui feca Ocii.lci'i. Frie s , etc., Lu
in tbe general run , they ha've clave 1 cpad i"c c:oher ant bc ci
cf doctrino; i.ndaed tha . r dom i .....cnt ideas ala tc a
considerable e......ant mutual 1. y exclusive.
Wh al; we cc:t..t 1 ci s.R7 is e ..... tch .L V1Ç an-c 'id language 3. e
bcth en art anci a sr aenee .. ha; 15 t:o ea',', rL ...... as L)ean
iarqely intu.tive dapendant'on thc personal skill and
convic:t ion cf the teac:hccr, arid hanc:a pal....1i.c::ui.ar 1'
sub .j ec ttc fac: te a rid ab...... . 1it ab uU 1: faces... Ge..: cuse i t cc
irlE:vi:tab le the :LE.í'iiarit cf human natura arici bel....cvi. c:r
prccciseiy thcc ccicx'rant; ......tat is. mc,at' Ci f'f'ic:ui 1. to l::i'ac'
jit1''i sc:ienti'fic viqc:i", is ec pv'cii.ccnL Iii
icb
t e a : h i. n t Ii a t a n p e b ab 1 y e aer b e m ; de a e t r e
i esr ien t i fi e ter me. Sc: 1; ci t: h€ çjx en : ha 1: j 1: r ama nr
se art • it p ,J.ecli vidual trecha' tc:u exerc: J. se
such persc:val cj if te se'. ehe may br endoJed v,1 i. th
sed • te the r 1;sr ji.;i ca he l atad tc: a. sr: i.
c'r S i eec: es sed t i as i t se 1 f beco me se ap p 1 i ed sr: eec a
it e.: ¿a be deve lepad ir a c c, h E,.- r . i vi sy. be qiven
C. 1-1 iriui ty . sed be taUch t
"rhE basic elemente i n anv tesch ......q e i tue tic "are the
t rarh er t:h e sub .j e et ma t ter • th e 1 ea........ier • sed tI e a. i me
rif, i.nstruc:t ion. r'u;c: :crc»tS are re].atec:l te ea.ch cthar'
n I 3. ifi 1 .. t •• . ce
any equa t i o e the va .L cta cf 'i Ii i. " e u :t
t rar: h er ebria 1 ci va ry Sc.! i 'ffer en tvs 1 :s ar' e s J. cined t;ci
t;he11
1) ri , --- v4 ¿-.( y , the metbcid rif 1 anquaqc:: t:E:ac:b . nq shc:u .1. (J be a.sa(:J
rin st least ........ re correr :z5 c:,
a ) Wi • i t i t k y-tojt- abcutthe ...st ura cf the 1 anquaqe'
b) Whst i •icm about the esture cf thr: J. esi.......
e) T h e sims of inetruct ion ( 1
1. Marianne Celce-Murcia Lüis McIntosh, Teaching English as a Second or Frei q r Language Nebury HeusePublishers, Inc. Rley, Mass. P . 7
17The cc: . c:c vh i c::h anal y:: Es th e na tu( e of 1 ancuacis i
general as woll as thai; of particular languago
1 i nqu i st i os ícsc:: i ence. that has dc:'ep 1 y stuc:I i ecl Lije
processea cf human :Leainci is psycho lcqy (.i Lha aiu3s
of inctructions are not sc:ient:tficai iv determired but
depenci on tha needsfel t by the coc: icty and ti e
humanist jo disciplines can however, •i-hrow ecífle ]. i cht c:'
individual at a q i van momentp a numbor of cc i en i f o
faots cf thece nceds
Personal ly 1: consider that thsse thros cornerstones ¿:t5
definítely ths trua ones as fc' r e 1. smc nts i nvc 1 ved lo
cc'noerncd but j •f vje te tha ao t vi t y of teaching
rainiy as a hcunenisL.ic: ecLi vil.y q:r vjoulci prefer.'
chango the c:rc:Ier cf the U'ree anc:l pt tic: aims cf
instruotion first, ic :1 ic'ccJ 1:3',' thc nat re cf the :ie:Ei-r
ancJ afterm.jards t he retuve cf thc :LarqL qe Lo be taught.
•flhe nc tuve of e 1 anqt..ac: e c an casi 1 y be o ecl i cd ii r o ucj h
1 i nqu i st ics • ch i ch t eatc mcct di cccl; 1 y with the
prcmbi.ems (_I the lanquaqe. Diechrc'nic: syrolm'oni ' ..: oc
descr i p ti ve 1 i ncj..t i st i os dcc is e i th tho' deve 1 opmcnt of
1 anguacjes ev i L ten 1 anquaqes , anci the qenel í c: re 1. ci; ion
amonq them. Th is sc:ience eas c:levelcm IJecl ir ordor tcm
prov ide a y i qc:m r'c' us methc' d fc y anal y. i no living
lanquaqes Living .onques are in c:cnt 1OUOUO cI m anqes 0Cm
spciken lanquages are constantly stud i cd by descriptivo
1 inquistics The U.S.have p .... cviciecl the ecid cf Lhc?
P
:f-
18 1fE(
mo st reknown ciesc: r 1 p t 1 vs linguists, as. i :t .:cr fi. c'
brough t th Is study tc' U-e c a tecici y cf a sc.: 1 sricss af er
bIs pub 1 lc:eton of Lancuags In 1933 ths Univeral ;y cf
Mic:h Iqan with Fri eses ¿id bis
Englly 3 0 E:2 in 1945 al so re 1 sed the
value of tb is new as Ienc:e
It la sisar tial; 1 lnqui.str; se rur: ' t; tha orlv and isst
word In answering el .1. ths ciuest; Ic: ' rts ragardi. ng t:sac:h lnc: a
languago, nc 1 tharthat 1 anciusqa learning 1 a a
eppendaqe of descr Ip tivp 1 Inris 1 st Isa ihe a la a
ml stakn trend that E'VEflI a chango in tsr ma 1 a nE•:c: a.;eu y
''appl i.cd 1 inciulst Isa' for " lanqi..ta.:je t.::s ' ,, v•Ii lc:h
ia to t 11 y unasseptab 1 e Wbat bec:c' mss real erd ser tel u
lathat tbc prc:fesslcn cf ta:ac:hlnq a sccc:' r'd }.ancjuacir.: nr
a foreicm 1 anquaqe la cc ' mi nq cf ecje aud will , parbapa
nF::e better progresa in ta near futuro than ¡t has in
tbe past.
Fsycho 1 oq 1 sta aud teaiera ha yan 1 be en together very
icnq 'et astc' tc:' rm a atrc' ncj relation..tel; 55 555 thSL
fr- orn 1925 LIS t 11 1940 1: h a Raer 1 sri Approach was c' r: a l:y 1 a
anci thc reaponalb lcr; fc • its popu laritY Mest "iii t) .1.5
fc' ]. :t. o ers fr orn the 51 tt 1 ah Ccrnmc: riea 1 th J . i_
(mer 1 can sud Caviac:I 1 as Committees c' Mcd si L..sric uaq sr; i.
No st h iirner ir: a- v.sr e dat sr mi nd t c: ' reducee 1; he role c
çiuesswort:: in iC..Iaqet.as(.h Ing Frs doing ti.s, they
1 9
i.ivited mariy .sicrc1cq ite tc partir i p ata in th:i.r wcv-k
of t..s i ng experimenta! EV i cieni: E in ase C3r ea t arr: un t
of 1 i te!at'..r e ias ::ib 1. i.ahad cn 11.rs raspar.: U Uu Ii ci thcse
years (1) F3ut vi tUi the advent of 1 i.n uiet ic::a]. ly
or ieritect la quepa tec:h np • this 1 taratura wal.E
naqlac:tad
These p ;c hc c:c: ). c.;tri; c: ci rir: 1 edad that en ab i. 1. c ti t c: Y
as the onlv toraiqn :ienquaqe eki u. =01Y Uc be
ch i eved in sr he c' 1 e Critics ci i Uh e Ñeed i nc. op pr c ec: h
po i nted out; mora Uhan oiles thKt the ev í. '..Jen.:a pethar ad
e leer ly. did nc:t support the rrccimn:'nc:)at 1CIc15 ni3cJe ii'tE
iiame Of tha Cciiyimitteas (2) FsycJc1cp.isUs rt: ej. e
neutral
ibera were moro rE:asc' ns fcr dc' ubt iiicj thet c:a yc:nc' Icqy Lci
a cjreat dea 1 of he ip te r'tter tora i qn languago 'Ueacl ana;
reasona en i si np frc:m he e tate of tb ce e a ere e in general
and frcim its mathaide of deve.i.op inri a learning Uhec:ry in
perticL(lar. Psycholcqisi:s at tilis :::cint Llera dividaci
in ;c::hoc la, EiEtCh Of which cli:;pt......cci tho validity c: ' f thei
rival l s analysis rif irianta]. enci behavioural Prgcosses.
We iii sea moro o 1 tI1 i. e spc: ac:i. 1 a c: u .... fi ana: eS O 1
sc:Ix:iols cjheri cieal mp citi Ch::: ' tar 11 c. r ......
1. This material was arialyzed ir, soee detail by C1esan and Fife (933-49).
2. The Co itees' formal report was cede by Colesen (1929). The lack of correlation betíeenrecoeeendations and date was pciinted out by Hercier (1930) 4 Carroll (195) and others.
p EO
nci fna:L l,, the ams of cnstructccn aro 'ir'.' crt.:c'nt
tc:' c'they deal '.'i th the metc:' ds iD be used.
resu 1 ts do nc t coincide tj i.th the ob oc t i. ves ,, a t leas t
part iaL l' ., tbe teac:her has boen unsuc::c:estu 1 ihe
teacEr should have a c:1 oar idea as what he Vt t;s Lo
acccimp 1 i sh and shou .L d chocise h i o or her t;ec:hni c:tues sud
meter ial c; ec:cc' rd inri 1 y hevery oe i. u :. te nrrods uf the
stuclents is 'hat shoulci determino these alta. In a
schcic' 1 q :t i. ke C'LtrS ihore t'jc: foro i qn languages are
tauqht et the S amo time • the a i.mr; are bao. ca J. ]. y in
fc'rc ing the student Lo di otingu 1 oh wo 11 encuch the
d if.ference in oriundo and otructure in t:ha tc :it.i;c4es
in oidor t o a''c:id rnisprcnounc_.iq cr i.spel 1 mo .
needs rnet,' nc't he the same a sin a fully b 11 :cnouai
(E:nil ish-Spartish ) schc' ci., vjh'etheotudent ir; more
ex pcised to cine fc' re 1 cj u 1 ancius e:t a t th e time sud h 1 a mi nd
1C ncit fc'rc:ed Lo diot i.n q uish cc' nstsnt .L y and chc'ose
ccinstant].y f rom thc: threo iirc:;uirrt 1;: fO £31::) 11 ii: les
current in c' ur scI3cc'l moU'terLc'rique, E.nq .iai ¿:tnd (3E:::r mar.
In general, teechero hs'.'e the most ti:. fÍIC:U 1 ty in t:i rav 1 tU.
op a general ly ac:cepted statementc:f oL:joc.tivos
ccc or d 1 nq t o h. o noed a 1 hoy h ave sr quocl long enc:uql in
what aim la the mc..st i.mf:c:rtaut onei opt:sI. Inc. kicelscJqo
readinq knowledgo, cc bc:th nativo 11 I::e aposk r hab
cr reesonable .....te]. 1 iqibi 1 ity practical isrtcusqe ..........la
o r Ltllcj 2i st:and 1 vtq c: f It ce languago oc ka literatura L. c: LiS
El
tauqht ¿Ricino cir ast bu insqhts cr acu cul 'S.0
are many quest ons tc: ' bu anssrecI orn this r:p: t
r caso n why thesu q ues 1; i. c:;ns, can not be answered is ma i u 1 y
because there are a creat' .i. o y cf purpk.:000 in
t each i. nq 1 ancuaq es ¿md evor th e 1. eso :bh c reecis fc: r
Encj 1 i oh is fe 1 t arounci the world tcda y , the reaso no •for
teach 1 nc.j 1 t , are pan:. rular 1 y diverso ¿inri preso 1 nc For
examp 1 e in tbs Un 1 tec:i Stats'r. Enq 1 : oli 1 o taurjht tu eriaL:' lE?
immigrants'chi :lhn tc: atudy in American ochc ' clo sud
for adul 1; immi çirsnts to •f • i t ic:' n sffec: ti vol y in a ne
soc:iety 1¿Riso tc' put fcreiq nst udenl.o in a pc:r:;iticn bc:i
copo with Ufl1VO1 sity lOVCiOq etc. In other countries,
Enq 1 1 gb 1 o hci.nq taucjh t fcr o iher equally va lid
So 1 f necds are cii ffE:'r cnt so bbc me thc' ds ohou 1 ci be
cii fferen t loar hero mus t be co no t ant 1 y r cm 1 cid cd th st
there 1 s no t suc:h th 1 nq so the perfec::t muthc:ci
C H 1 E: R i. i
TFIE (9:LL_IrI ES OSE: DE:VEI..OFEr) INi HEST u:c):tn
Ever y timeme the e tuci eni; i e ex pc cccl 1; c a
1 anquaÇJe vha tever ::::duc? :t e he i nc ue.eci -
cçinvereat i cm st:c' ry, dialogue, etc.- the sts SI Ot..( 1 cI he
as :t lo
1 Studeiit;s ehc' u 1 ci be 1 ecl tc' underst;and f;hc material.
Th i e may be done thrciucjh pie t;ures parapbraeee
a bric'í ?xpiaatiC'n
This is cal lcd lic.:cqfl3t.icinfl
2. They ehc' u id be lcd to repeat the material the I;eache'
modele as oftcn as ncccssery -in cjr cupe ema 11 cc qrcupS
cir md ivi.dua le
3. They sIiciuld be lcd tc' practic:o t;he material in maiy
ays. E:x
a) Tcec:hers 1 ncl lvi due i. 8 tudente
1) Do yc' u cal: brcal::fast at 8 c' 'cicick? \'ss. 1 dc:i,
2) Do ydiu eat breakfaet at 7 or at 9? P t; ci qht
3) Do yciu eat; breakta .i; at 7 cv aL; 87 1 ea L bceektact; a; 9.
"Complete sentence p 1 caso'
4) At; what time do you eat .. -oakfaet ? (l; ciql 1.., -cv --
I eat; breakfast ¿t 0.-
b) El!! in the b l.anks
1) 1 cook I::reakFeet at
22
£VQ (_ \17/ ••?
\\\.7 $L'A ,//) ) wash .1.
- -(1r uc:) UCHCO
L.T.) 1 como i;c:, School ;1t:
:. .::7 (7
4 They should bo holppd
Thay UI Ci le enc o uraged to gip the new materialu
1
This IC Called
;C:l th0 sOquence of • 1:
listOning, t: speak ing, t:. ': reading, •'•••:
11.1 •!. c. I:::1nEri; 2f TORMO9 7 .:ç ;•ci
Correct :7c:Ilcr1:].¼J.c
stress cnc pauso, ic 0 5 pri.Tcu-v importanca nc
any cif t:• conmunical ion •cu:c. :ju counds and 1(.,1C:t
cc:c icicLttciC.: r.:c7?cl constant attention •riçi F77CCc •
1ct; C17.t',' (:. ' r the ::r:ccr.cr.
In (2Z71 1 •y Stagos this :74iÇ..t.0 1. tI be !¡m ••••• uc udc; in,
StVuctural p;c1.
•;cd eqpliiilee are
i;E; key jç t: .! :1 :ç be c:sc:..c •c:: in teach ing c::': t.
P r Onunciation 7tci
IM
('; the pupil 1 '.
t
¿iic: in tho Lin .: fo r L:.:hjr,
arbitrary¿:::c.i.particular1 .'çi'?ç:c
VErb.:
tc! syntact j c patterni,,,
he E:cl3.. familiar
dcen t .::ncj exactly 1hc .:.: whojo stream of . -,
ic:t comprohonsion
It LE oniv with .:; .tt::
thE? r:t stago, He CV rocognizascruci,l r.
determino the messago, He I•-.%:•r1n A
JLJ.t: is not yot ready t 9 remombor
1; 1:!;.: -;: human
s 1 Ul t.d capacip fort:c-1:] YC iefDrmatibn,
l. i i.c'i..i •f • C.í7i EÁ whole sEqu Once of .....çl.:... not
the last sound IV:yL1. rstain
.icrrnt3.c.r t;li..;- racirculation,.:::.:j i(rfC
f:..(.T. succweding sEquences, Ex. 1 1.
1. D. E. Brodbent, .urcticn, Lomn
ME
1)
E I:;_rt
E
12 )
II }:.l;JEl
I:Ç;?
3 ) .. <.:
'E•E
1.'. rc:..;...:.
1 ::c,: ;r(:..r
3 bECI Lj.;::
L;. . .. .
5,, ru
26
Listen nd F:.l:, R U
• I::EE:t b :. U
22t
meo
1.;
Say all the wordsji ...:ui.nci :i
b) %ay al! t h e words in c:..
c) Soyt !io ':: 5
) Gise tic:: words fron Pither list students tu
L:r•f .;
o) Givo throe vcrde from áither ii U
ti e h t v o aro t e sama.
1) 0 . voovc:rd orct oc:k t!'eot..:or.:e.. 11:. hold
i ç.ioro
g) Ooy eoch word in Column 1 OId ask Ui.:i to repeat
h) Do tho sorne -U - [::c i. sr
i) 0ev tbe wordsoc::ei...e; ¿:1idclOI.. ti Oíd LE 0EV thnm 10
ccup 1.
j) i;Iici word and ¿.:v.;.: ic:'ni bc. repeat, t:.í: .c . -
ttie roritroot i. Ec:rd
k) Turn'c:u..ir i:oc:: 1< t:c tbe e Uí.ic:ft: U-e eL:i rop pat.
• • • 1 •----- 1 • -1. say) 1i-' E' f u Ii u u
roet ehc.i [ci re::cob p p cii ve Ule c::citr :-'eU
c.. d
LiL. rot bEgin wi t !
Jh
:c::'. he have
.I:,
followed thc
b) 1 r-
a V a [pen^ afpeneill a p d 1. e.i..
) In attached .. ..
lrtcnuticn :.ilrt.. through b!r ;..J.
1 pc.I
Engl i sh.:
:. .
1:: U nger u tteranc2, thE teanhEr should d ivi da A. E n ,,
ji / TTO day e t
„.
i/ ¡.)
LI .\\. !CTç /1
Af ter rz.??t3.tj.c:tn tIa taac:lier hcc.t}.çj no no n. th dr i. i. 1s'//
of icinqar exerc is:-s tina:L iv i th t:he 1aad:tnc3 of
a whole paracraph c:r stciry.
11.2 Me lomilipion p.:f q inc:i
fha nain probiem of t:e:inc:i readinq Eno .L fLsh even tú
nativa speal<ers i a thai; id E.nc4l ísh the sama r i ttari
1 et ter may represen't; d i 'f'ferent aciunda, wha 1; i a c:a 11 ed in
1 iruiatic:s a pcc' r ''fif;” . . NevaiLhai.esa tc?re are
sufficient c:c' rresponcli.nq acunda thai; tan he usad by the
teacher in tac:h inc.i read 3. nc.3
There are a:1c c:itu?r problems relat ion tc' raadmflC3 i'ihich
can be simplified as fc:c11civts
1 Readinq is a comp icex pr:iC:eSS requirinq the
knc,41edqe of separata ah:: fi. Ii. a. Eac:h of tcso ak fl. Ji. S will
have lo be deveiped in a psyc:ho .[cqical ly aci....id ., ciradeci
sequence 'fha aqe aoci the laval of Ii tnrac: y in En q i i ah as
wel 1 as in ihe st;udant a cwn ianciu.a q e is what determines
the act ions ta::en byt he teachar. Feachera shcct..t id than
a) Bit; toqather aoci ta:ik about the dftffernnt; laveis of
the i ndividual stw:iants
b) set up c cmiii i 1; teas :t:n p rep are anc:I aci ap t difforent
(Ir aoci nater íaia
Offlux
c:) E:stabli.sh class lbrari.es with a ,.ñçJe ranqo of book.
ci) Place cir sepratefrcrn the repular qroups l thc'ce
studerits thc:i need soec ial help or even spet: i. al. ly
a i ned teachers f:Ç intensivo instruction.
Current researc:h alsc' seerns to i. nd icate that t;here are
sorne advanta q es ii, t;each i nq reading to studentc '3hc'
a 1 reaci y k no how to read in thai r nativove 1. anquaqe hi oca
read inc is lanquaqe-re 1 atad nativoF?al::s of c'ther
]. arquaqes can be t; ai.wl'rL rnc:' ra eas i 1. y to r aad the o thar
tonciue Problems aise c:*f cc:' use when ¡he (::rt;Iocpaphy
of t;he nativa tOnCe is nol; similar to E.nql ish
In anv case • teacher s ci a fore i qn languago shou 1 ci nc t
lose siqht of the fact that; it; ti. 1.]. ta::e severa 1 years for
their pup i is tc c:atch up with the nativo Enc 1 1 ah speakers
Nativo speakars of E.nql ish st;art thair prc ' cess al ready
i th a knc'iadqe cf the struc: ture avat;ern . of
pro nunc i a t ion and v i th enc:' i.tcjh speaking vcc abu 1 ar y The
fc' reiqn lanquaqe learners, on the other hand haya t;c:
acqL.ira tha basic prcinur: iat ion str uctura s y st;em and
vc' cabul ary befcre they can beq i n tc' read
"For the q.Aest ion of how tc t?ac:h read i.... q it; 3.s i.mpc:rt;ant
tc' ernphasi za that lanquaqa icarni nq ¡S a c:urnu E a ..
procesa and that read inq i a 1 anquacie relatad. We cannc t
ak ip ant iraly or teach inadecuat;aly any ci the f pahus crf
31
pro,nciation, wor ci fo rm wo rd ccqt..&ence and voc abu 1 ar y
Iiici cc:' nstitute the signals cf Enq.t ish 1)
For eximp 1 e nat i. ve- 1 ancjagc read i nq fi ucnt rea(:icrs t<::'
lc' c' k etcaci tc' thc next '%or(J 'jhc:h is more difficult t:c dc:'
in a fccreiqn 1 ancJucc.Je becaLtsc the re ac:lcr shc:uid qet sure
th&.it he has understc' cid the wcrd .just: passed befcre he qc'es
o ri to the nex t 8 tudent e need i;o practico muc: h in r ccc:1 i. nq
nican i nqfu 1 thfu :i , n2v2r p....ciucinq orally a new
seqrnent unt i 1 the y have i dent it i cd thc wc' rd qroup i nq to
which it be1c'ncs. •flt- is whv it is:imocrbcnt te take
sorne time beforé and t:: i nd c:cf briofly set the scene tal 1<
i tseif
He wi 11 al so encure the students te have a qrcct dcci of
pract ic inq in reaci inq cf ter h i.rn or cf ter a nocie 1. hefc: re
they essay the reading en t;he ir cwn
Sometimos it i e t.nderest irnated the tendanc:y of buildingn up
read 1 n hab i ts • as te cay ci ciud wi th case bcfcrc we can
real iy enjoy read inca., In readi nq a nativo lanquaqe c:ne
alzo pasces thr ouqh long yecrs cf th i s practico in
eiernentary echeo 1 If stuciente are enc:c:' uracjed tc' compete
in qroups in cc ti nc.i cir clramatizinq a read inq paesaqe they
1. Hary Fínocctiiaro. Teaching English as a SecDndLanguage, Harper 1 Row Pub., N.Y., 1969 p. 137.
11 en.jc'y fc:' rt;he mc' .t,4read mcc L:c:k the same paE;s.cc
aqai.n anci aq.n tji.thc:' ut hc' r inq
There gire ci :. fferent; st: is in réading s:Ln(::e the cn€: with
nc.' vc::' rds ihclucisci but; tt;h pmc:tures up tc:' the level mr
i.ch the student; can read w. th complete understanding
i. thc' i.tt any he 1 p from the t;c.ac::her.
We can cc' nsider the fo iionci pr cr!L sos as a rc. cunee ci
tcaach inq read i ncc
1 ) Understand i ncc anci speal< i. nq comes bof ore rc•?a(:'l :i nc.i -
2.) Read inq takes a prudent mal time lcr c:reat c.nq hab i
3.) In reading1 even in a nativo t;c' nque Wo sub-voc.al i ze
the sound wherr Iie read fast fi t means i;hat wo come
out t' i th the sc' ind wl thc' ut st;umb 1. inq
4.) The teac:her shouJ. d a :i. ja's. rsad al. ciud t ir si; ..
hc'u1d do it i f so that the'i
t_inrJerstard t;hat t;ie u'n::.rcIs are sJ:::ic:ien
5_ ) Many vords in English are muit:i-referentiai. t.ke F:El4
& cjEí - :c t; '5 importantt bat they kncw tbe word in the
cc' ntext of the p isce ., and al so tbat they are c:ai::.ab la
of understand i nq b y co rr el at; i ncc
6. ) Di ff icul t reaci i nq shc' u id be avc' ided ., The teacher
shc' uld c:larify all difficulties cf prc.nunciaticn
structure , vc.c:abul -y c' r cul t;ure passaqe
7.) Read i nq . :t c' ud shc' u 1 ci be cicuia c:.n :L y by ab le reaclers
ME
8.) I1ateri1s sic'u1cI ccver a wido rangoof writinq
sty1s -dialogues, in'fcirrnl and formal narrativo
passagesm pciems SC'flCS pi a y s q
9.) [he theme, should be of interest tc: the etudeni;
There are then sobe ba:.c: sr:: i 11 s tat; shou 1 ci be encourac.ed
accord inq to the ci tfferent types of pup J.
(4
-Ui. c;c: i i.r3t:cn botween :t tt
c)ALPHABBV
PUFILS
RE(D 1 N(3
NATIVEE
L.ANGLJ(GE
-Di. tinc; ish one—syl labio words
f•. L• sad, rat, baci.
-Roc:c:iqrii. t.(n c'f strcd:e/c ircie?
wc ' r ci s
a) short VC't\'O 1 . -ft:Jr- k'íb) 1. rci VOl/JO 1. s HOPE FE:c) cliauar.::hs. BE'E:, I:;("lflNlfíHci) si Jent vowei.s UOAT ..
'Fççuqi .p ' .[rit;aai
cc lic , final cc:nsonants
c(:nsc:' rT1t b ].ds c:cnsc' nant anci
clusters, otc
'--Recoc.iri ZE? ifleaY1L rlc in c:or'cxk;s -
-'Fc:c'c.ir.ze c:oni;r ac::t; ic
-pf i. <os suffixes, rcc.t;s
cc:rnpc:(t..(nd t.Jc4rci s ci vI. 51.0 Vl
c' rdsinto syl labios.,
+'çcnio cultural and social
OilV jj_ Ci 1' flcaii 1:
i: LL iÍEF"íE8 (:F-Devc' i. op ove mc: 'in 1; s and
NO LEFÍ /RIÍ3H'Í recocini.tc'n of '1ot;ters
REçi:)INe --Thon start with tho ski. lis of
:I.it'-a't;e pup:i1s
rhev-e aro c ertain sr:: i. 1 ts which can tncrease ccmoreheis:tci
1. Recc' qn ze ma i n idea c:f the paraqr ¿iph
E. F:eccqnize rolationshi ps amc' nc.i facts cf t;he reading.
3 Grasp seqenc:e c:f i ci€?aS/a(: t . ons anci prc-?c:I . c: t the
c'utcc'mes
4 c:onc 1usic'rs
C.í1VITIES
i wH1' wHEIE WHEN
2 "Fi.nd the c' rc:I/vc:rds vjI ic.h te .1. le
3 Farranqiric set;en(:es which are not; in ccrrec:t c:rcjer.
In qnerai , tho idea rif reac:linc is, as all pcF.1t1ve Jran
act ivi tice a vay of becom i. nq a more Lteetul and
ccimprehcni ve per:n
Lc' mprehend c' thers ideas
p P 1 y the i nrormat i c' n anci al; 1; i t;udes qa 1 ned
Hl' WE tiET •frr'r red inq in ciur c:In 1 :I'vee
FROtI READINLi - L.earn te use toe le of research
di ci; i cenar i es encyc 1 oped i as books, etc
- Organizo and exprese aur evn thourilite and
fee 1 i nne
WRITING
First comes all the p: sib le manke the c tud p nt makes rin a
paper cir board afte y they uridcrstand an:l have tho will te
produce
(o
o
EM JCA Ji
1 he process of writing f j j r(lJ 4
1erriinc te r'e1cI cl?pend inq on various factorEn ths Etcie cf
st;t.dent how woll t4:?y can wri te in U4nr cnn }anc!ulqe.
nd the d i fferences of cor r osp o ndcnc:e fr cm 1 ncivaqe t o t he
c:' ther ihese c:ctnsi.derat ione 1oci us tc:' the po intt
tie ability te exprese ono e ideas in nr i t ten form in
seco nd 1 nquaqe anci te do sc:i ni. th roasc ' nb 1 e and c:c'herence
is no mean achievoment, ei.nue many nativo spoikors of
Enqiieh ncrver truiy master thi.s eki1i' 1
So (JO shouid hVO in mind U, , following statomentsi.n
order no t tc:i fc:' r m ve i. ci i de as ac:' u t oi.tr c:' b .j oc: 1; i vcis
teech inq how t;c'-nr i tei.n , fc:'4-E'iqn :Ic
1. Chi 1dri (LJp t;o t;hi.rd grado), ii. 1. it;eretes erd it:uc:Ients
i th a different nr i tinq systems shc.uld lean te print
capital 1 et toce fi y st and thon eme i. 1 lot ter e bofc:ro
C u r e i ve rtt i n q
2. The ietter te be tauqht nc?od nc' t tc. fc:' ]. Ion the
eJ.phebot ihe sequ4:nco mey depenci c:' c'4 di. f'fe'rent
point;s icr e>mpie it:tors nith strc' kes (e E. L., II.,
N etc.) may cic:' fi ret t.h en the enes ni. th curves O p
E R 1 ot(:..
1. Marianne Celce-Murcia & LDiS McIntcsh Teaching Enqlish a. a Second or Foreicn Lanquaqe1p. 187, Newbury House Publishers Inc., 11a5s. 1979
37
3 1'hey can mke the I.etters (::(f tIie alphabet nc:t oniv hi
'ritiriq, but; ter e>mpJ.+z?, by pic:ki.nq up Y- ' c?n pie(:es
of papar as 1 i oes I:: scci o o the teac:her s mc:de 1 c:l r
directions.
4. After pr imic-y (fc' urth q rad€r ) , littlE ii it mci can he
done in c 1a-s-s excop t by studerits c'ho cannct write at
a].]. Class time sh:_iid be clevctoci primar ily tc
1 istnl]r1c1 í;j:ieal:: tncj aoci readinci
5. t4r i t ten pat t:e....os can be tauih t then t:ooe t:her i,ji th
struc: tura 1 framcs tc: be cop i cci i n tho i r nc'it:ebcc:
d ictat ion and eral comprchons ion exercises. }1L(t m
general th 1 s shou 1 ci be 1 i. t t 1 e and bot ter a t: tho snd
of the clase.
8 Wr i ti nci exerc i ces clicu 1 d be done for ro :i nforc i no
1 i steri i nq spe?ak i nq aoci read no ab i. 1 i i cc,, aoci te
q i ve practico in struc tures arid vcc:abu:[ ....
7.. Puric tuat ion rnarks chc:i,t Id he c:no or t.'jo al; a time,.
Twc d ifferent ça yc of r p i i'if'c r i no the ir use aro
a) fii ve d ic tat ione lo wh i c:h the punc: tuat i c:n mar ks aro
q i ven.
L) tirite a r)cci lr)('lic''l' çJ&lrtcra:ll
.LA Pk
•/' T;!.;
Iza t)r 1
81 They 5Iic:Lti.cj lear ns:1 1 i.rq l\'
a) Recurr iT)(: ptt?rns , Fí- -i lE:.,
b) 'ien i. nq ch anqsd by inflections c:r mar Es.
BO\'S. b(JY'S, EfiJYS I'S., lb..
c) Chanqe of the ¡u HAFFY. H(PPJLY HPt:::IEt::;,
d) Lisua 11 y i. comes beforee excep t after c
(Seo Chart 1)
9. Use cc' lc' ur calE or c' thr devi.c:es fcr similar sc'urids
and different spe]. 1 ncs Examp les
(31 VE RED CO4í
LIE:Ss 1 IC.K
F: LE:
And fc' r d ifferent sounds u'n th same spel 1 inqs
TH1K REÇt) (base) 10
THERE RE:D ( past )
roo
10. i.0 i. writings, whether done in c:lass or al; homo,
shc' uld be correcterJ as quickly as possihle..
rhei-e are sim taj ri st:: ii. 1 s tha t the s tuden t shon Id deva lop
after h is first letters are learned
39
WR 1 1 I'4G
SKILLS
CC:iFY 1 WEi: "He çal.::s E31c 1 u'"He Ena i. i:.h wa1V
tifITE IiJL.L IrT ''E1 :is a dcct;c
"Shoo ¡s a t
coI'IBIr1E: EjENTEI\tL2E.Ei ''Ha actor anc:t a
teac:her •
TRANSFORM Ok (::ONVERT SENÍENCES
a) ''íhe sky ic blue" b) Is t;hc sky bine?
c) Yes .tt ts, d, Nc:'itisn't;.. 1t'3 CIÍkY
1Dt) ÑEW E:LEi'IEI'.I 1 s rc: SE:N E:NCE:s
a)e c:lass fjt•• iy•tFEt1.yq
\.b)Ie E:nqui.h c::lass i's
11.3 ]1:ç.ti..t g Ç:cç::, ft:;. 'i
It id irnport;a nttc' írial::e sw - e what we want tç,
frc' rn the students sirca (;hare 3.S a range c:' t ab .1c?c:tivEs
tc' be chosen in th i s act iv fi. t ydepend i nq h fLclh Ev on th
level of the studerits Fc:'r cpi(.
1. Tc' iearn to name what; to say.
2 lo 1 earn how tc' seq.tenc:e msaid.
3_ lo learii how tc' expi ess u'lat icJ
The t;eacher sl3c' t.( J. d t;h eief c:m re check1:: tli e following after
the icmr : ¡s corn: 1 eted
1 Cirthoqraphic: and punctuation ç_iiic:e3
8. 1 f what the student wr i tos i s ciramrna t :1 ca .1
3. ii what i s 'n- i t ten i s cc' ntox tua 11 y apprc:pr 1
and that t;lie soloct ion of vc:cabuiary is c:c
F'or al 1 th is it i s i :essary that the teac:her carr is a.
set of syrnbc' 1 s c:haractor i z i nc the d i fforent; types cf,
err:rs and to familiarizo the st donts with them at the
beci i nni ncj of the course
In order not tc: dopress students ¡t ¡S sensible tc:'
cc'ncentrate on a 1 imi tod set cf f3•Çm
ERROR PL69PIEllojig1 PHART. ( 1)
Sp11ing and Punctuaticmn
Error in spe:t:LiVi(;, pr..h.i..:LC(n cr capítal:izaticm
c i r c 1 e error.)
(3r amrna t; ¡cal1 errc:' r ( under ti no
Grammat icalness:
a Error in use (cr ctmission) cf artic.to
t Error in tc93Se
aux Error in use of (ux u iary
aci Error in acreement
tr I nappropr i ate sontenco cc.nnec tcr
,c:. Incorre:t; word ordec
1. 1arianne Ce1ce-Murcia bis Mcintoshm Ed., Te,achir q EnQlish as a Seccnd or Foreian Lanquaqeq p. 2OtI2O
Rowley, tlass. 1979
Lexico/Semntjc error
Lexical/semantjc error (undarline)
A 1 nser t a AtorcI ::' r phr ase
Delete th i. s '.'jcird or phra
Sty1istj/Rhetcirjca1 error:
< > Inccurnpiete sen'L ence
Ret.r i te as a series of shc:irter santences
Col. Ccii loquial tc.c informal fcir the conta>t
Lit. L. i terary.: tcc formal fo rtha ccnt:x t
Rec Not apprc' priate for the vtr i t;tsn recii.stei- usad
Aud Nc:it appropriate f nr the aud icce ¿cic;!sed
Orgariizational error:
11 Inadequate intrciduct ic'n
Inadequate cctnclusjon
ir ECCI i. n a flE•?b'J parac.1ral::)I1
iR 1 nacJeqt.tate transi ti. c:ln nr c:c'nr€?ç t . j- btjp-i
paraqraphs
Error iii cc'ntent:
1 nadequate deveiopment of a propcsi t ion nr arument
7 C ] Unc 1 car propos i t ion c:ir arqument
X( ] F'rc'posi t ion nr arqi.unent inaccurataAs •fc' r the suqqest; i. on q i ven a]. nne i: personal 1 y fo J. 1 ow a
shc'rter and simpier schsme frir cc'rrec:tinq cc'mposi tinns
al thouqh 1 am now aare that a more spec i fiad methcd mav
in t: heionq rur be more cc'nvaniant fc:i rthe st:ucient 1
heneti t 1 herebv i.ntrodu(::atha stamp 1 usa in c: Lasa
- Firna
:1 Cj1rÓWAR Y:: /
WRI T INL EXERC i
1 f w2 ccns i cler the cii ffEren t i. cvs Es ¿nc ' nci the studn i;5
we may suqqest thes p exrc: i. ses
--íeíte
ths paraqraph :1 cc' : i.no at; a
Ex,
"The dCsC! i. E. Ltflde rthe tab 1 .. He ¡S:,:
Mino o Mi ....
-Su bst:i t;ute ma.jor parts cf the sf?tenc:s
PRE-COMPOSITION fT:: i nc tl°ie ne?c:c?ssarv changos. Ex.-
i s MUEMP -
-Combining sc-iterç:es i ntc' cine.. Ex
"The cic:' c:tc:' r has a ntunber in h i.s hand
'It is c' f a teiephcine"
"The cicc:tcr has a telephccne nt..nber in
h i s hand
43
-Si tat i ona 1 (:c:' mpos :t t ions 'Wr i te a
cccmpOi tic: n'f'Cci.J.(Di.flq thc? c 3.rc.tfflct;arC:eS
qiver bolo
Yot..t are the secret;a......of ¿\ basketball
team \'cu have been askec:l by the Cap tai n
tc:''r i te a 1 et tEr tc a member of the team
th ani:: i nq h i m o r he.....fo r the ve ....:1 pc: 1. i te
a y in which he/shE to id h irn he had been
rep 1 aced by a yc:uflqer nemb er
(3U 1 DEt)
C(JMPOS [TI ON -Letter clia i ns Students are aEked tc'
v'rite and repiy tc: ietter sent b y c:ther
students t,.ho are tak i nn thr roles çf c: ther
charac ters
-Text .... based activities :invcuivinq the
d iscuss ion c:r refutat ic:n of an acument
it advanced st: acies • this miqht; i nvc' ive
titilixat ion of styiist;ic features
character i st i c of the paseaqe under
disc:ussion
4/t. 4ÇcÁ P\
Rs.pc t;s in wh i ch the /)
i ntentioni sto ccRE H .--:
FPERS:i rtor-rnat i cn accuatE iv ay-id
c :ieav- ly Ilethc'ds c' f apprcach
cirani. zat ion of fc' o tno t:€. s and
hibi io q raphicai data.
1 NDEPENDEN T
NR IT 1 NG
a) Personal diariosCREITIVE
b) Original essays short storiosWRITING
c'r poems.
This rEsurnee of t'h p classifi.catjcn c:cf thc tJri.tinc,i :l.e?\'els
ave been taken .from tEC di 'ffercrit; op ini c' ns q i VFfl i y)
the books by ('Ii. r iarn t2elce-Nurc: i a/Lo . s MC 1 ntcish and the
Mary Fi ncich jaro 1s Ieach ing Enc:i :i sh as a Second
Lariguace
Thre are c'ther broader ci ass.tficat; ions in which wo cc:ujd
i. nc lude B 1 c:c' m s ci], fferent leve is of ac::qu i. r i no the
knc'wledqe like:
E2. i ,nJçl 1 f(nci1Jqc .
1 Ccupy i. nq IJncterstancl i nq
2. Reproduc t ion pp i. i. cat i. c: n
3. Reccirnb inat ion rr 1 i ino/S ints i zat: i nq
45
4 . Ciu i ded and F:_ po \'r i. t i nq F:.-.cd- t 3. C'fl
rhe irnpc' rtant issue in al! this techni que cii teach i nq
wri.ti.nci1 in my pc:ii.nt c'f vi.ew, is mctivat en íc:ir wri.tiric_i
in a fcireiqn lanquacse i,'jhich imp lies aisci a h i.ciher ievel
of mi nd / thou q h t i mprovement
There are scime sub i tems in wh i ch there ¡S c:cintr over s''
and has not; yet heen reacheci a commc:in rule. Ecir exampie
the fact of hcit' rnuch writing i.s pcuib Ls! te teach in a
general foreic!n 1 ancuaqe c:c:iúrse
Aisci the i• t ií an absoluto standard cf ac:c:inacy shc'u:Ld
be requi. red in fore i qn- 1 nnua ci e writing exerc: ]. sos
teachers be:L ieve thet studcnts shciu id be n irr relativo
rner i ts and sorne that there shc:iuld be a standard ac:curacy
in writíng wh ich ccu 1 d be acc:epted by the tarqet; 1 anquaqe
original speakers
t4hat is certaini y cibv ious is that; wr it inq cc'nsists cii
somethinq more than mere accurac:y..
If a t;eacher ta kes c:'n:L y cir mainly accuracy in mmd • it;
cou 1 d happen tha t a very qc:icici cc:impcis 1 t: i crin with qciod
idiornatic flavor • where st;ruc:tural patternc; are va.....ted
'JIre lexical itcrns ta','e boen c:hcisc?n correctlyp buf; 'iith
misspelled words dr ac:cent; mar::s lefi.: cut cr evrc:' rE. in
4 é)
capitaii::atic!n have bec ccmmiLt:E?ci is (:ii\'en a ic:w grade.,
And y fi. cevr sa wh2n poor cc' mpc' s . t i c:tns in c:c.nt:ent and
strtcture prent aimc' t a pe rfect spelling, a h ioh grade
is qvn
Dii the c' ther hand i 'f 1 itt le a:curac:y 1 S demanded
st;i.dents tend t;c' reduce t;e i. r effc4r t in getting be t ter in
the aspects cii te 1anci..tace
ihe anser tc' tIi fi. s prcib iern ma" be a set cf reard i nq
grades for each of the partp, as wo ment icined t:)efore
ÇL E '1 E R
1HE ME' HODS F'OL.LiJWE:D }3Y lEÑGHIBI OF' ENOL 1 SN IN
\.AÇ.
'r Ç1'1 ..,Pl
C
4. y
III 1 Research cir:: cm Stat. ¿nd Fr" ivi1 schoc is and
their methc:ids.
Mcist cf the schcici ti s cbservE:. d wor k witha mc'dern and
tecl-inicai J.y cc'ncei ved methbdy depend i. nq cm the
pcissibi 1 ities of the schools tc qet books printed
abrc:iad -
Cci1eqic Nacional 28 de Mayo work with American Enqi. ish
Series by the Enq 1 i sh Sect ion of the Depar tment of
Educat ion of Puerto Ricci
Th is method cj i ves them the pcssib ji i t ies of tex tbc:iok of'
general Enq 1 ish as fc' r the: Ciclo Das ico cc'urses as vei :1
as. the Secretariai Cc' ursos in Ciclo Diversificado.
The particular pc:' int thai; was disccivered in this
series • is that they po frc:tm the assurnpt ion tht the
q reat rna.icir i ty cii the teachers as woll as .....e stLtdents
are nc.t nat ive speakers cf Enqi ish and that their 1 ife
and cul tw'-e ere relativeriv d i'fforent
47
48
Colegio Nacional Vicente Rccafuerte and Dolores 8t..c:ro
work 'ith ''Enci .h for cidav" frofn Mc8ra' Hi 11 }3ocE:: Co.
lii i.s series has tc:' bc:' cks and presonts a complete c:o.rso
in Enq 1 tsh as a •fion imquace ,Ihis methc'd is a
(3rarnrnar rnethod in vh i.c:h the st..dent; mast ero a c..drnful 1
graded set of sontenc:e patterns wi th a limiten
vocabt..1 ary In those claosoo i o where 1 fc:iunci the mc'ot.
probiems
Colegioio E(i. 1 i nciue Jefferoc' n usos " E ruo St:orv No. 1 tc 611
.f: rc,(T Oxford Junio Roadero fc:' r Road i nq and "L..ancivage
Struc tuve and Use No 1 to 10" frcm McGraw El i 11 Goci k Co
Th i s spec ific method separates tho sub .jec: t ''En q 1. ish
intc' two 0v throe other minor sub jecto 1 i::e "Road mci"
"Spe11ing" "8f;rt.cture" etc.,tEio is tEo mc:'st
eff ic iont proqrarn 1 cihoervod wi th i n tho four ochc' c' 1s
It ci ives the teache rthe oppc' rtun. t y to wc:' rk c:n each
very thorouqhiy..
it aisc' qives the otudento tho chance tc' rec:c' vor •frc' m a
bad grade in any c:' f thom. Tho negativo po mt abc: ' ut th is
method is that it is set fc'r nativo speakers c' t Enci 1 ioh
anri so i t dc' osn Y t ].oc' k qraded enc:' uqh fc:' r cur schoc:' lo,
It also meano a extra amc ' unt cii money for bu y inq a bc'c'k
fc:ir each mi nc:'r E.nci 1 i oh çub . oc t
49
Finally, (c.liLicAlEman Humboldt c:.i
th dialoguescçua CT %uqc:s10ci practical situations.
cthc:c:I &iso i(i:eE. an E(T]1. in f.: ¿3fiTl:Y( £.i l.!1...!h
'i';?I')( subtle way. This r12ti(j i:. ÇJ.LflEJ forn
ten F'hE difficultim, 1 persDnally fc.i. i ci ':ca
nysc:Lf teach with. VJC.
the Ejrarnrnar exorcisos start becomming intricated and ) O
easy to followtollo c:.nje br ammar i. y. apoarontly a
ob .i ec: ti vc
Tvo c:' t;ev difficulties arisa when 1.. aac:. 1 a sithsi. U
Ec.icI::; English tIrder : CoursE, from <:i.:t.
btuttqart Learning E.aic 1 . .h iaa German Ua> UUL.uk a
consequently, (jyy (.:.f(: U alwayE find :i.. in stock in Ulc
local in:íket English facilit a tEs t ay t eaching
cf British E/E? 'day English whichi . ay.t
rql jch ci.r ntudents will be in a i..?
FilE? pc 1 .1; . :.. . a method.emphasizes
it ÇJi./E?. ¿ s tronger basis for communicativo Englishn
ltliEli r written.
l CJIVE?5 a .Jccci c.c,a].b.. 'J3 Lii
audiovisual aias
it fc .1. loas tFa?? traditional J.ayn?.-r';t..r'a a
seeing, seeing/undprstanding/talking/reading
V'fl 1 1 i. iç
as-- it; fn iI. c.:a?.; the c:E ura]. t.dea o f iba U 1 c•.. . ma U ha c:i
t oit pr.:'vdes with E • : rvc.:Iav SrL tL . t CL'.
.JE' f0 11Ow th e
1. :Lc'i (
:eprcciLtLt: Li.]... reading, ct:
ci i i
3 Frcduc:tj.c, ( Description, free transcri p t, transfer
sss , dialogues by thE st.tdsL:s.
IT: fv:i.a'irc 1.HE C..f .:.is1. Erp9LIT c:t
1hs CJff.c:i.a1 Pr ogram fc.r
establismos Li'- (ct:ci:, ofp Oral
Production, f:E\iii :.t , Writing,
Vr:abt..1a y- y . for 1€? thi-ss ::ctss cf 'Ti ].ç
7ti- 8th and 9th e.rsc)e
In the i.VtYc.icj(..tc:tiç,n, they oc' i.i. i;L_iç_
English languago. Thisri:; based in
cc rs i. der at c'rs
1 st ud y nc:; a flSVj language, the st Y Sr ]
himself in ::i'1çJ.r1c t.::
i.s Original .:Li1 tLtr : in a mo r e c:b .iar 1: '/5
51
E' IlE learns te :jorE...: . le othe r national
bel i. ve.: and i. r:Fe 1. oqi.
3.
tcr,c:' J.oqic:a:i. advances from .:+rei culturem.U
TItE General ObjECtiVOS i. ttc: 1 ocIe the main objECtiVES in mO Y
tCiVe1. t_Jfl lztc?aE :i r:q t.10 UE-fl.Lt't!
production :' cv.1 sounds, ic:dirig ct.i
1 Di. sor 1m.nt ion o U
1.2 Reprc:ciucL 3.00 ¿rd rr:'c:!uc: tico Li munda
paragraphs, dialogues, e
Reaci .
2.1 Fhc'netc: '.'.iu€c ci : Ib.' English ei.ito..t;
.2 Association DE sounds and i'c.t. writtm
1er:)I- pc:::mfl;:(i
2,á Us.:tqe C 1 different «eed i. re Ueei ni . 00:3
2.4 Comprehonsionc.f stories encording Le Lie be; Lb.:.uU.
.used in c:: 1 eecn
3.1 F?f.:'r odt_ti:t.cr end pc odi.tctcr cf ssntences b
Copying, dictation, II L( I { J words III right sentencc-.-!
crcier • oiciti.tc: icr ., combination and t. :ti:tc.lrrc U
c i f° sen tenc..ee
52
1"UTTi.tV'
First CCIUrSE
4.1 Be. eimi:::i.c i::r"L:,..rIt v a r ious tvoes cf
4.2 rI''-u.('Y» personals, demonstrative, possessivR
4,3 Adjectivesn possessivo, (:Iy:'r»'t.'
nominalization, L "cIE'f, r'i t(?
4.4 ci j ec t . ves and "ICUflS as cc mo 1
4,5 F1ura1s regular, :i.rr"eou1r
4,6 Defin.te
4 .7 Possessive Case cf" OC Une
.8 Frpc;i. ti. cn:. i • cn,
4.9
4.10t'c::::t;
4.11 The'e i'• Be Fvescyn 3; 'l'er'ne
4.12 1.s i e Sentencas f'• Ci"i t
Second Cc'Ltrse
5.1 F rese'nt Progressivo 3
5.2 F3as i e Sentences- » 1 r ene fcr"me'f; 1
5 . 33 d verb ie 1 e N3ennei' p 1. ec': e timeme
54 Simple Py.rjfl1• .c'Jc' vc•:'rbs
5,5 Direct Cbjec:t. Vcn'bs
5.6¿ 1 rifo eme. 1; i. ci n QuestiDrísi Who.y'ci NI"ce t %u1j cc t enc1
Obj€t;
7 Frequency adverbsi Be and
3 L.;cpr 1 Çi «el' end mire
53Third Ociurse
6. :1. "Be" in the Simple
6.2 Fas i c: sen ec.es r nsfc.
e affirmativo, negativo, c.::' mb i.
6.4 Information :.Les'; i.c:ns
6.5 Mere Be" ri the Simple
6..6 "Do rbs in t.:h;. Simple Fas';
6.7 Di. ec: 1; and .. ¿cii. e'..: i; c.b. ec:
6.7 Faet Progressive
cc;) .:t(.L_1.l._, .'ji.t:I' Cc:' i.r': tç:'
6.10 Frnpccji-ic" i.n. IMI Unders DVErs Lv,,
be ••n bosidos, among, with, V?.L .!en ..
6.11 Conjunctionsi tc.c. so, g ith gr, neither, ?.
:i
First Cc'urse
.1. t... ExpressiDnsi qreet ings , ?. ?J?..I' i:. ]. .
c::13.yi 'cii
7.3 fLe 5chcc'i.
7.4 Tíc
7.5 fLe Fam :
7 (].i::;Ics
7.7 Oc:cupat. jons
7.8 Nationalities
7.9 Colore,
7.10 Cardinal N..m:::e
r,
' •i :'
c
BuOTECA
Scc' rid CC'UVSE?
8.1 M o a 1. s
e. Dailyac::tivIt:lcL;
E3 1]e Tina i.c:'c:k
8.4 t)vs cf tue vE!.::
8.5 (3rc:'cer i.
8.6 Mc:vci
8.7 Ecuador
8.8 Ordinalia .1. nLT:::n•:;
Thi.rd Ccturse
9.1
92 A Party
Holidaysi national
9.4 Iicrt;hs c:f
9 5• Seasons (_i
9.6 F:ev i. EVJ Lf 11.íTibcfl s
!;; c:' (Trnerd cd
íe? audio—lingual Presentation of the structures in
sentences offers E% satisfactory result i.1
c lassos, as the ma jority Lf tc classes in
ict this is recommended fc:v' ¿a cjt:rr:1 Mart.
:a basic structural patterns ¶a 1 a: . 1 d be repeatEd
timos(TI.r . r ci c:Icaa' c ¿a:: ci. 1 ¿_qc h ab i. t: c; Th i
that i: I:)c.n'i:;c:r S;'.Lt :i ci L.cccc ti cc pot torní:. jp9 OL'L .L
0(3 ¿coid writing C:.On be oasi ly dono O
c' rk1 repotition of the structuros has i:c9c31i (i(c) ccci (1)
gby c:r€ck L 111 balanced
Wcc h ove ob servad t h o t v q ry ci cf i. o i 1 cc f ccc.: t cc cc 1 . : e
numbor of students por class, numbor( f hDurs por
fc:tr Enql ish oi:c.ec:Li.vecs set oc.c..uidilic:J Lo :o Li...u:.a
neecJs the limiting indes for O Woll
proqram
Referring I;c crol eopreo.icn Icho objectivos cc f t..ho 'yncor
prcciram shccu:i.ci t::e Yory icç3ccc::i.iJ.L: oiri'._:o repetition
E.pcctaic:Ltc; uccc:: c:f t-E languago RCE ti Lok 1
¿r;ti.ri t t.coc. crcc:I i.icc. 45 minu te:. i.cc:cc i: no t
suffYLc:LEcnt ircJi.\'1ciLi.i proc::t:lc..c: in largo r
EES i. (:(c the spontanous use is moro o ncoo ' o J. cc o Lo cc tic
coy o ther th
Tico teachor p asoes L u bc:cc cc e o 1 mc st a SiMP I O esPOctatOr,.
II; is littie he can ccc. (:(L_(.(. U loo courecting
prünunciat:cccn errors aod repeating c j.c.hLoncco. T:ccL
1. Plinisterio de Educcion y Cultura. Planes y Fr ramas de E;tudic -Nivel iledir.- Ciclo Ba;icc, Qts
1984.
student shc'ui.d be al 1ot ' ed to let: h irnse i. f b een
tr-tnspc:' r ted tc' the new phcinct i c habite.
Reduc i nq the ob cc t ives or ¿it ieaet bei n q c:areful wh i le
select inq thernq is a very impoitant step
iIe dosification c:tf the vc:tcabulary slioui.d be c:c:ntrc:J. J.EiYd..
It is no use ciinq :Lr q e amcunte c:' f new wc.rcJs if the
student doesn t have thc ab i. 13. t y tc:' use tr ansform or
recal 1 when nocessary. Whcn h i e ab i 1 i ty is proved w : t:h
a certain qrOt.lp of words, the n(?Xt ciroup should be
presented
Read i nq i s ccnsidercd avery iíriportant; stop in language
learn i ng 1 t i. e am instrument for I.::nciwiedqe as we 1. 1 as
a way of re i nforc i nq the qramma .... aoci voc:abu 1 ¿ir
struc tures of the new 1 anquaqe - y read inq a cortain
parayrapgh the student dc' osn t oni y revi ew morphemes
and graphernes but al so deve 1 ope h is intelectual
ab iii tice He fo 11 ows the relat i cm between the new idea
and the previc:ius c:ontext I n that way he i e ah le tc
follow the chrc' no loci ica 1 develcipment of the idea of the
wr. i ter
Wr i. t ing shculd be done observi ng. the suqqeeted techni ques
for this act ivi ty That i e why in the prograrr shouid a].1
these ac:tivities be, vcrv well especified..
FIFI) RESEARCH c:IF: THE 1NDICATORS FRUM
OBSERVATION
E.,
1. ..Poor 1 /
2. Fair/
3. E;cci
4 /
Total..1.
1.
Ni
112
:3éC)18
4 ..12
/ PooP
( FAIR ERZ
G000
:& . nq
58
•1 . ii.'f/
E.
3 Gccd / / /• /
4 Su 1:1 i.c!r
Tc! .1; a :i
61? 1.50
o
12
118
3éO = 15012
59
i cn of the theme
1 F'c:c'r
2. }::: 1 Df)
3. C.icocl 71i1 1
4 SuperioiO II f.)
Total. 1 . o
IP
4 30 12
12
5 360 150
IV '!cd El 1 nc:i tie new mx t:; ¿ .1
1 Fcc'r /.//
E
3 C3cic'd
4 upEr ci r 11 /
Total 12
ti
41.67
).a..,..:
Ni
3 3ó()12
18
1. 3éj()12
3 360 9012
loo
90
80
70
60
so
40
30
20
10
61
c:!f
ti
Che
()
w o
Three Ir
E o u y 1
Fi ve 1/1
8 1 X O i mc:' r
Total 1 OC:
VI. Usetedhniques
2
1 Fc.icr
E F-r
3 Gc cd 1/1//
4. Superior
Total.
6 50 :1
(•1
4 1
:1
N
6 360 !so-12
4 360 120lE
8 360 601.2
6
Vil. i. 1 i t y tc:; maintain the it:'rc•.t
1. Poor/ / ,' :.:. 12
2. Ia.r /1/ (
3 6€: cd /1/ 3
4 Superior 2 1
Total. :i
4 36012
318
E 360 6012
VIII. e command
1 Fc:'cr 3,33
2, Far /1 1.6,67
6c' ccI /i/// 41.67
:1.
4. Superior 1/1 / 1 E)
Total
1 36012
212
36012
Li. 36018
: 180
N
60
FAIR
G OOD
[,IsI
SUPERIOR
65
Final Summary of the 1
f.
1 F'c:c'r /////
2. F.ir / 1
3 GocU .r'// 3
+,, Superior SJ
íc' ti 18
(.)
8.34
25
5 360 15012
• 3012
18
4 36012.
'sIs]
G 00 ¡SUPERIOR
ígaf;
B)6LiC)Tfr4 /
md ic:atc' r l4ci 1 l''Iot'i.vat i::'n
As we can c:leclrlv seo in the first c:hart; of thi%.
chapter, . there has been EQ; c:f poor not i. vat ion in the
ci asses ci3erved Thip. tmpcir tant factortor 1 s cften
fccrqot ten and the toachor tencie te underet imate these
very impc'r tant fi rst minutos of the ci ass
L4i thc' ut a yood mot ivat í.c:in the c: 1 asc; i s actt..a 1. ly nc: t; been
started We shc' u id remembor that t;he scJerit; mc'st
rrc*bab lyhas had c' ther c: 1 asses hefore arid 1 t i s ver
hard te switch from cine sub ject te ano ther
The student ¡S in a c42:r tal n WaY, receptivo tc: c:tur
creet ivi ty He waitsfor the teacher te como in and
present an interest mci themo te fol lov
Fi nc 11 y a peor star t Will rJrctbtb :1v b r-:nci a peor
develc' pmenL; of the c 1 ass
. •.... Roviowing pa'.past matOrial
tb th j:. question wo observed tt the
phenomenon cf Indicator No. i. is repeated .;?, 1 rc!; t. exactIV
th t;hc same VEU .L t:; tv :::c:.rt pcc:r is als0 ¿
1€2st..i 1 c:fi' ;:trtwith no cjear visionc:f iiç
at:t vi tv te Lé c:arr y c: out in Lhe t:tr ••. i; minutos,
t eac: le • tcnid s 1c: q C: vague ¿c:i Ui!Çi E?C i S? 11.. in 1
lear ttt in t. ic. qi..te;L i c. ., W011 as, in Li
p ec:eci inc:t ono, t'ee 3.iu tvc: cajor groupá of .: :i.
peor cv qcod Thero is very little in bu t:'Jcuu uJd
So the mc:ic: technical or professional a Lo acho r
nce advit q e he is ab lee tú túi. :. 0 írc'm thL: fi
of the class.
TEchere tend tú fcrort tú review ti e e Lv .w. ter. rc.n
the :LEE.t class. i1:: is even advisable that ha e! Id
review e 1 1 i;t: le of t;he material ••f Lwc or thrrrc:. 1 ¿roer
For example in ter tijc:c. ko ehr.re ppicture
exere lees" orE? inc:i.i.tciec:! 3.t .uC:,umE?s en wasy and ni.L€.r
oc: t 1 y 1 t
Oi'e sI'C:iLt le! iL'.tE;t
; opon Ciii' l..CL.I'. Lc
'Ir::r r close I.Cc.:i':: Ob (:.OErC:, J.
1 wili vct; Ll1E'! diE,:LiLE.1 jusí tu.!.l Hc. 1,
:i.
68
In this va'i the student is forced to
activíties dono befcrE JE i::':J tL;
rc:t; evorything,but ¡t definstely P la Ys an Lr3:.;c:!rt;rl.: rc 1
in languago 1. •:?r n .
Ird.c:t.c'r 'Jo. .-- rf t.!yj
Ii3 LIi.; question the r:.:..t1t;; 'JE)E rathe r aucaptable-.
6c:cicl 41.67 and Fair 33.33.1 pEnaILJ.y Ii(i the u.:HE•al
idea that: tois ooint was very impDrtant in 'i;h
fltflhiq and this has been ::roI(J ;hr:i..L the::.:si.:I
c: .taE:ss t;l,a te:ic.hrn' prepares his c lass, he th i
cf f the 1'ct'. ¡heme ¿rc:i 'i.I.::Es h is t;ifl(? for . ici
cer t a i. n 1 i n kiq element ic r presentation.
J:-ciicat:cr Nc: Modeling the new í.3;í
re resuits of t'E' observation Of this
aspects shows ¿ ce tivi c:epic: i. 'Uy cf teachErs for nc: t
only eta 'U j,nq a new material, L'ct'U ei.ec. 'Ir c:cY'; cnui nq
handling i t Novertheless, U hes t a t i. SO CS al scSOL. show e
hiN percentaqe 'in por handling «25: 1 '3:
personal c1pinicn thai; od tea=hers show thei;ec. 'i. •.;oc; a
lot in this ir'id,,c:a1;Lr,
b 9
1 rci . c:at;cr FicVarioty c.
1'! is aspect of my observatiDn Class1
crut ial. .. The ability ¿nc:i th€• prc.itEs:Lc.Y 1 background
the teachor js shown clearly. Tus, not do:c:; f&:'
¿c:tj'/jbi.E.?s as tc let t:hE :::i.: 1 in a ncc
bc:'ri.rcj responso. .h' the L::rt'v t;E
ave written down t;iiE a:.:t vi. ice c: nu to f011^
in cider to avold !:::1ar:: mcmEHUs Or p:L
Or t h e ci 't;l'Er 1: is it: 1. convenient .c: OvOr ic LFtt:.
ac:ttv j tiss parsio fon ono tu c:thur without marts
it
a 1 i. tt :ic? osuh lt r.hot..t Li be clear for the j:t)t,5 ti E
1if-' :.E?r fL.' n,i y .I tc: It. should also bct
clear ts:.1t- that anc:thor tvi:c•:• ci actieitY
- 1 t ii an indescriptivo moment, but t.. r a 1 o ..:cI(Iincn 1
-sharecl fs.1 lnq viion another activitY 1 o- i
fcct many activitiesj..:jc I.id •::s:: :iISLl1:..l
the +0 or +5 m:tnuto-srtci di.UtibuUE 1.:t....t n.. t t..:cr0u U
t ¡me fçiy" eachic::tivi. y. It Ir C ovmally o,.
to 10 minutos pecic:ci 'rcr oach, oc st 1.ho qnd DI th&
c1 oes tho'e uhou id be from 4 Lo 5 acti v i t iEs -
This i.çtl"E result E c:Lt u.s:t.jijtt. j . 41,67% with Tc..r
ac:ti .ilt: ieE! .oic :iY ,i1t;h t:roe ;. :O;t:j f'.L-,a Lb
dependo on t;he thume end Ly.:E-L u laos ccc: 1 oto nq
70
it f:?ACi 1 YICj classJ... to'r 't;uro o
be :i ess and icv:?er o.c:h ono 1 s.' grammar o!
the ex:rc ses can ho c.hcu€:•:'d moro ocio LI. '1' JEoE.•.'Hc:LM o
the op oc f . c: eleme nt th;.L• teac h or tJ:k 1 UO. to c:' oc o
Ici 2 o "Jc 1.U;::' o ti oc: br i q u
TLlo lFcCioE t:c: th.Ls c(JEc.L;.L(:ric cc
Fift'7' çc:on; ci t10 Classes J rcL e ilE? C:I 'p..r' cf
teach i ro techn i queo Orcc again bocJ ]. ' cii ood .:c?J;c
brinq 1 ittio 00 flC'E t.L1fli.CKl dEVI000 for
fc' r E' j. cj n 1 ancuoqe
1 cii sc:o'íç roci thot teo.cboi o think tt more thoy 000'cic .,
- . tho botto'r the c:Icss is u; co t::c:bo:t. iv opç.::cs: L.o lOo'
StLtdltS .oio t iE OflE'O tc' do the L. :t cOE.. The Ur;:c:ic L;r
J(_l j
1. 1 ¡s importan' that class ' ••'r-'•• Lic; r.u.' ;. 1
oppc r ht1iii\ tu use I::.nql ish oc.L::i, V?.V, ond L:ho :, ir
ci so ib 1 o' when t br' teachor c.}c uon ' 1, know oir' o
pc-ssibi. .1 Lti.c?c'r chocisinci torhciquoo
1 cii.ccc:'ici:'i that E'::'cr English classos i';cL'rc:.-
excr ierce t? c:r t;ho.ot:t..cJE;t;o ,, ç.:rc; . c:hcr :i, ti L:h,::t
e'/er'/c:'vo I.iL::c?; E±;rj1iiJ' LLci; 1. Tc2rning
71
1agucje very ciften pc:icir natural ab i. 1 i ti es c:cíns tc: the
sur face anc.l thai; is.something nc 1; ]. . I .::ed by the students
md icator Nc' 7 AL: t 1 it y tc' ma inta ir the i nterest
Ir here • t;he 1 nd icator shows 32. 33% for Fc'c'r
maintenance of the i. nte est Al thciuqh 25 was for bc:ith
Fa ir and q ocid it is a 1oc ical c:cnsequence , a lack cf
goocJ techn i ques , a weak cleve 1 cpment of t;hc•? c: 1. ass w i. th
"repeat;eci " act; ivi ties br inq a bad resul 1; cn the
StUdEflts.
Apprec i at ion of the i;ear. T he nr 1 y way t;hey can
eact tc' a ''bad" teacher is by nc' t partic:ipati.nq ir c:].ass.
Ir my exper ience as a teache- .[ have alzo cibserved t;hat
somet irnes th is "dy i nq" c: 1 asees not neceesar i. ly can be
b lamed on the teac:hers 1 c' be fa ir students spec ial! y
teenaqere tend to pro- íudqe a teacher ehen he nr che
docen ' t fc' 1 ic' w thei. r present moment di spc ' si 1; i nr of not
1 i 1< e ly t o wo r ::
It aleo occurs thai; a last-per icid clase is a terrible
barrier fcm r tle tej:tc::her tc' trespaes. Kide are thinkinq
ir ''cc' inq hc' me" artd thev .Lsi; don 't pay toci 'TUch
at tent ion
P YACA PN.
\\i.. t3IBi!OTCA
For the?se reasons, ¡t is vory impc:ir tnh that;
in ch4ar ge of making tho c laso ocheclu 1 s for tIie courses
shu'u id take al 1 th i o i. nto c:onsiderat: ion. and shc:u id try
tc' balance the ti me-tab le for no t lot t i nq a.1.1 Enq 1 i oh or
Mus i c or Literatura classes be al ays a t the end c:tf a
day-wc.r:
•Lçit2E Nn, @.- L.anciva q e Cornmanri of the Teacher
14e hayo lecned that; ¡t jo met tech n'.tcai .L y accepted
that a t:oacr should lic pr rfec:tspeaker çjj: 1E?
tarciet J. ancuaqo it; i o suff it: i ent t;hat; he i o c: apab te c:uf
handling the lanquaqe t;c: be tau lii; in a faiç' Jevl of
l3rarnmar, , Vocabu:iary avid lrc:tr_tnac: :iat: ioi)
1h jo jo the natter to be ci i.scused in ou r next sub—-
ti ti t.We can cml y say thatthe ma or i tv of tho
teachero observad had a fa ir and ac:cept ab le leve! of
Enqi ish
1 nd i catar Ncc 9 Final Summar y of t,he? :t eo:n
In hero we ha yo addod the di ff'erent; el omento of
the the Ci aso Observat ion 8u ido and ha yo CO(flE3 tJ 1 th ¿f
final grada. Vory sadiy we d iscovereri thaI; th is resu 1 t:
as no t al 1 tho qc:mod ono oxpec ted
It shoved that 41.66% c:if t;he c 1 asses v.ere c:' f a rathor
pocir le',ei very few fa ir 8.34. ¿md an oven percentage
fcir Licicid and Superior c: 1 assos
1 am sc' rry tci say that the poc'rest c: 1 asses were cibservod
in the nat; i. c' na .1. state sch::ic:c 1 c;A 1 thc' uch 1: rec:o i ved a
very p loasant surpr ise with a c: 1 ass q iven at Co leqici
Nacional c'H de Mayo. 1 u' class2s c ' h'er' . d in private
schcxci 1 s wore rather cjood.. 1 w2nt te a twc' -hoLIrE clase
at Colegioic' Ei. 1 inque Jefferson,, a rather long por ic:' d but
necessary fo r;he ir b i 1 i nqua 1 status, and t;he youno
toa(:hor rnanaqed te ma í nta i n tIie i. ntersst and do a vorv
qcic' cI j ob wi th a read inq paesaqe a short stc:' ry, he had
te teac:h The qroup vas very ema 11 ., 12 stt.(dE'nts and
every activi ty seemed tc' hayo i te propor time..
Ano ther clase thai; impreseed me ths mc' st al thouqh
neqativoiy this time, was a clase qiven at Lcleqic'
Nacional Vicente Rcicafuerto A c:lass cf 70 1:: ide, al 1
"preseed tc'qether and perp 1 exed in front: cf the mcst;
desqual ifi.ed tc'acher J ve ever caen. She was teac:h i. nq
t;he "Do " verbc ¿md wrc' te a modo 1 sentonce on the
b 1 ackbc:' ard wh i.ch che asked thom te r:poat abc' i.d; a
hundred times the carne exac:t sontonco .. When sho
changed the prc' noun fc' r a ''he" she cc:' mm i t tad a
trernendc' us prc' nunc ja t i en mi st;a ke by cay i nq the wc'rd
Em
DOE.B as DOUB (:1) She then as;:?d the JO 1< i ds tc:
prc:nc:ti.r1ce endesiass the sama vjc:rcJ
Al thc' LIch bad c. 1 asses were mc:;st; ly observed in st;ata
schc.c' ls, V4C cannot sa y that all the ce lassea. in the two
pr i vate schoo 1 s had been qocici t the German Schcuo 1 ve
were ah he to sea a teac:har with a complete
"desc;rqani zed ci ass She .jL(rnped frcim ona th i nq tc thc:
o ther and the poor stdenta di. dn t even knc:v what vas
go i ncj ciii
Enq 1 i sh ¡u a sub jec t many times, underest i matad and
schoo is tend to pay very 1 i. tt le attant ion t'jhom the y h i re
fc' r these c :lasses.. 1 h i s toqather mith the tremondous
lack of qocid prciffessicinal teachers of Encii ish br inq
definetelyq bad classes..
1. Pead as inF000.
OR
F : r*ci fcirc: \, test fc:' r MOMEI c:'f EnqJ.
The test VJ$ passed to the tE?,Rc:hers vt;
profi c iency test q i '1n tc' ipp i i c nt ¿ t; E'erid i c t 8c:ht::c .i
of L_ançjuags (1)
j:t h a s tiroe mé.icr ptt (:irmrnckr I-ed irq
Comp r€hens ion and Compo s it i c: ' n Duo tc: the 1 &c: k c: t time
tI2 c' ii:Ly qk\/e t;s Grammar l::: t t ¿ic:I VE?\/
iic:t to all tho teec:hor'c; we hod oberved in their
:i asses 8 t nro the test vo aya 1 1 ab 1 e fc r tho
researcher lc:'n q after tlie classos had been observed,it;
as very hard to finci t;ho teachE'ro aca:ifl it was
po so i bi e tc:' f i. nd n i. re en; c: f tvo 1 ve teac::hrr e he
resulta, novertheless VJOTO quite 1 ItOV 051; 1 nq
Tle i. temo with moro or rorserror carne w i th 6 wrong ¿te rs out
o 9 The 1 tomo were
i: t;em \Ic:i 6 ( Verb lensos
Have the q est;s arrived y.;:.:t
Nc:'but 1 ' m c ure they W]. 1 .t Liv the time ','c't
qet dresoocL
a 'Jo
- be arriving
ha'o been arr ivinq
h aVe arr i ved
1. Seo model of the test - ppendi
ihe c:cie: 1; anser as: -- arr i. ve i nce the r.3rc:iqress i. ve
fcirms are ncit; accepted with ''hcirt" acticin veb and the
perfect; i:Cir.ffl dc:?sn' t match with 'i. 1.1.
The o t;her i. tems woro Nos 38 1 39 and 40 The f;c'
frst CmOS of verb tenses and% 40 c:cmn.unc: t ion
1 tem Nc' 38
Wh a t s he u :i ci :t do'?
'y'c'u the doc tor i cih t ¿way.
cm u 1 ci r ah t e r
are used
-. hd better
Jcmcil:: fcmr'vard te-.,
1 he c:c'rrect aser i. s ''vcmuici ra ther anci teachf:rs
ci idn t quite understand tho r iqht response due te t;he
chango of the auxiliary.
Mm Neo 12
Where is your sister?
Sho Iasn t; been al .1 day.
seen
seo inri
savi
seos
I n th i s i tem tIie c:' rrec: t responso tas m seon anci • i n my
concept are rather eas y sontences Never theless l:;hey
c c m u 1 ci vi m t do i t
EM
t I\lc:
borne peop :1 e never worry the i. r chi 1 dreri
-
frc'm
of
- aboLit
ihis quest i :n i; ab:ut prepoei t ion usage, anc:l a isci scem
tOO easy to be anst' erec_1 error i: th nl:: was due
to ini sunderst;and i nq of the question.
The rest of the i tems ranked frorn + te 1 out of 9 tests
The oral pE?rt(:miflaflce cf ea(:h individual teac:her was a
lot better, al thc:muqh i f; was very .1. i t t; le cc:mnversat; ion
beteen the researcher ¿md the teac:hers
IV - 3 - PMCMOM
The resu 1 te c:cf th i. e i n'i eti. cia 1:; i c: n EhcmuecI tha t; T.-]
qerieral very few etudente donA apprc' ve the ccurse ciue
to fai lure in paesi.nq Enq 1 ish
First we would 1 i ke te I:o 1 ...........lat the Ecuador lan svstem
of ob i. y 1 nq a student te repeat the year when not
approv 1 nq everi "cne sub je(: t e te ta liv ant 1
pedaqog ica 1 in ric:' par t c:mf the world th 3.S happens Wc
th 1 nk en the mill ions of sucres epent in erie st:udent e
educatic:'n. E:i ther if this le oaid d irectl y b.....ie state
or by h le parentu. A atudent who had nel; boen ab le te
78
complete a minimum grade of :12 out c:if 20 pci ints i n cne
sub .iec t should repeat the same 10 or 11 sub jec:ts aqai n
in the nemtycar . What a ver'.' unfc' rtunate statement.
The Ecuacior i en educ:et i cina! svstem shc: ' u id be revi, sed fc: r
the sa::e of mii 1 i c' ns cf yciungetere In sp i te of no t
cc:insider i nq th i s survoy quitete dcmc:instrat ive of the
actual staqe cf th inqe 8 it wes very interest: mci tci
d i scover the t a low percenteqe of st;udents fi. unk because:
of Encilish
1 mentic'T'ed thai'; th.ts sur'vey 'Alas nct of my total
cccp ta'ice ., bec:ause i. t i s f;r'ue •. Fur'thsr i. nves't; i.qat ion
shc'u 1 d have been carr i cd fcur a bet ter end more
EPOSIMP pi.cture..
Fcir examp le the teachor 1 obsorvod at: Colegio Nacional
28 c.le Mayo was, in my op i ni. c:' n •, e very cjc:' c:id teac::her
never theiess th is áchool present's a rather hi qh number
of fa i 1L.res ......E » cj 1 ísh T he cm 1 y anser 1 have i, s thet
1. Othe r teac_-hers cii' the sanie schc' c' 1 don t: do a very
ci o cid ,j ob ., a nd
E The th i nk i nq cf a ycar nc t neceseer fi lv means a bad
teacher. .. it is a str'onq ci ement hut no t: the c:mni y
E? 1 C(flCfl t
79
Ano ther consideral; ion tha t the Char t No. 3.1 shows 1 S
that CiflC schoc' .l preE.(ntE'c:1 cero in the number c:itthirikiriq
students of Ciclo Easi.c:o duo to English. Eh i.
loq i cali y and techn i cali y al moEt impc.;s ib :t e. Nc are not
the ones yo be cal led to 3udC1e a c::cr ta i n schoc:i 1
performance But ¡t i s hard to bolieve thtt: th i s
happens This schc:cc' 1 i. e a total i. y b i 1 i n qual school ¿md
Enqi ish is a compound subject with one final cracIcq but
in the t ime-tab].e the students have other spec ific
sub .j cc ts under the word En q 1 eh For examp le: Lirammar
Spel 1 ing and Reaci i.nq ( 1 ) The schoo 1 secretar adde the
three grados the students c.iet in these sub . cc te ¿md
takes a rned ium grade out of them Th i e i e the final
Enq i ish grado. 1 think thie syst;em is vcrv qi:c:.d in the
di dac tic par t but referr i nq to eva ivat 1 ccvi i e a complete
fraud.
In the ir plan they have ten hours of Enci 1. i eh per cek
and there is onl y one grado for al 1 these hcct..re
sub .j ects have three or tjci hours weel.:: ly
In my concept th i e ec:hoc:c 1 resulte to be an oasy school
tc' study i n because the i .......equ irements for pase i nq a
ycar no t neceesar :i. y show the ir stronq schedul ee charqe
on the Enqi ish subiect rhev-E sl-iccuic:l he a more balanced
ay for evaivat ion.
1. See Chart 4.1
TabEe 11 Mutrix sampte showing teachers' single performance on PLo.cement Test
NUMBER OF TEST ITEMSSCO ES
EXAMINEES /50-
N2 — cc Ln1
44-----------.--------- - 17.6
2 . ' • • 41 16.4
.41 16.4
39 15.6
5 1,111 • 38 15.2
6 ..••3614.4-
7 •• • • • ••• • • ••• •36 14,4
Cb B • ••• • • lo. • •• •
9,
I • IUNrr 334
3.1 Cuadro de Pérdidas de Año por Inglés-Ciclo Bdsico -o
Año Lectivo 1988-89o
Colegio Nacional Colegio Bilingue Colegio Alemc(n Colegio Nacionalz 28 de Mayo Jefferson Humboldt Dolores Sucre
t 0/ 0/ 0/ %o o o o
AlumnosMatriculados 2.412 100 261 100 201 100 1.437 100
(b Q
u,
Pierden Año 431 17,86 2 0,76 4 1,99 143 9,95
Pierden AñoPor Inglés 18 0,74 0 0 1 0,49 6 0,41
oO Nni
o> Nota: El. Colegio Nacional Vicente Roco.fuerte no envio' informacidnm
>z1c
wOO-4
ÇD. .
Ch art 4.1o Schedule for Ctass Observation
Na PERIOD MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYj Col Alemoin Col Nac 2 8 d e Mayo
IIC Prof. Castillo VI Irof Vilma de1 07H30-08H15 Ingles 819188 strella 12110188
2 08H15- 09H00
(b 09H20-10HOS-Col. Jefferson
4 10H05-10h50 use Tugenda1718188
-- 5 11H10-11HSOOO N Col. A1eidn
Mgda eng/ig1 6 11HSO-121-130 __________________________ 6thgrae1 Col. Nac. Dolores
110ml. Alemdn
m> / ' s B
12H35- 13H15 Sucre 10/17188grririea h688z -1c
- rT0 Nac. Vicentew
8 14H00- 14H45 occit. OfIge (OS An
7 14.H45-15H25cP_________
- rol Nac. Dolores SucrE10 151-135 - 16H20 prof. Arias 17I1
Colegio Bilingue JeffersonChart 4.1 Schedule of Clctsses for the First Lourse of Ciclo Bdsico
co
- PERIOD MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
- 07H30 Red. Comercial Mecanografía Est. Sociales C.C.N.N. C.C.N.N.
Inglés: Reading Castellano Inglés: Grammar Inglés: Grammar C.LNN.
Inglés. Reading Inglés: Spelling Ingle's: Orammar Inglés: Drammar Inglés: Reudin
C.C.N.N. Inglés: Spealling Castellano Castellano2 -
1OH10-10H30 RECREO
Est. Sociales C.C.N.N. Mecanografía Est. Sociales Est. Sociales
Contabilidad M i.sica Matemdticas Est. Sociales Casiellano
- Castellano Matemdtjcas Matemdticas Asociuci6n Matemdticas
- 12H30-13H00 LUNCH
Mufemó.ticas Dibujo Edu. Física Edu. Física Matemcíticas
14H20 Orientación Computucidn Coro Desarrollo Personal Computaciónco
15H00 Coro
- --¡A-»'
lis,7
C H A P ÍEk V
V.1. CÍJNCL.US 1 ONS
- In tr y i nc t;ci ana lyze the tiecir i. cal background
heh 1 od Enq 1 i sti Cl avses aoci the ir actual1. stat;c in tour
schcic' is in the ncirthern area of the c i t:y of Guayaquil,
e made a ffield research recard i. rcq
(1) Elements in an C)bservat ion Li ass Cu i nc
(2) Personal and F:rclfEs i. c:ina 1 Data Sheet
(3) Resu 1 ts on Tca(:hers ' Prof ic i cnc::v Tcs'1: and
(4) Sur'vcy c:mn S'l;udents F inal Gvades
Since c' ur min c:b.iecti.ve of this work was based civi t:hc
r'e].at ion thai; ex i st:s bebeen well t;ra i ned i;eac:hers anci
the resu 1 ts cibserved in t;hc ir c 1 asscs wc tended- tc:'
observe, as f'ai r as possib le, ír'esent; j.ess(::mrcs of Enq 1 i sh
i n the schcmcm is Colegio Nacional 28 de Ilayci colegio
Nacionalcina]. Dci i. ores Sucre, Colegio 8 u 1 oque J effer son aoci
Colegio f. ieiican Humboldt cmf Guayaquil. NoVEth? leas
dcci ictaed the f i.rst twc:i chaptera of th i a wc:irk , tc:i po i nt
out which Te ccmnsider main c:cinsiderat:iona in tho
teaching of a fcmreiqn ].anqc.iaqe
Wc c:cmnsidered thai; sper: ial i zed tra mcci tcac:hc ..... make
c lasa cieveicmpment a more auccesfu 11 ac:t; 1V 1 t;y fon both
87
88
teach pr s and s tudont: - This was pr ovsd E; o be so
accord i ncç to the rosu E tç; ol:: ta i noci i n ths sta E; . si; i c c. c:'f
Class (Jbservattcin
íhe teachei-s who macie a qcc' d class iero t;eac:Eors vi th
a superioror ac adern i c bac: E::qrc:und cir those whc had
i;aJ::en a considerable flLiflb5r of scninars in 'tliich the
ma iii statementa c:n fc:re i.qn lanquage teac:h :s riq had beevi
cc' nsecLIt i ve]. po i nted
b) A rather hi q h amount of poc:r c].asses were 'foun(:j
-41 iesu :t t thatrnds to ci i fi ereni; e E einets
of the clase,, but mainly tc' a:Lack c:' f wei.1--tms
distrihution of activities to be fol lc:'wed,
c) Tci ourc:. eurpr i s , t:le ma n t;heme c;' f tho c 1 ase was
carried with a certain profi.cie'ic:v, in epite of
disreqardinq c:olatera1 a:tivíties as mc;'ti'rationi
envievinq, etc.
d) National state echocile presented the larqer numher of
''poor " c lacees. Al thouqh not all the pr i vate schc: ' o ls
t. er- e al 1 "cjood"
e) "Pc' c' r " c lacees depend al cc' in c' ther non-teach i n
fac tc' rs as h i qh number of studen te b i q r'c' oms where
audicivisuale are a irnc' st; i mpossib 1 e to be shc ' wn no
audiovisual aids bad admi nistrat ive proc:edures 1 ike:
89
c 1ases cal lcd off in the iast a'ute, chc:o1 extra-
curricular a(:t tvi tice carr ied on . etc
f) Schoo 1 admin]stratcrs should ded:u:ate mcr(? time and
effc' rts in findinci 'ell-qua1ifiee ET1cliEh teachere.
ihey pay more fcr a Fhyeic:s leseen than thev dofc:r
an Enci 1 i eh cne.
q)The Supersivicin t)epartrnent el t:he Minietry cf
Educat ion shc:ui.d pa'i more attentin in the 'epec:iai
plano accepteci fer ce ita i n schcci 1 e. Very of ten
t;hincis are just carried en v'i.th verv little analysis.
The relativo qood fli.tenc:,' and correct LI;age c:f thEr
1 ancjuaqc vocabu 1 ary p rc:t t..inc ia t i.c:' rl • structuros was found
in the ma j orit y of the teachereinvoived. (1) t4ith
except ion of tci very low grados, the Frofic: ic'ncy Tests
was acceptable.
The teacher e knci 1 edcie and usaqe of c:er t:a i o t:e clin i quce
lii. le w(::rl:inq citit; granar si;ri.ic:tLlres Ccr
read i rici/vocabu 1 ary units, not c' iil y hel pe i:ut: beccniee a
ma or element in t;he understanding and oasy fi t.t id ::f jj
c.lasses It al so ave ide t ime--tak i no useicee ac:t i vi tice
h ich oniy carry te lose time.
1. Chart 1.1 Results of Proficiency Test.
90
lt has been my 'JjSh • all through the c:Ieveionen1; cf kh i.
vc:'rkq tht by dicc:iverinq the reti. traninq skills of
local teachrs ve will cc' nt,r ibute in setting up an
spec ific error —cc' rrect ion prctcedure tlt will end in the
better performance of the classes.
i: Ci U R A P H y
LADO Robar t: Lr3ctç facI f.... ç.
McGraw Ii 1 1 Pub 1 i h nq Co. Ltd ec:c'nd 1 iriprcs.i cm
Bombay-N-De 1 h i ..Jan.
STACK EdrcI Nl I L:1.gç !I.:n
I!1LJi!. 'Eh td E:d it ion Uxord Univa F'ress
1971.
SUCF4ARD Dci ri 3.d L. nd SFAVEN1"A L.c'u . s J.: !
Antholocjy. Se iec ted Ar 1; i c i. es from The '1 eac:h . nq En q 1 ish
Fcirurn 1973-1978. Educat icna 1 and Cultural Aff a:irs
Internat ic' naJ. Cc:' m(T..nicat; in Acenc y , Washington Ji.. C
1980.
F 1 NUCH 1 AF<U Nlary T'each
Harper ? Rc' w Pub :1 i sErs , Eni arced Ed i '1; i cn .. New York,
i9s9
LE 113 'rON Rcuber t C. and HE 1 NLE • Charles H.: lc'ward a
desultivoL.anquage and the "íeache r A Series of App 1 i ed
1'uistcs Vol. 17. The Center cmi' Lti''rcuiar
Develc' pment Inc., Fhiiadel:3hiaq Pa. 1971
91
91
1 rLHI SON Jean Ib !J:E!.. Çt2
Mcr- H i 11 ioci:: Co. York, 1978,
THE Ñr 1 ONAL COUNC 1 L. OF 1'EÇ. Ci-iER8 OF ENOL. 1 SH Enqlish tç::
íc' dav Teac:hers The McOr -Hi 11 Bc'ok CO, Inc Ne
York, 1 976.,
8A1\iKS Caro lino; SRi 888 • Sandra; HUI ;aE:N8( • Jam FETERSON
Constance and VERiMEN]DI , Judy English for a Cliancjing
World Acipo, rhi3'd E:d. • S(cctt 2: Co.
Glenview, iii .. 1976.
VARIOS: F: r_c(v€c:tc:cs de Fian de Tesis. Fcciiorafiadc en la
IJ.TP.L Universidad Abierta, Loja, 1983.
E{EST John Cómo i. nves t; i qar in E:duc:ac: i 6 n . Ccci
Pedagógica. Novena E:çJ . Ediciones Nccrat:a S. A. t'Iadr id
1982.
F, f:: E: t 1 X
INSTRUMENTS OF RESEARCH: # 1
IHE: £3E:NED 1 Ci SCHOOL. UF i..(N€3tJPc3E9 E•:NuR(3;::E E: X N.....U
Dvl\IcL:D (:c:JLJE:bE:
N1ME:
ASSIGNEi> TO
GRAMM(R
1 tiun d:Ld Jchi wr i t;e t;lic bc::'k
He . vritnq i.t since ist vear.
E has b(inq :1 Lhavo b:n J E h s bc::nn i
Hc.-,w ci i ci they pay yc'u?
1 in cash.
Ezne paid:J Chavo been paidu Ei. 11 be paid] [vas piidJ
3 What iiippencci that t( ntnq '?
r he a 1 a r m 1 o ud 1 y
Erfiiqs:i Ek.c13 EI:LFICI]
4. (iii 1 yC:IU hayo yc:'ur hair cut!'
Ves., 1 t::' have it cut
t:aa q(::inq] [n. 11] CsIial 1] Chas]
5 'ihat would yc:' t.i cic:i in n',' c:asr?
1 f 1 would seo a 1 awyer.
Ewerel i laml [ u
6 Heve the quests arr ived vet;?
hut; 1 m si.tre thrv will by thu
time ycu qet dressed
Earr ive] [he avrivir] Chavo beon ¿r....:i.'i:i
[:ha'c:' arr ivod]
9 ¿
7 t4t c:I:izs the doctor suggestyc:u Lr
Fc s.,tqcjast;sari aspir i n ..
Etrying on:]
S. 1) ci your pup i°.L do i 1
1ICq but; sho rnic;ht 1 w.th
little studying.,
Chavo J:' rr] [irlCt cIcc:] Ido:: [::t:tci
9 t4hat is the cpc: i t'y of oach c:c:m?
Eich rcc' rn 20 c:L:i scnvors
Esi. t;sJ i t:
1(:) L)c' 2s t;It; ci i+vt; (:(::no hero cFinii?
he iB ci. j.C?nt...
EfTc:Icrit;] [:t:c:ca.i:3] Lc::casicfr,i. :i LfrequwntlyA
11 Is tht isiind rrr c::i.vi.ii.zati.n:cn?
hIc it e i (::itrd ¿.iid
LJ.onqJ E ic:nei y l Esolitudel [1 i::,j
12 Wh y ¿re t;h p streets f :!ç.ç.c1ç.c1 ?
Bocause i. t. has I:)r?en r a i. ni nci
[havd:] [hd:LyJ ihc:?a'''/] E1.lt1y3
13. Why do yc:' u pun i eh Ii i. m?
E(ec: use he i líe such a mees
Ldciu. 1 f 1 ci 1 1 madc 1 EmakOS3
14_ Di.d the travollor have anvt;hica nJ.;c:; in his .I.uqaq?
._.__ ...............his cl.c:itn; thr:?re:: waçj
nr:' i;I i rq elso.
Lprcividec::l :1 i:r..r t;h&rmc:' e] Lbesciesi L Lhe'rc:rfc:
95
15 Doc h i. s mc ther kncw wh i ch pcsc:n he tc k?
he dc:' csn t know a he tcciESerel lwhatl i: th :i WLfl
16 I4hen will She qet there?
t'4c' t; (nc:'rTli
Ec' nJ [ ini [unt;i lj [.c: jj
17 Why d id Jcfhn stay anci ther vee.::?
He stayeci cme extra rest
Nc' r] [byl [frcm] [d
18. Whv did he cut short his tri.p?
He t;c: bei nc away
[:isr' t used] Cuseci nc:' tJ Eje
19,, Where i e thattç.:iwn?
It is te the ncrth,,
Efarthest;] Efartherl Efurther3 [:f t:h{:t ::i
20 What ci id the papere say?
Jeii 1 CLI far tht..
[are] Ehave ben:J t: :i [has been:i
21 I-4cisj dees ycur si eter frel ncw?
She fee le than bc.:fc:Ire
E happyJ L:ice h1tpp.' J [Iiapp iei ] [-ipp «:'st 1
22. How taJ. 1 3C h'?
1-le is ta:I.i. as h:te 1:rcthcr
r.:
23Has t1- 1'• mm ari'' f.... 1 ende?
Ves, he has
Ea f1 Ef2wj i:i itt-. te] [much]
How iniv' paintings aro(;li? in t:Iic: vccn
There aro paintinqs there.
c'neJEnoti E no j [nc'th nq .1
25. Whose fr iend is 1!?
Fk.? 15 a friond cf
Lc:' urJ [:i
26 14111 ch of h i s twc' dáUCh ter s c tnie ?
Nei ther there
[ ere :i Chavo been:] Ewasj MM
27. 14ht did he tel 1 ycu?
He te :1 ci me my hctnet'.tor k
Ldc:n' i; bring3 l::,c:t tc: bri.nci Ibring noti
[dc' esn' t brinci]
28 Wht d id l'iary ¿sI .:: you?
She as€d n: ifI thu e:erc:::ts(?.,
(:-fi.-id] r:hd fif.ShEç_i:j [d3.d ii.c%il:l
29,, t1o'.' many apples are ther el nie c:x?
íhere aro not
Enonel Esomel Eany3 EapplesA
30. Do ci 1 peop].e trcvei c'ftsn?
NtC'q onl yponple (hc:'.. ..........................................................•...j(:.h (:i(::..
ca y- e] Cis3 E:as:J
31,. DicI he pass?
No but ii , hehe u:'ui.d llave paeseci
Estudied] Chas st;udied] Chad studied] Estudio=
Em
32. 1 t(j rathar'co by plano.,
Eneither tctL(id::I E:ri thor i&.:fl Eso do] [o: c:u1d]
33. Lid votar brother reirain in t:od?
te to nt tc. i. . baci c:o id
L:dtae tc' ] [in spite cf] C lrlEvt;oad c:f] Ln::vc.rthoirsE:]
34. Has the doctor como yot?
Nc but he arr ivo an,' minuto no,.
1 ouqh t ] Emus t3 Emay3 [ usod J
25.' 1 synur ht..tsb &tnd ¿t h c: ' mn ?
Nc:4 he has q o no
[t;i1J.] L.yot;] E.airoac.iy]
36,. Hc:ttj many days vaation i s he ¿al 1njrd
Hi s manager lot h i m a
[to haV?:I [l-',ei :tt:J
37 Whit dc:' es John vnit ?
Ile varits tc:' thank vc:tt.t fc:r
[holpinq] [:tc ht:lp:] [hclp::I [hlp€..'d:]
38, What shcft.tid 1 do?
\'ou seo ¿a dentist right aw.a,'
U b'Jc:.t ]. d r thor :i Caro used] Chad b€t tor .i
Elook forward to ]
39.. (4here is yctur sister?
Sho ha. TI t be?n 1 1.
U seen ] E 500 -q ] E : ats i U seos.]
40 Wh y cou 1 dn t; he qn?
HE? COU 1 dn t qo he h ad to s tudv
1=01
41 Some pE(:cp 1+Z? rver wccr f:p c:hi. ]chEcn
Cm] [frc:cm] Ec:cf] [abc:iut]
42,. The pup i 1 aas d ismt ssd c: lass
Infl [ahccut] I::f-:rn] [al;]
431 He visist.:d com.nci c•:'arly.
Cmr:] [c:tr] [by] r:tcc]
44 ni. cih 1; mv tan 1 : t.1,1
Cabc:cut] E:it;L:I
45. Thoy 1 aiicilied c lown.
Ctc:c] (:f-c:cçn] [c:'f]
46. [ *1'I •• i ec:' i' . ,. : I.;:'rk
[by] [:ji.th:j
47.. The secretary hc:c rr c' c:;I a pon
t: tc' ] [:-c:cn:J [ci] [abccut]
48.. The tfachcr was sai; r wcr k
[i.nSi [frccrn] [at]
49 The: 1c','Jr 'm('t c::: • tPT • c •c- td c: e;a t vq Tf::
schocc ls.
[::' f] [al;] [t.cu] U in]
;O. Please pay attntion ... thc 1css::cn,,
[t;c' ] [tI
f :: t(\i c3E IE•d) litE:. FOLL.Gw M3 FRcRH8 OMP ANSWER TM E::
't;hc:xt.ch Mr. Roberts has been living in Denmark for i::r
tc' years, he has mde pccr progress 11 learning
for sevr]. reasons. He has; ]acJ::c.:d c:pç:cH;'ni. ty.
cc' Tdfi.drce persistenco, ard j.nt(?'Est.. Since he int
EpE•?E\E:: Enci J. i. sh ?''2rycJy ¿it; work, he has Ii t t [e
cippcirt;un t;"' tc' use h LC 1)fli1Sh . Whcn(;:r? ie ¿
to speak the languago, he i. ; usué1 1 y tc' c shy tc:4 do so
He has always heen a1Tci that h? win m:o to(: m ny
mi stakes Tc:t years ac.ic: he bogan t:ak i nq i.)ani sh 1 :•:?s.c:'n
t;ice timos a ('J(oI:: and [e fTc::l(:' c1(:t(:ic:.t
the beq i. no i. rq c: f th i s yoar, hc:t'cvnr, h: has not •-n
persistent in h is stud :1.2s kc•::ent.ty, he has mado n::i
tffc:rt t;c: tI::z? }.escns or ev en tc: st..c:l y rogularly c:n lii
t;ii:' mainr p 'c 'cr maki ng Such r:tc:
prc:qress is his iac:t:: of interest.,
1 Is I'Ir Rc:ib€.:r ts a Dne?
2 Has he beEn living in t1)snmrk fc: ' r moro or :t.c:.s
2 years?
3.
If he haci t• lac:keci confidonco, aoci r::?rie. trc::e nhat
ou 1 c:t tie ha yo m:tde
.-,
i/4 Nk.tt he speak Dani. li everyday at c:rk ?
5 What is he ifrai.d c:'f?
6 How iiarvy lossons i. B he ta'.:: i nc.3 a
7 Viovi long t he beon pes i tent. in his st;ud i. os?
8 i)c4:.?s he st. ud y requ 1 ar 1 y c:n h i. s c:\n ?
90 What; i. s the mai n reasc:crl fc:r f i. s sic:' t.'j procp'ess?
10. d i. d he beq i n t; ak i. nq Dan i. sh 1 esscns?
101.
The fc:il 1c:u'jiric c:1t.ifs aro ¿c' ia tIiF: largest in the kc:Y Id.
L.cndc:' n and
iccc' rdinc t;c' the statistics 'I.ch moL; r'frnc:s c1'.'E
íc: ::yc: has the 1 r qest pc:pLA 1 t c:n c:f tIE threo with c:'ícr'
:t :i o n.nhab.ttnt,. L.oidcn hc:i'?'ie:•v • i.s the
1 &rqet in area, cc:' vZ?r i nc c:vr six hundrd square miles..
NeW York almast as largo. Furthermore, London ¡E
uc.h oidor thn p ithor Tc:4::yo co- New York ItE recordod
h i.;tc' ry goes bitrk to (D .. 43 Tc:'kyc:' i; te second
o i.dest .. 1 t vea liv bogan a.; a for tr?ss in 1457.
t.'Ic:h the D..t;ç.:l'i settIed in 124 js without cIc:..Dt:
t;he youngesti Tociay t;hee throe c: i. 1; i cs c:eft r many
attract;tcos. \'c:' u can t;aI ic-:i; man-made stT'k..rt ....
-. - in the world, ••th-e- naw Wc:r ]. frado Contor ( 1 .. :) ) ., in Nk.si
Yc,r:: and the fourth tai:iot.q a T.V. ]o•wr a 1 :ttt.tc'
c ' 'er 1.000 feet; hicih ) in ícd::yo fln: t;c: nc:t i.mportant
th€at;er districts in t1e 'Jc:iT1c:I ar€•:a tr 1...ondoii aoci N.Iot
York. tic:reovor, te; o t'o citios aro lc•:ad i nq fah lc:'n
centers ]. 1 throe c:.ties are t;he rc5t
comrnerc ial fi nanc: ial h i pp i. nq aoci cultural renter of
their countries.
:1., Aro tIu::? throe :1;Ñ.cs iii ntioriec:I s.1;t.tat:cr1 in Chinaj
Enq 1 ancl aric:l the Un i t:€..cl tato.;?
1 02
2. Is Tokc the 1czt cit y in ro?
3. Is New York as largo as ]c: t.::yo
4 Wh ich of the c: i t is trrt i ondi. s o 1 dcr than London?
Ei By whom was New York%*:? t; t 1 eci
- 6 (4h ic:h c: i. t'ç' b-€. qr; ¿ frtros?
7 Wha t is thz name c:4f the Jç:(r 1 ci s t;a 1. 1 c;t ckysc:rE:or
B Wht are Lc:ndc:i and New York f ic'. ' cn
9 Wha t i. mpc: u t n f; ac: t i. y . t i. c»i; are tc:i he fc:u..c:t in a l l
t;hree ci ties?
10. Hot' does.the ono thc' iind foo t TV Tower in i"c: k"/c:t
compare in he i ci h t w th o ther inri'--irdc' s tvucturos in
the wc:'r id?
st
t!FI TEa A COMPOSITION cw N{IÍ FEWER THñN 50 i.icws (::Hoos :EN6
ii: cn 2 THE L::c),....L..()'I1\ic EL ::.j'3
- THE c :iT' (JF-
- IF ]: t•EFF fJ(..4
COMPARE (:cJ1I(J :t (:i' :i (::)I'E3 c:JF: i1]J)\" i..l 1 TH THOSE OF 10!::)
YE(FS AG(:)
A TERR 1 EV 1 N13 E:XPER :[ ENlE
INSTRUMENTS OF RESEARCH: # 2
TEACHER 8 OFFPVA1 1 JN t3U IDE EHECKL 1 Si
Poor Fiv (3c' c' d Super ior
The Lesson.
Aims
Achievernent of ¿iirns
No ti vt ion
Revieinq previous lessccns
C1rity in new therne presentation --....
Sequentii1 deveic' pment of lessc' n ._ ....
Techer model inq new inaterial
Use of qestures correct:Ly
Variety of acti,vities ................. .. ........
Skili in questicunin ,. ..__.
S::iil in deii.nq vith answers ....
Use of teachinc aids .. ..........
Abi 1 ity to rnaintin int:erest ................
Sumrnary of iesson . -
1 I . FoRNAr 1 UN DArA
DATE
CLASS:
NANE OF THET EACHER
NAME 0F THE SCHOUJL
LESSON TIME:
NuMDE:R OF STUJDENTS
---------------------SUPERV 1 SOR
104
INSTRUMENTS OF RESEARCH: # 3
r i eiosu 1 C TESTS I : OR STU:OE:NTS OFIl. LUuRBE:
1 NF'ORMAT ION DATA
NAIIE: OF ÍHE c;'r LJDENIT
CLASS
SCHOOL:
NAHE OF H :t S/HER TEACHER
DATE
HO(4 MANY VEARS H;vE: YOU SÍIJD i EL) E:NGL E 3H
t4HERE
f3CHOOL.
FR 1 VATE ACADE:MY
PRIVATE TEALHER
TRIP ADR(JAD
NOTES
THESE EXERCI BES HAVE DEEN CHOSE:N FRON THE. BTRUCTURES L.EARNED
DLJR 1 NG THE SE:C0NL) couRsE: OF E ] do DAS i: c:i " ANUO IN
CONCORDANCE W:tTH A SEBNENT OF THE OFFICIAL . PROGRAM FOR TH IB
YEAR:
CJFFICIAL. FROGRAM:
Presente Simple de "DO' verbs
4.3.1. oraciones básicas y transformadas.
Respuestas
-Afirmativas
-Negativas
-Combinadas
• 44 Objeto Directo
105
106
4. 3 Preguntas Informativas en el Simplele Freeeni; Tense
4..5. 1 WHñT (sujeto), (4Hií (c:ornpltementc
4.5.2I4H;°1 TIMIE
4.5.3 WHEN
4.5.4 F1C)kJ c:IF1EN
4.5.5 WHERE
4..58 ('JHQ (sujeto) WHO (complemento) etc.!'
.1. :7
Fc' rthe i tal ic ized word or w:irds in oach scntenc::e iI:sti. Luto
the cor roc: t objectivO case personal pr o nc:un
1 1 seo John un the bt..is evory mo ni rin
2.. 1 cmften qe tcc the mc:mvic.s i:i. Ui Hary
3. i ti ke Jc:mhn end Henry very much
4 raver spea::s te Mary anci me
5. 1 cisc' like Mary and Holen very muc:h.
6. Sic tr i tos many letter .L.c:, hor si. st;c:r
7. 1 si t near Wi iii am and h ist hrother
8.. 1 seo Helen in the cafetor ja every dey.
9 - 1 under stand my toecher, Mr. J c: ' nes .i t.e.l. 1
10. He q ives his son muc:h monc:y
11 She a iwa ys speaks te her iJ'iciller in Spani sh
12.. He sericis h fl. s si ster many presents
13. John writos many letters te bis aunt
14 1 t' r i te many lot tere te m y unc 1 e
15.. 1 sit near Maiy and Eiien ci; t;ho :tec;s:i.
16.. He len si Le near Henry and t%ec.rqo
17 She sa ys thct eLio seos you and Hsnr y on the bus ove y
mc' r n i ng
18. 1 c' fteri seo thc' ee bo y e in the catoter ia
19.. 1 knc' w bc:mth Honry cric] bis brether verv ii'o1 .1..
20.. 1 c' fteri qo Lo tlie movies with my perontv.;
21. He tjant s to qe w i th Henr y and me tc:' the mciv i es. te ni cih t
22.. ill the qiris like thoir teachor, Mies bmith vorv well
E O1
hancie tct question fcmrm .. Wr i te (;hc nc:essrv auxiliary verb
foiicmed by the lubject in the blanks at the rqht .
i.ic1ucIe tc mi.n veib
1.. Ie comes tcm s::h::.c' 1 by
E... They speE.:: Spanish woll.
3.. He qets up early every icrninq.,
4.. Wc eat d inner at hcmmc..
5.. 1 like to study Enqi.ish
6. He u'ants tc' iearn Enci E. ish
7.. ' prefer tcm study in this c:las.
8.. He a1 .jast;a:[ks tc' us in Enqi ih.
9.. TheV 1 i ve near the comer
10.. He takes his c:ar tcm work eve:ry cEy..
11 John smokes very rnuc:h
12.. She dances woll.
13.. 1 know hi.m very woll.
14 You undcrstand cver y th 1 nq he says.
lEi.. 1 qet i.p early every mc:mrninq
16 He reads many En q 1. sh bccmk.
17.. Wc varit to 1 eamn Enq Ii. sh
18.. The y come tcm c 1 ass cari y *
19. Mary al vays arr i ves a t thc 1 essc:' n c: n ti me -
20. It; ra.ins very often du rina th is mcmnth
21 He cate lunch in the c:afetcria
22. í h y sell Tes[:aper e
10 1.9
Ir) the b 1 anks a t the y i ah t write the r•c:e:.r.arv au i. i. i ary
verh DO c' r t)OES in arder tú cci?fl:3].ete the reaninq c:f i:i":sç,:
present tense quest: i c'ns
1 Where ....... He i. en vJc:r k
8.. Where ..........r.0 1 ive?
3. What timeme •. ,.,,. vou arr 3 ve al; sc:hoo }. ayer day?
4.. What time . ,. ., .. .. cur 1 essCtn beq i a?
5. How e 1]. ...... Jc:hn sak E:nq 1 i. :h
6.. When ..... .. the next t:vain avive?
7.. Why.. the wari.:: so hard?
8. L4ha t time .... yo u :a t; upoevery mc. r ni. nc ?
9 Where ..... Jc:h a ea t lunch avar y d ay
J.C).. How rnuch ...... it ccst tú qc' tú Chic:aqo by piano?
11 When Smi th axpec t tú return?
18.. How c' fteri it va iii dur i nq the month of (pr i 1 7
13.. t4here ...... yctu eat di nner every nicih t'?
14. Why...... Jc' hn walk tú sç:hc' c, 1 a 1 cina every ci ay?
lE. Wher he qci after the lessc.n?
16.. 4here ......Nlary and ha y sister 1 iva?
17.. How of ten ........yciu qci tú the movies?
18.. What 1 anquaqe bes idas Enci 1 i ah ..... teache rapeak?
19 Ho .......ycu feei. today?
20.. What time.. ..... yc' u qci tú bed every nacih t?
21. Why Heien vant tú learn Enqi ish?
22.. Flow iany hciurs .... yc:u s:kep e'ry niqhf;?
INST. .. IMINIi .E EliteEmUl # 4
FERSOkVL AND FROFESS E ON;L. DAT ( SHEET
Nc:' te Th i s i s a rn i. vat;e st.. rvrv made b y a st1.u:J?nt / tea(::her ç:'tthe Liniversi tv cf Lo ja -Modalidad Abierta- and to be usedc' nly fcr the means of qraduat i nq
Instruct ions F iease answe rthe fol E owi nq quest i ons in thernc:ist; sincere manner. Use printing c:' r very c:: loar handir i. t inc.iWc need not •(ç know nflp • L:'....1; only thc' pr c: ' f ess i o na .1.background of the tcac:her s to be quost; i ci nod Eh ant:: you foryciur cociperatic'n.
fte Swveyor
1. Profess i ona 1 tiecireo
2 Given bv
3. Do yciu have any ci ther UJni versi ty diploma: yesno
4 What is the extra diploma you have . - ....
5, Hicih Schc' c' 1 ' Dip [cina cj iven b y.................................... - ........................- ............................................
6.. If yc'u are ¿ ''Ciencias de la Educación" cjrac:Iuat;e ploase
t.'r ite dc:' wn the sub.ject in whic:I ....rr nac:' res .....
7, .What; jobs ¿re yot_t handling at; the rnOITOct; ._....
8. Instituti.c:'ns fcir t.'jhic:h yc:iu ha vo wc:irl .::od in t;tie past:
9 What are the sui: .ectsvc:iu are teach i nq at tho mc'ment
10 The apprc:' x i. iate moiit:h 1 y pavment; you qst;
1 :L ..vl? you t;ra\/c.Lc•?cI abroad? ru
12..ro u'4iat countries: ..................................
.j. 11
13F?kcn of yciur iist; t:tto tr ips tc:ur :tsm studicz,,
#OV k Ci th?r
14 tIme the seminars çir spec: !i 1 cours2s th tCiL( :/€.?
fol 1 cind ir .de the normal curricular course of th
LI fl 1 '1 V t y
15.Where did you learri yc:ur E:-iq 1 i. c;h ( name sc::hcic:c i. a;,, academies
or if tiveirJ ¿brod)
(7\\.c
E! Jio!'
1 NSTRI.JMENIS OF REsE(Rt::H # 5
C L 88 0 E 8 E R V 1 LO N
Li Li 1 E) E:
InformaL; ic:n L)ata
Schc'c'i
Cc.ur se L.essc n
Par!le1l Didact: ir: 1 nstr
L..esscl ri Time:
Numbor Ci f sti.d•!i t; s
i 1 Quc?sti.c:Inraire
LÍTe f:: çi c . r j:: ir t;ccit::l Superior
1 Mc' t i va t i o n
2. Revet.inq
3 Presentation rif netherne
4 MCI de ti nq t;he flE!t
material
5. Var icty Cf act ivi t les
6 Use of tec:hnitiues
7 Ñb u i t y tc' ma i nta i ninterest
El L.ancuacie (::clmmand
9 Final s..unmary c:m f LhelCiSSCmfl
1
112
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