UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, …repositorio.ug.edu.ec/bitstream/redug/25614/1/Andrade Bermello.pdf · design of a system of activities based on the scanning technique

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA

EDUCACIÓN

CENTRO UNIVERSITARIO: MATRIZ

GUAYAQUIL

PROYECTO EDUCATIVO

PREVIO A LA OBTENCIÓN DEL TÍTULO

DE LICENCIADO EN CIENCIAS DE LA

EDUCACIÓN MENCIÓN:

LANGUAGE AND LINGUISTICS

TEMA:

INFLUENCE OF THE SCANNING TECHNIQUE IN READING COMPREHENSION

PROPUESTA:

DESIGN OF A SYSTEM OF ACTIVITIES BASED ON THE SCANNING TECHNIQUE

CODIGO:

AUTORES: ANDRADE B. MARTHA

CONSULTOR: _

GUAYAQUIL, 2017

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

DIRECTIVOS

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero

DECANA SUBDECANO

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

DIRECTOR DE CARRERA SECRETARIO GENERAL

Guayaquil, 19 de junio del 2017

MSc.

SILVIA MOY-SANG CASTRO Arq. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN. CIUDAD. -

Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el:

Tema: Influence of scanning in reading comprehension

Propuesta: Design of a system of activities based on the scanning technique.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

Andrade Bermello Martha Verónica C.I. 0918596768

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO

TEMA: INFLUENCE OF SCANNING IN READING COMPREHENSION.

PROPUESTA: DESIGN OF A SYSTEM OF ACTIVITIES BASED ON THE SCANNING TECHNIQUE.

APROBADO

………………………………

Tribunal No 1

……………………… ………………………

Tribunal No 2 Tribunal No 3

Andrade Bermello Martha Verónica C.I. 0918596768

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EL TRIBUNAL EXAMINADOR OTORGA AL

PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

DEDICATION

This thesis is dedicated to God because it gave me strength to move

forward. To my parents who have been an unconditional support in my life. I am

so grateful to be your daughter. I would like to dedicate this thesis to all the

teachers at the university. Thank you for teaching me.

This work is also dedicated my husband because without her

unconditional help, this project would not been accomplished.

Martha Verónica Andrade Bermello

vii

AKCNOWLEDGEMENTS

I want to thank God for giving me the strength and patience to develop

this project. To my parents for giving me their unconditional love, despite all the

obstacles they always provided me comprehension and support in order to

comply with my ideals. Thanks to my husband Pablo that with his sacrifice and

effort provided me confidence, love, and economical support in order to achieve

this goal. Thanks to my friend Letty that with no doubt shared her knowledge

and always gave me motivation to continue. Also I want to thank my Tutor PhD

Lorna Cruz for her knowledge, the way of working, patience and motivation that

provided me in order to go on and finally come to the success end of my career.

Martha Verónica Andrade Bermello

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TABLE OF CONTENTS

Front page Directives Documents Dedications Acknowledgements Table of content List of tables List of graphics Abstract Introduction Chapter I The Problem

i ii iii vii vii ix xi xii xiii 1

1.1 The context of Investigation 2

1.2 Investigation Problem 3

1.2.1 Conflict Situation 3

1.2.2 Scientific Fact 3

1.3 Causes 3

1.4 Formulation of the Problem 4

1.5 Objectives 4

1.5.1 General Objective 4

1.5.2 Specific Objectives 4

1.6 Questions of the Investigation 4

1.7 Justification Chapter II Theoretical Framework 2.1 Background

5

7

2.1.1 Methods and Approaches: A Historical Overview 7

2.2 Theoretical Basis 9

2.2.1 Pedagogic-Didactic Foundation 9

2.2.1.1 Reading Comprehension 10

2.2.1.2 Stages of Reading 10

2.2.1.3 Reading Skills 11

2.2.2 Linguistic Foundation 12

2.2.2.1 Communicative Language Competences 13

2.2.3 Philosophical Foundation 13

2.2.4 Psychological Foundation 14

2.2.4.1 Schemata Theory 14

2.2.4.2 Reading Comprehension Models 15

2.2.5 Sociological Foundation 16

2.2.5.1 Transactional Reading Theory 16

2.2.5.2 Sociocultural Theory 16

2.2.6 Legal Foundation Chapter III Methodology, Process, Analysis and Discussion of Results 3.1 Methodological Design

17

19

x

3.2 Types of Research

19

3.3 Population and Sample 20

3.4 Operationalization of Variables Chart 21

3.5 Research Methods 21

3.5.1 Theoretical Methods 22

3.5.2 Statistical Methods 22

3.5.3 Empiric Techniques 22

3.6 Research Instruments and Techniques 23

3.7 Analysis and Data Interpretation 27

3.7.1 Survey Analysis 28

3.7.2 Interview Analysis 43

3.7.3 Diagnostic Test Analysis 44

3.7.4 Chi Squared Test 45

3.8 Conclusions and Recommendations 47

3.8.1 Conclusions 47

3.8.2 Recommendations 47

Chapter IV

The Proposal

4.1 Title 49

4.2 Justification 49

4.3 Objectives 49

4.3.1 General Objective 49

4.3.2 Specific Objectives 49

4.4 Theoretical Aspects 50

4.5 Feasibility 51

4.5.1 Financial Feasibility 51

4.5.2 Legal Feasibility 52

4.5.3 Technical Feasibility 52

4.5.4 Human Feasibility 52

4.5.5 Political Feasibility 52

4.6 Description 53

4.7 Conclusions 54

References 55

Bibliography 57

APPENDIXES

APPENDIX 1 60

APPENDIX 2 61

APPENDIX 3 65

APPENDIX 4 67

APPENDIX 5 72

SYSTEM OF ACTIVITIES (PROPOSAL) 78

xi

LIST OF TABLES

Table 1 Population of Investigation 20

Table 6 Operationalization of variables matrix chart 21

Table 3 Survey - Item 1: I can read texts in English 28

Table 4 Survey - Item 2: The ability of searching socio-cultural

elements of a text serves me outside of the classroom. 29

Table 5 Survey - Item 3: Activities in class are focused on

developing the searching process of specific ideas in texts. 30

Table 6 Survey - Item 4: Teacher encourages students to find

main vocabulary to develop reading comprehension. 31

Table 7 Survey - Item 5: I have difficulties on comprehending

reading text in English. 32

Table 8 Survey - Item 6: I think that a system of activities that

allows to find specific information will be useful. 33

Table 9 Survey - Item 7: In a reading exercise, I can find

requested information easily. 34

Table 10 Survey - Item 8: I can choose key new words in a text. 35

Table 11 Survey - Item 9: Texts of reading help me in language

learning process. 36

Table 12 Survey - Item 10: Bracing myself in activities of

searching grammar elements, I can improve my

reading comprehension. 37

Table 13 Survey - Item 11: I am interested in getting a system

of activities that could help me to find specific

information in a text. 38

Table 14 Survey - Item 12: I like reading texts in English 39

Table 15 Survey - Item 13: When I read a paragraph, I can

identify important details. 40

Table 16 Survey - Item 14: I can read a text in English and

understand what it is about. 41

Table 17 Survey - Item 15: Teacher applies searching techniques

of main vocabulary in class to do activities of

reading comprehension. 42

Table 18 Chi squared test results 46

Table 19 Table of Contents of the proposal 53

LIST OF GRAPHICS

Figure 1 Survey - Item 1: I can read texts in English 28 Figure 2 Survey - Item 2: The ability of searching socio-cultural

elements of a text serves me outside of the classroom. 29 Figure 3 Survey - Item 3: Activities in class are focused on

developing the searching process of specific ideas in texts. 30 Figure 4 Survey - Item 4: Teacher encourages students to find

main vocabulary to develop reading comprehension. 31

Figure 5 Survey - Item 5: I have difficulties on comprehending reading text in English. 32

Figure 6 Survey - Item 6: I think that a system of activities that allows to find specific information will be useful. 33

Figure 7 Survey - Item 7: In a reading exercise, I can find requested information easily. 34

Figure 8 Survey - Item 8: I can choose key new words in a text. 35 Figure 9 Survey - Item 9: Texts of reading help me in language

learning process. 36 Figure 10 Survey - Item 10: Bracing myself in activities of

searching grammar elements, I can improve my reading comprehension. 37

Figure 11 Survey - Item 11: I am interested in getting a system of activities that could help me to find specific information in a text. 38

Figure 12 Figure 13

Survey - Item 12: I like reading texts in English 39 Survey - Item 13: When I read a paragraph, I can identify important details. 40

Figure 14 Survey - Item 14: I can read a text in English and understand what it is about. 41

Figure 15 Survey - Item 15: Teacher applies searching techniques of main vocabulary in class to do activities of reading comprehension. 42

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REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO:

Influencia de la técnica del escaneo en la Comprensión Lectora. Diseño de un sistema de actividades basado en la técnica del escaneo.

AUTOR/ES:

Andrade Bermello Martha Verónica

TUTOR: Dra. C. Lorna Cruz Rizo

REVISORES:

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. DE PÁGS:

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: lectura, escaneo, lengua extranjera, comprensión lectora

RESUMEN:

Este proyecto de investigación fue realizado por el autor de esta tesis para identificar la deficiencia en la comprensión lectora en ingles de los estudiantes del décimo año de Educación General Básica del Colegio Ismael Pérez Pazmiño. Su objetivo es determinar la influencia de la utilización de técnicas tales como escaneo para el mejoramiento de la comprensión lectora en el aprendizaje del idioma inglés como lengua extranjera. Los tipos de investigación utilizados en este trabajo son: descriptiva, explicativa, y la investigación proactiva. Fueron utilizados distintos métodos para la realización de esta investigación tales como: análisis-síntesis, inductivo-deductivo, métodos estadísticos, además de técnicas empíricas como entrevistas, encuestas y test en clase. Estas técnicas fueron aplicadas al docente y a los estudiantes para recoger y corroborar información acerca de la deficiencia en el desarrollo de la técnica del escaneo en la comprensión lectora. En relación a los resultados de esta investigación, se determinó que el uso de la técnica del escaneo ayudara a los estudiantes a mejorar su destreza lectora. La propuesta de esta tesis es un sistema de actividades basado en la técnica del escaneo para mejorar la comprensión lectora en inglés.

No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X SI NO

CONTACTO CON AUTOR/ES

Teléfono: 04 271 137 095 9967 898

E-mail:

[email protected]

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]


x

NATIONAL REPOSITORY SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE AND SUBTITLE:

Influence of scanning in Reading Comprehension. Design of a system of activities based on the scanning technique.

AUTHOR/S:

Andrade Bermello Martha Verónica

TUTOR: Dra. C. Lorna Cruz Rizo

INSPECTORS:

INSTITUTION:: Universidad de Guayaquil

FACULTY: Faculty of philosophy, letters and science of the education

CAREER: Languages and Linguistics

DATE OF PUBLICATION: No. of Pages:

DEGREE: Bachelor of science in education, major in English language and linguistics THEMED AREAS: English language

KEY WORDS: reading comprehension, scanning, English as a foreign language

ABSTRACT:

This research project was carried out by the author of this thesis to identify the deficiency in the reading comprehension in English of the students of the tenth year of Basic General Education of the Ismael Pérez Pazmiño School. Its objective is to determine the influence of the use of techniques such as scanning for the improvement of the reading comprehension in the learning of English as a foreign language. The types of research used in this work are: descriptive, explanatory, and proactive research.

Different methods were used to perform this research such as: analysis-synthesis, inductive-deductive, statistical methods, as well as empirical techniques such as interviews, surveys and a diagnostic test. These techniques were applied to the teacher and students to collect and corroborate information about the deficiency in the development of the scanning technique in reading comprehension. In relation to the results of this research, it was determined that the use of the scanning technique will help students to improve their reading skills. The proposal of this thesis is a system of activities based on the technique of scanning, which can become a valuable tool to develop and improve reading comprehension in English.

No. of REGISTRATION No. of REGISTRATION

DIRECTION URL (thesis on the web):

ATTACHED PDF: X YES NO

CONTACT WITH AUTHOR/S

Phone:

04 271 137 095 9967 898

E-mail:

[email protected]

INSTITUTIONAL CONTACT: Name: Secretary of the School of Languages and Linguistics

E-mail: [email protected]



ABSTRACT

This research project was carried out by the author of this thesis to

identify the deficiency in the reading comprehension in English of the students

of the tenth year of Basic General Education of the Ismael Pérez Pazmiño

School. Its objective is to determine the influence of the use of techniques such

as scanning for the improvement of the reading comprehension in the learning

of English as a foreign language.

The types of research used in this work are: descriptive, explanatory, and

proactive research. Different methods were used to perform this research such

as: analysis-synthesis, inductive-deductive, statistical methods, as well as

empirical techniques such as interviews, surveys and a diagnostic test. These

techniques were applied to the teacher and students to collect and corroborate

information about the deficiency in the development of the scanning technique

in reading comprehension. In relation to the results of this research, it was

determined that the use of the scanning technique will help students to improve

their reading skills. The proposal of this thesis is a system of activities based on

the technique of scanning, which can become a valuable tool to develop and

improve reading comprehension in English.

Keywords: reading comprehension, scanning, English as a Foreign

Language

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RESUMEN

Este proyecto de investigación fue realizado por el autor de esta tesis para

identificar la deficiencia en la comprensión lectora en ingles de los

estudiantes del décimo año de Educación General Básica del Colegio

Ismael Pérez Pazmiño. Su objetivo es determinar la influencia de la

utilización de técnicas tales como escaneo para el mejoramiento de la

comprensión lectora en el aprendizaje del idioma inglés como lengua

extranjera. Los tipos de investigación utilizados en este trabajo son:

descriptiva, explicativa, y la investigación proactiva.

Fueron utilizados distintos métodos para la realización de esta investigación

tales como: análisis-síntesis, inductivo-deductivo, métodos estadísticos,

además de técnicas empíricas como entrevistas, encuestas y test en clase.

Estas técnicas fueron aplicadas al docente y a los estudiantes para recoger

y corroborar información acerca de la deficiencia en el desarrollo de la

técnica del escaneo en la comprensión lectora. En relación a los resultados

de esta investigación, se determinó que el uso de la técnica del escaneo

ayudara a los estudiantes a mejorar su destreza lectora. La propuesta de

esta tesis es un sistema de actividades basado en la técnica del escaneo

para mejorar la comprensión lectora en inglés.

Palabras clave: comprensión lectora, escaneo, inglés como lengua

extranjera.

1

INTRODUCTION

This project has as main goal to help in improving the educational

quality, as it is established in Chapter six “Objectives of Good Living”,

target four "strengthen the potential capacity of citizens", from the National

Plan of Good Living (2013), providing the teacher a tool with activities in

order to support reading comprehension in students.

This project is aimed at using a bibliographic, field and statistical

study; in order to obtain results that show the reality to be able to change

limitations within reading comprehension through the use of techniques.

Among the objectives is the aim to determine the influence of the use of

the scanning technique.

Chapter I: it establishes the problem, the context of the

investigation, conflict situation, scientific fact, causes, and formulation of

the problem, objectives, questions and justification.

Chapter II: it explains the background and theoretical foundations:

philosophical, linguistics, pedagogics, sociological and didactics.

Chapter III: it contains the methodology used in the investigation

and the analysis and interpretation of the data obtained.

Finally, Chapter IV contains the proposal that pretends to change

the problem diagnosed.

2

CHAPTER I

THE PROBLEM

1.1 CONTEXT OF THE INVESTIGATION

Due to the lack of educative institutions in the city during the period

of 1966, a selected group of teachers who, at that time, had recently

graduated from the Faculty of Philosophy, Letters and Sciences of the

Education from the University of Guayaquil and parents asked to the

Ministry of Education, for the creation of a high school in Huancavilca

area.

Thus, Ismael Pérez Pazmiño National High School was established

on June 14th 1966, with resolution N° 623 by the Ministry of Education,

counting on of 4 teachers, a principal, and a secretary- collector.

After several months of meetings, they asked the Minister of

Education Dr. Luis Monsalve Pozo, for the school to be named after the

brilliant journalist, founder of the newspaper “El Universo”, Mr. Ismael

Pérez Pazmiño. Among the managers of this process was Lic. Rafael Cruz

Ontaneda who later was appointed as Principal Founder.

Since its creation until 1969, the institution worked on Chimborazo

Street, between 9 de Octubre Avenue and Velez with 89 young girls and

109 young boys in the morning section. In 1986, because of the pressure

done by parents, the institution started to use the actual building situated

on citadel La Alborada, José María Roura Street between Francisco de

Orellana Avenue and Baquerizo Nazur Street.

The general meeting of teachers requested the appointment to Lic.

Sotomayor Herrera Jorge who held the presidency from 1978 to 1988. In

this administration, the Afternoon Section and the Night Section were

created in 1987 and 1988 respectively.

3

Through competitive examination was appointed as principal Lic.

Carlos Carrasco Villacís, who served until June 2014, which achieved in

his administration the authorization for the program “International

Bachillerato Diploma” from December 3rd 2008 with six promotions.

Since June 2015, Master Teófilo Delgado Vilela is the current

principal. The institution belongs to Zone 8 Parish “Tarqui”, District D05,

and Circuit 01 with its Educative Circuit Code 09D05C01_04.

1.2 PROBLEM OF INVESTIGATION

1.2.1 CONFLICT SITUATION

Through the diagnose done through interviews to the English

teacher and coordinator in this area in Ismael Perez Pazmiño High School,

the conflict situation is focused in reading comprehension, so that it is

necessary to give a solution to this problem. The lack of appropriate tools

and techniques such as scanning to improve reading comprehension does

not permit students to reach the required level given by the National

Curriculum Guidelines, English as a Foreign Language (2014).

1.2.2 SCIENTIFIC FACT

Failure in reading comprehension of students in the Tenth Year of

Basic General Education (BGE), Ismael Perez Pazmiño School during

school year 2016-2017.

1.3 CAUSES

The causes of the present research are:

- Failure in the use of reading techniques.

- Limitations in the selection process of specific information from a

text.

- Deficiency in using the scanning technique.

1.4 FORMULATION OF THE PROBLEM

4

How does the scanning technique influence the reading

comprehension of students in the Tenth Year of Basic General Education

(BGE), Ismael Perez Pazmiño School during school year 2016-2017?

1.5 OBJECTIVES

1.5.1 GENERAL OBJECTIVE

To determine the influence of the use of the scanning technique in

reading comprehension by means of a bibliographic, field research and

statistical study to design a system of activities based on the scanning

technique.

1.5.2 SPECIFIC OBJECTIVES

- Value the scanning technique through bibliographic review, field

and statistic research.

- Characterize reading comprehension through bibliographic review,

field and statistic research.

- Design a system of activities based on the scanning technique

through the analysis of the most important data collected.

1.6 QUESTIONS OF THE INVESTIGATION

Which is the current situation of the development of reading

comprehension in students of the Tenth Year Basic General Education

(BGE) at Ismael Perez Pazmiño High School during school year 2016 -

2017?

Which is the cause that prevents the progress of the scanning

technique in reading in students of the Tenth Year Basic General

Education (BGE) at Ismael Perez Pazmiño High School during school year

2016 - 2017?

Which theoretical foundations support the relationship between

scanning technique and reading comprehension?

5

Will the design of a system of activities based on the scanning

technique allow to improve qualitatively the reading comprehension?

1.7 JUSTIFICATION

The practice of scanning technique is not properly implemented for

reading comprehension into the classrooms of public high schools in

Guayaquil city, due to that limitation the students do not reach the aims

given by the National Curriculum Guidelines, English as a Foreign

Language (2014).

This research aims at improving reading comprehension in English,

allowing teachers of public institutions to increase educational quality.

The present work is supported by the results of the study of (Tzu-

Ching Chen, K & Chia-Li, Chen, S. (2015) that expound to ensure the

success of reading comprehension in English as a Foreign Language

(EFL) high school students, it is necessary to use effectively and with high

frequency the correct strategies. It is also required to teach them which

strategies are the appropriate ones.

According to Ikeda & Takeuchi (2006): “The use of sufficient

English as a Foreign Language (EFL) reading strategies is considered to

be one of the important factors contributing to successful language

learning”. (p. 157, Cited by Tzu-Ching Chen, K & Chia-Li, Chen, S. (2015))

The relevance of this project is based on the objectives and policies

set by the "National Plan of Good Living" (2013) in chapter six "National

Objectives for Good Living" target four "strengthen the potential capacity of

citizens" (p. 160).

It is also based on the articles of the Constitution of Ecuador: “Art.

26. - Individuals, families and society have the right to education and

participation in the educational process.” (Constituent Assemble of

Ecuador, 2008)

6

The article 298 establishes that education is one of the main

sectors where fixed expenses should be a priority. (Constituent Assemble

of Ecuador, 2008)

Therefore, "The National Educational System shall be aimed at the

development of individual and collective capacities of the population. It

also will integrate respect for the rights of communities, peoples and

nationalities.” (Constituent Assemble of Ecuador, 2008, art. 343)

(Translated by the author of this Thesis)

Additionally, according to the Ecuadorian Constitution in the article

347, literals 7 and 8 says that State responsibility will eradicate pure,

functional and digital illiteracy (7) and, to promote education link with

productive activities (8). (Constituent Assemble of Ecuador, 2008, art, 347

lit. 7-8)

This project seeks to benefit not only teachers with tools to apply

appropriate techniques in terms of reading comprehension, but also to

students, so that they can achieve the level established in the National

Curriculum Guidelines, English as a Foreign Language” (2014) given by

the Ministry of Education, i.e. the A2 level 1 according to the Common

European Framework Reference for Language Learning, Teaching,

Assessment (CEFRL) which states that learners, at this level, will be able

to: find specific predictable information in longer transactional and

expository texts, than presented in Ninth year of Basic General Education.

7

CHAPTER II

THEORETICAL FRAMEWORK

26.1 BACKGROUND

According to bibliographic research done at “Ismael Perez

Pazmiño” High School there was not neither files about reading

comprehension nor reading techniques. Likewise, only works about

reading were found, but no one of them about reading techniques at

Languages and Linguistics School’s Library.

In a recent degree thesis by Plaza and Rodriguez (2015), they

stated that: “it is important to develop reading comprehension because it

helps learners to have a better relationship with people due to the cultural

value that they learn through the different genres that a text contains” (p.

1). In their work, they also proposed the improving of reading

comprehension through a system of activities with short stories, which is a

useful reading resource for helping comprehension.

26.1.1 METHODS AND APPROACHES: A HISTORICAL

OVERVIEW

Zainuddi et al (2011) explains the different methods and

approaches used through the time for the study of second and/or foreign

languages. The main methods and approaches are:

The Grammar- Translation Method is focused on the study the

grammatical exposure of languages and the use of translation as a means

of discovering comprehension. By bringing out mind exercises, reading,

memorization of grammatical points such as verb conjugation and rules.

The Direct Method refers to the straight associations the student

makes between concepts and objects. Also, the appropriate words in the

8

target language. In this method, the primary goal for students is to think

and speak the target language without using the native language. Realia is

used to make the input understandable, and necessary for instruction that

goes around certain topics. Grammar is taught inductively through the

handling of the topic.

Audio-Lingual Method is based on the behavioristic psychology, it

emphasizes the memorization of dialogues and the practice of language

structures. The development of fluent speakers on the target language

was the main aim of this method.

Suggestopedia method requires that classroom atmosphere would

be adequate to a successful assimilation of the content. Pupils does not

feel any kind of pressure or exhaustion.

The silent way is a fairy complex method where teachers keep on

silent during lessons and students are capable of acquiring language by

themselves and they are also totally responsible for their own learning

Total Physical Response (TPR) method emphasizes the language

acquisition by a total physical response. This method is suitable for

reinforcing comprehension during the silent period.

The Natural Approach was developed by Terrell (1977, 1981) and

refers to the language acquisition by the development of oral language

proficiency. It is also based in the native language acquisition. A native

language is acquired naturally influenced by the environmental context of

the learner.

The communicative approach is currently used by the Ecuadorian

Ministry of Education, this approach focuses on the effective

communication. The native language is not used, only the target one. A

variety of activities are used to develop authentic communication.

9

This approach also fits with the present thesis, because it helps

students to reach the level required (A2.1 for 10th year students) by the

Ministry of Education and also by the Common European Framework of

Reference for Languages (CEFRL).

To conclude, although there is no much investigation about reading

comprehension in public schools of Guayaquil, it does not mean that there

are not failures or a necessity of improvement in reading comprehension

and techniques like scanning. This reading technique, however, has been

widely studied in the international academic community, with serious

researches that guarantee their positive influence while developing

reading comprehension.

26.2 THEORETICAL BASIS

26.2.1 PEDAGOGIC-DIDACTIC FOUNDATION

During the last five years the Ecuadorian educational system has

been improved through the implementation of a national curriculum for

English, “the current education has the challenge of contributing toward

the development of student’s skills (a) to live together in their local

communities and (b) to take a more proactive role as world citizens”.

(National Curriculum Guidelines, English as a Foreign Language, 2014, p.

5)

The main goal of this said curriculum is to allow students to

communicate effectively as independent users of English (level B1.2) by

the end of the baccalaureate. The levels of proficiency were adapted from

the Common European Framework of Reference for Languages: learning,

teaching, assessment (CEFRL) (2003) it established six different levels

from A1.1 to B1.2, one per each school year.

The present project is focused on Basic user A2.1 level, and

students will be able to: “understand and identify more longer, more

complex transactional and expository text” and “to find specific predictable

10

information in longer, transactional and expository material” (National

Curriculum Guidelines, English as a Foreign Language, 2014, p. 18, 20).

26.2.1.1 READING COMPREHENSION

Reading “is a very complex process involving many physical,

intellectual and emotional reactions” (Al-Jawi F., 2010, p.14) and the ability

of understand and obtain the main information of a text is called reading

comprehension (McNamara D., 2007); both are skills that must be learned

during formal instruction, throughout techniques to improve those skills.

People read for different purposes such as entertainment, obtaining

information, for day-to-day living and for academic purposes.

26.2.1.2 STAGES OF READING

Common reading lessons have three main stages: pre-reading

stage, while reading stage and post- reading stage. (Al-Jawi F., 2010)

In the first stage, pre-reading, the main role is to generate interest

in text, but also it may have more functions such as introducing a new

vocabulary, or concepts that are in the text, allow students to be familiar

with new grammar. Introductory activities are used by teachers before

reading a text, these activities would be focused on helping students to

acquire a previous knowledge of the text.

In the while reading stage, teachers could encourage their students

to read the text in different ways (silent reading, checking comprehension,

renewing students’ answers and oral reading).

The purpose of the post- reading stage “would be to look out of the

text to see its relevance to others activities the pupils may find interesting

or useful.” (Al-Jawi F., 2010, p.28)

11

26.2.1.3 READING SKILLS

The following reading skills are used to monitor reading

comprehension and must be only during silent reading stage. According to

Donoghue (2009) there are four skills for reading:

Skimming is a rapid type of superficial reading to get the main idea

of the text. The comprehension is low because the material is read quickly.

Scanning is a special kind of skimming and it detects specific

information through a fast reading.

Study reading “differs from scanning because it demands a

deliberate pace that allows reflection and rereading. Readers must

contrast text concepts with their own prior knowledge.” (Donoghue M.,

2009, p. 188)

Surveying obtains a preview of the content, to get the main idea of

the text.

This research works with the scanning technique, which is a speed

reading technique used to detect specific information in a text. Some

authors define that scanning is a technique used to find specific

information quickly. All unrelated information is ignored. (Ministry of

Education of Ethiopia, n/d)

Ulmi, Sundari, and Sukmaantara (2015) in their work states that,

“(…) scanning technique deals with the readers’ ability in finding certain

information they need in the text without reading the whole of text.”(p. 5)

Scanning is a very useful technique for different purposes while

reading. It can be used for locating specific information in text, related to:

- Specific ideas (essential, secondary and non- essential details) as

dates, names, reasons, places and any other type of specific

information.

12

- Key new words (nouns, adjectives, adverbs, action verbs, collocations,

phrasal verbs and others)

- Main vocabulary used (simple words, derived words, compounds).

- Grammar elements (verbal tenses, auxiliary verbs, time expressions,

different types of sentences –affirmative, negative, interrogative,

exclamatory-, short and long questions and answers)

- Socio-cultural elements: proverbs, quotes, famous phrases, habits and

customs or the peoples, religious, political, historical information.

Thus, scanning can be used at any methodological stage in a class, for

different purposes and to deal with a wide variety of contents to train the

communicative competence of pupils while they are reading.

2.2.2 LINGUISTIC FOUNDATION

The National Curriculum Guidelines, English as a Foreign

Language (2014) uses the communicative approach to reach the

objectives of said curriculum; this work is also based in communicative

approach not only because of the national curriculum, but also because it

fits better for the proposal and aims to the present research.

The communicative approach has as a main goal the effective

communication of the learners. The first language is not used during

classes, only the target language requiring “varied activities where

authentic communication takes place.” (Zainuddin et al, 2011, p.73)

The communicative approach also focuses the foreign language

learning into real-life communicative contexts, that is why every single

content, no matter if it is referred to grammar, vocabulary, reading

comprehension or any other skill should always taught with a

communicative end.

2.2.2.1 COMMUNICATIVE LANGUAGE COMPETENCES

13

The Common European Framework of Reference for Languages

(CEFRL) defines communicative language competences as the sum of

knowledge, skills and characteristics which empower a person to act using

specifically linguistic means. The components of the communicative

competences are:

- Linguistic competence refers to lexical, phonological, grammatical,

orthographical and syntactical knowledge and skills useful to communicate

effectively. Lexicon is all the vocabulary that a person owns. Phonology is

the study of the phonemes; syntax is how the word is located within the

sentence, and what its function is.

- Sociolinguistic competences refer to the sociocultural conditions of

the language in a specific context.

- Pragmatics is the production of the language.

These communicative competences are developed through the

reading skill, especially in the scanning technique because students will

train their linguistic, socio-linguistic and pragmatic competences through

the diversity of information they will be scanning from a text.

2.2.3 PHILOSOPHICAL FOUNDATION

The educative process in Ecuador must be designed to fulfil the

different transversal axes as principles of the Good Living. The present

work also achieves the said axes through the different exercises and

examples used in the system of activities as the proposal of the current

work.

In the Upgrading and Curriculum Strengthening of General Basic

Education (In Spanish: Actualización y Fortalecimiento Curricular de

Educación General Básica) (2010) the term interculturality has been

defined as a communicative process between ethnic groups, and cultures

14

at local, regional, national and worldwide levels; from a point of view of

respect and values.

When values are involved in teaching-learning process, it refers to

the axiology as the study of values, and consequently with philosophy as

mother of the whole sciences. According to investigations performed by

some authors it is said that reading helps and improves the individuals’

educational process, also some literature reveals “how reading contributes

to the development of the subject from the point of view of axiology.”

(Alvarez & Gutierrez, 2012).

In conclusion, the positive message that reading provides, is to help

children to be more creative and intelligent, also to be more respectful to

others. Thus, children will have a better vision of the world with the help of

different texts that contribute to their physical and emotional training.

2.2.4 PSYCHOLOGICAL FOUNDATION

Reading is complex process where individual’s schema is activated

by the context of the text. But what is schema? According with Rumelhart

(1980), ideologies and cultural truths to knowledge about the meaning of a

particular word, to knowledge about what patterns of excitations are

associated with what letters of the alphabet. This knowledge can be called

schema.

2.2.4.1 SCHEMATA THEORY

The term schema was first introduced in 1962 in psychology by

Barlett, and in reading by Rumelhart (1980). Schemata theory is defined

by Anderson and Pearson (1984) as “an abstract knowledge structure”. (p.

42, cited by An, 2013, p.130) Medin and Ruse (1992) said that schema is

“a general knowledge structure used for understanding”. (p.246, cited by

An, 2013, p.130).

15

The schema theory establishes that a reader activates his/her

schema to comprehend the whole text through previous knowledge

acquired by experience or learned.

An (2013) suggests in her work three types of schemata according

to the nature of content: formal schemata, content schemata and cultural

schemata. Although, Carrell (1988) also added a different type, linguistic

schemata. Formal schemata refers to the background of the formal type of

text. Content schemata refers to the content of the area, the background

knowledge about what happens within the text. Cultural schemata is the

knowledge, “beliefs, attitudes, customs, behaviour, social habits of the

members of a particular society.” (Richard et al, 2007, cited by An S.

2013). Language schemata is all the knowledge about linguistics and

grammar.

2.2.4.2 READING COMPREHENSION MODELS

It is said that in the bottom up model the reader has a general view

of the reading, hence the reader constructs clues or information of said

text. On the other hand, top down model occurs when a reader focuses on

individual items as words or phrases to then understand the whole text.

(Al-Jawi F., 2010).

A different model is created from the interaction between top-down

and bottom-up. It is the interactive model. It combines the before said

models and views an interaction between the reading and the reader.

(Donoghue M., 2009).

There are two more models, the transactional model and the

balanced approach, but the present work focuses on the top down model

and in some cases in the interactive model.

2.2.5 SOCIOLOGICAL FOUNDATION

16

Reading is a social process because of the interaction between the

reader, the author, the teacher and the classmates. For that reason the

transactional reading theory and other social theories will be explained in

the present foundation.

2.2.5.1 TRANSACTIONAL READING THEORY

Developed by Rosenblatt in 1988, the transactional reading theory

states that “every reading act is an event, a transaction involving a

particular reader and a particular configuration of marks on a page, and-

occurring at a particular time in a particular context.” (p.4) the “meaning” of

the act of reading is a result of the transaction between text and reader.

Language is not and individual act, although it stars from the inner of a

person, it is conveyed to others by oral or written form.

“The meaning results from an abstracting-out and analytic

structuring of the ideas, information, directions, and conclusions to be

retained, used or acted on after the reading event.” (Rosenblatt L., 1988,

p.5).

To conclude, all reading is a transaction, and all transaction is a

social process between two or more individuals.

2.2.5.2 SOCIOCULTURAL THEORY

In the early 20th century, Vygotsky developed the sociocultural

theory, and recently named Cultural-Historical Activity theory which states

that:

Human mental functioning is fundamentally a mediated process

that is organized by cultural artefacts, activities, and concepts

(Ratner, 2002). Within this framework, humans are understood to

utilize existing cultural artefacts and to create new ones that allow

them to regulate their biological and behavioral activity. Language

17

use, organization, and structure are the primary means of

mediation. Practically speaking, developmental processes take

place through participation in cultural, linguistic, and historically

formed settings such as family life and peer group interaction, and

in institutional contexts like schooling, organized sports activities,

and work places, to name only a few. (Lantolf & Thorne, n/d, p.

197)

In conclusion, reading helps children to improve and develop their

knowledge, so it makes it easier to coexist with people of different race,

customs, culture and ethnic groups.

2.2.6 LEGAL FOUNDATION

The relevance of this project is based on the objectives and policies

set by the "National Plan of Good Living" (2013) in chapter six "National

Objectives for Good Living" target four "strengthen the potential capacity of

citizens" (p. 160).

It is also based on the articles of the Constitution of Ecuador: “Art.

26. - Individuals, families and society have the right to education and

participation in the educational process.” (Constituent Assemble of

Ecuador, 2008)

The article 298 establishes that education is one of the main

sectors where fixed expenses should be a priority. (Constituent Assemble

of Ecuador, 2008)

Therefore, "The National Education System shall be aimed at the

development of individual and collective capacities of the population. It

also will integrate respect for the rights of communities, peoples and

18

nationalities.” (Constituent Assemble of Ecuador, 2008, art. 343)

(Translated by the author of this thesis)

Additionally, according to the Ecuadorian Constitution in the article




lit. 7-8)

This project is also founded in two Articles of the Rights of the Child

stated by the UNICEF (2009):

Article 28. All children are entitled to primary education, which

should be free and compulsory. Rich countries should help poorer

countries achieve this right. Discipline policies in educational

institutions must ensure discipline and dignity of children. Young

people should be encouraged to achieve the highest level of

education.

Article 29. Education should improve the skills and mental and

physical abilities. The child must learn to respect parents, the

environment, and people with different cultures. (UNICEF, 2009,

art. 28-29)

Said articles established education as a right of all children overall

the world. Education not only improves their condition as human beings

but also as citizens of the world.

19

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

3.1 METHODOLOGICAL DESIGN

This research had a mixed methodology because there is not a

dichotomy between qualitative and quantitative data collected. Empirical

techniques like interview, diagnostic test and survey were used to collect

the quantitative information. The qualitative information was obtained

throughout the analysis and synthesis of the theoretical and quantitative

data. Thus, qualitative and quantitative information were considered to

interpret the basis of this research.

3.2 TYPES OF RESEARCH

The types of investigation used in this work are: descriptive,

explicative, and proactive research.

Descriptive research was used because it describes, records,

analyses, and interprets the context of the investigation which was the

students of the Tenth Year of Bachillerato in Ismael Pérez Pazmiño High

School.

It was an explicative research since it attempts to discover the

causes of the problem; within this research it aims also to know the

relationship between the variables, its contents and aspects involved in

the process.

It was a proactive research because this thesis proposed a system

of activities (Chapter IV: The Proposal) which would help to improve the

problem and the educational situation.

20

Distributive of the population in “Ismael Perez Pazmiño” High

School

Source: Data collected in the institution

Author: Andrade Martha

This research is a non-experimental research because the objects

of study were only tested and observed, and no experimental study was

done on them.

3.3 POPULATION AND SAMPLE

The population of this research were the students and English

teacher of the Tenth Year General Basic Education in “Ismael Perez

Pazmiño” High School during school year 2016-2017. Thus, the population

of this research is determined by: 200 students and an English teacher.

Table # 1 Population of Investigation

N. Details People

1 Teacher 1

2 Students 200

TOTAL 201

It had been designed as sample 134 people by using the

Dinamed’s formulas since the population is over 100 people. The formulas

used were:

To determine the number of the sample

n= N / 0.052 (N-1) +1

n= 201 / (0.0025)*(201-1) + 1

n= 201 / 0.5 +1

n= 201/1.5 n = 134

21

To determine the fraction of the sample

F= n / N

F= 134 / 201

F= 0.66

3.4 OPERATIONALIZATION OF VARIABLES CHART

Table # 2 Operationalization of variables

VARIABLE DIMENSION INDICATORS

Independent variable: Scanning technique

Purpose

Specific ideas

New key words

Main vocabulary

Grammar elements

Socio-cultural elements

Phases

Understand the purpose of the reading Anticipate information

Analyze information

Eyes movement

Validation of information

Dependent variable:

Reading comprehension

Stages of reading

Pre-reading

While-reading

Post-reading

Reading skills

Skimming

Scanning

Study reading

Survey

Models

Bottom up

Top down

Interactive

Source: Data collected in Theoretical Basis

Author: Andrade B. Martha

3.5 RESEARCH METHODS

The research methods used in this thesis were: theoretical methods

and statistical methods in order to construct scientific knowledge.

Empirical techniques and instruments were also used.

22

3.5.1 THEORETICAL METHODS

In the present work, analysis - synthesis was applied to

decompose the information, study the dependent variable and

independent variable separately, and synthetize all the data collected in

order to support the proposal of the present educational research.

Another method used was the inductive – deductive method

because conclusions were established from particular knowledge of

educational problems in the aforementioned institution, as also the

deficiency of use of scanning techniques in reading comprehension. Both

methods are interconnected since they go from particular to general

knowledge and from general to particular facts.

Moreover, historical-logical method was used since it contributed

to the analysis of the background of this study.

Additionally, for the development of reading comprehension through

the scanning technique, a system of activities was proposed, for that

reason the systemic- functional method was applied to hierarchically

organize and structure this proposal.

3.5.2 STATISTICAL METHODS

The use of Chi2 helped to obtain and understand mathematical

data, it also facilitated the analysis and interpretation of the data collected

by the instruments of investigation applied.

3.5.3 EMPIRIC TECHNIQUES

The following techniques were used in this project:

Interview was applied to the English’s teachers of the “Ismael

Perez Pazmiño” High School to collect more information and to know more

about the problem from these teachers’ point of view in said institution.

23

Through a survey done, the research gathered information about if

students had knowledge related to reading techniques, reading

comprehension and resources that help them to improve their language

acquisition.

The use of a Diagnostic Test helped to corroborate that there is an

educational problem in the mentioned establishment. This test also

allowed to measure the levels of use of the scanning technique and also

the reading comprehension in students of the Tenth Year of General Basic

Education.

3.6 RESEARCH INSTRUMENTS AND TECHNIQUES

Three different empirical techniques were used in this research. A

survey was done to students of Tenth Year of General Basic Education to

gather empirical information about scanning technique in reading

comprehension.

24

SURVEY QUESTIONNAIRE

Objective: to analyse the influence of the scanning technique in the

development of the reading comprehension.

N°

Survey

To

tall

y a

gre

e

Ag

ree

Ne

ith

er

ag

ree

no

r d

isa

gre

e

Dis

ag

ree

To

tall

y d

isa

gre

e

5 4 3 2 1

1 I can read texts in English.

2 The ability of searching socio-cultural elements of a text serves me outside of the classroom.

3

Activities in class are focused on developing the searching process of specific ideas in texts.

4

Teacher encourages students to find main vocabulary to develop reading comprehension.

5 I have difficulties on comprehending reading text in English.

6

I think that a system of activities that allows to find specific information will be useful.

7 In a reading exercise, I can find requested information easily.

8 I can choose key new words in a text.

9 Texts of reading help me in language learning process.

10

Bracing myself in activities of searching grammar elements, I can improve my reading comprehension.

11

I am interested in getting a system of activities that could help me to find specific information in a text.

12 I like reading text in English.

13 When I read a paragraph, I can identify important details.

14 I can read a text in English and understand what it is about.

15 Teacher applies searching techniques of main vocabulary in class to do activities of reading comprehension.

25

An interview was applied to English teachers of “Ismael Perez

Pazmiño” High School in order to know opinions, resources,

methodologies and techniques of reading comprehension used in learning

– teaching language process; thus obtaining information for this study.

QUESTIONNAIRE OF THE INTERVIEW

Teacher’s interview

Name:

Years working as English teacher:

Years working in the institution as English teacher:

Observations:

1. Which is the level of reading comprehension in English of your

students?

2. Do you encourage your students to find specific words to develop

reading comprehension in a text?

3. Do you think that developing the ability of finding specific information in

a text would help students to improve their language learning?

4. Do you know about the scanning technique to develop reading

comprehension in a text?

5. Do you apply the scanning technique in class?

6. Would you like to have a system of activities based on the scanning

technique to improve the reading comprehension in English?

Finally, through a diagnostic test applied to the students of Tenth

Year of General Basic Education of “Ismael Perez Pazmiño” High School,

26

My grandparents are always talking about what life was like in the past. I

decided to talk to them one day to understand their ideas better. They said their lives were a bit slower. People were more relaxed about time and their

responsibilities. My grandparents think people are running all the time. On a

regular weekday, grandma was at home most of the time and grandpa was at work. Their children were at school most of the day, so they got together at

night. They told stories and played games until it was time for them to go to

bed. My grandparents always talk about their moments of conversation with their relatives and children. “We were always around, so we could talk to

everybody,” they said. These days they feel families do not have time to get

together and talk. Everyone seems to have their own schedule and agenda. One

last thing my grandparents told me was about the special celebrations they had. People were always ready for those moments. They did not see that Christmas

started in November as happens these days. They feel there was a moment for

everything. They did not do anything in a hurry as happens with most festivities now. My grandparents concluded that they were happier when they were

younger. They added that life does not have the same quality today.

main data was collected about levels of reading comprehension, and uses

of techniques as scanning.

DIAGNOSTIC TEST

Reading Comprehension Diagnostic Test

Objective: to determine the level of proficiency of the scanning technique in

reading comprehension of students of Tenth Year of General Basic Education.

Instructions:

In no more than ten (10) minutes:

1) Read the following text Life Memories.

2) Read the questions below and choose an answer.

3) Check your answer with the information of the text.

Life Memories

1. What was life past according to the text?

a. Faster

b. Slower

c. Easier

27

2. Where were the different members of the family on a regular weekday?

a. Grandma was at home, grandpa was at work and the children

were at school.

b. Grandma was at work, grandpa was at home and the children

were at school.

c. Grandma was at school, grandpa was at work and the children

were at home.

3. What did they say about people’s attitudes towards special celebrations?

a. People were not always ready for those moments.

b. People were usually ready for those moments.

c. People were always ready for those moments.

4. What are families like today?

a. Their lives are a bit slower.

b. They have moments of conversation with their relatives and

children.

c. Everyone seems to have their own schedule and agenda.

5. What did the grandparents conclude about their lives in the past?

a. They were happier when they were older.

b. They were happier when they were younger.

c. They were better when they were younger.

Source: Taken from Teacher English Book Level 3, p.22

Author: Ministry of Education of Ecuador

3.7 ANALYSIS AND DATA INTERPRETATION

The application of the instruments of investigation in tenth year of

General Basic Education in “Ismael Perez Pazmiño” High School gave the

following results:

28

3.7.1 SURVEY ANALYSIS

The results of the survey taken to students of Tenth Year of Basic

General Education in “Ismael Perez Pazmiño” high school were:

Table 3. I can read texts in English.

I can read texts in English.

ITEM INDICATOR STUDENTS PERCENTAGES

1

Totally agree 17 13%

Agree 16 12%

Neither agree nor disagree

72 54%

Disagree 14 11%

Totally disagree 14 11%

TOTAL 133 100%

Source: survey of students 10th year


Figure N. 1 I can read texts in English.

Disagree

10%

Totally

disagree

11%

Totally

agree

13%

Agree

12%

Neither

agree nor

disagree

54%

Interpretation:

The results for this item are ambiguous, since most of the students

neither agree nor disagree in their capacities of reading a text in English.

29

Table 4. The ability of searching socio-cultural elements of a text serves me outside of the classroom.

The ability of searching socio-cultural elements of a text serves me outside of the classroom.


2


Agree 48 36%


22 17%

Disagree 12 9%


TOTAL 133 100%

Source: survey taken to students of 10th year


Figure N. 2. The ability of searching socio-cultural elements of a text serves me outside of the classroom.

Neither

Disagree

9%

Totally

disagree

5%

Totally agree

agree nor

disagree

17%

33%

Agree

36%

Interpretation:

According to the results obtained most of students consider that

information learned in class is useful outside of the school, this lead us to

the conclusion that they consider important the habit of reading but still

need more motivation.

30

Table 5. Activities in class are focused on developing the searching process of specific ideas in texts.

Activities in class are focused on developing the searching process of specific ideas in texts.


3


Agree 60 45%


33 25%

Disagree 6 5%


TOTAL 133 100%



Figure N. 3. Activities in class are focused on developing the

searching process of specific ideas in texts.

Neither

agree nor

disagree

25%

Disagree

4%

Totally

agree

22%

Agree

45%

Totally

disagree

4%

Interpretation:

The results show us that the teacher is applying the searching

process of specific ideas in texts, but this is a bit contradictory in further

results because it seems that they are not keeping up with the process.

31

Table 6. Teacher encourages students to find main vocabulary to develop reading comprehension.

Teacher encourages students to find main vocabulary to develop reading comprehension.


4

Totally agree 11 8%

Agree 22 17%


9 7%

Disagree 47 35%


TOTAL 133 100%



Figure N. 4 Teacher encourages students to find main vocabulary to develop reading comprehension.

Neither agree

nor disagree

17%

Disagree

7%

Totally

disagree

8%

Totally agree

33%

Agree

35%

Interpretation:

According to the results obtained the teacher encourages his

students to find specific information in a text. Even though scanning

technique could be used in class, the proper application of this kind of

technique is still far of finding good results.

32

Table 7. I have difficulties on comprehending reading text in English.

I have difficulties on comprehending reading text in English.


5


Agree 38 29%

Neither agree nor disagree 7 5%

Disagree 4 3%


TOTAL 133 100%



Figure N. 5 I have difficulties on comprehending reading text in

English.

Neither agree

nor disagree

5%

Disagree

3% Totally disagree

1%

Agree

29%

Totally agree

62%

Interpretation:

Most of students have difficulty on English reading comprehension,

it means that the strategies or methods used by the teacher are not being

enough to help them with this skill.

33

Table 8. I think that a system of activities that allows to find specific information will be useful.

I think that a system of activities that allows to find specific information will be useful.


6


Agree 54 41%


21 16%

Disagree 8 6%


TOTAL 133 100%



Figure N. 6 I think that a system of activities that allows to find

specific information will be useful.

Neither

agree nor

disagree

16%

Disagree

6%

Totally

disagree

3%

Totally agree

34%

Agree

41%

Interpretation:

After the tabulation of the data gathered, it can be concluded that

they are interested in learning new techniques as a system of activities to

improve their reading comprehension due to the fact that currently one is

not meeting their needs.

34

Table 9. In a reading exercise, I can find requested information

easily.

In a reading exercise, I can find requested information easily.


7

Totally agree 5 4%

Agree 8 6%


Disagree 48 36%


TOTAL 133 100%



Figure N. 7 In a reading exercise, I can find requested information

easily.

Totally

disagree

26%

Totally agree 4%

Agree 6%

Neither agree

nor disagree

28%

Disagree

36%

Interpretation:

After the tabulation of the data gathered from survey, most of the

students are not able to find requested information easily, so that a system

of activities based on the scanning technique could help them to develop

skills in reading comprehension.

35

Table 10. I can choose key new words in a text.

I can choose key new words in a text.


8

Totally agree 7 5%

Agree 14 11%


Disagree 43 32%


TOTAL 133 100%



Figure N. 8. I can choose key new words in a text.

Totally

disagree

29%

Totally agree

5% Agree

11%

Neither agree

nor disagree

23%

Disagree

32%

Interpretation:

The results show that most students have a deficiency in choosing

key new words from a text since they still have problems in reading

comprehension. Students should improve their reading skills with the use

of different techniques.

36

Table 11. Texts of reading help me in language learning process.

Texts of reading help me in language learning process.


9


Agree 34 26%


Disagree 1 1%


TOTAL 133 100%



Figure N. 9. Texts of reading help me in language learning process.

Disagree Totally

disagree Neither agree nor disagree

13%

1% 3%

Agree

26%

Totally agree

57%

Interpretation:

According to this graphic, it can be observed that students

recognize reading as something significant to their language learning

process, here this project could serve of help to encourage them to master

this skill.

37

Table 12. Bracing myself in activities of searching grammar

elements, I can improve my reading comprehension.

Bracing myself in activities of searching grammar elements, I can improve my reading comprehension.


10


Agree 47 35%


21 16%

Disagree 2 2%


TOTAL 133 100%



Figure N. 10. Bracing myself in activities of searching grammar

elements, I can improve my reading comprehension.

Disagree

Totally

disagree


16%

2% 2%

Totally agree

45%

Agree

35%

Interpretation:

It is evident that most of the students want to apply a different

method apart from which they are using in the classroom, such as

searching grammar elements to get a better understanding of a text.

38

Table 13. I am interested in getting a system of activities that could

help me to find specific information in a text.

I am interested in getting a system of activities that could help me to find specific information in a text.


11


Agree 40 30%


24 18%

Disagree 4 3%


TOTAL 133 100%



Figure N. 11. I am interested in getting a system of activities that

could help me to find specific information in a text.

Neither agree

nor disagree

18%

Disagree

3%

Totally

disagree

5%

Totally agree

44%

Agree

30%

Interpretation:

A high percentage is positive in this graphic, this strengthens the

idea that students are attracted to learn a system of activities as an aid to

find key information that gives them a better comprehension of the

reading.

39

Table 14. I like reading texts in English.

I like reading texts in English.


12


Agree 31 23%


Disagree 11 8%


TOTAL 133 100%



Figure N. 12. I like reading texts in English.

Totally

disagree

17%

Totally agree

22%

Disagree

8%

Neither agree

nor disagree

30%

Agree

23%

Interpretation:

This results are not very clear, which takes us to determine that

they may be not interested or most of them don’t find an incentive in

reading texts in English, a different system or activity that motivates them

to do it would be useful.

40

Table 15. When I read a paragraph, I can identify important details.

When I read a paragraph, I can identify important details.


13

Totally agree 3 2%

Agree 0 0%


Disagree 39 29%


TOTAL 133 100%



Figure N. 13. When I read a paragraph, I can identify important

details.

Totally agree Neither agree

2% Agree

0%

nor disagree 8%

Disagree

29%

Totally

disagree

61%

Interpretation:

The results show that only few students are able to identify

important details when they read a text. Students need an upgrading in

reading comprehension through the practice of different techniques used

in while reading stage.

41

Table 16. I can read a text in English and understand what it is

about.

I can read a text in English and understand what it is about.


14


Agree 15 11%


Disagree 57 43%


TOTAL 133 100%



Figure N. 14. I can read a text in English and understand what it is

about.

Totally

disagree

21%

Disagree

43%

Totally agree

10%

Agree

11%

Neither agree

nor disagree

15%

Interpretation:

According to the result shown in this graphic, a large number of

students are not able to understand the message of a text, it means that

they do not have the requirements of the language for this year according

to Ministry of Education.

42

Table 17. Teacher applies searching techniques of main vocabulary in class to do activities of reading comprehension.

Teacher applies searching techniques of main vocabulary in class to do activities of reading comprehension.


15


Agree 24 18%


26 20%

Disagree 30 23%


TOTAL 133 100%



Figure N. 15. Teacher applies searching techniques of main

vocabulary in class to do activities of reading comprehension.

Totally

disagree

19%

Totally agree 18%

Disagree

10%

Agree

30%

Neither agree

nor disagree

23%

Interpretation:

After the tabulation of data from survey, few students declare that

their teacher applies searching techniques of main vocabulary in class to

do activities of reading comprehension. Scanning technique is hardly used

in class and it is never used appropriately.

43

The author of this thesis concluded that students have problems

with reading comprehension, the different reading techniques are not

successfully applied during the activities, and they are also interested in a

material that could help them in improving their English proficiency level.

3.7.2 INTERVIEW ANALYSIS

This interview was directed to the English teacher of the 10 year of

Basic General Education at Ismael Perez Pazmiño High School. The

questions were as follows.

Interviewer: Which is the level of reading comprehension in English of your

students?

Answer: More or less.

Interviewer: Do you encourage your students to find specific words to

develop reading comprehension in a text?

Answer: Yes, I write key words in the blackboard and told them to look up

the words in the dictionary

Interviewer: Do you think that developing the ability of finding specific

information in a text would help students to improve their language

learning?

Answer: Yes, because if we find something important or specific in a

reading, then we can have a better idea of what is it about.

Interviewer: Do you know about the scanning technique to develop

reading comprehension in a text?

Answer: No, I haven’t heard about it.

Interviewer: Do you apply the scanning technique in class?

Answer: Not, I don’t apply it.

44

Interviewer: Would you like to have a system of activities based on the

scanning technique to improve the reading comprehension in English?

Answer: Obviously, to test if students can progress in their reading skill so

that they can understand texts in English.

As a result of the interview made to a teacher of Tenth year of

“Ismael Perez Pazmiño” High School the teacher assures that the level of

reading comprehension of the students is not the adequate to a level A2.1,

there is not a balance in English proficiency.

Furthermore, the teacher encourages his students to search for

specific information in a text, even if those activities are not still enough for

a better comprehension of a text.

Additionally, the teacher thinks that developing reading

comprehension through activities based on searching for specific

information in texts could help students to learn English.

Moreover he does not apply scanning technique in class because

he is not aware with said technique.

Finally, the teacher would like to have a system of activities in order

to help students to improve reading comprehension based on scanning

technique with new and novel material.

3.7.3 DIAGNOSTIC TEST ANALYSIS

The diagnostic test (see Annex IV) performed by 133 students of

the Tenth year of GBE of “Ismael Perez Pazmiño” High School was

evaluated over 10 points where the tests fall into three different categories

according to the score obtained. These categories are:

Lowly from 0 to 4 points

Good from 5 to 6 points

45

45

35

Admirable from 8 to 10 points

FIGURE N. 16 Tabulation of data gathered from diagnostic

evaluation.

Diagnostic Evaluation

60 53

50

40

30

20

10

0

SCORES

Lowly Good Admirable

About 53 students obtained a score among 0 and 4 points, 45

students obtained scores among 5-6 points, and 35 students reach an

admirable score. These results showed that there is a failure in reading

comprehension and the use of the scanning technique is not properly

applied.

3.7.4 CHI SQUARED TEST

After the application of empirical instruments, a statistical test was

performed, chi-squared test. This test was applied to demonstrate if

variables were independent one from another or if they were dependable

on each other. To prove the relationship between dependent variable and

independent variable we took the gathered information from question 5 of

survey “I have difficulties on comprehending reading text in English” and

question 13 “When I read a paragraph, I can identify important details."

STU

DEN

TS

46

that were made to the Tenth years of GBE of the “Ismael Perez Pazmiño”

High School.

Table 13 Chi squared test results

Source: Results taken from the PSPP software provided by Proyecto Semillero Author: Andrade B. Martha

Of the results obtained from the Chi-squared test performed with

the PSPP program granted thanks to the help of Proyecto Semillero

“Competent reading is all”, if the results are kept in the range of 0,00 –

47

0,05 then it can be determined that one variable influences the other. As

can be seen in the table, scanning influences the reading comprehension.

3.8 CONCLUSIONS AND RECOMMENDATIONS

After the analysis of the data gathered from the instruments of

research the author of this thesis gave the following conclusions and

recommendations:

3.8.1 CONCLUSIONS

1. Through the analysis of the data, it has been shown that students

have difficulties on comprehending the message of a text in English.

2. Through the analysis of data gathered, techniques of reading

comprehension like scanning technique are not applied during

activities related to reading skill.

3. After the tabulation of the information, the proposal of this thesis is

pertinent since there are not extra material that could help students in

developing reading comprehension or learn English as a foreign

language.

4. Through the analysis of information, the author of this research found

that students have different levels of proficiency in English, although

they do not reach the required level for Tenth year.

5. Finally, after the analysis of data for this thesis, it has been shown that

the different techniques used for reading comprehension are not

properly applied during class, and some of them are not known

academically speaking.

3.8.2 RECOMMENDATIONS

1. It is recommended that students practice with activities that would help

them improving their reading skill.

48

2. It is recommended that educative institutions offer different activities

with techniques related to reading comprehension, mainly scanning

technique.

3. It is recommended to design a system of activities based on the

scanning technique that could help high school students to improve

reading comprehension and to learn English as a foreign language.

Said system can also help teachers as an extracurricular tool.

4. Although this deficiency in English comes from first years of school,

the author of this thesis recommends that, educative institutions

should reinforce the learning – teaching process of English language

from basic years.

5. It is also recommended to further investigate and thus, educative

community could apply techniques and methods, in order to offer an

up to date learning – teaching process.

49

CHAPTER IV

THE PROPOSAL

4.1 TITLE

System of activities based on the scanning technique to improve

reading comprehension in students of tenth year of General Basic

Education of “Ismael Perez Pazmiño” High School during school year

2016-2017.

4.2 JUSTIFICATION

The proposal arose from the results of a diagnosis made to

students and teachers of tenth year in “Ismael Perez Pazmiño” High

School throughout empirical techniques which demonstrates that exists a

failure in the use of the scanning technique, and teachers hardly ever use

this technique in class and do not know the correct name of the reading

techniques. The present proposal aims to improve the use of techniques in

reading comprehension, specifically scanning technique, and also the

English level intended for tenth year of General Basic Education.

4.3 OBJECTIVES

4.3.1 GENERAL OBJECTIVE

To better up the reading skill through a system of activities based

on the scanning technique in order to reinforce the communicative

competence.

4.3.2 SPECIFIC OBJECTIVES

- To identify the purpose of the reading.

- To select the required information through the use of scanning

technique.

50

- To answer the activities based on the scanning technique.

4.4 THEORETICAL ASPECTS

The basis of this proposal from a pedagogical - didactical point of

view was supported by authors like Donoghue (2009), Ulnim et al (2015)

who stated that scanning is a useful technique used during a silent reading

for different purposes, and it can be used for locating specific information

in a text. Since the proposal is about scanning technique in reading

comprehension, Al-Jawi (2010) and McNamara (2007) also indicated that

reading would improve people’s living conditions.

Moreover, the linguistic foundation was based on communicative

approach which uses activities in order to obtain an effective

communication. It is the best approach that fits with English teaching

according to the Curriculum Guidelines, English as a Foreign Language

(2014).

The Common European Framework of Reference for Languages

(EFRL) (2003) stated that communicative competences are developed

through reading skill, especially with scanning technique since students

will train their linguistic competence (grammar, lexical knowledge),

sociolinguistic competence (student’s context in relation with the language

learned) and pragmatic competence. These competences will be

developed through the diversity of information scanned in a text by

students.

Other authors like Alvarez and Gutierrez (2012) supports the

philosophical foundation. They said that reading contributes to the

development of the subject, in other words with this proposal students will

complement their holistic education and fulfil the articles founded in LOEI,

“Good Living National Plan” learning and practicing values through

reading.

51

Furthermore, the psychological foundation of this research is

based on schema theory (An, 2013) because all the texts used in the

proposal will use the student’s prior knowledge in order to understand a

general text. This proposal will also use the bottom-up model since

readers focus on individual words or phrases to understand a text (Al-

Jawi, 2010)

In addition, the sociological point of view of this thesis is based on

reading as a social process. For that reason, the transactional reading

theory (Rosenblatt, 1988) is important for the proposal because the activity

of reading is a transaction between author, text and reader. This

transaction will give as results knowledge, values, and messages.

Also, this proposal is based on Vygotsky’s theories (1978), (1987)

which stated that reading improves and develops the subject’s knowledge,

and it makes an easier co-existential with other people.

Finally, the legal foundation is based on articles from the

Constitution of Ecuador (2008) and The Rights of the Child (2009) which

establish education as an obligation of a nation with their citizens, and a

right for all the people during their lives. Education also improves their

conditions as human beings and citizens of the world. Other articles also

support the right of learning mother language and official international

languages (LOEI, 2011).

4.5 FEASIBILITY

4.5.1 FINANCIAL FEASIBILITY

This thesis is financed by the Semillero Project of Investigation

“Competence Reading is all”, with an approval of the Faculty of

Philosophy, Letters and Science Education; the afore mentioned project is

also supported by the Department of Investigation of Academic Projects

(DIPA) of the University of Guayaquil.

52

4.5.2 LEGAL FEASIBILITY

This system of activities is based on articles from the Ecuadorian

Constitution (2008): “Art. 26. - Individuals, families and society have the

right to education and participation in the educational process.”

(Constituent Assemble of Ecuador, 2008)

In addition, according to the Ecuadorian Constitution in the article




lit. 7-8)

Moreover, this proposal is also based on the principles of education

detailed in the Organic Law of Intercultural Education (LOEI), that

recognize the right of the people to learn their own mother language and

other languages of the world. (Constituent Assemble of Ecuador, 2011)

4.5.3 TECHNICAL FEASIBILITY

The present proposal has no technical requirements.

4.5.4 HUMAN FEASIBILITY

The author of this proposal has the necessary academic and

professional knowledge and skills to design all the activities. Furthermore,

the human feasibility is based on the students and teachers of “Ismael

Perez Pazmiño” High School, who have the positive disposition to

implement this system of activities.

4.5.5 POLITICAL FEASIBILITY

Papers that support this proposal are the National Curriculum

Guideline: English as Foreign Language (2014) and the National Plan for

Good Living (2013) because both are focused on the improvement of the

quality of Ecuadorian education.

53

4.6 DESCRIPTION

The present proposal has the following structure:

First, it begins with an introduction where the objectives and the

content of the proposal are settled. Then, a content chart is shown and

has the following characteristics:

Table 14 Table of Contents of the proposal.

N. UNIT PURPOSE LESSON ACTIVITY

1

Unit 1

Main

vocabulary

used

“My teacher

wasn’t half as

nice as yours

seems to be.”

- Choosing words

- Finding related words

Films - Answer the questions

- Giving own information

2

Unit 2

Specific

Ideas

Salvador, late or

early

- True or False sentences.

- Mark who did that.

Animals in the

city

- Completing charts

- Fill in the blanks.

3

Unit 3

Key New

Words

The janitor’s

boy

- Ordering letters to find words.

- Matching words and

meanings.

The unicorn in

the garden

- Matching pictures and words.

- Matching words and

meanings.

4

Unit 4

Socio-cultural

Elements

Graffiti and

Street Art

- True or False sentences and

justify.

- Filling in the blanks.

Save the Earth - Fill in the blanks.

- Drawing ideas.

5

Unit 5

Grammar

Elements

Dinosaur

- Choose and write the correct

tense of verbs.

- Complete the chart.

Can you cook?

- Checking: true or false.

- Negative form to express

ability.

6

Test

Yourself

To evaluate

the use of

scanning

technique

Something very

strange

happened to

Tamara.

Bridging the gap

7 Answer

Key

Source: Contents Table from System of Activities based on scanning technique.


54

And then, there are five units with their readings and activities per

reading. All the activities have different purposes based on the scanning

technique. For example in unit one Family and relationships the purpose

of the readings is to find the main vocabulary used in text. There are two

different readings in this unit, and each text has its own activities with a

maximum of five tasks per text; all the units have the same structure. After

the units, there is an evaluation about the proper use of scanning

technique.

And finally, there is an Answer Key section where are all the

solutions of the exercises appear.

4.7 CONCLUSIONS

The use of this proposal will improve reading comprehension using

the scanning technique in students of tenth year of GBE in “Ismael Perez

Pazmiño” High school term 2016-2017.

Additionally, this system of activities tries to be in relation with the

student’s book used in class in order to keep a balance concerning to

interculturality.

Finally, this system of activities would contribute to students to

achieve A.2.1 level according the Ministry of Education for that reason

said system will help in improving reading comprehension.

55

REFERENCES

Al-Jawi, D. F. (2010). Teaching the Receptive Skills: Listening and

Reading Skill. Methodology, 2, 2.

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book club: a case study. Revista Complutense de Educación. ISSN:

1130-2496 Vol. 24 Núm. 2. 303-319

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An, S. (2013). Schema Theory in Reading. Theory and Practice in

Language Studies, 3(1). doi:10.4304/tpls.3.1.130-134

Anderson & Pearson (1984) A Schema-Theoretic View of Basic Processes

in Reading Comprehension. Technical Report No. 306. University of

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Language Learning. In. B. van Patten & J. Williams (eds.), Theories

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Ministry of Education of Ecuador (2010) Actualizacion Y Fortalecimiento

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Ministry of Education. Retrieved from www.educacion.gob.ec

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English as a Foreign Language Quito, Ecuador: Ministry of

Education. Retrieved from: http://www.educacion.gob.ec

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Level A1. Quito, Ecuador. Ministry of Education. Retrieved from

http://educacion.gob.ec/documentos-legales-y-normativos/

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Reading. Retrieved from www. moe.gov.et

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Comprehension. Guayaquil, Ecuador. Universidad de Guayaquil.

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(art. 26, 27, 343, 347 lit.7 and 8) Retrieved from

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Rumelhart, D. (1980) Schemata: the building blocks of cognition. In

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Bertram C. Bruce, and William E. Brewer (Eds.), 33-58. Hillsdale,

New Jersey: Lawrence Erlbaum Associates

SENPLADES. (2013). National Plan for Good Living. Quito, Ecuador:

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content/uploads/downloads/2013/12/

Tzu-Chin Chen, K & Chia-Li, Chen, S (2015) The Use of EFL Reading

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Ulmi, L. N. H., Sundari, S., & Sukmaantara, I. P. (2015). The Effect of

Using Skimming and Scanning Techniques on the Eighth Grade

Students’ Reading Comprehension Achievement of Recount Texts

at SMPN 1 Silo Jember. ARTIKEL ILMIAH MAHASISWA, 2015, I

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speakers of other languages in K-12 mainstream classrooms (3rd

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Al-Jawi, D. F. (2010). Teaching the Receptive Skills: Listening and

Reading Skill. Methodology, 2, 2.

Alvarez, C. & Gutierrez, R. (2012) Educate in values through a school

book club: a case study. Revista Complutense de Educación. ISSN:

1130-2496 Vol. 24 Núm. 2. 303-319


An, S. (2013). Schema Theory in Reading. Theory and Practice in

Language Studies, 3(1). doi:10.4304/tpls.3.1.130-134

Anderson & Pearson (1984) A Schema-Theoretic View of Basic Processes

in Reading Comprehension. Technical Report No. 306. University of

Illinois at Urbana-Champaign. Champaign, Illinois.

Council of Europe Publishing. . (2002). Common European framework of

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Language Learning. In. B. van Patten & J. Williams (eds.), Theories

in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.

McNamara, D. S. (Ed.). (2007). Reading comprehension strategies:

Theory, interventions, and technologies. Mahwah, NJ: Erlbaum.

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59

Ministry of Education of Ecuador (2014) National Curriculum Specifications

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Comprehension. Guayaquil, Ecuador. Universidad de Guayaquil.

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National Secretariat of Planning and Development. Retrieved from


content/uploads/downloads/2013/12/

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Strategies among High School Students in Taiwan. The Reading

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60

61

APPENDIX

1

62

63

64

65

APPENDIX

2

66

67

APPENDIX

3

68

“ISMAEL PEREZ PAZMIÑO” HIGH SCHOOL

Source: Ismael Perez Pazmiño High School Author: Andrade B. Martha (2016)

“ISMAEL PEREZ PAZMIÑO” HIGH SCHOOL

Source: Ismael Perez Pazmiño High School

Author: Andrade B. Martha (2016)

69

Source: Ismael Perez Pazmiño High School

Author: Andrade B. Martha (2016)

INTERVIEW TO THE TEACHER

SURVEY TO THE STUDENTS


70

SURVEY TO THE STUDENTS


MY TUTOR

Source: Guayaquil University Author: Andrade B. Martha (2016)

71

OUR TUTOR IN A SEMILLERO MEETING

Source: Guayaquil University Author: Andrade B. Martha (2016)

72

APPENDIX

4

73

CUESTIONARIO DE LA ENCUESTA

Objetivo: analizar la influencia de la tecnica del escaneo en el

desarrollo de la lectura comprensiva.

N°

Encuesta

To

talm

en

te d

e

acu

erd

o

De a

cu

erd

o

Ni e

n a

cu

erd

o

ni en

desacu

erd

o

En

de

sa

cu

erd

o

To

talm

en

te e

n

dasacu

erd

o

5 4 3 2 1

1 Puedo leer textos en inglés.

2 La habilidad de buscar elementos socio- culturales de un texto me sirve fuera del salón de clases.

3

Las actividades en clase están enfocadas en el desarrollo del proceso de búsqueda de ideas específicas.

4

El profesor motiva a los estudiantes a encontrar el vocabulario principal para desarrollar la compresión lectora.

5 Tengo dificultades en comprender la lectura de textos en inglés.

6

Creo que un sistema de actividades que permita encontrar información específica puede ser útil.

7 En un ejercicio de lectura, puedo encontrar la información requerida fácilmente.

8 Puedo escoger nuevas palabras claves en un texto.

9 Los textos de lectura me ayudan en el proceso de aprendizaje de un idioma.

10

Enfocarme en actividades de búsqueda de elementos gramaticales, puedo mejorar mi comprensión lectora.

11

Estoy interesado en obtener un sistema de actividades que podría ayudarme a encontrar información especifica en un texto.

12 Me gusta leer textos en inglés.

13 Cuando leo un párrafo puedo identificar detalles importantes.

14 Puedo leer textos en inglés y entender de qué se trata.

15 El professor aplica técnicas de búsqueda de vocabulario principal en clase para hacer actividades de comprensión lectora.

74

ENTREVISTA

ENTREVISTA AL PROFESOR

Nombre: Joaquín Icaza

Años trabajando como profesor de inglés: 7 años y medio

Años de trabajo en la institución como profesor de inglés: 4 años

1. ¿Cuál es el nivel de comprensión de lectura en inglés de sus estudiantes? Es más o menos

2. ¿Usted anima a sus estudiantes encontrar palabras específicas para desarrollar la comprensión de lectura en un texto?

Sí, escribo palabras específicas en la pizarra y les digo a los estudiantes que las busquen en el diccionario.

3. ¿Usted piensa que desarrollando la habilidad de encontrar información específica en un texto ayudaría a los estudiantes mejorar su aprendizaje en el lenguaje?

Sí, porque si encontramos algo específico en una lectura podemos tener una idea de que se trata.

4. ¿Conoce usted acerca de la técnica de escaneado para desarrollar la comprensión de lectura en un texto?

No tengo conocimiento.

5. ¿Aplica usted la técnica de escaneado en clase?

No la aplico.

6. ¿Le gustaría tener un sistema de actividades basadas en la técnica de escaneado para mejorar la comprensión de lectura en inglés?

Si, para ver si los estudiantes pueden desarrollar mejor la lectura.

75

PRUEBA DE DIAGNOSTICO

Prueba de Diagnostico para la comprensión lectora

Objetivo: determinar el nivel del uso de la técnica del escaneo en la

comprensión lectora de los estudiantes del Décimo año de Educación General

Básica.

Instrucciones:

En no más de diez (10) minutos:

1) Leer el siguiente texto Memorias de Vida.

2) Leer las preguntas siguientes y escoger una respuesta.

3) Verificar sus respuestas con la información del texto.

Memorias de Vida

1. ¿Cómo era la vida pasada según el texto?

a. Mas rápido

b. Mas lento

c. Mas facil

2. ¿Dónde estaban los diferentes miembros de la familia en un día regular

de la semana?

a. La abuela estaba en casa, el abuelo estaba en el trabajo y los

niños estaban en la escuela.

b. La abuela estaba en el trabajo, el abuelo estaba en casa y los


Mis abuelos siempre hablan de cómo era la vida en el pasado. Decidí hablarles un

día para entender mejor sus ideas. Dijeron que sus vidas eran un poco más lentas. La gente estaba más relajada sobre el tiempo y sus responsabilidades. Mis abuelos

piensan que la gente está corriendo todo el tiempo. En un día normal de la semana,

la abuela estaba en casa la mayor parte del tiempo y el abuelo estaba en el trabajo.

Sus hijos estaban en la escuela la mayor parte del día, así que ellos se juntaban por la noche. Ellos contaron historias y jugaron juegos hasta que llegó el

momento de irse a la cama. Mis abuelos siempre hablan de sus momentos de

conversación con sus familiares e hijos. "Siempre estábamos alrededor, para poder hablar con todo el mundo", dijeron. En estos días sienten que las familias no

tienen tiempo para reunirse y hablar. Todo el mundo parece tener su propio

calendario y agenda. Una última cosa que mis abuelos me dijeron fue sobre las

celebraciones especiales que tuvieron. La gente estaba siempre lista para esos momentos. No vieron que la Navidad comenzó en noviembre como sucede estos

días. Sienten que había un momento para todo. No hicieron nada a toda prisa

como ocurre con la mayoría de las festividades ahora. Mis abuelos concluyeron

que eran más felices cuando eran más jóvenes. Añadieron que la vida no tiene la

76

c. La abuela estaba en la escuela, el abuelo estaba en el trabajo y

los niños estaban en casa.

3. ¿Qué dijeron sobre las actitudes de la gente hacia las celebraciones

especiales?

a. La gente no siempre estaba lista para esos momentos.

b. La gente estaba lista para esos momentos.

c. La gente siempre estaba lista para esos momentos.

4. ¿Cómo son las familias hoy en día?

a. Sus vidas son un poco más lentas.

b. Tienen momentos de conversación con sus familiares e hijos.

c. Todo el mundo parece tener su propio calendario y agenda.

5. ¿Que concluyeron los abuelos sobre sus vidas en el pasado?

a. Eran más felices cuando eran mayores.

b. Eran más felices cuando eran más jóvenes.

c. Eran mejores cuando eran más jóvenes.

Source: Taken from Teacher English Book Level 3, p.22

Author: Ministry of Education of Ecuador

RESPUESTAS

1. ¿Cómo era la vida pasada según el texto?

a. Más rápido

b. Más lento

c. Más facil

2. ¿Dónde estaban los diferentes miembros de la familia en un día regular de

la semana?

a. La abuela estaba en casa, el abuelo estaba en el trabajo y los


b. La abuela estaba en el trabajo, el abuelo estaba en casa y los


77

c. La abuela estaba en la escuela, el abuelo estaba en el trabajo y

los niños estaban en casa.

3. ¿Qué dijeron sobre las actitudes de la gente hacia las celebraciones

especiales?

a. La gente no siempre estaba lista para esos momentos.

b. La gente estaba lista para esos momentos.

c. La gente siempre estaba lista para esos momentos.

4. ¿Cómo son las familias hoy en día?

a. Sus vidas son un poco más lentas.

b. Tienen momentos de conversación con sus familiares e hijos.

c. Todo el mundo parece tener su propio calendario y agenda.

5. ¿Que concluyeron los abuelos sobre sus vidas en el pasado?

a. Eran más felices cuando eran mayores.

b. Eran más felices cuando eran más jóvenes.

c. Eran mejores cuando eran más jóvenes.

78

APPENDIX

5

System of activities

for reading

comprehension

Martha Andrade Bermello UNIVERSIDAD DE GUAYAQUIL

Index Introduction .............................................................................................. 3

Unit 1 .......................................................................................................... 6

Lesson 1 ....................................................................................... 7

Before reading ............................................................................. 7

Reading: “My teacher wasn’t half as nice as yours seems to be” ............. 8

Reading activities ......................................................................... 9

Lesson 2 ..................................................................................... 10

Before reading ........................................................................... 10

Reading: “Celebrity Profile” .......................................................... 11

Reading activities ....................................................................... 12

Unit 2 ........................................................................................................ 13

Lesson 1 ..................................................................................... 14

Before reading ........................................................................... 14

Reading: Salvador, Late or early ................................................... 16


Lesson 2 ..................................................................................... 18

Before reading ........................................................................... 18

Reading: “Animals in the city”....................................................... 19


Unit 3 ........................................................................................................ 21

Lesson 1 ..................................................................................... 22

Before reading ........................................................................... 22

Reading: “The janitor’s boy” ................................................................................... 23


Lesson 2 ..................................................................................... 25

Before reading ........................................................................... 25

Reading: “The unicorn in the Garden” ............................................. 26


Unit 4 ........................................................................................................ 30

Lesson 1 ..................................................................................... 31

Before reading ........................................................................... 31

Reading: “The story of Street Art” ..................................................... 32

1


Lesson 2 ..................................................................................... 35

Before reading ........................................................................... 35

Reading: “Save the Earth” ........................................................... 36


Unit 5 ........................................................................................................ 38

Lesson 1 ..................................................................................... 39

Before reading ........................................................................... 39

Reading: “Dinosaur” ................................................................... 40


Lesson 2 ..................................................................................... 42

Before reading ........................................................................... 42

Reading: “Can you cook?” ............................................................ 43


TEST YOURSELF ................................................................................................. 46

KEY ASWER ............................................................................................... 48

Sources ..................................................................................................... 52

2

Introduction

The present system of activities was elaborated in order to help students

of Tenth Year of Basic General Education in improving reading

comprehension through the use of the scanning technique. This system

also aims at students to reach the required level according the Ministry

of Education that is level A2.1 of proficiency of English.

Importance

This system is based on the scanning technique since it is one of the most

used for searching specific information in a text. According to Ulmi,

Sundari, and Sukmaantara (2015): “(…) scanning technique deals with

the readers’ ability in finding certain information they need in the text

without reading the whole of text.” (p. 5)

The scanning activities are provided for the students, all the activities

have become dynamic, with games for students to attract their

attention during the learning process.

The present system of activities may have a diversity of uses, depending

on the necessities and interests of the teachers and students involved.

For example, it can be used incidentally, or one unit at the end of each

curricular block, it can also be used as an extra reinforcement in extra

class activities or homeworks. as a support material for students who

have more difficulties in English

Methodological Orientations

1. Before reading motivation should be provided, to awake students

interest in the reading topic.

2. While reading activities need a teacher´s guidance, to guarantee that

the students are following the correct scanning technique.

3. After reading activities are left to the teachers creativity, but they must

be performed, as a of follow- up procedure.

Objectives:

General objective

To improve reading comprehension through the scanning technique in order to

help students develop their communicative competence.

Specific objectives

- To identify the main vocabulary used in the text through dynamic

activities.

3

- To determine specific ideas from the text through activities of analysis.

- To identify the new key words in a text trough activities of appreciation.

- To categorize socio-cultural elements from a text through different

activities.

- To detect grammar elements from a text through activities based on

grammar structures.

- To evaluate the use of scanning technique through a self-evaluation

test.

Table of content:

N. UNIT PURPOSE LESSON ACTIVITY

1 Unit 1 Main

vocabulary

used

“My teacher

wasn’t half as

nice as yours

seems to be.”

- Choosing words

- Finding related words

Films - Answer the questions

- Giving own information

2 Unit 2 Specific

Ideas

Salvador, late

or early

- True or False sentences.

- Mark who did that.

Animals in the

city

- Completing charts

- Fill in the blanks.

3 Unit 3 Key New

Words

The janitor’s

boy

- Ordering letters to find words.

- Matching words and meanings.

The unicorn in

the garden

- Matching pictures and words.

- Matching words and meanings.

4 Unit 4 Socio-

cultural

Elements

Graffiti and

Street Art

- True or False sentences and

justify.

- Filling in the blanks.

Save the Earth - Fill in the blanks.

- Drawing ideas.

5 Unit 5 Grammar

Elements

Dinosaur - Choose and write the correct

tense of verbs.

- Complete the chart.

Can you

cook?

- Checking: true or false.

- Negative form to express ability.

4

6 Test

Yourself

To evaluate

the use of

scanning

technique

Something

very strange

happened to

Tamara.

Bridging the gap

7 Answer

Key

The present system of activities based on scanning technique is set by

five units, each unit has two lessons. In each one of them there is a pre-

reading activity (Before Reading), a text and a while reading activity

(Reading Activity).

Additionally, after the units are done, a reading was chosen in order to

self-asses the students’ level of reading comprehension through the

scanning technique.

Finally, there is a section where students can verify the correct answers.

5

Intentionally left in blank

6

7

1. Match the correct picture for each word.

a. Ear

b. Fear

c. Date

d. Twist

e. Land

8

M

y teacher wasn’t half as nice as yours seems to be. His name

was Mister Unsworthy and he taught us history. And when you

didn’t know a date he’d get you by the ear and start to twist

while you sat there quite paralyzed with fear. He’d twist and twist and

twist your ear and twist it more and more. Until at last the ear came off

and landed on the floor. Our class was full of one-eared boys, I’m certain

there were eight, who’d had them twisted off because they didn’t know

a date. So let us now praise teachers who today are all so fine and yours

in particular is totally divine.

SOURCE: 2011 Maya Ediciones. Our Readers, Beginner One. Quito-Ecuador p.17

9

1. Choose the right word according to the definition.

fear praise seem ear came off

a. To express admiration or approval.

b. To happen, to occur.

c. To be afraid of, worried by something dangerous,

painful, or bad.

d. Give the impression or sensation of being something.

e. One of the two things in your head that you hear

with.

2. Find words related to the text in the following letter soup

a.

b.

c.

d.

e.

f.

g.

10

1. Complete the crossword below.

Character

Model

Actress

Actor

Fashion

Oscar

Golden

Award

Nominated

Advertisement

Starred

Director

Down

1. A person who wears clothes so that they can be photographed or

shown to possible buyers

2. A picture, short film, song, etc. that tries to persuade people to buy

a product

3. A female actor.

4. One of a set of prizes given each year in the US to the best film,

actor or people involved in the production of films

6. To say officially that a film, actor, programme, etc. will be included

in a competition for a prize

Across

2. A prize or an amount of money that is given to someone

5. If someone stars in a film or play, they are the main actor/actress in

it. (Verb in past)

7. A style that is popular at a particular time, especially in clothes, hair,

etc.

8. A person represented in a film, play, or story

10

SOURCE: http://learnenglishteens.britishcouncil.org/

11

http://learnenglishteens.britishcouncil.org/

1. Answer the following questions about Jennifer Lawrence.

a. Where and when was she born?

b. When she was 12, did she already know that she wanted to be

a model?

c. What are the names of her parents?

d. For which companies she worked before working as an actress?

e. Which film did she starred in 2012, and what was her

character?

f. What does she do in her free time?

g. Where did she take acting classes?

2. Fill in the blanks with your own information.

Have you ever seen The Hunger

Games?

What is your favourite movie or

saga?

What is your favourite character

/ actor/ actress?

If you have the chance, would

you like to work as an actor/

actress?

12

13

1. Match the words with the definitions.

Caterpillar wrinkled crooked flutters tumble

crisscrossing raw scuttles off snake grief

a. a small, long animal with many legs that feeds on

the leaves of plants, and develops into a butterfly.

b. Very great sadness.

c. to move or exist in a pattern of crossing lines.

d. a sudden fall, quickly and without control.

e. to move along a route that includes a lot of twists

or bends.

f. having small lines or folds in clothes.

g. to run, or move quickly, especially in order to

escape.

h. (of materials) in a natural state.

i. not forming a straight line, or having many bends.

j. to make a series of quick delicate movements up

and down or from side to side.

14

Some other words:

Tin cup feather strings

Sticks puddles kite

Rags a torn piece of old cloth

Dim not clear, not having much light

Stuffed A stuffed animal is filled with special material so

that it keeps the shape it had when it was alive.

Limbs an arm or leg of a person or animal.

Tugs to pull something quickly and usually with a lot of force.

Nub the most important or basic part of something.

Blur something that you cannot see clearly.

Vague not clear in shape, or not clearly seen.

15

S

Salvador,

Late or early

alvador with eyes the color of caterpillar, Salvador of the crooked

hair and crooked teeth, Salvador whose name the teacher cannot

remember, is a boy who is no one’s friend, runs along somewhere in

that vague direction where homes are the color of bad weather, lives

behind a raw wood doorway, snakes the sleepy brothers awake, ties

their shoes, combs their hair with water, feeds them milk and corn flakes

from a tin cup in the dim dark of the morning. Salvador, later or early,

sooner late arrives with the string of younger brothers ready. Helps his

mama, who is busy with business of the baby tugs the arms of Cecilio,

Arturito, makes them hurry, because today, like yesterday, Arturito has

dropped the cigar box of crayons, has let go the hundred little fingers of

red, green, yellow, blue, and nub of black sticks the tumble and spills

over and beyond the asphalt puddles until the crossing-guard lady holds

back the blur of traffic for Salvador to collect them again.

Salvador inside the wrinkled shirt, inside the throat that must clear itself

and apologize each time it speaks, inside that forty-pound body of boy

with its geography of scars, its history of hurt, limbs stuffed with feathers

and rags, in what part of the eyes, in what part of the eyes, in what part

of the heart, in that cage of the chest where something throbs with both

fists and knows only what Salvador knows, inside that body too small to

contain the hundred balloons of happiness, the single guitar of a grief, is

a boy like any other disappearing out the door, beside the schoolyard

gate, where he has told his brothers they must wait. Collects the hands of

Cecilio and Arturito, scuttles off dodging the many schoolyard color, the

elbows and wrists crisscrossing, the several shoes running, grows small

and smaller to the eye, dissolves into the bright horizon, flutters in the air

before disappearing like a memory of kites.


16

1. Decide if the following sentences are true (T) or false (F). If anyone

is false, please write the correct information.

a. Salvador has a lot of friends. ( )

b. He has dark brown eyes. ( )

c. Salvador’s brothers are Cecilio, Arturito and the little baby. ( )

d. Cecilio and Arturito wait for Salvador near the schoolyard. ( )

e. Cecilio has dropped the box of crayons but Salvador every day

collects them. ( )

2. Mark (x) the correct answer for each case, concerning the person

referred to

Who Salvador Mom Arturito Teacher Cecilio

Is busy with business of

the baby?

Does not remember

Salvador’s name.

Wait for their brother near

the schoolyard gate.

Ties his brothers’ shoes,

combs their hair and,

feeds them.

He has told his brothers

they must wait

17

1. Complete the crossword below. Truck

Squirrel

Mouse

Lorry

Vet

Bear

Cupboard

Bin

Baboon

18

O

ne night in December 2011, a bear came into the city of

Vancouver in Canada. It walked through the city streets past

houses, shops and offices. Then it found some food in bins outside a

restaurant and started eating. In the morning, someone saw the bear

and called the police. The police came with a vet from the city zoo.

They put the bear in a lorry and took it to the mountains outside the city.

Luckily, the bear was safe. But what happens in other countries when big

animals come into cities? In Vancouver it is unusual to see a bear, but in

some cities you can see big animals on the city streets every day.

Big animals usually come into cities to find food. In Cape Town in South

Africa baboons come into the city when they are hungry. They go into

gardens and eat fruit from trees. They even go into houses and take food

from cupboards and fridges! Baboons are strong animals and they can

scare people. But the city can be dangerous for baboons too.

Sometimes, cars and buses kill baboons in accidents. Human food is very

bad for the baboons’ teeth because it has a lot of sugar. Now, there are

Baboon Monitors working in Cape Town. Their job is to find baboons in

the city and return them to the countryside.

In Berlin in Germany, pigs sometimes come into the city to look for food.

They eat flowers and plants in parks and gardens. Sometimes they eat

vegetables from gardens and they walk in the street and cause

accidents. Some people like the pigs and they give them food and

water to drink. Other people do not like the pigs and they want the

government and the police to stop them entering the city.

In Moscow in Russia, there are 35,000 wild dogs. The dogs live in parks,

old houses, markets and train stations. Some dogs live in groups and

others live alone. Many people in Moscow like the dogs. They give them

food and water. Some people make small houses for the dogs in their

gardens. This helps the dogs in winter, when the temperature in Moscow

is -10 ºC and there is a lot of snow and ice.

Many animals live in cities. In some cities, you can see birds, insects, mice

and squirrels every day. But sometimes, it is dangerous when big animals

come into cities to find food. We need to find ways of stopping animals

coming into the city without hurting them.


Robin Newton

19


1. Complete the following table.

Wild animals seen in…

a. Vancouver

b. Berlin

c. Cape Town

d. Moscow

e. Your city

2. Choose the correct word to complete the sentences.

a. The police and a vet put the bear in a .

bin car lorry

b. Big animals usually come into to find food.

beach market city

c. is very bad for the baboons’ teeth.

lemon sugar

apple

d. Big animal can in the streets.

cause accidents socialize meet friends

e. In some people make small houses for the dogs in their

gardens, because in winter there is a lot of snow and ice.

Guayaquil Moscow Cape Town.

21

1. Write the correct word for each picture.

Fit isle shiver spicy raft

a.

b.

c.

d.

e.

22

O

h I’m in love with the janitor’s boy,

And the janitor’s boy loves me;

He’s going to hunt for a desert isle

In our geography.

A desert isle with spicy trees

Somewhere near Sheepshead Bay;

A right nice place, just fit for two

Where we can live always.

Oh I’m in love with the janitor’s boy

He’s busy as he can be;

And down in the cellar he’s making a raft

Out of and old settee.

He’ll carry me off, I know that he will,

For his hair is exceedingly red;

And the only thing that occurs to me

Is to dutifully shiver in bed.

The day that we sail, I shall leave this brief note,

For my parents I hate to annoy:

“I have flown away to an isle in the bay

With the janitor’s red-haired boy.”


23

1. Order the letters to find new words.

a. lsie

b. ycisp

c. tfi

d. sirhev

e. tarf

2. Match the words with their meanings.

Flown dutifully cellar

janitor settee

a. A person employed to take care of a large building, such as a

school, and who deals with the cleaning, repairs, etc.

b. A long, soft seat for two or more people, with a back and

usually with arms.

c. Doing everything that you should do.

d. To travel by aircraft through the air.

e. A room under the ground floor of a building, usually used for

storing things.

24

1. Match the words with their meanings

Unicorn hatch psychiatrist excited rouse

a. Feeling very happy and enthusiastic.

b. An imaginary white creature like a horse with a single horn growing

from the front of its head.

c. A doctor who is also trained in psychiatry.

d. To wake someone up.

e. To make a plan, especially a secret plan.

25

scr seigngts

nce upon a sunny morning a man who sat in the breakfast nook

Ohlooorkneqduuieptlyfro

hetogsaeredeanI.uTnhiecomrnawn iwtheantguopldteon

the bedroom where his wife was still asleep and woke her. “There is a

unicorn in the garden,” he said. “Eating roses.”

She opened one unfriendly eye and looked at him. “The unicorn is a

mythical beast,” she said, and turned her back on him.

The man walked slowly downstairs and out into the garden. The unicorn

was still there; he was now browsing among the tulips. “Here, unicorn,”

said the man and pulled up a lily and gave it to him. The unicorn ate it

gravely.

With a high heart, because there was a unicorn in his garden, the man

went upstairs and roused his wife again. “The unicorn,” he said, “ate a

lily.” His wife sat up in bed and looked at him, coldly. “You are a booby,”

she said, “and I am going to have you put in a booby-hatch.”

The man, who never liked the words “booby” and “booby-hatch,” and

who liked them even less on a shining morning when there was a unicorn

in the garden, thought for a moment. “We’ll see about that,” he said. He

walked over to the door. “He has a golden horn in the middle of his

forehead,” he told her.

Then he went back to the garden to watch the unicorn; but the unicorn

had gone away. The man sat among the roses and went to sleep.

And as soon as the husband had gone out of the house, the wife got up

and dressed as fast as she could. She was very excited and there was a

gloat in her eye. She telephoned the police and telephoned the

psychiatrist; she told them to hurry to her house and bring a strait-jacket.

When the police and the psychiatrist looked at her with great interest.

”My husband” she said, “saw a unicorn this morning.”

26

cmrophpising athmebrloesde

The police looked at the psychiatrist and the psychiatrist looked at the

police.

“He told me it ate a lily,” she said.

The psychiatrist looked at the police and the police looked at the

psychiatrist.

“He told me it had a golden horn in the middle of its forehead,” she said.

At a solemn signal of the psychiatrist, the police leaped from their chairs

and seized the wife. They had a hard time subduing her, for she put up a

terrific struggle but they finally subdued her. Just as they got her into the

strait-jacket, the husband came back into the house.

“Did you tell your wife you saw a unicorn?” asked the police. “Of course

not,” said the husband. “They are mythical beast.”

“That’s all I wanted to know,” said the psychiatrist. “Take her away. I’m

sorry sir, but your wife is as crazy as a jay bird.” So they took her away,

cursing and screaming, and shut her up in an institution. The husband

lived happily ever after.

Moral: Don’t count your boobies until they are hatched!


27

1. Choose the true answer for each picture.

Boiled eggs

a. Fried eggs

Scrambled eggs

Tulip

b. Rose

Lily

Lily

c. Grass

Tree

Garden

d. Hook

Porsche

28

2. Match the words with their meanings.

Gloat strait-jacket booby-hatch booby(2) jay

bird struggle browsing sunny cropping

subduing

a. a type of seabird similar to a gannet.

b. to feel or express great pleasure or satisfaction.

c. (of animals) to feed on grass, leaves, etc. in a

relaxed way.

d. a stupid person.

e. the total amount collected of a plant.

f. to experience difficulty and make a very great

effort in order to do something.

g. a strong piece of special clothing that ties the

arms to the body and is used for limiting the movements of

mentally ill patients.

h. bright because of light from the sun.

i. to reduce the force of something.

j. a psychiatric hospital.

k. any of various typically noisy, songbirds.

29

30

1. Find all the words.

Unit 4 /L1

31

Unit 4 /L1

odern graffiti began in big cities in the United States in the 1970s.

In New York, young people wrote their names, or 'tags', in pen on

walls around the city.

One of the first 'taggers' was a teenager called Demetrius. His tag was

TAKI 183. He wrote his tag on walls and in stations in New York. Other

teenagers saw Demetrius's tag and started writing their tags too. Soon,

there were tags on walls, buses and trains all over New York.

Then, some teenagers started writing their tags with aerosol paint. Their

tags were bigger and more colourful. Aerosol paint graffiti became very

popular in the 1970s and 1980s. It appeared on trains, buses and walls

around the world.

In the 1990s and 2000s, a lot of graffiti artists started painting pictures.

Some artists' pictures were about politics. Other artists wanted to make

cities beautiful and painted big, colourful pictures on city walls.

Graffiti in Galleries

In some countries, writing or painting on walls is a crime. Sometimes,

graffiti artists have problems with the police. In other countries, artists can

draw and paint in certain places. For example, in Taiwan, there are

'graffiti zones' where artists can paint on walls. In São Paulo in Brazil, street

artists can paint pictures on walls and houses. Their pictures are colourful

and beautiful. Some tourists visit São Paulo just to see the street art!

In Bristol in the UK, there is a street art festival in August every year. Artists

paint all the buildings in a street. Lots of people come to watch the artists

and take photos. You can see exhibitions of street art in some galleries

too. There have been exhibitions of street art in galleries in Paris, London

and Los Angeles.

Who are the Artists?

Some street artists have become famous. Here are three stars of the

street art world:

32

Os Gêmeos are twin brothers from São Paulo. They paint big, colourful

pictures of people on buildings. In 2007, they painted a castle in

Scotland!

Blek le Rat is from Paris. He is famous for painting pictures of homeless

people in big cities.

Faith47 is from Cape Town in South Africa. She paints big, colourful

pictures of people and animals. She likes painting in different places and

you can find her work on pavements, post boxes, buses and, of course,

on walls!

The Future of Street Art

Many street artists use the internet to look at photos of street art from

around the world. They communicate with other artists online and share

ideas. Some street artists are famous and you can see their pictures in

galleries. We don't know about the future of street art, but it is here to

stay for sure!


33


Unit 4 /L1

1. Decide if the following sentences are true or false. Explain if it is

necessary.

a. Street art began in USA in the 1960’. ( )

b. Demetrius was one of the first taggers and his tag was TAKI 183 on

walls and in stations in New York. ( )

c. Some artists’ pictures were about politics. ( )

d. Citizens wanted to make cities beautiful and painted big, colourful

pictures on city walls. ( )

e. Every year in August there is an art festival in Bristol, UK. ( )

2. Complete the sentences.

Exhibitions galleries graffiti zone

castle Scotland Cape Town Paris

a. In some countries writing or painting on walls is a crime but in

Taiwan there is a where artists can paint.

b. There have been of street art in galleries in

Paris, London and Los Angeles.

c. In 2007, Os Gêmeos painted a in .

d. Blek le Rat is from while Faith47 is from

.

e. Some street artists are famous and you can see their pictures

in .

34

Unit 4 /L2

1. Match the picture with the correct word.

a. Environment

b. Littering

c. Recycling

d. Garbage

e. Trash can

35

Unit 4 /L2

Interviewer: Today, I’m interviewing nine-year-old Alex about her

feelings on how people can help save the environment. So, Alex, how

can we save environment?

Alex: By saving water.

Interviewer: Well, how can we do that?

Alex: By not using too much water when we wash the dishes, take a

bath, and when we do other things, like watering the plants outside.

Interviewer: Oh, I think I can do that. What else?

Alex: When drinking or eating something outside, you should keep the

garbage until you find a trash can to put it in because littering makes our

planet dirty. Do you like to see trash all over the ground?

Interviewer: No, I don’t. Do you have any final suggestions?

Alex: Yes. We shouldn’t waste paper because trees are being cut down

to make the paper. By recycling paper, we save the forest, where

animals live.

Interviewer: So, how can children recycle paper, I mean, everyday?

Alex: Well, for example when I was in kindergarten, I used to save the

newspapers so that I could make things out of them, like papers trees,

instead of just throwing them away. Now, the children in our

neighborhood collect newspapers once a month to take them out to a

recycling center.

Interviewer: That’s great. Well thanks Alex for your ideas.


36

Unit 4 /L2

1. Fill in the blanks with the correct word from the box.

Watering paper garbage

recycling littering

a. You can save water by not using too much water when you wash

the dishes, take a bath, or the plants outside.

b. You should keep the until you find a trash can.

c. makes our planet dirty.

d. By recycling , we save the forest, where animals live.

e. You should take the collected newspaper to a

centre.

2. Draw two more ideas to save the environment.

37

UNIT 5

38

1. Match the words with their definitions.

1) Gnash

2) dragonflies

3) tromped

4) hearing aid

5) tax

6) warmth

7) blink

a. a device worn inside or next to the ear by people who

cannot hear

b. money paid to the government that is based on your

income

c. to walk with heavy steps

d. a large insect with a long, thin, brightly coloured body

and two pairs of transparent wings

e. to bring your top and bottom teeth together quickly

f. When you blink, you close and then open your eyes

quickly

g. having a comfortably high temperature, although not hot

39

W

hen he was very young, he waved his arms, gnashed the teeth

of his massive jaws, and tromped around the house so that the

dishes trembled in the china cabinet. “Oh, for goodness sake,”

his mother said. “You are not a dinosaur! You are a human being!” Since

he was not a dinosaur, he thought for a time that he might be a pirate.

“Seriously,” his father said at some point, “what do you want to be?” A

fireman, then. Or a policeman. Or a soldier. Some kind of hero. But in

high school they gave him tests and told him he was very good with

numbers. Perhaps he would like to be a math teacher? That was

respectable. Or a tax accountant? He could make a lot of money doing

that. It seemed a good idea to make money, what with falling in love

and thinking about raising a family. So he was a tax accountant, even

though he sometimes regretted that it made him, well, small. And he felt

even smaller when he was no longer a tax accountant, but a retired tax

accountant. Still, worse a retired tax accountant who forgot things. He

forgot to take the garbage to the curb, forgot to take his pill, forgot to

turn his hearing aid back on. Every day it seem he had forgotten more

things, important things, like which of his children lived in San Francisco

and which of his children were married or divorced.

Then one day he was out of for a walk by the lake, he forgot what his

mother had told him. He forgot that he was not a dinosaur. He stood

blinking his dinosaur eyes in the bright sunlight, feeling the familiar

warmth on his dinosaur skin, watching dragonflies flitting among the

horsetails at the water’s edge.

SOURCE: 2011 Maya Ediciones.

Our Readers, Beginner One. Quito-Ecuador p.50

40

1. Choose a verb from the box to complete the sentences. Write the

verbs in their past form.

a. When he very younger her mother always at

him.

b. But in high school they him tests and told him he was

very good with numbers.

c. And he even smaller when he no longer a tax

accountant, but a retired tax accountant.

d. He to take the garbage to the curb.

e. He blinking his dinosaur eyes in the bright sunlight.

2. Complete the chart.

Verb in

present

Verb in past

I He / she /it We / You/ They

Be

Feel

fall

forget

Forgive

Regret

41

Is forget feel give is stand yell

1. Complete the crossword below.

Skill

Girl

Teenager

Cookery

Meat

Dessert

Dinner

Student

Recipe

Across Down

3. 1. Activity of preparing and cooking food

5. 2.

6.

4. an ability to do an activity or job well

42


43


1. Decide if the following sentences are true or false.

a. Tom can cook vegetable soup for dinner.

TRUE FALSE

b. Tom can also cook roasted chicken, pizza and eggs.

TRUE FALSE

c. His younger brother also can cook, he usually cooks on weekends.

TRUE FALSE

d. All of his friends cannot cook.

TRUE FALSE

e. First, he did not how to make vegetable soup.

TRUE FALSE

2. Rewrite the following sentences into negative sentences.

a. I can only speak English.

b. A lion can be man’s best friend.

c. A turtle can run very fast.

d. A baby can drive a car.

e. I can do my homework, Math is difficult.

44

45

S

Something very strange happened to Tamara.

omething very strange happened to Tamara. She never knew she

had a twin sister until she started university!

Tamara was born in Mexico. Her parents could not look after her so

she went to live with a family in Manhattan, USA.

When Tamara was twenty years old, she started university in Long Island.

She enjoyed her university life. But one day she was walking home from

class, and a student smiled at her. “Hello Adriana!” said the student. “I’m

not Adriana,” said Tamara.

This happened to Tamara again and again. People Tamara didn’t know

kept calling her Adriana. It was very strange. One day, when a woman

called her Adriana, Tamara asked “Why do you keep calling me Adriana?”

The woman replied, “You look like my friend Adriana. You have the same

face and the same hair. Is Adriana your sister?” Tamara said that she did

not have a sister called Adriana. But she was interested in this girl Adriana. Finally she asked someone for Adriana’s email address.

When Tamara wrote to Adriana, she found out that they both had the

same birthday, they looked the same and both of them were from

Mexico. When Tamara went to live with the family in Manhattan, Adriana

moved to Long Island to live with a family there. It had to be true! Adriana and Tamara were twin sisters!

SOURCE: http://www.examenglish.com/KET/KET_reading_part4.htm

46

http://www.examenglish.com/KET/KET_reading_part4.htm

1. Which country borders

to the south of United

States of America? (1point)

2. Tamara’s parents moved

from . (1point)

a. Mexico to Montana

b. Manhattan to Mexico

c. Mexico to Manhattan

4. Write the name of the

following picture. (1point)

3. If you want to travel to the

United States of America, you

can travel by car. (1point)

True False

5. How long had Adriana

been in Long Island? (1point)

a. had only recently

arrived

b. a long time ago

c. six months

6. Tamara born in Mexico.

(1point)

a. is

b. were

c. was

8. People Tamara didn’t know…

(1point)

a. kept calling her Ariana.

b. kept calling her Adriana.

c. kept calling her Tamara.

7.

a. twin friends

b. twin sisters

c. twin brothers

(1point)

9. Unusual and unexpected, or

difficult to understand. (1point)

a. twin

b. strong

c. strange

10. Tamara’s parents

look after her. (1point)

a. couldn’t

b. can

c. could

47

11. I am able to...

a. Identify the main vocabulary used in the text. ++ + -

b. Determine specific ideas from a text. ++ + -

c. Classify the new key words in a text. ++ + -

d. Categorize socio-cultural elements from a text. ++ + -

e. Detect grammar elements from a text. ++ + -

How many points did you got ?

Equivalences

1-4 - It is still very difficult for me to scan information in a text, so I

need to continue practicing a lot of reading comprehension.

5-7- I have improved my scanning technique, so now I can

understand written texts better, but I need to continue practicing in

order to be a better reader.

7-8 - My scanning technique is much better than it was, thus it is

easier for me to understand reading texts, anyway I will continue

practicing so that I could become a competent reader and

learned student in a near future.

9-10 – I have reached a high level of development in my scanning

technique that helps me a lot to comprehend written texts, so now I

can start reading more difficult texts as academic ones.

48

Lesson 1

1. a. praise 2. a. date

b. came off b. praise

c. fear c. seem

d. seem d. twist

e. ear e. fear

f. ear

g. came off

Lesson 2

1. Down Across

1. Model 2. Award

2. Advertisement 5. Starred

3. Actress 7. Fashion

4. Oscar 8. Character

6. Nominated

1. a. Kentucky, 15th/08/1990

b. no, it was when she was 14

c. Karen and Gary

d. H&M and MTV

e. The Hunger Games as Katniss Everdeen

f. painting, surfing, playing the guitar

g. she never had acting classes

49

Lesson 1

1. a. caterpillar 1. a. F

b. grief b. F

c. crisscrossing c. T

d. tumbled d. T

e. snake e. F

f. wrinkled

g. scuttle off

h. raw

i. crooked

j. flutters

2.

Lesson 2

1. squirrel a. bear a. lorry

2. baboon b. pigs b. city

3. mice c. baboons c. sugar

4. cupboard d. wild dogs d. cause accidents

5. bear e.

6. vet

7. bin

8. lorry

Lesson 1

1. a. isle b. shiver c. raft d. spicy e. cellar

a. isle a. janitor

b. spicy b. settee

c. fit c. dutifully

d. shiver d. flown

e. raft e. cellar

e. Moscow

Lesson 2

1. a. excited b. unicorn c. psychiatrist d. rouse e. hatch

50

S

1. a. scrambled eggs b. tulip c. lily d. hook

2. a. booby g. strait-jacket

b. gloat h. sunny

c. browsing i. subduing

d. booby j. booby-hatch

e. cropping k. jay bird

f. struggle

Unit 4

Lesson 1

1. + + + + + + + + + + + E T + + + + + + + + + + + +

+ + + + + + + + +

I T I F F A R G

A S + +

+ I + +

+ + T + +

+ Y + + + + +

+ + R + + +

+ + + E + +

+ + + R + +

+ + + + A + +

+ + + + + + + +

+ + + +

+ + + +

T W I N S + + + +

+ + + + + + + + +

+ + + A + + A + + + + + + + +

+ + I + + + + G + + + + + + +

+ N + + + + + + + + + + + + +

T + + + + + + + + + + + + + +

+ + + + + + + + + + + + + + +

+ + + + + + + + + + + + + + +

1. a. F 2. a. graffiti zone

b. T b. exhibitions

c. T c. castle / Scotland

d. F d. Paris / Cape Town

e. T e. galleries

Lesson 2

a. trash can a. watering

b. garbage b. garbage

c. environment c. littering

d. littering d. paper

e. recycling e. recycling

51

L P

L L

O

S C

O A R

E T

L

Lesson 1

a. 4 a. was / yelled

b. 5 b. gave

c. 3 c. felt / was

d. 2 d. forgot

e. 1 e. stood

f. 7

g. 6

Lesson 2

1. 1.

1. Cookery a. T

2. Recipe b. F

3. Teenager c. F

4. Skill d. T

5. Dinner e. T

6. Meal

2.

a. I cannot only speak English.

b. A lion cannot be man’s best friend.

c. A turtle can’t run very fast.

d. A baby can’t drive a car.

e. I can’t do my homework, math is difficult.

52

SOURCES


English as a Foreign Language Quito, Ecuador: Ministry of Education.

Retrieved from: http://www.educacion.gob.ec

Ulmi, L. N. H., Sundari, S., & Sukmaantara, I. P. (2015). The Effect of Using

Skimming and Scanning Techniques on the Eighth Grade Students’

Reading Comprehension Achievement of Recount Texts at SMPN 1 Silo

Jember. ARTIKEL ILMIAH MAHASISWA, 2015, I (1)

Pictures Sources

UNIT 1 L1

http://cdn.quotesgram.com/img/94/52/1647498527-you-are-the-choices-

inspirational-quote-10.jpg

https://files3.adme.ru/files/comment/part_4047/40461665-1471774939.jpeg

http://images.clipartpanda.com/ears-clip-art-di6jA8yi9.png

http://images.clipartpanda.com/fear-clipart-fear.gif

http://physics.aps.org/assets/c53a369f-2238-4abb-8621-

129e305bdc3a/e26_3.png

https://cdn.pixabay.com/photo/2013/07/13/11/27/calendar-

158194_960_720.png

https://thumbs.dreamstime.com/z/parachute-landed-4419971.jpg

Unit 2

http://4.bp.blogspot.com/-

DRsFkz1iehQ/T67nNTc6yrI/AAAAAAAACeM/lUIMuHlu_v8/s1600/for%2Bstudents%

2Bquote.jpg

http://www.dixiegunworks.com/images/CW0207.jpg

53


http://cdn.quotesgram.com/img/94/52/1647498527-you-are-the-choices-

https://files3.adme.ru/files/comment/part_4047/40461665-1471774939.jpeg

http://images.clipartpanda.com/ears-clip-art-di6jA8yi9.png

http://images.clipartpanda.com/fear-clipart-fear.gif

http://physics.aps.org/assets/c53a369f-2238-4abb-8621-129e305bdc3a/e26_3.png

http://physics.aps.org/assets/c53a369f-2238-4abb-8621-129e305bdc3a/e26_3.png

https://cdn.pixabay.com/photo/2013/07/13/11/27/calendar-158194_960_720.png

https://cdn.pixabay.com/photo/2013/07/13/11/27/calendar-158194_960_720.png

https://thumbs.dreamstime.com/z/parachute-landed-4419971.jpg


http://www.dixiegunworks.com/images/CW0207.jpg

https://s-media-cache-

ak0.pinimg.com/originals/63/d2/1a/63d21ac5ec81b5096bed28f0f234e33

6.jpg

https://www.brightbluemedia.co.uk/files/4114/3014/2102/string_cropped

_for_small_blog.jpg

http://www.toyhalloffame.org/sites/www.toyhalloffame.org/files/toys/sq

uare/stick_0.png

http://images.clipartpanda.com/kite-clipart-kite.png


7zvSXdDvB6M/Tt29wy4miLI/AAAAAAAAA5g/mVx0yj-o9K4/s1600/road-

patch-puddles.jpg

http://gamedata.britishcouncil.org/sites/default/files/attachment/RS861_

462493773-int.jpg

http://gamedata.britishcouncil.org/sites/default/files/attachment/RS296

7_119841852-int.jpg

http://gamedata.britishcouncil.org/sites/default/files/attachment/RS814_

79085937-int.jpg


1_186238325-int_0.jpg


9_462140853-int_1.jpg


2_ThinkstockPhotos-92688880-int.jpg

http://gamedata.britishcouncil.org/sites/default/files/attachment/RS5590_Think

stockPhotos-470919435-int.jpg

http://gamedata.britishcouncil.org/sites/default/files/attachment/RS5591_Think

stockPhotos-480386986-int-edited.jpg

Unit 3


ak0.pinimg.com/736x/0f/f8/49/0ff849c44919a97cbd6657e7abf27202.jpg

https://thumbs.dreamstime.com/z/tropical-bungalow-bar-palm-island-

vector-drawing-59317540.jpg

54

https://s-media-cache-ak0.pinimg.com/originals/63/d2/1a/63d21ac5ec81b5096bed28f0f234e336.jpg



https://www.brightbluemedia.co.uk/files/4114/3014/2102/string_cropped_for_small_blog.jpg

https://www.brightbluemedia.co.uk/files/4114/3014/2102/string_cropped_for_small_blog.jpg

http://www.toyhalloffame.org/sites/www.toyhalloffame.org/files/toys/square/stick_0.png

http://www.toyhalloffame.org/sites/www.toyhalloffame.org/files/toys/square/stick_0.png

http://images.clipartpanda.com/kite-clipart-kite.png

http://2.bp.blogspot.com/-7zvSXdDvB6M/Tt29wy4miLI/AAAAAAAAA5g/mVx0yj-o9K4/s1600/road-patch-puddles.jpg



http://gamedata.britishcouncil.org/sites/default/files/attachment/RS861_462493773-int.jpg






http://gamedata.britishcouncil.org/sites/default/files/attachment/RS2771_186238325-int_0.jpg




http://gamedata.britishcouncil.org/sites/default/files/attachment/RS5592_ThinkstockPhotos-92688880-int.jpg




http://gamedata.britishcouncil.org/sites/default/files/attachment/RS5591_ThinkstockPhotos-480386986-int-edited.jpg

http://gamedata.britishcouncil.org/sites/default/files/attachment/RS5591_ThinkstockPhotos-480386986-int-edited.jpg

https://thumbs.dreamstime.com/z/tropical-bungalow-bar-palm-island-vector-drawing-59317540.jpg

https://thumbs.dreamstime.com/z/tropical-bungalow-bar-palm-island-vector-drawing-59317540.jpg

http://www.pngall.com/wp-content/uploads/2016/05/Tulip-PNG-Pic.png


S05y9uVsBIw/TwMUBcbZ7xI/AAAAAAAAJdc/VtbktTfEEiY/s1600/mrs.french

.png

https://fashionandbeautybookdotcom.files.wordpress.com/2016/10/img

_8503.jpg

http://www.purpleecovillage.com/assets/images/lily%20white.jpg

http://www.cartoonbrew.com/wp-content/uploads/unicornrestored.jpg

http://www.clipartkid.com/images/612/outside-cellar-clipart-etc-GAfVQ4-

clipart.gif

http://images.clipartpanda.com/raft-clipart-raft_yellow.png

http://i1374.photobucket.com/albums/ag431/dehorc/shiver_zpscbe6d927.jpg

https://slm-

assets3.secondlife.com/assets/7316445/lightbox/off_sim_isle_(1).jpg?1362948191

https://thumbs.dreamstime.com/z/spicy-pepper-chili-breathing-fire-vector-clip-

art-illustration-simple-gradients-fire-separate-layers-60387929.jpg

Unit 4


ak0.pinimg.com/736x/e9/36/e2/e936e294e9a6af0397b1e0a6a08d3bb9.jpg

https://noteasytobegreen.files.wordpress.com/2010/06/save-the-earth.jpg


ak0.pinimg.com/564x/ab/f8/82/abf8827a59a135dc71b347f468565595.jp

g

http://ww4.hdnux.com/photos/34/77/76/7602051/5/920x920.jpg

http://www.ozarkalabama.org/ozark/Portals/0/trash-symbol.jpg

http://pathways.com.vn/uploads/tintuc/Environment.jpg

http://i.dawn.com/archives/2010/Magzn%20YoungWorld/56513.jpg

http://www.pngall.com/wp-content/uploads/2016/09/Recycle-Free-

Download-PNG.png

55

http://www.pngall.com/wp-content/uploads/2016/05/Tulip-PNG-Pic.png

http://2.bp.blogspot.com/-S05y9uVsBIw/TwMUBcbZ7xI/AAAAAAAAJdc/VtbktTfEEiY/s1600/mrs.french.png



https://fashionandbeautybookdotcom.files.wordpress.com/2016/10/img_8503.jpg

https://fashionandbeautybookdotcom.files.wordpress.com/2016/10/img_8503.jpg

http://www.purpleecovillage.com/assets/images/lily%20white.jpg

http://www.cartoonbrew.com/wp-content/uploads/unicornrestored.jpg

http://www.clipartkid.com/images/612/outside-cellar-clipart-etc-GAfVQ4-clipart.gif

http://www.clipartkid.com/images/612/outside-cellar-clipart-etc-GAfVQ4-clipart.gif

http://images.clipartpanda.com/raft-clipart-raft_yellow.png

http://i1374.photobucket.com/albums/ag431/dehorc/shiver_zpscbe6d927.jpg

https://slm-assets3.secondlife.com/assets/7316445/lightbox/off_sim_isle_(1).jpg?1362948191

https://slm-assets3.secondlife.com/assets/7316445/lightbox/off_sim_isle_(1).jpg?1362948191

https://thumbs.dreamstime.com/z/spicy-pepper-chili-breathing-fire-vector-clip-art-illustration-simple-gradients-fire-separate-layers-60387929.jpg

https://thumbs.dreamstime.com/z/spicy-pepper-chili-breathing-fire-vector-clip-art-illustration-simple-gradients-fire-separate-layers-60387929.jpg

https://noteasytobegreen.files.wordpress.com/2010/06/save-the-earth.jpg

https://s-media-cache-ak0.pinimg.com/564x/ab/f8/82/abf8827a59a135dc71b347f468565595.jpg



http://ww4.hdnux.com/photos/34/77/76/7602051/5/920x920.jpg

http://www.ozarkalabama.org/ozark/Portals/0/trash-symbol.jpg

http://pathways.com.vn/uploads/tintuc/Environment.jpg

http://i.dawn.com/archives/2010/Magzn%20YoungWorld/56513.jpg

http://www.pngall.com/wp-content/uploads/2016/09/Recycle-Free-Download-PNG.png

http://www.pngall.com/wp-content/uploads/2016/09/Recycle-Free-Download-PNG.png

Unit 5

http://inspiremykids.com/wp-content/uploads/2013/09/reading-seuss.jpg

http://previews.123rf.com/images/darrinhenry/darrinhenry1109/darrinhe

nry110900091/10572533-Beautiful-high-school-teenager-girl-holding-

education-books-with-long-brown-hair-wearing-blue-t-shir-Stock-

Photo.jpg

http://content.mycutegraphics.com/graphics/dinosaur/baseball-

dinosaur.png

http://www.clipartkid.com/images/316/balancedmeal-jpg-clipart-free-

nutrition-and-healthy-food-clipart-q2yiLA-clipart.jpg

https://img.clipartfox.com/1510ef79181e8c2de759ccb52ba91d3f_family-

clip-art-couple-eating-dinner-clipart_712-524.png

http://www.clipartkid.com/images/694/vintage-recipe-clip-art-kUf038-

clipart.jpg


ak0.pinimg.com/736x/a2/4d/02/a24d02c10bcd7dc66cb398c2e120fde3.j

pg

56

http://inspiremykids.com/wp-content/uploads/2013/09/reading-seuss.jpg

http://previews.123rf.com/images/darrinhenry/darrinhenry1109/darrinhenry110900091/10572533-Beautiful-high-school-teenager-girl-holding-education-books-with-long-brown-hair-wearing-blue-t-shir-Stock-Photo.jpg




http://content.mycutegraphics.com/graphics/dinosaur/baseball-

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