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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PRESENCIAL HIGHER EDUCATION SYSTEM
UNIVERSITY CENTER: MATRIX GUAYAQUIL
EDUCATIONAL PROJECT
EDUCATIVE PROJECT PREVIOUS TO OBTAIN THE BACHELOR'S
DEGREE IN ENGLISH LANGUAGE
TOPIC
INFLUENCE OF DAILY ROUTINE VOCABULARY IN SPEAKING
SKILLS
PROPOSAL
DESIGN A SYSTEM OF DAILY ROUTINE VOCABULARY ACTIVITIES
FOR STUDENTS
AUTHORS: COPA YUPANQUI MARÍA FANNY
TRIANA MATAMOROS ZORAIDA MARÍA
ADVISOR: ZAMBRANO GARCÍA ANA MARÍA MSc.
GUAYAQUIL, FEBRERO DEL 2017
ii
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PRESENCIAL HIGHER EDUCATION SYSTEM
UNIVERSITY CENTER: MATRIX GUAYAQUIL
AUTHORITIES
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila
DECANO SUBDECANO
MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado DIRECTOR SECRETARIO GENERAL
iii
MSc
SILVIA MOY-SANG CASTRO, Arq.
DECANA DE LA FACULTAD DE FILOSOFÍA
LETRAS Y CIENCIAS DE LA EDUCACIÓN
CIUDAD.-
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y
Ciencias de la Educación me designaron Consultora Académica de
Proyectos Educativos de Licenciatura en Ciencias de la Educación,
Mención: Inglés, el día 26 de Octubre del 2016.
Tengo a bien informar lo siguiente:
Que las integrantes Copa Yupanqui María Fanny con C. I: 092586083-5
Triana Matamoros Zoraida María con C.I: 0912567930 diseñaron el
proyecto educativo con el Tema: Influence of daily routine vocabulary in
speaking skill.
Propuesta: Design a system of daily routine vocabulaly activities for
students.
El mismo que ha cumplido con las directrices y recomendaciones dadas
por la suscrita.
Las participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN
del proyecto, y pone a vuestra consideración el informe de rigor para los
efectos legales correspondiente.
Atentamente
_ MSc. Ana María Zambrano García
Consultora Académica
iv
Guayaquil, Febrero de 2017
MSc SILVIA MOY-SANG CASTRO, Arq. DECANO 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 daily routine
vocabulary in speaking skills. Propuesta: Design a system of daily routine
vocabulaly activities for students.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
COPA YUPANQUI MARÍA TRIANA MATAMOROS MARÍA
C.I: 092586083-5 C.I: 0912567930
v
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PRESENCIAL HIGHER EDUCATION SYSTEM
UNIVERSITY CENTER: MATRIX GUAYAQUIL
PROJECT
TOPIC: INFLUENCE OF DAILY ROUTINE IN SPEAKING SKILLS.
DESIGN A SYSTEM OF DAILY ROUTINE VOCABULALY
ACTIVITIES FOR STUDENTS.
APROBADO
……………………………… Tribunal No 1
……………………… ……………………… Tribunal No 2 Tribunal No 3
------------------------------------------- ----------------------------------------------
COPA YUPANQUI MARÍA TRIANA MATAMOROS ZORAIDA
C.I 092586083-5 C.I 091256793
vi
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
vii
DEDICATION
To God since without the blessing and his love everything would
have been a total failure, also for our husbands for their sacrifice and
effort, for helping in our career and for believing in our ability, and
although we have spent times in our studies they have always been
giving us their supporting and love.
To our children for being a source of motivation and inspiration to
be able to overcome us every day more and thus we can fight for life to
give them a better future.
To our parents and brothers who with their words of
encouragement did not let us fall and we always continue been
persevering and fulfilling with our ideals.
COPA YUPANQUI MARÍA FANNY
TRIANA MATAMOROS ZORAIDA MARÍA
viii
ACKNOWLEDGEMENTS
To God who knew how to guide us on the right path and gave
us the strength to continue and not faint in the problems presented,
teaching us how to face adversities without ever losing our dignity or
falling in the attempt.
To my family, for their advice, understanding, love, support in
difficult times, and for helping us with the resources needed to study.
They settled us values, principles, character, commitment,
perseverance, and courage to achieve our goals.
To our children who has been our motivation, inspiration and
happiness.
COPA YUPANQUI MARÍA FANNY
TRIANA MATAMOROS ZORAIDA MARÍA
x
REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE Y SUBTITLE:
Influence of daily routine vocabulary in speaking skill. Designing a system of activities
based on daily routine vocabulary to develop oral expression at basic level.
AUTHOR/S: Copa Yupanqui María &
Triana Matamoros Zoraida
ADVISOR: MSc. Ana María Zambrano García
REVIEWERS:
INSTITUTION:
UNIVERSIDAD OF GUAYAQUIL
FACULTY: Faculty of Philosophy, and Sciences of
Education
CAREER: Languages and Linguistics
DATE OF PUBLISHING: 2017 NUMBER OF PAGES: 144
TITLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa
y Lingüística
THEMED AREAS:
English Languages
KEYWORDS: Daily routine vocabulary – speaking skill – system of activity
ABSTRACT:
This research project took place in the city of Guayaquil with the students of eighth year of General Basic Education at ―Alonso Veloz Malta‖ High School, where was presented the educational problem in which the deficiency of speaking skill was observed in the students when they tried to communicate in the second language, in this case English, and one of the causes is due to the lack of daily routine vocabulary. In this investigation, was implemented a field and bibliographic research. This was explained in the theoretical framework which contains information about the variables studied. The methodological approach of this investigation is of mixed character, it can be said that it has a quantitative and qualitative approach. This is also descriptive, explanatory and purposeful research. The interview, the observation guide, and the survey were the instruments of investigation applied to the teacher and students to corroborate information about the deficiency that students have in oral expression. These results were showed in the survey performed to the students. For this reason, this proposal is important because the design of a system of activities based on daily routine vocabulary will develop the oral expression of the students and it will improve their ability to communicate to others effectively and fluently in English.
REGISTRATION NUMBER (in
database):
CLASSIFICATION NUMBER:
DIRECTION URL (thesis on the web):
ATTACHED PDF: X YES NOT
CONTACTING WITH
AUTHOR/S
Copa Yupanqui María
Triana Matamoros Zoraida
Telephone:
0988724276
0991846562
E-mail:
CONTACTING IN THE
INSTITUTION:
Name: Secretariat of the School of Languages
and Linguistics
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
x
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO:
Influencia de la rutina diaria en la expresión oral. Diseño de un sistema de actividades basada en
vocabulario de rutina diaria para el desarrollo de la comprensión oral a nivel básico.
AUTOR/ES: Copa Yupanqui
María & Triana Matamoros
Zoraida
TUTOR: MSc. Ana María Zambrano García
REVISORES:
INSTITUCIÓN:
UNIVERSIDAD DE GUAYAQUIL
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la
Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: 2017 No. DE PÁGS: 144
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y
Lingüística
ÁREAS TEMÁTICAS:
Lengua Inglesa
PALABRAS CLAVE:
Vocabulario de rutina diaria, expresión oral, sistema de actividades.
RESUMEN:
Este proyecto tomó lugar en la ciudad de Guayaquil con los estudiantes de octavo año de
educación básica general del colegio ―Alonso Veloz Malta‖ donde fue presentado el problema
educacional, en el cual la deficiencia de la habilidad del habla fue observado en os estudiantes
cuando ellos intentaron comunicarse en el segundo idioma, en este caso, Inglés, y una de las
causas es debido a la falta de un vocabulario de rutina diaria. En esta investigación, fue
implementada una investigación bibliográfica y de campo. Esto fue explicado en el marco teórico,
el cual contiene información acerca de las variables estudiadas. El diseño metodológico de esta
investigación es de carácter mixto, se puede decir que es cuantitativo y cualitativo. Esto es
también una investigación descriptiva, explicativa y propositiva. La entrevista, la guía de
observación y la encuesta fueron los instrumentos de investigación aplicados al docente y a los
estudiantes para corroborar información acerca de la deficiencia que los estudiantes tienen en la
expresión oral. Esos resultados fueron mostrados en la encuesta realizada a los estudiantes. Por
esta razón, esta propuesta es importante porque el diseño de un sistema de actividades basado
en vocabulario de rutina diaria desarrollará la expresión oral de los estudiantes y esto mejorará
su habilidad para comunicarse con otros e una manera fluida y efectiva 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
Copa Yupanqui María
Triana Matamoros Zoraida
Teléfono:
0988724276
0991846562
E-mail:
CONTACTO EN LA
INSTITUCIÓN:
Nombre: Secretaría de la Escuela de Lenguas y
Lingüística
Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
ix
GENERAL INDEX
PRELIMINARIES
Front
Page .................................................................................................................... i
Directives ............................................................................................................. ii
Approval of the project letter .............................................................................. iii
Intellectual rights letter ........................................................................................ iv
Approval of the court .......................................................................................... v
Qualification of the court .................................................................................... vi
Dedication ........................................................................................................ vii
Acknowledgments ............................................................................................ viii
General Index .................................................................................................... ix
Charts Index ......................................................................................................xii
Graphics Index ................................................................................................ xiv
Abstract ........................................................................................................... xvi
Introduction ......................................................................................................... 1
CHAPTER I
THE PROBLEM
Context of the investigation ................................................................................ 3
Conflict situation ................................................................................................. 3
Scientific fact ...................................................................................................... 4
Causes .............................................................................................................. 5
Formulation of the problem ................................................................................ 5
Objectives .......................................................................................................... 5
General objective ............................................................................................... 5
Specific objectives .............................................................................................. 6
x
Inquiry research .................................................................................................. 6
Justification ......................................................................................................... 6
CHAPTER II
THEORETICAL FRAMEWORK
Background ....................................................................................................... 9
Philosophical Foundation ................................................................................. 10
Psychological Foundation ................................................................................. 12
Sociological Foundation ................................................................................... 16
Pedagogical Foundation ................................................................................... 18
Didactic Foundation ......................................................................................... 20
Linguistic Foundation ........................................................................................ 28
Legal Foundation .............................................................................................. 31
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION
Methodological design ...................................................................................... 35
Types of research ............................................................................................. 35
Population and sample ..................................................................................... 36
Variables operationalization chart ..................................................................... 37
Investigation methods....................................................................................... 38
Instruments of investigation ............................................................................. 39
Observation analysis… ..................................................................................... 39
Analysis and interpretation of results ................................................................ 40
Survey ............................................................................................................. 41
English teacher´s interview ............................................................................... 55
The Squared – Chi ........................................................................................... 56
Conclusions ...................................................................................................... 58
xi
Recommendations .......................................................................................... 59
CHAPTER IV
THE PROPOSAL
Title .................................................................................................................. 60
Justification ...................................................................................................... 60
Objectives ........................................................................................................ 60
General objective ............................................................................................. 60
Specific objectives ............................................................................................ 60
Theoretical Aspects .......................................................................................... 61
Feasibility of its application ............................................................................... 62
Description ....................................................................................................... 63
A system of daily routine vocabulary .............................................................. 112
Conclusions… .................................................................................................. 63
REFERENCES ................................................................................................ 65
BIBLIOGRAPHY ............................................................................................. 69
ANNEX I
Approval letter of the academic consultant ....................................................... 74
Letter of requirement to the Educational Establishment .................................. 75
Letter of acceptation of the Educational Establishment ................................... 76
ANNEX II
Antiplagiarism.Net Screen capture ................................................................... 78
ANNEX III
xii
Photographic
Evidences ......................................................................................................... 80
ANNEX IV
Instruments of Investigation .............................................................................. 84
ANNEX V
Report of investigation work ............................................................................. 89
CHARTS INDEX
Chart N° 1 ........................................................................................................ 37
Population of the research
Chart N° 2 ........................................................................................................ 37
Sample of the research
Chart N° 3 ........................................................................................................ 37
Variables operationalization chart
Chart N° 4 ........................................................................................................ 40
I cannot communicate in English when I have doubts in class
Chart N° 5 ........................................................................................................ 41
I consider that speaking skill is necessary to practice in class the English
language
Chart N° 6 ..................................................................................................... 42
I would like to practice English orally in every class
Chart N° 7 ..................................................................................................... 43
I consider interesting the speaking skill activities
Chart N° 8 ..................................................................................................... 44
It motivates me to communicate in English the way that the teacher starts the
class
Chart N° 9 ..................................................................................................... 45
The vocabulary activities of daily routines helps the speaking skill
xiii
Chart N° 10 ...................................................................................................... 46
I have problems when it comes to express myself in English
Chart N° 11 ...................................................................................................... 47
Activities with daily routines vocabulary will help me to express myself better
and with more fluency
Chart N° 12 ...................................................................................................... 48
When the class starts with the vocabulary, it helps me to participate in oral
activities
Chart N° 13 ...................................................................................................... 49
I feel motivated when the teacher presents didactic materials about daily
routines vocabulary
Chart N° 14 ...................................................................................................... 50
I am more confident when I have to express myself in English with topics
related to daily routines
Chart N° 15 ...................................................................................................... 51
Activities like dramatizations about daily routines can help me learn new words
and its uses.
Chart N° 16 ...................................................................................................... 52
A booklet with activities about daily routines will make the class more
participative
Chart N° 17 ...................................................................................................... 53
Activities like games and songs will improve the interaction in the classroom
Chart N° 18 ...................................................................................................... 54
Doing vocabulary activities about daily routines will improve my ability to
express myself in class and in my social life
Chart N° 19 ...................................................................................................... 57
Items of the squared-Chi
Chart N° 20 ...................................................................................................... 57
Results of The squared-Chi
xiv
GRAPHICS INDEX
Graphic N° 1 .................................................................................................... 40
I cannot communicate in English when I have doubts in class
Graphic N° 2 .................................................................................................... 41
I consider that speaking skill is necessary to practice in class the English
language
Graphic N° 3 .................................................................................................... 42
I would like to practice English orally in every class
Graphic N° 4 .................................................................................................... 43
I consider interesting the speaking skill activities
Graphic N° 5 .................................................................................................... 44
It motivates me to communicate in English the way that the teacher starts the
class
Graphic N° 6 .................................................................................................... 45
The vocabulary activities of daily routines helps the speaking skill
Graphic N° 7 .................................................................................................... 46
I have problems when it comes to express myself in English
Graphic N° 8 .................................................................................................... 47
Activities with daily routines vocabulary will help me to express myself better
and with more fluency
Graphic N° 9 .................................................................................................... 48
When the class starts with the vocabulary, it helps me to participate in oral
activities
Graphic N° 10 .................................................................................................. 49
I feel motivated when the teacher presents didactic materials about daily
routines vocabulary
Graphic N° 11 .................................................................................................. 50
I am more confident when I have to express myself in English with topics
related to daily routines
Graphic N° 12 .................................................................................................. 51
xv
Activities like dramatizations about daily routines can help me learn new words
and its uses.
Graphic N° 13 .................................................................................................. 52
A booklet with activities about daily routines will make the class more
participative
Graphic N° 14 .................................................................................................. 53
Ludic activities like games and songs will improve the interaction in the
classroom
Graphic N° 15 .................................................................................................. 54
Doing vocabulary activities about daily routines will improve my ability to
express myself in class and in my social life
Graphic N° 16 .................................................................................................. 56
Results of The squared-Chi
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PRESENCIAL HIGHER EDUCATION SYSTEM
ABSTRACT
xvi
This research project took place in the city of Guayaquil with the students of
eighth year of General Basic Education at ―Alonso Veloz Malta‖ High School,
where was presented the educational problem in which the deficiency of
speaking skill was observed in the students when they tried to communicate in
the second language, in this case English, and one of the causes is due to the
lack of daily routine vocabulary. In this investigation, was implemented a field
and bibliographic research. This was explained in the theoretical framework
which contains information about the variables studied. The methodological
approach of this investigation is of mixed character, it can be said that it has a
quantitative and qualitative approach. This is also descriptive, explanatory and
purposeful research. The interview, the observation guide, and the survey were
the instruments of investigation applied to the teacher and students to
corroborate information about the deficiency that students have in oral
expression. These results were showed in the survey performed to the
students. For this reason, this proposal is important because the design of a
system of activities based on daily routine vocabulary will develop the oral
expression of the students and it will improve their ability to communicate to
others effectively and fluently in English.
KEYWORDS:
Daily routine vocabulary – speaking skill – system of activities
xvii
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÒN.
SISTEMA DE EDUCACIÒN PRESENCIAL ESPECIALIZACIÒN LENGUAS Y LINGUISTICA
RESUMEN
Este proyecto tuvo lugar en la ciudad de Guayaquil con los estudiantes de
octavo año de educación básica general del colegio ―Alonso Veloz Malta‖
donde fue presentado el problema educacional, en el cual la deficiencia de la
habilidad del habla fue observada en los estudiantes cuando ellos intentaron
comunicarse en el segundo idioma, en este caso, Inglés, y una de las causas
es debido a la falta de un vocabulario de rutina diaria. En esta investigación, fue
implementada una investigación bibliográfica y de campo. Esto fue explicado
en el marco teórico, el cual contiene información acerca de las variables
estudiadas. El diseño metodológico de esta investigación es de carácter mixto,
se puede decir que es cuantitativo y cualitativo. Esto es también una
investigación descriptiva, explicativa y propositiva. La entrevista, la guía de
observación y la encuesta fueron los instrumentos de investigación aplicados al
docente y a los estudiantes para corroborar información acerca de la
deficiencia que los estudiantes tienen en la expresión oral. Esos resultados
fueron mostrados en la encuesta realizada a los estudiantes. Por esta razón, la
propuesta es importante porque el diseño de un sistema de actividades basado
en vocabulario de rutina diaria desarrollará la expresión oral de los estudiantes
y mejorará su habilidad para comunicarse con otros de una manera fluida y
efectiva en inglés.
PALABRAS RELEVANTES;
Vocabulario de las Rutinas Diarias – expresión oral -- Sistema de Actividades
INTRODUCTION
Ecuador is a country which has established as its priority main an
excellent education for its population, starting with the high quality infrastructure
as well as the teaching for students, such as it is mentioned in The National
Good Living Plan´s which its objective is to improve the education nationwide in
each learner, besides the students should strengthen their capacities and
potentialities as their right for improvement in the social aspect and culturally as
well, through everyday life and a formal education for the benefit of every
student in the country.
The principal objective of this research is determine the influence of daily
routine vocabulary in speaking skill, for this reason it is important to value the
use of daily routine vocabulary, to characterize speaking and finally design a
system of daily routine vocabulary activities for students, this research project is
focused on solving a problem and to make a proposal for the public educative
sector in order to improve the speaking skill.
Educational problems exist in the high school selected but the most
evident is on the students of eighth year of General Basic Education in the
speaking skill since that their learning is not adequate in English classes, they
have many difficulties to ask and answer questions, to develop some
information in a speech or justifying the response, as well as the lack of
activities and techniques to develop this skill in the correct way.
At the hour of learning a new language, one of the most difficult thing is
to be able to speak and understand a dialogue in real time, also this
investigation has the purpose of developing this, since that speaking has many
benefits to human beings due to the fact that it helps in the communication with
other into the society.
For that reason, it is important to develop oral expression because it
helps learners to have a better relationship with people due to the cultural value
that they learn through the different people who surrounded them. For this
research project, different bibliographic sources were used in the theoretical
1
framework which support the importance of the vocabulary to improve the
speaking skill since that many authors assured that the vocabulary is the best
way to introduce, learn and improve a second language at the level that the
student should have since that teachers introduce, explain, practice and assess
the language.
Furthermore the learning of the intentional vocabulary is the way to form
the collocation and word class and the learners feel more confident,
enthusiastic and motivated with the lessons, as well as the attractive resources
are introduced in the class doing they improve their speaking and their English
level in this case at the A1.1 basic user level.
The methodological design of this research project is mixed because it
has a quantitative and qualitative approach. It also was used the descriptive and
exploratory research which through the application of the different instruments
of investigation such as the observation, interview and survey showed the
deficiencies and the problems exist in the institution. The following paragraphs
describe the chapters in which this research project is conformed:
Chapter I: The problem .- It contains context of the investigation,
research problem, conflict situation, scientific fact, causes, formulation of the
problem, objectives, general objective, specific objectives, inquiry research, and
justification.
Chapter II: Theoretical framework. – It describes the background,
philosophical, psychological, sociological, pedagogical, didactic linguistic and
legal foundation.
Chapter III: Methodology, process, analysis and results discussion.-
It contains the methodological design, types of research, variables
operationalization chart, the population, sample, investigation methods,
techniques and the analysis and interpretation of the results applied to the
teacher and students, as well as, conclusion and recommendations.
Chapter IV: The proposal. - It details the title of the proposal,
justification, objectives, theoretical aspects, description, feasibility of its
application and conclusions about the proposal presented.
CHAPTER I
THE PROBLEM
Context of the Investigation
This project is developed at "Alonso Veloz Malta High School. It was
put in function on June 2nd, 1992 in the Cooperative Section of Polo Sur, Isla
Trinitaria, Guayaquil, Ecuador.
This institution was created under the 59 Article of the General
regulation of the Education law.
In 1996, the school experienced the changes that have been present
until now like lack of janitorial services, material supply and the total support
of the public school system.
The high school’s mission is to prepare students academically, morally
and in any other aspect so they could become potential business and
productive people in the Ecuadorian community.
Its vision is to be recognized by the national educational community as
an oriented high-level high school which exercises social, pedagogical,
scientific, technological and formative leadership.
Research Problem
Conflict Situation
Speaking Skill is the problem that can be obviously seen in the
students of 8th year of general basic education "Alonso Veloz Malta‖, they do
not have the adequate vocabulary teaching in English classes.
3
It is also considered that the most of the population is facing such
problems as a whole, they do not know about daily routine vocabulary
and additionally they have problems for analyzing or giving meaning
and complete usage with words.
Most of them demonstrate lack of understanding of basic
instructions to develop activities in the correct way and they feel
embarrassed when the teacher asks them to participate in a dynamic
activity.
The lack of vocabulary activities in the classroom affects the
development of students’ knowledge in the target language. Students
have difficulty to answer simple questions like if they would rather live in
a house or an apartment and some of them can answer the question
however, they cannot justify the response.
Because of this, there has been designed a system of daily
routine vocabulary activities for students of the 8th year of general basic
education from Alonso Veloz Malta high school.
Scientific Fact
Low level in speaking skills found in the expressions used when
communicating in the students of the 8th year of General Basic
Education from ―Alonso Veloz Malta ― in Zone 2 District 8 Province of
Guayas, Guayaquil, School Year 2016-2017
The lack of daily routine vocabulary in the classroom is the main
cause of why student have difficulty in expressing themselves properly.
The need of practice with these types of activities are the deficiencies
shown in the classroom when students are asked to talk about the
things they do in any given day of the week.
Students cannot relate the vocabulary. They try to express
themselves only in Spanish and the translation from Spanish to English,
which most students try to use, does not give the same meaning in the
language being learned. Other problems that add up to the situation like
the lack of motivation from students wanting to learn the language, the
need of proper material for such objectives, the low rapport between
students and teacher, the deficit of training teachers show in such
competences and skills.
As a consequence of these problems, the last school year there
were a high number of students with low scores in English subject,
according to statistics from the secretary office from the high school, it
means that they don´t reach the A.1.1 basic user level
Researchers have the directives of the institution support who
have given them the necessary facilities to carry out this project for the
low speaking skills found in the expressions used when communicating
in the students of the 8th year of general basic education at ―Alonso
Veloz Malta ― in Zone 2 District 8 Province of Guayas, Guayaquil,
School Year 2016 - 2017.
Causes
Wrong usage of oral exercises.
Insufficiency use of active methods and techniques.
Lack of didactic material in vocabulary development related to
routinary activities.
Formulation of the Problem
How does daily routine vocabulary influence the development of
Speaking Skills in the students of the 8th year of general basic
education at ―Alonso Veloz Malta‖ in the city of Guayaquil, school year
2016-2017?
Objectives
General Objective
To determine the influence of daily routine vocabulary in
speaking skills through a field, bibliographical and statistical research
for the design of a system of daily routine vocabulary activities for
students.
Specific Objectives
To Value the use of daily routine vocabulary through a field,
bibliographical and statistical research.
To characterize speaking skills through a field, bibliographical
and statistical research.
To Design a system of daily routine vocabulary activities for
students through the interpretation of the given data
Inquiry research
1. How is the current speaking skills development situation of the
students of 8th year of general basic education at Alonso Vera
Malta‖ in the Guayaquil city?
2. What is the cause that affects the ability of oral expression of the
students of 8th year of General Basic Education at ―Alonso Vera
Malta‖ high school in Guayaquil city?
3. Which theoretical referents support the relationship in the daily
routine vocabulary and speaking skills?
4. Will the proposal of a system of vocabulary activities allow
qualitatively transformation in the ability in oral expression?
Justification
According to the English National Curriculum based on the
common European Framework of Reference (educacion, 2013)
establishes.
That 8th year of General Basic Education must be in the A1.1
basic user level in English. Thus, the material for such level is in the
same category as when the student was in the 8th General Basic
Education. However, the content, strategies, exercises and teaching
techniques must be adequate for the right usage of oral expressions
and the learning of such.
This project and its proposal are consistent and adequate for
such level of proficiency to be acquired by students when expressing
themselves orally in the English language.
The National Good Living Plan´s (Desarrollo, 2013) objective is
to improve education nationwide in each citizen as their right for
improvement in the social aspect and culturally as well. It must remain
vigilant to all the parameters that are backed up for the benefit of every
student in the country.
The main beneficiaries of this project are the students from the
8th year of General Basic Education at Alonso Veloz Malta to improve
their speaking skills through a system of daily routine vocabulary
activities. It will bring out the best opportunities in employment and
social development of all the citizens of Ecuador and other students that
may be able to succeed in such realm. The students of such school will
be the main beneficiaries that can comply with the language that consist
of social involvement in the English language.
The proposal and its objective is to help students succeed in
the English language and give them the opportunity to reach the
appropriate level of the language not only in the educational field but
also in the social aspect.
This project also has the expectancy to be promoted as a guide
that can be adapted to other linguistic problems that can be found in
students of even special needs in the social spectrum, giving them also
the opportunity to get involved and not be discriminated by any other
type of activity that can take place in the average classroom.
According to Yulia (Morozova, 2012)Speaking is one of the
most important skills to be developed and enhanced as means of
effective communication. For ELT (Elementary Level Teaching) the
question of how to increase communicative competence was and tends
to be the most crucial one.
In a short period of time English displaced other languages and
became one of the leading means of communication worldwide. Its
domination continues to extend. The modern world of media, mass
communication, and Internet demands good knowledge of English,
especially of spoken English. The present study is devoted to the
research of the issue of speaking skills of today's students and to the
existing methods of enhancing speaking skills of elementary level
students. It is also related to discovering the reasons of unwillingness to
communicate and the ways to overcome the language barrier.
According to Rocío Segura (Alonso, 2015) The most difficult
aspect of spoken English is that it is always accomplished via
interaction with at least one other speaker and this is one reason why
many of us were shocked and disappointed when we used our second
or foreign language for the first time in real interaction: We had not been
prepared for spontaneous communication and could not cope with all of
its simultaneous demands.
There are numerous daily life situations where people need
speaking, such as talking to someone face to face, communicating
through the phone, answering questions, asking for directions, in
shops, meetings or chatting with their friends, to name a few. People
spend great deal of their time interacting with more people and, each
of these situations requires a different register according to the
formality of the moment.
.
CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND
The deficiencies in the English level are notable in the different
educational establishment but in this case, this research project is focused
on oral expression since that the problem is happening during the teaching
practice. It is evident that students have difficult to express their ideas in
front of the class, besides, their pronunciation and intonation are not
adequate for their level.
The oral expression is a skill or communication ability that human
being use to express their ideas, feelings and so on. In several public high
schools, students do not have the adequate training to develop the skill in
a second language and they do not have the necessary material or the
teacher does not motivate them to develop this skill.
According to (Kayi, 2006) in her investigation about teaching
speaking: activities to promote speaking in a second language mentions
that, it is a very essential and necessary part of second language learning
to teach speaking because it is the skill to interact and communicate in a
clearly and efficiently way specially a foreign language and it also
contributes in the scholarly success and a part of the phase of his life.
It can say that learning speaking is very important in the life of the
human being because it is the way of communicating each other orally
since that it also can do in a written way but they are totally different
because speaking is a quicker form than the other to express their ideas,
thoughts, knowledge, some information, and so on.
Furthermore, (Cardona and Celis, 2011) on their research about
strategies to improve oral expression stated that the development and
implementation of strategies is vitally important into the classroom
because it allows students expand and improve their vocabulary, since
that oral expression represents for all human beings their essential way of
socio – cultural interaction in the society.
Moreover, different methods, techniques and instruments are
applied to fulfill that the students develop and improve their oral
expression, as well as exist various activities that teacher could use in the
classroom such as role plays, conversation, expositions, introduce
vocabulary, debates, and so on with the purpose that student feel motivate
and enjoy the activity.
According to (Crandall and Shin, 2014) in their research project,
they mentioned that exist several approaches to teach English and
improve their oral expression. Among those they mention that students
need a learning environment similar to the one of their first language. If
teachers include games, as well as daily routine vocabulary tasks,
students will feel confident to participate in motivating, positive and
engaging environment.
The purpose of this investigation is to help to students from eight
year of General Basic Education of the ―Alonso Veloz Malta‖ High School
to develop at basic level 1.1 the oral expression through the designing of a
system of activity based on daily routine vocabulary.
For a better comprehension of this research, it is necessary a deep
investigation about the most important details about oral expression where
the concepts and opinions of the different authors are used to strengthen
this investigation.
Philosophical Foundation
In the psychological foundation, it is based on (Gadamer, 1960) in
his research mentions that language is ―the essence of humans beings
and as such it is the means through which is possible that understanding
occurs in humans, in fact, everything that can be understood‖ (p. 477).
It can be inferred that language is an essential way of
communication for human beings due to the fact that it lets to transmit a
message or interacting with other people to express ideas, opinions,
feelings, thoughts, knowledge.
Moreover, (Marzano, 2013) who assures teachers introduce,
explain, practice, and assess language, so the intentional regards
vocabulary teaching is the best way for form, collocation and word class
due to students feel more confident, enthusiastic and motivated with the
lessons as well as attractive resources are introduced in the lesson. It can
be mention that it is very important that during teaching English, the
students should put in practice values as well.
According to (Tomar, 2014), in her research about Axiology in
teacher education: implementation and challenges mentions that:
Value based education is a key dimension of building peace,
tolerance, social conduct, justice and intercultural understanding.
For the real progress of a country, it is very necessary to develop
values in all citizens and to achieving this goal, teacher plays an
important part. Teachers are key for knowing or understanding a
nation. In the other words, they are the builders of a nation. So to
make the significant development in a nation or society we have to
look towards teachers (p. 52).
For instance, the courtesy is a value that is present in all moment
because the student must have respect when speak with other person
since that when two people speak or they introduce in a deeply
conversation they have to have certain courtesy and respect to treat
specific themes.
The value of giving each other respect can also be engaged into
practice while students are speaking. The proper way of addressing
someone is also synonym of respect, courtesy and empathy with other
person. Students are not only learning a language but their values and
social culture is also put into practice every day and each moment when
they are in contact with other person.
Summarizing, it is very essential to include into class different
values with the purpose that learners be able to interact with respect each
other since that they will be more sociable and they have the opportunity
of exchanging ideas and also put in practice everything they learned and
learning new things among them.
Psychological Foundation
In the psychological point of view, it is based on (Vygotsky, 1978)
who has define his ZPD theory – Zone of Proximal Development which is
―the distance between the actual development level as determined by
independent problem solving and the level of potential development as
determined through problem solving under adult guidance, or in
collaboration with more capable peers‖ (p. 86).
It can be said that is very essential the presence of the teacher in
the development of the speaking class since that Vygotsky suggests that
teachers is the principal guide who will help the students with different
situations presented into the class, for instance the pronunciation, the
intonation, or some unknown word.
Other aspect that is considered into the psychological is the
environment that students involved in, it is very important for their learning;
since that students will obtain an effective learning if they receive classes
in a comfortable environment; furthermore, it allows students develop their
Source: Howard Gardner’s Theory
intelligences; as well as, teacher need to know the personality of each
student because it will help learners become more dynamic and active to
develop and construct their knowledge facilitating their learning into the
classroom.
For that reason, the Psychologist Gardner Howard created the
theory of multiple intelligences in 1983. The multiple intelligences are
made up of eight intelligences which Gardner created with the purpose of
developing the intellectual ability humans being have to give solutions to
the problems presented on their daily routine since that everybody is able
to develop these intelligences or they are good in some of them.
Picture N° 1: The Multiple Intelligences Chart
Verbal Intelligence or Linguistic
The verbal intelligence or linguistic intelligence is based on the
capacity and efficiency people or students have to use words correctly
considering the phonetics, meanings, sounds and articulations. It is useful
for learners since that it allows students to distinguish the language’s
functions which are to express what they feel and think, to transmit
information and to persuade.
(Gadamer, 1993) and (Armstrong, 1995) in their researches
mention that some of the uses of language include: disclosure which is the
use of the language to inform, rhetoric which is the use of the language to
persuade another person to take a course of action in particular, the
mnemonic is the use of the language to remind information and meta
language is the use of language to describe the language itself.
In conclusion, both authors agree that it is very essential and
important oral expression when someone wants to communicate
something or express some ideas, thoughts.
Logical Intelligence or Mathematical
Logical intelligence or mathematical intelligence is based on
everything related with numbers and reasoning. It can be said that
students is able to solve everything that has numbers, for example to
solve calculation exercises, to reason about hypothesis.
In conclusion, it help student will be able to construct their own
knowledge due to the fact that students should think or reason to solve not
only problems about numbers, but also problems which are presented
during their daily life.
Visual Intelligence or Spatial
Visual intelligence or spatial intelligence is based on human being
can appreciate colors, sculptures, maps, shapes, paintings, and so on,
with the sight.
A visual environment allows students to be more creative since that
it helps they stimulate their visual intelligence and they be able to analyze,
reason and interpret about everything they observe.
Physical Intelligence or kinesthetic
Physical intelligence or kinesthetic intelligence is related with the
body movement where feelings and emotions are expressed and
transmitted through a dance, theater or playing sports. This intelligence
helps students to be more creative, active and to feel them motivate.
Musical Intelligence
Musical intelligence is related with sounds and musical notes. This
intelligence is the ability that a human being has to distinguish between
musical notes and sounds since that they distinguish sounds of different
musical instrument.
Into the classroom, it could be motivated by playing relax and soft
music while students work on their activities since that the music can be a
good way of motivation and relaxing for them, and it allows students feel a
comfortable environment.
Interpersonal Intelligence or social
Interpersonal intelligence or social intelligence is the ability to
distinguish the mood of somebody by means of facial gestures, voice and
appearance.
This intelligence can be developed into the classroom by making
students work in group activities, for example role plays, discussion, etc.
where they interact with each other sharing ideas, opinions, point of view.
Intrapersonal Intelligence or Introspective
Intrapersonal intelligence or introspective intelligence is about
human beings notice their own feelings, mood and emotions, but they are
able to control them too. This intelligence is applied when people
promoting their self-esteem and to value themselves. It allows people think
positive.
Naturalist Intelligence
Naturalist intelligence is related to nature. This intelligence is when
people distinguish between all different kinds of animals, plants and
minerals existed. Furthermore, it is the ability that humans being have to
plant and take care of animals.
The linguistic is very essential because in a speaking class, the
linguistic plays a role very important since that is the use of words
effectively. In this intelligence the students develop highly their auditory
skills and often they can be able to think and speak in their own words
when they are in some activities, as well as in this process
mathematical is important in this development because the learners
using the reason to solve problems or any situation presented in their
daily routine.
Summarizing, it can be said that in the development of a speaking class,
the learners can apply the different levels of intelligence, for instance they
can use the visual – spatial to look at different pictures or scenarios and
describe in front of class orally. During the activity, they can use the body
– kinesthetic and musical - show to perform a role – play or an activity
which students use their body to interact with others, maybe group
activities, seminaries, dialogues and so on. In this activity, it is important
the interpersonal and intrapersonal intelligences which allow students
interacting with others and having empathy for others.
Sociological Foundation
From sociological point of view, sociology is the science that studies
the development of humans being in the society and how they interact with
each other in a social environment, so it can be inferred that sociology
plays an essential role in the learning of students, since that it involves
students, teachers, parents and the educational community.
According to (Fingermann, 2010) mentions that sociology
contributes of the education since that by means of it helps people to find
out solutions to solve problems previously present in the daily routine.
It means that it focus in the welfare of students for working together
with the family, teachers, students, educational establishment and
educational community, since that students carry with them the conflicts
they have with their classmates or people that around them and it can
affect in their schooling.
Moreover, in the daily life situations people have the need
communicating but in a second language, it can be difficult due to the fact
that talking face to face speaking through the hone, asking for directions,
answer questions, require a different expression according to the formality
of the moment.
According to (Lindsay and Knight, 2006) in their research, they
indicate that:
We speak for many reasons to be sociable, because we want
something, because we want other people to do something, to do
something for someone else, to respond to someone else, to
express our feelings or opinion about something, to exchange
information, to refer to an action or event in the past, present, or
future the possibility of something happening and so on. (P. 58.)
That means that human beings use speaking not only to speak or
interact with other people, but also to express some feelings or thoughts,
to tell some experience or ask some information to somebody, all this is
with the objective of using speaking for benefits of people themselves.
In addition to this, (Segura, 2012) in her research about the
importance of teaching and speaking skills also mentions that:
Comprehending and understanding a language is necessary when
students are learning a new language due to the fact that people
always need to communicate and interact with others, not only to
develop their ability by using it to communicate successfully inside
and outside the classroom, but also in different moments or
situations in their life. (P. 10).
It indicates that when people are learning a new language is
necessary that they understand and comprehend due to human beings
need to communicate and interact with other people without necessity of
following some instruction or specific vocabulary since that the purpose of
learning a second language is the facility of communicating successfully
not only into the classroom, but also outside the classroom because the
situations of the life are different in all moment.
It was also based on Thornbury (2012), Nation (2009), and
Marzano (2013) who assured teachers introduce, explain, practice, and
assess language, so the intentional regards vocabulary teaching is the
best way for form, collocation and word class because students feel more
confident, enthusiastic and motivated with the lessons as well as attractive
resources are introduced in the lesson.
To conclude, it is very important that in the learning of the second
language, the student must acquire a big percentage of vocabulary with
the purpose that they be able to communicate in a fluency way in different
situations of their life, it can be into or outside the classroom.
Pedagogical Foundation
From the pedagogical foundation point of view, this research project
is based on (Scrivener, 2015), in which establishes that students should
have constant and deep instruction in vocabulary and its development
since early ages due to they need to know a 98 percent of words in an oral
text to comprehend it.
In addition (Scrivener, 2015) indicates that:
Teachers need to apply different techniques to present the new
words to the students.
The teachers’ job does not finish in the first presentation of the new
words, teachers have to provide spaces for students to practice,
learn, keep, remember and use them.
A vital tool for self-study is the use of monolingual dictionaries, but
teachers need to scaffold how students can develop skills with this
resource.
Teachers need to distinguish between vocabulary for productive
skills like speaking and writing, and for receptive recognition like
listening and reading. According to this, teachers can adapt the
lesson appropriately.
Vocabulary involves not only words but longer, multi - word items.
Existing an important issue to consider and that is the number of
words students should master and apply in productive skills such as
speaking. In this regard, (Thornbury, 2012) shares that about 3000 high-
frequency words or word families students need to be exposed to in order
to get an independent user status, although students have a solid basis for
speaking when they know about 1000 or 1500 high frequency words,
which in turn become the active daily routine vocabulary. However, he
adds that for speaking students may only need half of that number.
For that reason, it is important that the teacher plans the activities to
motivate students’ prior knowledge and introduce the new vocabulary,
since that when teaching vocabulary, there should be considered the
meaning and the form of words both spoken and written, especially for
productive use.
Moreover, (Nogués, 2013) in her investigation about Enhancing
expression in English as a foreign language through Task – Based
Learning and dynamic assessment mentioned that a distinction needs to
be made between second and foreign language learning within the field of
instructed second and foreign language acquisition, as they reflect
different instructional context which will affect teachers’ pedagogical
decisions.
It means that in learning second language context the language is
generally taught in English – speaking country or the learner has some
contact with the target language outside the classroom and with that, the
learners will put in practice their knowledge and they will be able to learn
new things and vocabulary too.
Didactic Foundation
Speaking
According to (Burk, 1998) in their research about teaching oral
communication in grades K-8, they establish that speaking is ―the process
of building and sharing meaning through the use of verbal and non –
verbal symbols, in a variety of contexts‖.(p.13).
That means that teaching speaking is to fulfill students speak like a
mother tongue and they have the capacity to give ideas or to express
feelings in a clearly way and in different situations of their daily routine.
It can be inferred that teaching speaking is a crucial moment in the
students’ life because during many years, it has been undervalued but
English language teachers have continued teaching the second language
just as a repetition or memorization of words and dialogues. However, the
world changes and teaching speaking is more exigent and it requires that
students improve and fulfill some levels with some specifications during
their learning.
According to (Kayi, 2006) in her investigation about teaching
speaking: activities to promote speaking in a second language states that
nowadays, the English’ world requires that its objective principal of
teaching English like a second language should improve the
communicative skills in the students in the different educative levels since
that they will have the capacity to express themselves and they also learn
new cultural and socials rules according to the different situations founded.
It can be said that in the different educational establishment,
teaching English should be different the methodology and do not allow that
students memorizing long text or dialogues and reproduce it like a Cd
player, on the contrary they should be able of interact each other without
follow a text, and be able to share information, thoughts, knowledge or
ideas in the best way possible for that their partners or classmates can
understand them.
Besides, nowadays exist some activities that teacher can use to
teaching speaking which allows students to develop and to improve their
oral expression, and as well as, they can use their imagination and
creativity with the purpose that classmates can understand and in this way
the class will be more dynamic and enthusiastic for everybody.
Ways of oral expression
According to (Cardona and Celis, 2011) on their research about
strategies to improve oral expression mentions two ways for expressing
orally. They are spontaneous and reflective oral expression.
Spontaneous oral expression
Human being express orally, in a spontaneous way to get the
attention of those around him. The spontaneous expression is the
conversation that people use in the everyday situations of the life to
narrate what have happened, or their problems. It is also use to express
opinions or points of view on the most diverse subjects.
Reflective oral expression
In the reflective oral expression, the principal function is to attract,
converse or persuade the listener since that the structure and the syntactic
construction of the text are more elaborated than the spontaneous oral
expression because the vocabulary is more large, chosen, selected and
cultured.
This expressive modality is used in academic discourses,
conferences, in some media programs, and so on.
Components of oral expression
According to (Cardona and Celis, 2011) on their research about
strategies to improve oral expression also mentions that oral expression is
the ability to express with fluency, clarity, coherence and persuasion,
using verbal and non – verbal resources in a relevant way because it
implies knowing how to listen to others, respecting their ideas, opinions
and the conventions of participation.
Among component of oral expression, it can observe the followings:
Diction: it is the way to pronounce with clarity the words that wants
to transmit.
Fluency: it is the use of the words spontaneously, naturally and
continuously.
Rhythm: it is the accentuation and harmony of the language. It is
the intonation of the voice.
Coherence: it is to express ideas or thoughts in a chain way.
Vocabulary: it should select the words that clearly express the
content of the messages for that be understood by receptors.
Clarity: it is important to express in a precise and objective way the
concepts, ideas and thoughts what wants to transmit.
Activities to improve speaking skills
According to (Kayi, 2006) in her investigation about teaching
speaking: activities to promote speaking in a second language, mentions
that actually many activities exist for that teacher can put in practice with
students into the classroom.
They are some suggestions of activities which teachers can apply
with the purpose that their students feel confident and they develop the
oral expression skill and also improve their level.
Role play
A good way for students speak into the classroom is role playing.
Role play is a technique through which the people or students simulate a
situation that is presented in the real life. When it is practiced, it must
adopt the role of a specific character and create a situation as if it were
real.
The objective of role play is to imagine the way of acting and
appreciate the different decisions that would take each one of the
character in different situations or cases.
Simulation
Simulation is similar to role play but the only difference is that
simulations are more elaborated than role plays. Simulation is an act that
consists in imitates something that is doing; they are actions that allow to
the students create a realistic environment.
The objective of simulation is motivate to the students to perform
something that they like doing since that it will increase their self –
confidence and their self - esteem.
During activities of simulation and role play, students can bring
objects or any material to characterize their character or that they are
going to personify. For instance, if they are going to sing, they could bring
a microphone and so on.
Brain storming
Other way to fulfill students speak in the classroom is through brain
storming. It is the way that students can produce some ideas about on a
given topic in a limited time. The students should generate and give ideas
quickly and freely. The objective of this activity is that students share their
opinions and other students are not criticize that they are saying so they
will be able to give new ideas, knowledge.
Storytelling
A way to motivate students to speak into the classroom is through
storytelling. In this activity the students should briefly summarize a story
they heard from someone beforehand, they also can continue the story or
maybe they can create their own tale or story and share with their
classmates.
Storytelling allows student to have a creative thinking, as well as, it
helps students to express their ideas in different stages. It can be in the
beginning, development, or ending, including the characters and setting of
the story since students also can include in their narrations riddles or jokes
to do the activity more dynamic.
The teacher can apply this activity as an opening of the class with
the purpose of getting the attention of the class.
Discussions
Discussions are other ways to fulfill students develop their oral
expression. After a content - based lesson, the students can hold a
discussion with different topics related with the class.
The learners can apply this activity to share ideas about an event,
comment about something happened, find solutions in their discussion
groups or to arrive a conclusion.
It is essential that the teacher set the purpose of the discussion
activity and give the topic before the discussion for that the activity or
discussion points are relevant. In this way, the students only speak about
the topic and do not spend their time chatting about irrelevant things
It is also necessary that teacher can form groups of students, it is
recommendable 4 or 5 students in each group, and to provide
controversial topics that can related with their daily routine. Then, each
group works on their topic for a given time period. Students can become
involved in agree or disagree discussions. After they share their opinions
in group, they present their points of view to the rest of class. It is
important that the speaking is equally divided among members of the
group. At the end, the class can decide which group defended their idea in
the best way.
Discussions activity fosters learners to have a critical thinking and
quick decision making. Furthermore, students learn how to express and
justify themselves in polite ways. It is recommendable for efficient group
discussions; the groups are not large because not all in the group speak.
The members of the group can be assigned by the teacher or the students
can determine by themselves, since that the purpose of this activity is
students develop and improve their oral expression.
Information Gap
In the information gap activity, students can work in pairs. One of
the students will have the information that other classmate does not have
and in this way the partners will share their information. These activities
have many purposes such as solving a problem or collecting information.
Information gap is effective since that everyone has the opportunity
to speak extensively in the second language because each students plays
an essential role due to the fact that the task cannot be completed if the
other student do not provide the information the others need.
Interviews
Other activity that students can do into the classroom are the
interviews about topic selected according to the interviewed or specific
information that the interviewer need to know. This activity allows students
to develop and to improve their speaking skill because it gives them a
chance to practice speaking ability not only into the classroom but also
outside and helps to be more sociable with people surrounded them.
It is necessary that the teacher provides students a rubric so that
they know what types of questions they can ask but each one of them
should prepare their own interview questions and to share this information
with other classmates.
Story Completion
Story completion is a dynamic, enjoyable, free – speaking, whole –
class activity for which students can sit in a circle.
This activity provides students to develop their imagination and
creativity since that the teacher starts to tell a story, but teacher stops the
story after a few sentences.
Then, each student starts to narrate from the point where the
previous one stopped. Each student is supposed to add from four to ten
sentences. Finally each student can add new events, descriptions,
characters, feelings.
Reporting
Reporting is very interesting due to the fact that students should
collect some information about any topic, as well as they can ask
somebody or read a newspaper or magazine.
After, they report all the information recollected to their classmates
such as the most interesting news also students can share their
experiences in their daily life.
Playing Cards
Playing cards is a good activity because it allows students develop
their oral expression in a dynamic and entertained way. In this activity the
students can form small groups of 4 and each group will have a topic
selected by themselves or by their teacher. It is recommendable that the
teacher has different topics for students have more opportunities to
choose one.
Then, each student in a group will choose a card. And each one of
them will write 4 or 5 questions about topic selected to ask the other
students in the group, so in this way all students will participate.
To conclude, it is necessary that students ask open – ended
questions to each other so that their classmates reply in complete
sentences, since that if they do yes-no questions, the students get little
practice in spoken language production.
Picture Narrating
Picture narrating is about several sequential pictures. In this activity
the students tell a story based on several pictures which are ordered in a
sequential way.
In the picture narrating, the students should be able to develop their
imagination and creativity to perform the activity and should have a
vocabulary about the topic which can use to tell their story.
The teacher must give students a rubric which it allows students
pay attention to the specific points that should content their speech. The
rubric should contain specific points according to the level of the students,
it can consider vocabulary or structures the students need to apply while
they narrate.
Picture Describing
Another way to make use of pictures in a speaking activity is to give
students just one picture and having them describe what it is in the picture.
For this activity students can form groups and each group is given
a different picture. Students discuss the picture with their groups, then a
spokesperson for each group describes the picture to the whole class.
This activity fosters the creativity and imagination of the learners as well as
their public speaking skills.
Find the Difference
In this activity, the students can perform in pairs since that each one
of them should say, share, give or exchange opinion, ideas about the
picture given.
For example, the teacher give two different picture to each couple,
one picture can be about children playing soccer and another picture
about children playing basketball. In this case, students should discuss the
differences or similarities in the pictures, it depends of the decision of the
teacher.
Linguistic Foundation
In the linguistic foundation, it was based on (Pulverness and Al,
2012) in which he concluded that grammatical competence refers to
accurate knowledge of sentence formation and vocabulary as well as is
the ability to produce and understand language in different social context
with the purpose the enhance the effectiveness of communication.
It can be infer that is a good option, to suggest activities to
introduce and practice extensively vocabulary before involving students in
their speaking tasks.
Furthermore, (Harmer, 2007) explains that ―when speaking, we
construct words and phrases with individual sounds, and we also use pitch
change, intonation, and stress to convey different meanings.‖ (P. 29).
It can be said that into the classroom when students practice
speaking follow a specific instructions with the purpose that they construct
their ideas, put intonation to the different expression, change intonation
when it is necessary.
Nowadays, different linguistics and English teachers agree that
learners develop their speaking in the second language in an interacting
way. The best ways for this objectives are Communicative language
teaching and collaborative learning.
Communicative language teaching is the most applied into the
classroom since that it is based on different real – life situations in which it
requires communication with other people. With this method, learners
have the opportunity to communicate with other in the target language.
To conclude, it is important and necessary that teachers create a
classroom environment where learners real - life communication, or
authentic activities which promote oral expression skill. It can occur when
students perform an interview or discussion since that they should interact
with other people.
According to Nunan (2003) mentioned by Kayi in her project
Teaching speaking: activities to promote speaking in second language
said these aspects:
Produce the English speech sounds and sound patterns
Use word and sentence stress, intonation patterns and the rhythm
of the second language.
Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter.
Organize their thoughts in a meaningful and logical sequence.
Use language as a means of expressing values and judgments.
Use the language quickly and confidently with few unnatural
pauses, which is called as fluency.
Moreover, (Nogués, 2013) in her investigation about Enhancing
expression in English as a foreign language through Task – Based
Learning and dynamic assessment mentioned to (Corder, 1967) who
claimed that ―learners develop their own linguistic system based on a
universal built – in syllabus that guides their development and pointed to a
transitional competence that had to be studied longitudinally‖ (p. 43).
To conclude, it was also based on it was based on Pulverness et Al
(2012) and Canale & Swain (2012) in which they concluded that
grammatical competence refers to accurate knowledge of sentence
formation and vocabulary as well as is the ability to produce and
understand language in different social context with the purpose the
enhance the effectiveness of communication, it can be infer that is a good
option, to suggest activities to introduce and practice extensively
vocabulary before involving students in their speaking tasks.
According to (Krashen and Terrell, 1995) in their research about
The Natural Approach Language Acquisition in the Classroom mention
that the best form to acquire the knowledge in a spontaneous way, it can
be said naturally, due to the fact that the human beings increase and learn
new vocabulary in different communicative situations in their daily routine.
It means that students can acquire a second language through
three steps which first they are exposed in an environment where all
people who surrounded them speak in English and learners try to
understand that people say. Then, the students try to produce messages
very short to communicate with others and finally with the daily routine the
students will learn more vocabulary and they put in practice all that and
they will development their speech with fluency and precision.
Moreover, it can mention to (Rahman, 2010) who in his analysis
about Communicative Language teaching CLT or Communicative
approach mentions that CLT emphasizes interaction and makes use of
real life situations which learners need to communicate, and it will vary
according the reactions and answers of the activity since that a real – life
simulations change day to day and the topics can vary depending the
lesson.
It can be inferred that communicative method can be used in the
development of the oral skill since that the main object of its application is
to help to learners to create short phrases for that they develop their
communicative competence in the second language.
In another way, this method can help to students to develop their
knowledge about formal aspects and sociolinguistics too with the purpose
of communicating in a correct way since that the teacher is the person
who establish the different conditions to the learning, besides he or she
organizes, plans the development of the class and elaborates the diversity
activities to search an effective communication among the learners into
the classroom.
Furthermore, the teacher helps to the students to develop and
improve their pronunciation through different ways into the class. Some
ways that develop in class can be in couple or small groups where they
can interact with their classmates. They can try give ideas, try to
communicate without take care out of errors, it is try to communicate real
meaning which they want to say or express.
In addition to this, it can be mention that a good way to practice oral
through communicative approach, is practicing answer and questions, one
form is by asking students to find out some information or personal
information about their classmates based on daily routine.
To conclude it, it can summarize that communicative approach is a
good way to develop and improve oral skill since that it allows to
communicate through small phrases with or without errors since that the
main objective is to produce a real communication, and it can based on
personal information about daily routine, for that reason, it is important this
research project since that the purpose of this investigation is to
implement a system of activities based on daily routine vocabulary to help
learners to develop and improve their level of oral expression..
Legal Foundation
According to legal feasibility, this research project is based on
(Constitution of Ecuador, 2008) section five about education in the article
26 which mentions that
Education is a right of persons throughout their lives and an
unavoidable and mandatory duty of the State. It constitutes a
priority area for public policymaking and state investment, the
guarantee of equality and social inclusion and the indispensable
condition for the good way of living. Persons, families and society
have the right and responsibility to participate in education. (P. 27).
In addition to this it was supported on the article 343, which stated
that
The national education system shall be aimed at developing the
population’s individual and collective capabilities and potential,
enabling learning and the generation and use of knowledge,
techniques, wisdom, arts and culture. The system shall have as its
core focus the learning subject and shall function flexibly and
dynamically, with an inclusive, efficient and effective approach. The
national education system shall incorporate an intercultural vision in
line with the country’s geographical, cultural, and linguistic diversity
and respect for the rights of the communities, peoples and nations.
(P. 160).
That means that students should develop collective capabilities and
potential, as well as the use of knowledge, techniques, subject and shall
function and dynamically.
In other hand in the (National Curriculum Guidelines, 2014) about
the curriculum overall objectives the high school graduates students at the
B1 level in the different educational establishment will be able to:
Deal with most situations likely to arise while travelling in an
area where the language is spoken (i.e. basic social language).
Enter unprepared into conversation on topics that are familiar, of
personal interest, or pertinent to everyday life.
Connect phrases in a simple way in order to describe
experiences and events, dreams, hopes, and ambitions.
Give brief reasons and explanations for opinions and plans; and
Describe their reactions to the plot of a book or film.
Furthermore, on the (Organic Law Intercultural Education, 2013)
LOEI which mentioned the actions of the intercultural and educational
circuits of the bilingual territories offer services to the citizenry on an
equality and inclusive manner.
In addition to this, in the chapter 6. Rights and Responsibilities of
the Educational Community in the Article 15, it establishes that the
educational community is the set of actors directly linked to a determined
educational institute, with the sense of membership and identity, made up
of authorities, teachers, students, parents or legal representatives and
administrative staff. The educational communicative actors and citizen
security for the development of their actions and common wealth.
Furthermore, in the second chapter of the state obligations about
the right to the education, chapter seven, subsection x, mentions that "It
guarantees that the plans and initial education programs, elementary and
secondary school, expressed in the curriculum, promote the development
of skills and capacity to create knowledge and promote the incorporation
of citizens into the working world" (p. 13).
Finally, according to educational policy, this research project was
based on the (National Good Living Plan’s, 2013) in the Objective 4 which
assures that
Knowledge is reinforced throughout life, starting at birth, through
everyday life and through formal and non-formal education. Human
talent is also nourished from existing kinds of knowledge, from daily
life, from inquiry and from a constant feedback of new knowledge.
In this model, educating becomes a constant dialogue in which
learning and teaching are continuous practices for social actors.
The quality of teachers and students is not the only factor to take
into account, but the quality of society as well (p.59).
It can be said that students should strengthen citizen capacities and
potential throughout life through everyday life and through formal and non
- formal education.
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION
Methodological Design
The methodological design is an activity which is aimed to obtain new
knowledge which can give a solution to scientific problems. This helps to
research about the development of daily routine vocabulary and the speaking
skill, the strategies and activities used during the process of teaching and
learning to be able to design a system of activities with vocabularies of daily
routines.
This research is about a mixed nature because there is no dichotomy
between the quantitative and qualitative information, also there is an analysis
of its cause and effect. In this research there are quantitative and qualitative
aspects and it develops the acquired information in function of the population
which is the objective of study: the students of 8th year General Basic
Education at Alonso Veloz Malta high school.
This research aims to develop a system of daily routines vocabulary
activities; this system of activities has as objective for the student to develop
their speaking skill.
Types of Research
This research project has the following types:
Descriptive
The goal of the descriptive research is to characterize the conflict
situation in the speaking skill through the use of vocabulary of the students of
8th year General Basic Education, to understand the prevailing situation
through the precise description of the activities and processes because it
is characterized in the language.
Explicative
The research is according to an explicative nature because it
associates elements and clarifies problems which is the insufficiency of
the use of daily routine vocabulary in the speaking skill, and it allows to
reach an explanation of why some facts and causes which happens inside
the research.
Proactive
The study is proactive because it elaborates an assessment and
has as a goal a system with vocabulary activities of daily routines and
strategies to reach the needs or deficiencies inside the classroom. This is
made inside the proposal to overcome the current imperfections found
when the research problems where described.
Applied
It is an applied research since it uses the knowledge that is
acquired through the research about speaking skill and it applies it.
Population and Sample
It is a group of elements which has a similar characteristic in the
research process in regards of the speaking skill and desires to improve in
the English language. The sample is a representation of the population
The population and sample are forty students of 8th year General
that is going to be investigated.
Basic Education and one English teacher from ―Alonso Veloz‖ high
scool.
N Details Population
1 Students 40
2 Teacher 1 41
N Details Sample
1 Students 40
2 Teacher 1 41
CHAPTER N 1 CHAPTER N 2
Source: Alonso Velóz Malta High School Source: Alonso Velóz Malta High School
CHART N° 3
VARIABLES OPERATIONALIZATION CHART
VARIABLES DIMENSIONS INDICATORS
Ludic
VOCABULARY
STRATEGIES
Realia
Dramatizations
DAILY ROUTINE
VOCABULARY
VOCABULARY
ACQUISITION
Incidental
Intentional
Vocabulary that is all
about words — the
words or a special
set of words in the
language that you
are trying to learn.
VOCABULARY
METHODOLOGY
Explicit
Presentation
Immediate
Practice
Social Application
Usual
VOCABULARY LEVELS Common
Fundamental
SPEAKING SKILL
Speaking is an
COMPONENTS OF
SPEAKING
Fluency
accuracy
Pronunciation
oral productive skill.
Like the other skills, it
is more complicated
than it seems at first
and involves more
than just pronouncing
words.
ELEMENTS OF
COMUNICATION
Source
Message
Receiver
ACTIVITIES TO
IMPROVE SPEAKING
SKILLS
Roles Play
Simulation
Brain Storming
Story Telling
INVESTIGATION METHODS
The theoretical methods used in this thesis were:
Inductive-Deductive: This method works from a specific problem
like the one in this research project to a more general theory. This is
sometimes seemed as a Bottom-up approach.
Analysis synthesis: These are two complementary activities, since
this project analyzed the information gathered in this thesis and later
synthetized the theories in the theoretical framework.
Historical logical: This is a historical-logic method since it used
previous research projects and works to set a starting point for this thesis.
System-structural-functional: This method was used to create the
proposal with an integrating view.
The empiric techniques used in this thesis were the survey, the
interview and the class observation.
The statistical methods in this thesis were: The squared-Chi and
the variant.
INSTRUMENTS OF INVESTIGATION
The observation
This technique consists in watching an action and registering the
facts to investigate the problem and to understand the research topic.
The interview
It gives information about the interviewee to gather information
about a community. The chosen interviewee is the English teacher of the
8th year at Alonso Velóz Malta High school.
Survey
The survey is an interrogative process which is used to know the
student’s opinion about a problem like the Influence of daily routine
vocabulary in speaking skills. Surveys are used with the Likert scale which
is the most used in current times by researchers.
OBSERVATION ANALYSIS
In this case, it is normal that teacher begins the class greeting in
English and attendance control but it was notorious that she does not start
the class with a dynamic activity, but she start making a review to the last
class. In some cases, the students do not feel motivated to stay quiet
paying attention to the teacher so they starts to do other activities.
The students have many difficult to express doubts in English, so
they do not ask questions related to the class in this language. It is evident
that students do not practice many activities with some specific vocabulary
since that the hour of the class is short and the teacher has many students
but teacher try to monitor the activity performed since that they do not
have enough time to evaluate each student so it is performed in group.
Totally disagree
Disagree
Indifferent
Agree
Totally agree
50%
38%
0% [PORCENTAJE]
7%
ANALYSIS AND INTERPRETATION OF RESULTS
CHART N° 1
I cannot communicate in English when I have doubts in class.
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 1
Totally disagree 0 0 %
Disagree 2 5 %
Indifferent 3 7 %
Agree 20 50 %
Totally agree 15 38 %
Total 40 100 %
Source: Students of 8th year G.B.E at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María
GRAPHIC N° 1
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: As a result of the students surveyed, 20 students agree in that
they cannot communicate in English when they have doubts in class, 15
totally agree, meanwhile 3 are indifferent 2 disagree, it means they are not
able to ask question to clarify their doubts about the topic explained.
Totally disagree
Disagree
Indifferent
Agree
Totally agree
35% 53%
10%
0% 2%
CHART N° 2
I consider that speaking skill is necessary to practice in class the English
language.
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem
2
Totally disagree 0 0 %
Disagree 1 2 %
Indifferent 4 10 %
Agree 14 35 %
Totally agree 21 53 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 2
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: Most of the students consider that speaking skill is necessary to
practice in class the English language, 4 are indifferent 1 disagree. It can
be said that students considered very important to practice English into the
classroom with the purpose of improving oral expression.
Indifferent
Agree
Totally agree
63%
Disagree 25%
8% Totally disagree
2% 2%
CHART N° 3
I would like to practice English orally in every class
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem
3
Totally disagree 1 2 %
Disagree 1 2 %
Indifferent 3 8 %
Agree 10 25 %
Totally agree 25 63 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 3
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: 25 students totally agree with the statement, meanwhile that 10
students agree and they would like to practice English orally in every
class, 3 students are indifferent, 2 students disagree. It can be inferred
that students considered very important to practice through different ways
oral expression with the purpose of improving their speaking skill.
Totally agree
Indifferent
Agree
33%
Disagree 48%
Totally disagree 7%
2% 10%
CHART N° 4
I consider interesting the speaking skill activities
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 4
Totally disagree 1 2 %
Disagree 4 10 %
Indifferent 3 7 %
Agree 13 33 %
Totally agree 19 48 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 4
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: After the tabulation of the results, the majority of the students
affirm that is very important and interesting the speaking skill activities, 3
are indifferent and 1 student totally disagree. It means that students of this
educational establishment have priority and many interest in speaking
activities since that they consider the fundamental base for learning other
language.
7% 13% Totally disagree
38%
Disagree
20% Indifferent
Agree 22%
Totally agree
CHART N° 5
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem
5
Totally disagree 3 7 %
Disagree 9 13 %
Indifferent 15 20 %
Agree 8 22%
Totally agree 5 38%
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 5
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: Most of the students consider that the way that the teacher
starts the class motivate them to communicate in English, 20 are
indifferent 13 disagree and 7 totally disagree. It can be said that students
considered very important the motivation to improve their speaking into the
classroom.
It motivates me to communicate in English the way that the teacher
starts the class
Totally agree
Indifferent
Agree
63%
Disagree 33%
Totally disagree
0% 2% 2%
CHART N° 6
The vocabulary activities of daily routines helps the speaking skill.
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem
6
Totally disagree 0 0 %
Disagree 1 2 %
Indifferent 1 2 %
Agree 13 33 %
Totally agree 25 63 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 6
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: As a result of the data obtained from the survey most of the
students considered that vocabulary activities help them to communicate
in class, 1 is indifferent and 1 disagree. It means that students consider a
good source the vocabulary activities based on daily routine since that
through acquisition of some vocabulary, they get more information when
they interact with others.
0% 2%
18% Totally disagree
Disagree
55% 25%
Indifferent
Agree
Totally agree
CHART N° 7
I have problems when it comes to express myself in English
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem
7
Totally disagree 0 0 %
Disagree 1 2 %
Indifferent 7 18 %
Agree 10 25 %
Totally agree 22 55 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 7
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: After to the statistical results obtained from the survey, 32 of the
students totally agree that they have problems when they try to express in
English by themselves, 7 students are indifferent 1 disagree. It can be said
that many students have some problems to express their ideas or opinions
into the classroom due to the fact they do not have the vocabulary
necessary to explain the topic or any situation presented in that moment.
Activities with daily routines vocabulary will help me to express myself
better and with more fluency.
Totally agree
Indifferent
Agree
63%
20%
Totally disagree
Disagree
10% 5%
2%
CHART N° 8
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 8
Totally disagree 1 2 %
Disagree 2 5 %
Indifferent 4 10 %
Agree 8 20 %
Totally agree 25 63 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 8
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: Most of the students agree that activities with daily routines
vocabulary will help them to express better, 4 are indifferent, 2 students
disagree and 1 learner totally disagree. It means that students state that
activities or exercises with daily routine vocabulary will help them to
improve their speaking skill and get more fluency at the moment to explain
their ideas, mind, opinions, and so on.
2%
5% 5% 38%
Totally disagree
Disagree
50% Indifferent
Agree
Totally agree
CHART N° 9
When the class starts with the vocabulary, it helps me to participate in
oral activities.
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 9
Totally disagree 2 5 %
Disagree 1 2 %
Indifferent 2 5 %
Agree 20 50 %
Totally agree 15 38 %
Total 40 100 %
Source: Students of 8th year GBEat Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 9
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: After to the tabulation of the results, 35 students surveyed
agree about when the class starts with the vocabulary, it helps them to
participate in oral activities, 2 are indifferent and 3 disagree. It can be
inferred that most of the students mention that it is very important starts
the class with some vocabulary about the topic to treat since that it allows
them to know and they can participate in the following activities.
Totally agree
Agree 68%
Totally disagree
Disagree
Indifferent
27%
0% 5%
CHART N° 10
I feel motivated when the teacher presents didactic materials about daily
routines vocabulary
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 10
Totally disagree 0 0 %
Disagree 0 0 %
Indifferent 2 5 %
Agree 11 27 %
Totally agree 27 68 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 10
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: As a result of the survey, the majority of students feel motivated
when the teacher presents didactic material about daily routine vocabulary
2 are indifferent. It can inferred that students feel comfortable when some
didactic material is showed in front of the class because it allows them to
have knowledge about the top
ic presented.
38%
Indifferent
Agree
Totally agree
27%
Totally disagree
Disagree
10% 23%
2%
CHART N° 11
I am more confident when I have to express myself in English with topics
related to daily routines
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 11
Totally disagree 1 2 %
Disagree 4 10 %
Indifferent 11 27 %
Agree 15 38 %
Totally agree 9 23 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 11
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: 24 of the students surveyed agree about they are more
confident when they can express themselves in English with topic related
to daily routines, 11 are indifferent, 4 of the students disagree and one of
them totally disagree. It means that students feel more confident with topic
about daily routine because they are themes to acquire some vocabulary
easily.
2% 7% Totally disagree
28%
25% Disagree
Indifferent
Agree
38% Totally agree
CHART N° 12
Activities like dramatizations about daily routines can help me learn new
words and its uses.
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 12
Totally disagree 1 2 %
Disagree 3 7 %
Indifferent 10 25 %
Agree 15 38 %
Totally agree 11 28 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 12
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: The majority of the students assure that activities like
dramatizations about daily routines can help them learn new words and its
uses, 10 of the student are indifferent, 3 disagree and one of them totally
disagree. It can be said that students surveyed agree about dramatization
will help them to improve their oral expression skill.
Totally agree
Agree 63%
Disagree
Indifferent
35%
Totally disagree 0%2%
CHART N° 13
A booklet with activities about daily routines will make the class more
participative.
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 13
Totally disagree 0 0 %
Disagree 0 0 %
Indifferent 1 2 %
Agree 14 35 %
Totally agree 25 63 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 13
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: The majority of the students surveyed (39) consider that a
booklet with activities about daily routines will make the class more
participative, only one is indifferent. It means that they agree in that
activities which contain daily routines vocabulary, it will become the bored
class into a participative class. For that reason, it is important to change
the activities or to put in practice some options with the purpose.
2% 2% 20% 13%
Totally disagree
Disagree
Indifferent
Agree
Totally agree
63%
CHART N° 14
Games and songs will improve the interaction in the classroom
CODE CATEGORIES FREQUENCIES PERCENTAGES
Ítem 14
Totally disagree 1 2 %
Disagree 1 2 %
Indifferent 5 13 %
Agree 25 63 %
Totally agree 8 20 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 14
Source: Students of 8th year GBE at Alonso Veloz Malta High school Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: 33 students considered activities like games and songs will
improve the interaction in the classroom, 5 are indifferent and two of the
students disagree. It can assure that games and songs are good
motivation for students since that it allows improve the environment and
student will become more confident at the moment to perform some
activity related to the topic.
Totally agree
Agree 38%
Indifferent 50%
Totally disagree
Disagree
10% 0%2%
CHART N° 15
Doing vocabulary activities about daily routines will improve my ability to
express myself in class and in my social life
CODE CATEGORIES CATEGORIES PERCENTAGES
Ítem 15
Totally disagree 0 0 %
Disagree 1 2 %
Indifferent 4 10 %
Agree 15 38 %
Totally agree 20 50 %
Total 40 100 %
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
GRAPHIC N° 15
Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria
Analysis: To conclude, the middle of the students surveyed in this
educational establishment think doing vocabulary activities about daily
routines will improve the ability to express in class and in the social life
since that 20 students totally agree with this, 15 agree, 4 students are
indifferent, one of them disagree. It means that students of this high school
will improve their speaking skill with different activities which contains
topics about daily routine.
ENGLISH TEACHER’S INTERVIEW
1
.
Which is the development level of the students in regards to the
speaking skill?
The students do not have the level according to the grade where
they are and in this year, developing their level has been difficult.
2
.
How do you help the students in their speaking skill? Which
learning techniques do you use?
The time in the different classes are short and it is not enough to
develop a specific technique because not all students put in practice it.
3
.
Which resource do you use to develop the oral expression in
class?
The repetition of vocabulary is one of the resource which a teacher
can use for that everybody speak.
4
.
How often do you practice the speaking skill in the classroom?
The majorities of the days, the students practice through the
repetition but, I consider that it is not good for them because they
should do other speaking activities but there is not resources.
5
.
Which ludic activities do you do to improve the speaking skill in
the students?
The CD player is the activity which is used in the majorities of the
class which students listen and repeat conversations.
6
.
How do you start the class to motivate the participation of the
students in the class?
It is difficult starting the class with an activity because the time goes
fast, so I only do a look through about the last class to continue with
the next.
7
.
Which methodology do you use to introduce new vocabulary in
class?
In this establishment, the repetition is the methodology applied for
students.
8
.
Do you believe that a system of activities of vocabulary about
daily routines will improve the speaking skill in the students?
Why?
Yes, because it is some different since that it can contain some
activities which teacher put in practice into the class and it can be
used to motivate student to do some exciting.
9
.
Which learning techniques do you use for the vocabulary
acquisition of the students?
It can be used the repetition of the vocabulary or the repetition of
readings with the purpose that student imitate sounds and memorize
them.
10. How do you evaluate the speaking skill in the students?
It is very difficult for the amount of the student but the class can be
divided into two or three group and they are evaluated one time into
the month, or each three weeks.
THE SQUARED-CHI
The squared-Chi was applied to corroborate the relationship
between the independent and dependent variables of this research
project.
CHART N°16- Items of the squared-Chi
Source: Survey to students Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María
CHART N° 17- Results of The squared-Chi
Source: Survey to students
Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María
GRAPHIC N° 16
Source: Survey to students Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María
It can be observed in that table with a value less than 0.05 the
relationship between the independent variable and dependent variable. It
can be mentioned that it has been established that there effectively is a
correlation between them being the Pearson correlation equal to, 000.
CONCLUSIONS
It was notable and results states that the students of this
educational establishment have deficiency in oral expression due to
the fact that they do not express their ideas or opinions clearly.
It was evident that students cannot speak correctly, they do not
have good pronunciation and intonation since that speak and do not
correct that, so they feel ashamed and they prefer do not participate
in activities of this skill.
It was obviously that students feel nervous when they speak in front
of the class or doing another task, for these reasons they prefer do
not participate in any activity.
It was remarkable that in the educational establishment do not have
a material updated or efficient which students can develop their oral
expression and improve to the level that they should have.
RECOMMENDATIONS
It is important and essential that in the educational establishment
give students different activities related to oral expression with the
objective that they have some vocabulary and can use to express
their opinions or ideas clearly in a correct way.
It is necessary that students feel relaxed in class and they can
practice more time their pronunciation since that only with the
practice they can improve and it is also essential that the teacher
monitors that moment with the goal of helping to clarify some
unknown word or difficult of pronouncing for student.
It is essential that there is a good environment into the classroom
and students feel confident to motivate them to participate in the
different activities with the purpose of that they practice their oral
expression and improve it.
In practice, a good option to help students to develop the oral
expression can be the application of a system of exercises with
some daily routine vocabulary which it allows to the teacher gives
them a creative class and they can acquire some vocabulary, put in
practice and improve their level of oral expression.
CHAPTER IV
THE PROPOSAL
TITLE
A system of daily routine vocabulary activities for students
JUSTIFICATION
This proposal arose from a diagnosis performed at ―Alonso Veloz
Malta‖ High School through the implementation of different empirical
instruments of investigation, such as, the use of an observation sheet, a
survey and an interview which corroborated the deficiency of speaking
skills of the students of the high school before mentioned. For those
reasons, it was decided to design a proposal that is the design of a system
of activities that will allow students of eight grade of General Basic
Education of the ―Alonso Veloz Malta‖ High School to develop at A1.1
basic user level in the oral expression.
OBJECTIVES
GENERAL OBJECTIVE
To develop the domain of speaking skill through a system of
activities based on daily routine vocabulary to improve the communication.
SPECIFIC OBJECTIVES
To strengthen the oral expression through the use of different types
of daily routine vocabulary.
To establish the speaking skills development according to the
A1.1basic user level
To increase the rhythm, coherence and volume through several
types of activities based on daily routine vocabulary.
THEORETICAL ASPECTS
For the following proposal, it was taken these theoretical aspects.
PEDAGOGICAL FOUNDATION
From the pedagogical foundation point of view, this research project
was based on Thornbury (2012), Scrivener (2015), and Brinton et al
(2014) in which they stated that students should have constant and deep
instruction in vocabulary and its development since early ages since that
they need to know a 98 percent of words in an oral text to comprehend it.
DIDACTIC FOUNDATION
From the didactic foundation point of view, this research project
was based on Burk (1998) and Kayi (2006) in which they agree that
teaching English should be different the methodology and do not allow
that students memorizing long text or dialogues and reproduce it like a
Cd player, on the contrary they should be able of interact each other
without follow a text, and be able to share information, thoughts,
knowledge or ideas in the best way possible for that their partners or
classmates can understand them.
PSYCHOLOGICAL FOUNDATION
In the psychological foundation, it was based on Thornbury (2012),
Nation (2009), and Marzano (2013) who assured teachers introduce,
explain, practice, and assess language, so the intentional regards
vocabulary teaching is the best way for form, collocation and word class
because students feel more confident, enthusiastic and motivated with the
lessons as well as attractive resources are introduced in the lesson.
LINGUISTIC FOUNDATION
In the linguistic foundation, it was based on Pulverness et al (2012)
and Canale & Swain (2012) in which they concluded that grammatical
61
competence refers to accurate knowledge of sentence formation and
vocabulary as well as is the ability to produce and understand language in
different social context with the purpose the enhance the effectiveness of
communication, it can be infer that is a good option, to suggest activities to
introduce and practice extensively vocabulary before involving students in
their speaking tasks.
FEASIBILITY OF ITS APPLICATION
According to the feasibility aspect, the creation and implementation
of this proposal is feasible due to the fact that the financial resources used
are minimal. Besides, the technical feasibility, this proposal does not need
any technological resource. In addition to this, according to human
feasibility, it is supported on the human resources of the ―Alonso Veloz
Malta‖ High School due to the fact that it is beneficial for the teacher
because she will receive a system of activities that is going to develop the
student´ speaking skill and it is beneficial for students since that they will
have a good training in the development of oral expression.
In other hand, according to legal feasibility, it was supported on the
Constitution of Ecuador (2011) in the article 343, which stated that
students should develop collective capabilities and potential, as well as the
use of knowledge, techniques, subject and shall function and dynamically.
Furthermore, it is also supported on the Organic Law Intercultural
Education (2013) LOEI which mentioned the actions of the intercultural
and educational circuits of the bilingual territories offer services to the
citizenry on an equality and inclusive manner.
Finally, according to educational policy, this research project was
based on the National Good Living Plan’s (2013) in the Objective 4 which
assured that students should strengthen citizen capacities and potential
throughout life through everyday life and through formal and non - formal
education.
62
DESCRIPTION
This proposal was designed to develop the oral expression of the
students of eight year of General Basic Education, of the ―Alonso Veloz
Malta‖ High School to A1.1basic user level through of a system of
activities based on daily routine vocabulary which were selected according
to the student’s book of the public institution with the purpose of
strengthening and improving the rhythm, volume and intonation in oral
expression.
The period of educational in the Coast region is based on two
quimesters; each quimesters contains three partials, so, it can be said that
this proposal will be applied for the teacher during the development of the
end of each unit during the period of the two quimester. In the
development of each section based on daily routine vocabulary, it will
contain specific activities for each unit that will help to the student to
reinforce their knowledge and over all to improve their speaking skill.
To conclude, in this booklet will have an introduction that is going to
refer to the aspect based on the structure and methodological
recommendations for the teacher. And to the end of it, it will find the
answers of the each one of activities and the references where were
obtained that information.
CONCLUSIONS
The design of this proposal will help to students of eight year
General Basic Education at ―Alonso Veloz Malta‖ High School to develop
at A1.1 basic user level in the oral expression.
In addition to that, the students will strengthen the previous
knowledge acquired in the classroom and increase the vocabulary
learned, and also with the activities on speaking.
63
Moreover, the students improve their pronunciation, rhythm,
intonation and maybe fluency with the different activities selected during
the development of the speaking class.
64
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ENCUESTA A ESTUDIANTES
Title: A system of daily routine vocabulary activities for students
Source: Students of 8th year GBE at Alonso Veloz Malta High school Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María
80
ENTREVISTA A LA PROFESORA DE INGLÉS
Title: A system of daily routine vocabulary activities for students
Source: Students of 8th year GBE at Alonso Veloz Malta High school Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María
81
OBSERVACIÓN Title: A system of daily routine vocabulary activities for students
Source: Students of 8th year GBE at Alonso Veloz Malta High school Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María
82
83
OBSERVATION
Guide sheet
1
The teacher begins the class greeting in English and
attendance control.
2
The teacher starts the class with a dynamic activity
associated to the topic.
3
The teacher starts the class with vocabulary about the
topic.
4
Students feel motivated when they see teacher´s
didactic resources in front of the class.
5 Students ask questions in English related to vocabulary.
6
The teacher shows examples before students’
performance.
7
Students practice vocabulary activities to develop
speaking skills.
8
The teacher learning techniques are certain to improve
speaking skills.
9
Students do activities using vocabulary easily monitored
by teacher.
10 The teacher evaluates each student's speaking skills.
84
Yes no
Teacher’s interview
1
Which is the development level of the students in regards to the
speaking skill?
2
How do you help the students in their speaking skill? Which
learning techniques do you use?
3
Which resource do you use to develop the oral expression in
class?
4
How often do you practice the speaking skill in the classroom?
5
Which ludic activities do you do to improve the speaking skill in the
students?
6
How do you start the class to motivate the participation of the
students in the class?
7
Which methodology do you use to introduce new vocabulary in
class?
8
Do you believe that a system of activities of vocabulary about daily
routines will improve the speaking skill in the students? Why?
9
Which learning techniques do you use for the vocabulary
acquisition of the students?
10
How do you evaluate the speaking skill in the students?
85
SURVEY TO THE STUDENTS
OBJECTIVE: To determine the influence of daily routine vocabulary in
speaking skill.
SPECIFIC INSTRUCTIONS: Mark on the answer which you consider the
most appropriate in every single statement.
5 - Totally agree 4 - agree 3 - indifferent 2 - disagree 1- Totally
disagree
5 4 3 2 1
1. I cannot communicate in English when I have
doubts in class.
2. I consider that speaking skill is necessary to
practice in class the English language.
3. I would like to practice English orally in every
class.
4. I consider interesting the speaking skill
activities.
5. It motivates me to communicate in English the
way that the teacher starts the class.
6. The vocabulary activities of daily routines
helps the speaking skill.
7. I have problems when it comes to express
myself in English.
8. Activities with daily routines vocabulary will
help me to express myself better and with more
fluency.
9. When the class starts with the vocabulary, it
helps me to participate in oral activities.
86
10. I feel motivated when the teacher presents
didactic materials about daily routines vocabulary.
11. I am more confident when I have to express
myself in English with topics related to daily routines.
12. Activities like dramatizations about daily
routines can help me learn new words and its uses.
13. A booklet with activities about daily routines
will make the class more participative.
14. Ludic activities like games and songs will
improve the interaction in the classroom.
15. Doing vocabulary activities about daily
routines will improve my ability to express myself in
class and in my social life.
87
88
89
90
8TH
year
Zoraida Triana Matamoros&
María Copa yupanqui
INTRODUCTION
―Enjoy your speech‖ is the result of a research project about oral
expression which was created to the students who start to learn English as a
Second Language (ESL) and develop speaking skill.
This material is divided in six units; each one contains a daily routine
vocabulary with a variety of exercises in which the students will have to develop
their capacity in the speaking skill, such as the intonation, pronunciation and
rhythm. To the teacher, it contains some recommendation to prepare the
activities how to develop each activity.
It will be useful to the students who desire develop their level of
knowledge in speaking skill by themselves because each activated is related
with the exercises of English textbook.
1
TABLE OF CONTENT
Cover
Introduction ................................................................................... 1
Table of content ............................................................................ 2
Teachers’ Recommendation ......................................................... 4
UNIT 1
UNIT 2
UNIT 3
Daily routine on holidays… ......................................... 5
Discussion ................................................................... 5
Vocabulary ................................................................... 6
Planning and exposition: exercise #3A ...................... 7
Exercise # 3B ............................................................... 8
Daily routine’s members of family .............................. 9
Discussion ................................................................... 9
Vocabulary ................................................................. 10
Role-play .................................................................... 11
Daily routine with leisure activities ..........................12
brainstorming ............................................................ 12
dramatization ............................................................. 13
role-play ..................................................................... 14
2
UNIT 4
UNIT 5
UNIT 6
Daily routine on street life… ..................................... 15
Discussion ................................................................. 15
Guessing the activity. ................................................ 16
Planning and exposition ........................................... 17
Daily routine in amazing places… ............................ 18
Discussion ................................................................. 18
Vocabulary ................................................................. 19
Planning and Exposition .......................................... 20
Daily routine in a regular day… ................................ 21
Vocabulary ................................................................ 21
Interview .....................................................................22
Planning and exposition ........................................... 22
Bibliography ................................................................................ 23
TEACHERS’ RECOMMENDATION
“Enjoy your speech” is a system of activities with a diversity of
exercises which will help the students to develop oral expression.
To continue, it shows you some suggestions that you could put in
practice over the course.
3
First, it is important and necessary explain them the content of this
workbook, say them about speak, oral expression and daily routine concept with
the purpose that they familiarize with it.
To start the activities:
1. You can start with some questions of discussion.
2. You can help with pictures or flash cards.
To continue the activities:
1. Introduce them the definitions list. This activity is good for activating
existing vocabulary or revising vocabulary studied in previous lessons.
2. Let them to ask about unknown words.
3. Students have to repeat the pronunciation and rhythm of each word.
4. Introduce the activity of speaking, explain it step by step.
5. Give an example.
6. Students should prepare their speech individually.
7. Monitory them all the time while they do the exercise.
8. Students present their activity.
To conclude the activity:
1. Indicate to the students some or common mistakes in their speech.
2. Tell students to work in pairs some questions about their personal life.
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UNIT 1 Daily routine on holidays
EXERCISE #1
DISCUSSION
LOOK AT THE PICTURE AND TALK ABOUT WHAT THEY DO EVERY DAY
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EXERCISE # 2
VOCABULARY
LOOK AT THE PICTURE AND EXPLAIN WHAT DO YOU DO IN YOUR VACATION?
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EXERCISE #3A
PLANNING AND EXPOSITION
Students can let their imagination run wild to design a fanciful 6 day
adventure holiday and narrate it in front of the class describing each day.
Example:
Australian adventure holiday
Day 1: photographing kangaroos
Day 2: surviving in the desert
Day 3: skiing on Uluru
On the first day of this holiday, each person is given a camera and a
motorbike and drives around photographing kangaroos. On the second day, the
motorbike is taken away and they are left to survive in the desert. They either
survive or die; a very exciting day! You can show the class a postcard depicting
Uluru, a dry red rock in central Australia (also known as Ayres Rock). The third
day of the holiday is skiing on Uluru, except that of course there is no snow so
you just ski down the rock.
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Adventure holiday
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Day 6:
EXERCISE #3 B
Present to the class your own adventure holiday.
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UNIT 2
Daily routine’s members of family
EXERCISE 1
DISCUSSION
Answer the questions orally
Who can do those activities?
Can children do those activities?
What do you think about it?
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EXERCISE #2
VOCABULARY
Associate the picture with the words and tell us some sequenced
sentences
1. Sleep 7. Take a bath 12. Get up
2. Make the bed 8. Put on makeup 13. Shave
3. Get dressed 9. Floss my* teeth 14. Take a shower
4. Go to bed
5. Wash my* face
10. Comb my* hair
11 brush my teeth
15. Get undresses
6. Get undressed *my, his, her, our, your, their
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Clean the house - Do the laundry – feed the baby - study - piano classes
- Walk the dog - pay the rent - fix the car
You have an important meeting with your friends on weekend but your
mother wants you stay at home to clean the house, prepare the dinner
and feed your little brother because she has to travel to another
country for business.
EXERCISE #3
ROLE - PLAY
Choose a group of phrases about the vocabulary learned and work in
pairs (or groups of 3) to present the situation in front the class.
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UNIT 3 Daily routine with leisure
activities
EXERCISE #1
BRAINSTORMING
Look at the picture and ask and answer about what you observe.
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EXERCISE #2
DRAMATIZATION
Read the dialogue about leisure activities and act it in front of the class.
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EXERCISE #3
ROLE - PLAY
Choose a group of phrases about the vocabulary learned and work in
groups of 5 to explain the pictures. Their partner must guess the word they are
defining through a kinesthetic moving or definitions. Each team has 1 minute to
define as many words as possible.
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UNIT 4
Daily routine on street life
EXERCISE #1
DISCUSSION
Look at the pictures and describe what they are doing and what
they are wearing
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EXERCISE #2
GUESSING THE ACIVITIES
Look at the picture and describe what they are doing
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EXERCISE #3
PLANNING AND EXPOSITION
Describe your neighborhood
• What are the places in your neighborhood?
• What do you like most of your neighborhood?
• How do people dress in your neighborhood?
.
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UNIT 5
Daily routine in amazing places
EXERCISE #1
DISCUSSION
1. What places can you see? 4. Where do your parents save the money?
2. What is your favorite place? 5. What can you do in each one?
3. What place do you like most?
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EXERCISE #2
VOCABULARY
CHOOSE A PLACE AND CREATE A DIALOGUE IN GROUP OF THREE.
PRESENT IT IN FRONT OF THE CLASS
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EXERCISE #3
PLANNING AND EXPOSITION
Draw your neighborhood and explain it in front of the class.
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UNIT 6
Daily routine in a regular day
EXERCISE #1
VOCABULARY
Look at the picture and talk about your daily routine
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EXERCISE #2
INTERVIEW
Interview your classmates and discover his or her lifestyle
Answer the following questions.
Do you get up at 5:00 AM?
Do you take a shower at 5:30 AM?
Do you surf on the internet?
What do you do at school?
What do you do at home?
What do you do in the afternoon?
What time do you have dinner?
EXERCISE #3
PLANNING AND EXPOSITION
DISCOVERING DAILY ROUTINE OF FAMOUS
PEOPLE
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Bibliography
British Council. (2015). ESOL Nexus. Speaking. Retrieved from:
https://esol.britishcouncil.org/content/learners/skills/speaking-0
Holmes David. (2004). Speaking Activities for the Classroom. Retrieved from:
http://www.finchpark.com/courses/tkt/Unit_08/speaking_activities.pdf
Klippel Friederike. (1985). Keep Talking. Communicative fluency activities for
language teaching. London. Cambridge. Retried from:
https://epub.ub.uni-muenchen.de/8649/1/8649.pdf
Learn English Teens. Daily routine exercises. Retrieved from:
https://learnenglishteens.britishcouncil.org/sites/teens/files/daily_routine_
-_exercises.pdf
M. Chronic Pain & Fatigue Research Center. (2016). Lifestyle Activity &
Exercise. Retrieved from:
http://www.med.umich.edu/painresearch/patients/life.html
One Stop English.com. Solution for English Teaching. (2002). First Class
Activity. Retrieved from:
http://www.onestopenglish.com/skills/speaking/lesson-plans/pdf-
content/speaking-skills-lesson-plans-first-day-worksheet/teachers-notes-
all-levels/149727.article
Teaching English. Motivating and speaking activities lower levels. Retrieved
from: https://www.teachingenglish.org.uk/article/motivating-speaking-
activities-lower-levels
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EXERCISE 1
Possible answer
PROPOSAL
ANSWER KEY
UNIT 1
Daily routine on holidays
MONDAY TUESDAY WEDNESDAY TRURSDAY FRIDAY
Baking day Field trip
outing
Pool day and
picnic with
friends
Arts and
crafts day
Out for a treat
Sift through
cookbooks,
and pick a
new treat to
bake together
for our
Monday
evening
family night
Children´s
zoo, bowling
or skating,
something
different every
day
We hop from
pool to pool
and pack a
lunch or get
pizza
Go to my
page and
decide on
kids’ activity.
Do a service
for someone
writing cards
Yogurt, sno
cones,
donuts: travel
around town
to different
new places
EXERCISE 2
Possible answer
1. We travel by train, we go to a village, we sleep in a tent and we grill
2. we travel by plane, we go to the beach, we sleep in a hotel and we surf
3. we travel by horse, we go to the forest, we sleep in a cabin and we camp
4. we travel by ship, we go to the seaside, we sleep in a cruise ship and we
have a sun bathing
5. we travel by bike, we go to the mountain, we sleep in a caravan and we
take photos
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EXERCISE 3A
Possible answer
1. we have an amazing holiday, we ride in a motor bike and take pictures to
the painter kangaroos,
2. we walk in the desert without water and food,
3. we find a lake and we wet our lips,
4. we are exciting with the enormous red rock in the central of Australia,
5. we go to the mountain, we try to ski down the rock without snow
6. we return home
EXERCISE 3B
Possible answer
We travel around France, We have an exciting weekend at the beach, we do a
lot of fun of things there, like swimming, play volleyball and pick up shells in the
sand, at night we go to dance with our cousins but early we return to the hotel
Next day we go shopping and eat the typical food Burgundy snails later we visit
the tourist places like Eiffel tower, one of the most visited places of France.
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UNIT 2
Daily routine’s members of family
EXERCISE 1
Possible answer
1. my sister has to clean the floor
2. my father doesn’t have to iron his shirt
3. my mother has to do laundry
4. my little brother doesn´t have to prepare breakfast
5. my grandfather doesn´t have to wash the dishes
EXERCISE 2
Possible answer
1. He gets up, he takes a shower later he gets dressed
2. She put on makeup, she combs her hair and later she makes the bed
3. He takes a bath, he goes to bed and then he sleeps
EXERCISE 3
Possible answer
Mother: hello dear….
You: hello mom …. How are you?
Mother: I’d like you help me this weekend
You: sorry mom! But I have an important meeting with my friends
Mother: you must help me with the housework because I have to travel to
Colombia for business
You: ok but I only prepare the breakfast the dinner we eat out
Mother: you also clean the house and feed your brother
You: ok mom.................. I can´t go to the movie
Mother: what do you say?
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You: nothing mom… I help you.
UNIT 3
Daily routine with leisure activities
EXERCISE 1
1. What is he doing? He is sailing in the ocean 2. Where are they dancing? They are dancing in a disco 3. Why is she resting? Because she works hard 4. How long is he playing bowling? 4 hours
EXERCISE 2
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EXERCISE 3
Choose a group of phrases about the vocabulary learned and work in groups of
5 to explain the pictures. Your partner must guess the word they are defining
through a kinesthetic moving or definitions
1. Play the guitar
2. Read a book
3. Play soccer
4. Ride a bike
5. Visit a friend
6. Work in the computer
UNIT 4 Daily routine on street life
EXERCISE 1
1. They are playing, they are wearing sport clothes
2. He is cooking , he is wearing an apron
3. They are running , they are wearing sport clothes
4. She is swimming, she is wearing swimsuit
5. He is laughing, he is wearing a shirt and pants
6. He is reading, he is wearing light clothes
7. He is sleeping, he is wearing pajamas
EXERCISE 2 Possible answer
He is skiing he is climbing
He is diving she is swimming
He is riding a horse she is playing the guitar
She is riding her bike she is playing the violin
They are skipping he is playing the piano
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They are sailing She is rollerblading
He is surfing He is surfing the net
EXERCISE 3
Possible answer
I live in a stylish area of Guayaquil. I love my house because it is located in
a very good place in the city. My house is in the north of the City and it is a very
peaceful area. There are no commercial buildings near my house only shops and I
am very happy because of this because we can wear sport or light clothes The
thing which I like the most is that there is a small park right across the street, so
whenever feel like walking or jogging I simply got to the park and get some fresh
air.
UNIT 5
Daily routine in amazing places
EXERCISE 1
4. What places can you see?
I can see a restaurant, a theater, a bank and a zoo
5. What is your favorite place?
My favorite place is theater
6. What place do you like the most?
7. I like the most visit the Zoo
8. Where do your parents save the money?
They save the money in the bank
9. What can you do in each place?
In the restaurant I can eat, in the theater I can enjoy a work, in the bank I
can save money and in the Zoo I can see amazing animals
EXERCISE 2
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EXERCISE 3
Possible answer
STUDENT A: Excuse me, is there a library in your neighborhood?
STUDENT B: yes, there is. Go straight, and it's next to the bank.
STUDENT A: Thank you!
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UNIT 6
Daily routine in a regular day
EXERCISE 1
EXERCISE 2
Do you get up at 5:00 AM?
No, I am not. I get up at 6:00 am
Do you take a shower at 5:30 AM?
No I am not. I take a shower at 6:30 am
Do you surf on the internet?
Yes, I do
What do you do at school?
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I copy the class and I practice English
What do you do at home?
I help my mother in her housework
What do you do in the afternoon?
I do the homework
What time do you have dinner?
I have dinner at 7:00 o´clock
EXERCISE 3
MICHAEL JORDAN'S DAILY ROUTINE
First of all in the morning, Michael has a shower. After that he brushes his teeth and has
breakfast.
At midday, he pickes up his two sons from school. Then he drives them to his house
and cooks them a lunch. He lives them in the living room to let them study. He loves to
watch basketball videos so he sits into his sofa and relaxes watching some repeated
matches from time ago.
SHAKIRA ´S DAILY ROUTINE
Shakira should get up at 8 o'clock, brush her teeth and take a good bath. Then, she
eats breakfast at 8:30 and she eats properly chopped fruits, she drinks a cup of
coffee, plus an orange juice, sliced toasted bread Integral, and eggs. After having
breakfast at 9 o'clock she goes to her exercise classes with her personalized
teacher where she practices a series of workouts and exercises to stimulate her
body, at 10 o'clock practice her essays for her stage performances her dances and
movements must practice them very well.
MAYKEL ´S DAILY ROUTINE
Hi! I'm Maykel .I'm a regular teen and this is my daily routine I hate getting up early in
the mornings. I think I'm allergic to mornings After battling with my pillow, I finally
get up,take a shower and brush my teeth Mmm.. I love breakfast.. What do you think I
have for breakfast? Off to school I go. It´s 8.30.am Then I get dressed. My favorite
white t-shirt, black cap and jeans. at 12.30 I have lunch with my buddies at the school
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