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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION
LANGUAGE SCHOOL AND LANGUAGE
EDUCATIONAL PROJECT
TOPIC:
INCIDENCE OF FLASHCARDS IN THE READING SKILL AS TEACHING AIDS
PROPOSAL:
DIDACTIC GUIDE TO USE THE FLASHCARDS AND MAXIMIZE THE READING
IN THE STUDY OF ENGLISH LANGUAGE
In partial fulfillment of the Requirements for the Degree of:
LICENCIADAS EN CIENCIAS DE LA EDUCACION
Major in: LENGUA Y LINGÜÍSTICA INGLESA
RESEARCHERS:
DEYSI YESENIA GUEVARA MERCHAN
JENNY MONICA MATUTE ZAMBRANO
PROJECT ADVISOR MSc
LORNA CRUZ RIZZO
GUAYAQUIL – ECUADOR
2017
ii
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION
LANGUAGE SCHOOL AND LANGUAGE
DIRECTIVES
Msc. Silvia Moy-Sang Castro Msc. Wilson Romero Dávila
DEAN UNDER DEAN
Msc. Alfonso Sanchez Ab. Sebastian Cadena Alvarado
DIRECTOR GENERAL SECRETARY
iii
iv
CERTIFICADO DE REVISIÓN DE LA ORTOGRAFÍA
MSc. SILVIA MOY-SANG CASTRO , docente de la Carrera de Lenguas y
Lingüística, CERTIFICO que he revisado la ortografía del contenido del Proyecto
de Trabajo de Titulación realizado por las estudiantes Deysi Yesenia Guevara
Merchán con C.I. N° 0916871593 y Matute Zambrano Jenny Mónica con C.I. N°
0924301195, con el tema Incidencia del uso del flashcards en la destreza
lectora de los estudiantes del 8vo año de educación general básica, del
Colegio Fiscal Mixto “Clemente Yerovi Indaburu”, del cantón Guayaquil,
provincia del Guayas, año lectivo 2015-2016. Propuesta: Diseño de una guía
didáctica con el uso de los flashcards, previo a obtener el título de Licenciadas
en Ciencias de la educación, mención Lengua Inglesa y Lingüística, otorgado por
la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad de
Guayaquil.
En el Proyecto de Trabajo se determinan los siguientes aspectos:
• Se denota pulcritud en la escritura en todas sus partes.
• Acentuación precisa.
• Utilización de los signos de puntuación de manera acertada.
• Evita en todas los ejes temáticos vicios de dicción.
• Concreción y exactitud en la ideas.
• No incurre en errores en la utilización de las letras.
• Aplica correctamente la sinonimia.
• Existe claridad, congruencia y concordancia.
• Se maneja con conocimiento y precisión la morfosintaxis.
• El lenguaje es pedagógico, académico, sencillo y directo, por lo tanto de
fácil comprensión.
Por lo expuesto, y en uso de mis derechos como especialista en Literatura y
Español, recomiendo la VALIDEZ ORTOGRÁFICA de su proyecto previo a la
obtención del Título de Licenciadas en Ciencias de la Educación mención,
Lengua Inglesa y Lingüística.
……………………………………….
v
CERTIFICADO DE AUTORIA
Guayaquil, Diciembre del 2016
MSc
SILVIA MOY-SANG CASTRO, Arq.
DECANA DE LA FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN
Ciudad.-
Para los fines legales pertinentes comunico a usted que los derechos intelectuales del
proyecto educativo con el tema: Diseñó y ejecutó del proyecto educativo con el Tema:
Incidence of flashcards as teaching aids in the reading. Design a didactic guide to
use the flashcards and maximize the reading in the study of English Language
_ _
_ _
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
Deysi Guevara Merchán Jenny Matute Zambrano
C.I 0916871593 C.I 0924301195
vi
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN SEMIPRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO
TEMA:
Incidence of flashcards as teaching aids in the reading. Design a didactic guide to
use the flashcards and maximize the reading in the study of English Language
APROBADO
……………………………… Tribunal No 1
……………………… ……………………… Tribunal No 2 Tribunal No 3
Deysi Guevara Merchan Jenny Matute Zambrano
C.I 0916817593 C.I 0924301195
vii
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A: _
TRIBUNAL
viii
DEDICATION
This project is dedicated to my family because without their support,
understanding and advice, could not get have this big step, they gave me
unconditional love to support all the adversities that have arisen and continue with
this great step to my professional life.
Deysi Guevara Merchán
This thesis is dedicated to my parents and daughter, who have for me a loved me
inconditionally and all those people that became a support, for their understanding
and guidance to make this effort come true.
Jenny Matute Zambrano
ix
ACKNOWLEDGEMENTS
First, I want to thank God for still keeping me alive and can to realize my project,
to my family for giving me their understanding, support, strength and impelling me
and can continue with my professional career, and especially my son, who God
put me on my way to fight in this life.
Deysi Guevara Merchán
To my parents, husband, my daughter and brothers for their comprehension, help
and unconditional love, they were the only ones who could give the push to go and
encourage this path.
Jenny Matute Zambrano
x
GENERAL INDEX
FRONT PAGE
REGISTRATION SIGNATURE AUTHORITIES……………….………..……… ii
TUTOR CERTIFICATE..………………………………………………….………. iii
AUTHORING………………….......…………………………..………………….. iv
APPROVAl………….……………………………………………….…………….. v
PROJECT……………………………………………………………………………vi
QUALIFICATION...……………………………………………………………….. vii
DEDICATION……………….…………………………………………………….. viii
ACKNOWLEDGMENT…………………………………………………............... ix
REPOSITORIO NACIONAL DE CIENCIA TECNOLOGIA
NATIONAL REPOSITORY SCIENCE AND TECHNOLOGY
ABSTRACT………..………………………………………………………….…… x
GENERAL INDEX……………………………………………………………..… xi
INDEX OF TABLE……..………………………………………..……….……... xv
INDEX OF GRAPHICS………………………………………………………... xvi
INTRODUCTION………………………………………………………………... 1
CHAPTER I
1.THE PROBLEM
1.1 CONTEXT OF THE INVESTIGATION ……...………..………………… 4
1.2 CONFLICT SITUATION …………………...…………………………….. 5
1.3 SCIENTIFIC FACT ………………………………………………………… 6
1.4 FORMULATION OF THE PROBLEM……………………………………. 7
1.5 OBJETIVES ………………………………………………………….…….. 9
1.5.1 GENERAL OBJECTIVE ……………………………………………… 8
1.5.2 SPECIFIC OBJECTIVE ……………………………………………… 8
1.6 QUESTIONS OF THE INVESTIGATION …..……………………..……. 8
1.7 JUSTIFICATION AND IMPORTANCE………………………………..… 9
xi
CHAPTER II
2. THEORETICIAL FRAMEWORK
2.1 BACKGROUND …………..…….…………………..…..………………………. 10
2.2 THEORETICAL FOUNDATION………………………………………………….13
2.2.1 LINGUISTIC FOUNDATION …………………………………...……………. 15
2.2.2 DIDACTIC FOUNDTION …………………………………………………….. 17
2.2.2.1 TYPES OF READING SKILS……………………….………………….... 19
2.2.2.2 READING TECHNIQUE: SCANNING AND SKIMMING……………… 20
2.2.2.3 METHODOLOGICAL STUDIES OF THE READING SKILL: PRE-
READING, WHILE READING AND AFTER READING…………….… 21
2.2.2.4 GENERAL STRATEGIES OF THE READING SKILL………………... 25
2.2.2.5 FLASHCARDS………………………………………………………….... 26
2.2.2.6 CHARACTERISTICS OF THE FLASHCARDS ………………………. 27
2.2.2.7 TYPES OF FLASHCARDS……………………………………..…….… 27
2.2.2.8 ELEMENTES OF THE FLASHCARDS……………………………….. 28
2.2.2.9 USE IN TEACHING……………………………………………………… 29
2.2.2.10 HANDING OF THE FLASHCARDS………………………………….... 31
2.2.3 PHILOSOPHICAL FOUNDATION…………………………………………. 32
2.2.3.1 THE INTERCULTURALITY…………………………………………..… 33
2.2.3.2 AXIOLOGICAL …………………………………………………………. 34
2.2.3.3 TRANSVERSALITY AND INTEGRAL EDUCATION……………….. 34
2.2.4 PSYCHOLOGICAL FOUNDATION……………………………..………… 35
2.2.4.1 READING STRATEGY: BOTTOM UP AND TOP DOWN …………. 36
2.2.5 SOCIOLOGICAL FOUNDATION………………………………………..… 36
2.2.6 PEDAGOGICAL FOUNDATION…………………………………………... 37
2.2.7 LEGAL FOUNDATION……………….…………………………………..… 38
2.2.7.1 CONSTITUTION OF THE REPUBLIC OF ECUADOR……………... 39
2.2.7.2 ORGANIC LAW OF INTERCULTURAL EDUCATION (LOEI)…………. 40
2.2.7.3 NATIONAL PLAN FOR GOOD LIVING……………………. ……………. 41
xii
CHAPTER III
3. METHODOLOGY, PROCESSING, ANALYSIS AND DISCUSSION OF
RESULTS
3.1 METHODOLOGICAL DESIGN……………………………………………….. 42
3.2 TYPE OF INVESTIGATION……………………………………….………….. 43
3.2.1 DESCRIPTIVE INVETIGATION…………………………………………... 43
3.2.2 EXPLANATORY INVESTIGATION ……………………………………… 44
3.2.3 FIELD INVESTIGATION…………………………………………………... 44
3.2.4 CORRELATIONAL INVESTIGATION ……………...………………….... 45
3.2.5 PROPOSITIONAL INVESTIGATION………………………………….…. 45
3.3 POPULATION AND SAMPLE ……………………………………………….. 45
3.3.1 POPULATION: DISTRIBUTION OF POBLATION……………………... 46
3.3.2 SAMPLE: DISTRIBUTION OF SAMPLE………………………………... 47
3.4 METHODS OF INVESTIGATION……………….…………………………... 50
3.4.1 ANALYTICAL METHOD………………………………………………..….50
3.4.2 SYNTHETIC METHODS…………………………………………………. 50
3.4.3 INDUCTIVE METHOD………………………………….………………… 50
3.4.4 DEDUCTIVE METHOD……………………………………….………….. 50
3.4.5 STATISTICAL METHOD……………………………………….………… 51
3.5 INVESTIGATION TECHNIQUES AND INSTRUMENTS: TRIANGULATION OF
EMPIRICAL TECHNIQUES OF THE
INVESTIGATION………………………………………………….………..… 51
3.5.1 STUDENT‟S SURVEY…………………………….……………….…….. 52
3.5.2 CLASSES‟ OBSERVE…..…………………………………………..…... 52
3.5.3 TEACHER INTERVIEW…………………………………….…………… 52
3.6 ANALYSIS OF DATA …………………………………………………..…… 56
3.6.1 ANALYSIS AND INTERPRETATION OF THE SURVEY APPLIED TO
STUDENTS……………………………………………………………..… 57
3.6.2 INTREPRETATION OF INSTRUMENT RESULTS…………………… 67
3.6.2.1 OBSERVATION SHEET…………………………………………….. 67
3.6.2.2 CORRELATION BETWEEN VARIABLES…………….………..…. 78
3.7 CONCLUSIONS…………………………………………………………...… 80
xiii
3.8 RECOMMENDATIONS ….……………………………………..…………... 81
CHAPTER IV
PROPOSAL
4. PROPOSAL
4.1 TITLE……………………………….…………………………….……….… 82
4.2 JUSTIFICATION………………………………………………………..….. 82
4.3 GENERAL OBJECTIVE………………………………………………..….. 82
4.4 SPECIFIC OBJECTIVE…………………………………………………… 82
4.5 THEORETICAL FOUNDATION………………………………………….. 83
4.6 DIDACTIC FOUNDATION………………………………………………… 83
4.7 PSYCHOLOGICAL FOUNDATION………………………………………. 84
4.8 SOCIOLOGICAL FOUNDATION…………………………………………. 84
4.9 EDUCATIONAL FOUNDATION………………………………………….. 84
4.10 FEASIBILITY OF APPLICATION……………………………………... 85
4.11 FINANCIAL………………………………………………………………. 85
4.12 LEGAL……………………….………………………………………….... 85
4.13 TECHNICAL..…………………………………………………………….. 85
4.14 HUMAN RESOURCES……………………………………………...….. 85
4.15 POLITICAL……………………………………………………………….. 86
4.16 DESCRIPTION…………………………………………………………… 86
4.17 CONCLUSIONS………………………………………………………….. 88
REFERENCE………….…………………………………………………………. 89
BIBLIOGRAPHY…………….………………….………………………….……. 95
ANEXOS……………………………………………………………………..…... 96
xiv
ÍNDEX OF TABLE
TABLE 1 DISTRIBUTION OF POPULAR……..……………………….46
TABLE 2 DISTRIBUTION OF SAMPLE………………………………. 47
TABLE 3 OPERATIONALIZATION OF VARIABLE………………….. 48
TABLE 4 STUDENTS‟ SURVEY 1…………………………………..... 57
TABLE 5 STUDENTS‟ SURVEY 2…………………………………….. 58
TABLE 6 STUDENTS‟ SURVEY 3…………………………………….. 59
TABLE 7 STUDENTS‟ SURVEY 4…………………………………….. 60
TABLE 8 STUDENTS‟ SURVEY 5…………………………………….. 61
TABLE 9 STUDENTS‟ SURVEY 6…………………………………….. 62
TABLE 10 STUDENTS‟ SURVEY 7…………………………………... 63
TABLE 11 STUDENTS‟ SURVEY 8……………………………………64
TABLE 12 STUDENT‟S SURVEY 9………………………………….. 65
TABLE 13 STUDENT‟S SURVEY 10…………………………………. 66
TABLE 14 OBSERVATION TEACHER RESULTS 1………….……..68
TABLE 15 OBSERVATION TEACHER RESULTS 2…………….…..69
TABLE 16 OBSERVATION TEACHER RESULTS 3…………….….70
TABLE 17 OBSERVATION TEACHER RESULTS 4…………….….71
TABLE 18 OBSERVATION TEACHER RESULTS 5……………….. 72
TABLE 19 OBSERVATION TEACHER RESULTS 6………….……. 73
TABLE 20 OBSERVATION REACHER RESULTS 7………….…… 74
TABLE 21 OBSERVATION TEACHER RESULTS 8………….…… 75
TABLE 22 OBSERVATION TEACHER RESULTS 9………….…… 76
TABLE 23 OBSERVATION TEACHER RESULTS 10………….….. 77
xv
ÍNDEX OF GRAPHICS
GRAPHIC 1……………………………………………………………….. 57
GRAPHIC 2……………………………………………………………..… 58
GRAPHIC 3……………………………………………………………….. 59
GRAPHIC 4……………………………………………………………….. 60
GRAPHIC 5……………………………………………………………….. 61
GRAPHIC 6……………………………………………………………….. 62
GRAPHIC 7……………………………………………………………….. 63
GRAPHIC 8……………………………………………………………….. 64
GRAPHIC 9……………………………………………………………….. 65
GRAPHIC 10……………………………………………………………… 66
GRAPHIC 11…………………………………………………..…………. 68
GRAPHIC 12……………………………………………………………... 69
GRAPHIC 13……………………………………………………………… 70
GRAPHIC 14……………………………………………………………… 71
GRAPHIC 15………………………………………………..……………. 72
GRAPHIC 16…………………………………………………..…………. 73
GRAPHIC 17……………………………………………………………… 74
GRAPHIC 18……………………………………………………………… 75
GRAPHIC 19……………………………………………………………… 76
GRAPHIC 20……………………………………………………………… 77
RESUMEN
El presente proyecto se basa en las habilidades de lectura a través de tarjetas,
con el propósito de contribuir de manera efectiva en el proceso de enseñanza -
aprendizaje en el idioma extranjero a través de esta habilidad, con los
estudiantes de 8 º grado en la Escuela Secundaria "Clemente Yerovi Indaburu".
El objetivo principal del proyecto es maximizar la capacidad de lectura en el
estudio del idioma inglés. Este proyecto se ha desarrollado en una comunidad
educativa donde se implementó una metodología de carácter mixto, donde los
datos recopilados se estudian cualitativa y cuantitativamente.
Aplicamos métodos teóricos y técnicas empíricas como la encuesta, la
entrevista y la guía de observación. Este estudio se aplica porque el principal
interés es resolver el problema, ya que se centra en la aplicación de una
propuesta que busca mejorar el proceso de enseñanza.
Por esta razón, se ha creado una guía didáctica para que el maestro pueda
mejorar la enseñanza de la lectura a través de las tarjetas con imágenes para
aumentar el interés en los estudiantes.
xvi
ABSTRACT
The present project is based in the reading skills through flashcards, with the
purpose of contributing effectively in the teaching – learning process in the foreign
language through this skill, with the 8th grade students at "Clemente Yerovi
Indaburu" High School.
The main objective of the project is to maximize reading ability in English language
study. This project has been developed in an educational community where was
implemented a methodology of mixed character, where the collected data are
studied qualitatively and quantitatively.
We applied theoretical methods and empirical techniques such as survey, interview
and observation guide. This study is applied because the main interest is to solve
the problem, because it focuses on the application of a proposal which seeks to
improve the teaching process.
For this reason, a didactic guide has been created so that the teacher can improve
the teaching of the reading through the cards with images to increasing the interest
in the students.
xvii
REPOSITORY NATIONAL SCIENCE ADN TECHNOLOGY
REGISTRATION FORM OF THESIS
TITLE AND SUBTITLE:
Incidence of flashcards as teaching aids in the reading.
AUTHORS:
Deysi Yesenia Guevara Merchán
Jenny Mónica Matute Zambrano
TUTOR: Dra. Lorna Cruz Rizzo
REVISORES
INSTITUTION: University of Guayaquil FACULTY: Facultad de Filosofía, Letras y
Ciencias de la Educación.
CARRER: Lenguas y Lingüisticas
DATE OF PUBLISHING NUMBRES OF PAGES:
OBTAINED TITLE: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y
Lingüística.
THEMATIC AREAS: Lengua Inglesa
KEY WORDS: Reading Skill, Flashcards, Motivated, Teaching Aids
ABSTRACT
The present project is based in the reading skills through flashcards, with the purpose of contributing effectively in the teaching – learning process in the foreign language through this skill, with the 8th grade students at "Clemente Yerovi Indaburu" High School. The main objective of the project is to maximize reading ability in English language study. This project has been developed in an educational community where was implemented a methodology of mixed character, where the collected data are studied qualitatively and quantitatively. We applied theoretical methods and empirical techniques such as survey, interview and observation guide. This study is applied because the main interest is to solve the problem, because it focuses on the application of a proposal which seeks to improve the teaching process. For this reason, a didactic guide has been created so that the teacher can improve the teaching of the reading through the cards with images to increasing the interest in the students.
NUMBERS OF REGISTER: ( en base de datos) NUMBER OF CLASSIFICATION:
URL ADRESS:
PDF ATTACHED X Yes
CONTACT WITH AUTHORS TELEPHONE: E-MAIL: [email protected]
CONTACT IN THE INSTITUTIONS: Name: Secretaría de la Escuela de Lengua
y Lingüística.
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
xviii
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGIA
FICHA DE REGISTRO DE TESIS
TITULO Y SUBTITULO :
Indicencia de los flashcards como material didáctico en la lectura.
AUTORES:
Deysi Yesenia Guevara Merchán
Jenny Mónica Matute Zambrano
TUTOR: Dra. Lorna Cruz Rizzo
REVISORES
INSTITUTION: Universidad de Guayaquil FACULTAD: Facultad de Filosofía Letras y Ciencias
de la Educación.
CARRERA: Lenguas y Lingüisticas
DATE OF PUBLISHING: NUMBRES OF PAGES:
TITULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y
Lingüística.
AREAS TEMATICAS: Lengua Inglesa
PALABRAS CLAVES: Reading skills, flashcards, Motivacion, Teaching Aids.
RESUMEN:
El presente proyecto está basado en la habilidad de la lectura a través de los flashcards, con el propósito
de contribuir eficazmente en la enseñanza - aprendizaje del inglés en esta destreza, con los estudiantes
de 8vo Año de Educación General Básica en el Colegio Fiscal Mixto "Clemente Yerovi Indaburu".
El objetivo principal del proyecto es maximizar la habilidad de la lectura en el estudio del idioma inglés.
Este proyecto ha sido desarrollado en una comunidad educativa donde se implementó la metodología de
carácter mixto donde los datos recolectados son estudiados cualitativamente y cuantitativamente. Se aplicó
métodos teóricos y técnicas empíricas como encuesta, entrevista y guía de observación. Este estudio es
aplicado porque el principal interés es resolver el problema, esta se enfoca en la aplicación de una
propuesta la cual busca mejorar el proceso de enseñanza – aprendizaje.
Por esta razón, se ha creado una guía didáctica para que el profesor pueda mejorar la enseñanza de
lectura a través de las tarjetas con imágenes motivándolos en incrementando así el interés de los
estudiantes hacia la lectura.
NUMBERS OF REGISTER: ( en base de datos) NUMBER OF CLASSIFICATION:
URL ADRESS:
PDF ATTACHED X
Yes
CONTACT WITH AUTHORS TELEPHONE: E-MAIL: [email protected]
CONTACT IN THE INSTITUTIONS: Name: Secretaría de la Escuela de Lengua y Lingüística.
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
1 1
INTRODUCTION
English language teaching in these times has been one of the
biggest challenges in the educational, and an extensive international
opening. This learning has as aims purposes of training and professional
growth. Learning a foreign language involves developing the skills of
students to infer in their information.
The importance of studying a second language, us makes look
other ways to develop our academically domain to teach the students,
which are going to socialize with other people or in their academic
environment.
Today the Education in Latin America has the English language
as a priority for the future of the new generations. Therefore in our country
it is better the ways to enhance the knowledge of techniques to improve
language teaching in private and public schools.
The development and design of this didactic guide with readings
and colorful images, was made in order to motivate and increase the
motivation in teaching English language and improve the quality of
language learning.
In this project in the chapter I contain the problem and background
of the investigation, the conflict and scientific fact, cause of the conflict
situation conflict as the insufficiency of didactic resources to improve the
reading skill and the consequences as the lack of educational material.
2 2
The formulation of problem and their independent and dependent
variable. The general objective is to determine the incidence of flashcards
as teaching aids in the reading skill and specific objectives, value the use,
diagnose the reading and design a reading activity and their questions of
the investigation.
The justification and importance is to specify how started this
project with a slight field research, why is convenient for the development
of the reading skill in the English language the use of flashcards for to
motivate and learn much better and apply the article to guarantee the
provision of didactic classes and implement the education in teaching,
their beneficiaries and importance for the educations of the students.
The chapter II has the Theoretical framework and the background,
the theoretical foundation as the linguistic foundation, didactic foundation,
types of reading skill as the extensive reading and intensive reading, too
contains the reading technique as scanning and skimming, the
methodological studies of the reading skill as before-reading, while-
reading and post-reading, the general strategies of the reading skill, the
flashcards, characteristics of the flashcards, types of flashcards, elements
of the flashcards, handing of the flashcards.
The philosophical foundation, the interculturality, axiological,
transversality and integral education. The psychological foundation,
reading strategy, bottom up, top-down. Sociological foundation,
pedagogical foundation, legal foundation, Organic law of intercultural
education (LOEI), national plan for good living,
3 3
In the chapter III, it includes the methodology, processing, analysis
and discussion of results, methodological design, methods of
investigation, investigation techniques and instruments, triangulation of
empirical techniques of the investigation, analysis of data, analysis and
interpretation of the survey applies to students, interpretation of
instruments results, conclusions and recommendations.
The chapter IV contains the proposal, justification general and
specific objective, theoretical foundation, didactic foundation,
psychological foundation, sociological foundation, educational foundation,
feasibility of application, financial, legal, technical, human resources,
political, description, conclusions. Through this project the students can
have different ways to learn, motivate and live experiences that help them
to be in real touch with the English culture.
4 4
CHAPTER I
THE PROBLEM
1.1 CONTEXT OF THE INVESTIGATION
The "Clemente Yerovi Indaburu" Technical Fiscal High School was
created as Fisco Misional "The Sauces" by Ministerial Agreement No
7961 of December 3, 1981, However, It begins to work since June of
1981, when arrived seven teachers with their respective credentials. Was
designated as Dean in Charge Lcda. Mercy Vásquez de Nolivos,
Provincial Supervisor of Education.
On August 11 of the same year, Arrived the Academic Dean at the
campus Lcda. Fanny Noriega Cordova. In October, the High School was
denominated as "Clemente Yerovi Indaburu" in honor to the distinguished
public man, Ex President of the Republic.
The 17th June of 1982 by decree No 3420 happened to be fiscal of
Basic Cycle from the school year 1981-1982. The high school began its
work in the “Republica de Panamá” Fiscal School and now Unidad
Educativa Manuela Cañizares.
On June 4, 1984, the Minister of Education Education awarded the
current premises to the “Colegio Clemente Yerovi Indaburu” and the "José
Antonio Gallegos Orozco" School. In the educational field, the High School
has responded positively to the expectations of the community, with
twenty-nine promotions of Technical Bachelor‟s degree in: Consumer
Electronics, Accounting, Marketing and Sales and Sciences. At the
5 5
moment it is located in Sauce 2, Av. Jose Maria Roura Oxandaberro
behind the field Zeballitos in front of Sauces 7.
CONFLICT SITUATION
This problem has been going on for many years ago, the deficiency
occurs in the reading skills in English language without having a better
acceptance. An empirical observation has been done to the classes and it
was observed that there is not sufficient didactic material for the
development of this skill. This is one of the causes of the problems in the
reading skill, which is the scientific fact of this research. For this research,
reading is based on a process of interaction between thought and
language.
The problem has been detected in the students between 12 and 13
years old of Clemente Yerovi Indaburu High School, in the 8th year of
Basic General Education (BGE) Paralelo “C” in the area 8, district 5 of the
Province of Guayas Cantón Guayaquil, in the afternoon section, during the
school year 2015-2016.
It has been found that in the institution they do not have the
educational resources and didactic material as teaching aids, as for
example flashcards to strengthen the reading skills. The use of flashcards
is a resource of great importance because through it, the reading level of
the student can be raised.
The main characters of this scientific fact are the students of the 8th
year of BGE who do not have the skill to read correctly. These students
can only understand the reading when there is a supporting image. The
6 6
main characteristic of this is that they do not have the proper conditions to
develop the skill. In their classroom, normally there is another institution
working in morning session, so it does not permit the flashcards being
permanently left in their respective room.
In the last years, flashcards have been used in the learning-
teaching process as a resource; it is used frequently to represent
objectively concepts that are very difficult, complex or abstract.
There are different types of flashcards, each one has its own
different elements and is used according to the specific needs. There are
many advantages which are feasible in its natural form, it is easy to
elaborate, colorful and ideal representations for working in groups under
50; but the disadvantage is that they are difficult to keep, easily mistreated
in a short time.
SCIENTIFIC FACT
Insufficiency in the reading skill in the students 8th school year B.G.B of
the Clemente Yerovi Indaburu, located in Zone 8 District 5 Guayas
Province, Canton Guayaquil in the period lective 2015-2016
CAUSES OF THE CONFLICT SITUATION
The main causes of this problem are:
Insufficient techniques for supporting reading ability.
Little interest in the reading.
Deficit of the fluid decoding.
Insufficiency of didactic resources to improve the reading skill.
After reviewing publications on the topic and having consulted the
pedagogy of other philosophers, in addition other teachers and managers
7 7
were consulted in relation to this problem of the development of the
reading skills:
Deficient decoding.
Lack of vocabulary.
Lack of reading strategies.
A fundamental point is that the teachers require training and
capacitation in techniques and strategies for the development of the
reading. However, in the reality there are not trained teachers and without
pedagogical vocation, who are in charge of the number of students in their
classrooms.
The causes the influence in the reading comprehension and logically in
the school performance.
CAUSES
Do not know the techniques of work with the readings Little
motivation in developing methods of teaching Insufficiency of
didactic resources to improve the reading skill
FORMULATION OF THE PROBLEM
How incidence of flashcards in the reading skill as teaching aids in
the English Language in the 8th grade of EGB in the Clemente Yerovi
Indaburu High School located in Zone 8 District 5 of the province of
Guayas Cantón Guayaquil Parroquia Tarqui in the school year 2015-
2016?
VARIABLES
Independent
Flashcards as teaching aids
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DEPENDENT
Reading skill
OBJECTIVES
GENERAL OBJECTIVE
To determine the incidence of flashcards as teaching aids in the
reading skill through a field research, bibliographic and statistical study to
design a reading activity guide based on flashcards.
SPECIFIC OBJECTIVES
Value the use of the flashcards as a teaching aid through a field
research, bibliographic and statistical study.
Diagnose the reading skill in the students through a field research,
bibliographic and statistical study.
Design a reading activity guide based on flashcards through the
most important data collected.
QUESTIONS OF THE INVESTIGATION
- Which is the up-dated situation of the reading skill in Clemente
Yerovi High School?
- Which are the theoretical foundations of the reading skill in
relation to flashcards as teaching aids?
- How could a proposal based on flashcards improved reading
skill to be designed?
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JUSTIFICATION AND IMPORTANCE
This project started with a slight field research, bibliographic and
statistical background in a predetermined context. It is convenient for the
development of the reading skill in the English language because
flashcards will be used as the medium of teaching and this will help
students feel more motivated and learn much better in order for them to
transmit the acquired information. According to art. 6 literal C of the
Organic Law of Intercultural Education, the precise requirement of
necessary material to guarantee the provision of didactic classes is to
implement the education in teaching.
With the implementation of this project, the direct beneficiaries are
the students and teachers as these need to interact knowing that it is not
easy to call the attention. Therefore, the use of flashcard as a medium of
teaching in reading is a must. According to the legal framework, art. 20, it
requires the implementation of educational didactic resources in the
education process so students will pay attention and be motivated by it in
the learning-teaching process.
Thus, the use of flashcards is very important because it will be of
great help for the education of students learning the English language, and
it will make students and teachers interact simultaneously.
The direct beneficiaries will be students because reading is the
base of learning that occurs inside and outside the classroom in the major
part of cultures. Therefore, reading is one of the pillars of the education
system that has more emphasis to help build more complex and abstract
knowledge most of the time.
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CHAPTER II
THEORETICAL FRAMEWORK
2.1 Background
Overthere, education has had constant changes therefore it plays a
critical role in the formation of society, triggering new questions and where
investigations have been born in order to resolve scientific questions,
some of them referred to the use of flashcards and reading skills. In the
same way, it was considered that various authors have referred to these
issues and changes therein; also it is mentioned in this thesis, matching
the following authors:
Rafael Ramirez Toledano (2008) in his article "Materials and
Resources in Teaching English", as stated in the thesis of Gonzalez
Paredes Eduardo (2013), defined the incidences of the flashcards and
reading skills, has proposed:
“That English language teachers are responsible for motivating students to
perform well in the classroom, optimizing the use of priority subjects, verbs
and adjectives like innovative teaching tools through the flashcards, and
even facilitating and allowing more and better uptake of ideas because it
combines images with texts, which also makes visual memory work, which
according to the ages and the semantic level will develop basic English
language skills, plus yet teaching resources or, when they are made,
flashcards in action between teachers and students”. (p.3)
Blazquez (1989) said that "the teaching materials also create
conditions for the teachers and students and can interact as human beings
in a climate where the men dominate the environment." (p.381)
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In consequence, the influence of flashcards in reading skills is
referred to in this thesis. However, it remains a very controversial situation
in education to promote these skills for the development of the student in
the educational environment. It is appropriated where the use of strategies
for knowledge acquisition are optimum for the students to develop the
learning required.
According to MSc. Yadira Corral (2013) and Oscar Lopez Regalado
(2006) the educational materials are referred as the media and resources
for learning, stimulating the functions of the senses, activating the
experiences and previous knowledge, to log in with great facility the
necessary information and to develop their abilities, skills, attitudes and
values.
In addition, Simonit (2009) for the formation of attitudes and values
defined:
The texts in various supports are used in teaching practices in order to
expand the sources of information, activities or ways of presenting the
topics they want to work with. Materials are developed in the various
spheres of society as art, the means of communication and academia,
among others, which are characterized by their depth in the treatment of
content, for their aesthetic value, clarity of exhibition, etc. (p.2)
The lack of didactic methods in teaching has allowed to establish
the question for this investigation and the influence that the use of
flashcards would have in the learning-teaching process of the English
Language in the students of the educational institution which is a real
problem there. In addition, the main purpose is to strengthen the reading
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comprehension, through the appropriate use of flashcards that will make a
more effective teaching.
Therefore, this project will have relevance on the use of flashcards
as teaching aids, and where the students will have the aids in the
educational process, because it will allow them to control the domain of
necessary knowledge in a most efficacious way. However, the most
common problem that teachers have to deal with is basically which are the
best techniques that they need to apply in their classes depending on
each student´s personal needs and the complexity that could have when
teaching together to avoid monotony, it results in a very difficult situation in
their learning process.
On the other hand, the teaching materials do not only imply that the
students develop their knowledge, habits and abilities necessary to
communicate, but also they develop their capacities using English in their
improvement as professionals, Dra. Rosa Antich (1977) said:
The class is the organization formed by teacher and students, the teacher
during a period of time rigorously established a conditioned place
especially for the learning-teaching purpose, he/she directs the cognitive
activity of a group of students taking care of the particularities of each of
them, aids and teaching methods that create an environment in which all
students master the basics of what have been directly studied during the
teaching process, as well as for education and the development of their
cognitive abilities. (p.5)
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Hence, the teachers accomplish in effective form the mission of
applying the flashcards as a way of teaching, the students will develop a
most critical, analytical, reflexive and solidary society, where students do
not have to suffer the various causes of constant changes in the
environment. By means of this teaching aids, difficulties to keep students
motivated, low performance in school and failure in the processes of
evaluation will be faced. Besides the flashcards have as objective to be
aids, motivating the teaching- learning process inside of the class.
In general, in order to refer to the flashcards as a material of
illustration to represent contents, these visual aids should be colored and
attractive (without excesses, not to distract the attention) to the students,
to have an appropriate size, visible enough for all and that specifies in the
drawing of the theme or message.
2.2. THEORETICAL FOUNDATION
2.2.1. LINGUISTIC FOUNDATION
Competence is one of the most important concepts in applied
linguistics, in the study of second language acquisition and, on a more
practical level, language teaching based on theories to acquire knowledge
directly related to the distinction made by Chomsky (1965) between
competence and performance:
Linguistic theory focuses mainly on the ideal speaker-listener, a
completely homogeneous speech community that knows its language
perfectly and who does not affect grammatical level, irrelevant conditions
as memory limitations, distractions, changes in attention and interest and
errors in applying its knowledge of the language to the actual
performance. (p.3)
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Therefore, for Chomsky´s (1980) linguistic competence helps the
speaker-listener to acquire language by using it in specific situations that
are focused on grammar rules, also with regard to grammatical
competence he referred "to the knowledge of the conditions and mode
appropriated used according to various purposes, and that, grammatical
competence, based on the knowledge of the way". (p.224)
However, Llurdá (2000) considers that the definition of Chomsky is
"the starting point of later approaches and, moreover, the controversy over
the concept of linguistic competence has favored the acceptance of the
concept of communicative competence as a basic concept in language
acquisition and teaching." (p.86)
Moreover, the "competence" of Chomsky (1970) caused great
reaction in the social nature of competition and the importance of having
the context that lead to communication, according to Lyons considered
that:” the ability to use language correction in a variety of situations
socially determined is such a central part of language skills as the ability to
produce grammatically correct sentences”. (p.287)
On the other hand, other researchers have considered the concept
of competition in the generative grammar that statements must also be
appropriate and acceptable in the context in which they are used,
Hymes (1972) stated:
There are rules of use without which the rules of grammar would be
useless. Similarly to the syntax rules can control aspects of phonology and
15 15
semantic rules may control aspects of syntax, the rules of speech acts act
as factors, they control the linguistic form as a whole. (p.278)
Also, Saville-Troike (1989) argued that "communicative competence
includes aspects of communication, such as talking with people of different
status, know routines in alternating shifts or other related to the use of
language in social contexts specific ", that is to say, that communicative
competence is not just an extension of language competence, which have
been added to the rules relating to the use, but it is only a quantitative
addition, it is also and above all, a qualitative expansion.. (p.21)
In conclusion, he referred to the communicative competence as the
ability of people to speak effectively and appropriately in a community; this
means, they respect the rules of grammar and linguistic levels as
vocabulary, phonics and semantics in relation to the socio-historical and
cultural context in which communication takes place.
Another important factor of this investigation is the stylistics of
language, Fernandez R. (1983) provides a comprehensive and critical
overview about studies and raises style:
There is a stylistic language that is devoted to study the language as a
social entity; speech and stylistic studying these same substances in the
personal use of language, but as the staff speaks only shows the
silhouette contrast it with the necessary grayness of language, just as the
stylistic language is the foundation of stylistic speech; it is what makes
plowing through which it can acquire rigor, validity and other stylistic
progresses. Stylistic is a field of the linguistics that studies the use artistic
or esthetic of language in the literary works and in the common language.
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There is a stylistic language that is a field of the linguistics to study the
language artistic or esthetic as a social entity in their individual and
collective forms. Just as the stylistic language is the foundation of stylistic
speech; that it makes that acquire rigor, validity and other stylistic
progresses. (p.16)
Furthermore, the ideas of Bally says R. Fernandez (1983) in his
treatise has clarified that "there are three stylistic: general, applicable to all
languages, collective, applicable to a particular language, single, referred
to speech ". (p. 32)
In concluding, language stylistic studies an essential part of
comprehension that arises from the interests of linguistics as core
communication and learning a second language.
Another factor that has contributed to this foundation is the
"literature" which is considered as one of the socio-historical and cultural
factors.
As Williams (1976) pointed out:
Literacy productions as a whole; the body of writings produced in a
particular country or period, or in the world in general. Now also in a more
restricted sense, applied to writing which has claim to consideration on the
ground of beauty of form or emotional effect (p.153).
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Moreover, Eagleton (1976) defined "Literature should certainly be
re-located within the field of cultural production in general, but each
production requires semiotics of its own, which it isn‟t conflatable with a
little speech "cultural" universal ". (p.166)
In summary, literature is a term widely used in all kinds of materials,
whether written or spoken, this means that literature is used to describe
one thing, everyone have to be creative writing through imagination,
poetry, theater and fiction. Literature is a contribution of a language where
people demonstrate their culture and tradition, because it leads us to new
worlds through the imagination in each paragraph of text, a text decoding
by literary theory with a mythological approach, sociological, psychological
and historical, in order to analyze the literature with a critical paradigm.
2.2.2. DIDACTIC FOUNDATION
Reading is a necessary skill to learn the English Language because
through this vocabulary can be enriched and combine with the adequate
articulated pronunciation; it can get understanding that will serve as
support for the other skills, that should be used in the learning of the
English language; Nuttall (1996) said:
The importance of reading speed to successful reading is neatly portrayed
in the two contrasting circles of the weak reader and the good reader, in
the virtuous circle of the good reader reading faster is linked to greater
quantity of reading, better understanding, and greater enjoyment, whereas
in the vicious circle of the weak reader lack of understanding, lack of
enjoyment, lack of reading, and slow reading feed off each other. It is the
teacher‟s role, therefore, to help learners move from this cycle of
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frustration and enter instead the cycle of growth that the virtuous circle
represents. (p.127)
Besides, Thorndike (1917) characterized to "reading as reasoning
and assumed that it was an active process related to problem solving",
that means that Thorndike‟s ideas are predecessors of current models that
describe the reading more the interpretation of orthographic symbols". (p.
323)
However, when referring to the reading skill, it can be said that it is
the process through which a reader builds, departing of the previous
knowledge, new significances to interact with the text. Being this the
foundation of the reading comprehension, which it develops in different
forms in each reader, because each one develops different schemes and
uses different abilities and skills at the moment of reading, it is the
previous knowledge of the reader. Readers have more possibilities to
understand relevant words; they will make the correct inferences during
the reading and will elaborate the models of significances correctly. It
should be necessary to emphasize that the process of compression is
continuous and constant because new information is always increased.
Smith (1994) defined “reading as an interaction between readers,
writers, and the text” (p. 171), that is a reading that has activity in order to
obtain information, to verify the existing knowledge, to improve knowledge.
It is acquiring new words and significances. Students will be able to
identify words rapidly which allows the students to identify the
pronunciation, to practice fluidity and to acquire new vocabulary to talk.
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In conclusion, reading is a skill that helps the students with the goal
to learn and to understand the information that will allow them to put into
practice the other skills of the English language.
2.2.2.1 TYPES OF READING SKILL
EXTENSIVE READING
This type of reading is used to read novels, magazines or
newspapers because it is used to get the general idea from extensive or
long texts and understanding.
While attempting to give a definition of "extensive reading" as a
language teaching/learning procedure according to Waring "individualized
reading of self-chosen material for global or general understanding with
the intention of obtaining pleasure of the text, which is not further
discussed in class". In addition, he (1997) said:
Graded reading is the reading of material which has been made easy to
read. A key link between graded and extensive reading is that, "Graded
Reading uses specially prepared materials while Extensive Reading can,
but need not do so. Also, it gives reasons for the importance of graded
reading for building reading speed, lexical speed access, reading fluency,
and the ability when reading to move from working with words to working
with ideas to increase students‟ motivation.” (p. 9)
INTENSIVE READING
This type of reading is used to pay attention to each one of the
details of the reading because it is aimed at understanding each word.
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Every student should know what type of reading strategy should use to
obtain information required by the teacher.
Raúl Ruíz (2011) in the article “From intensive reading to extensive
reading in the class” has cited
Bamford and Day (1997) who defined that:
The texts are oriented towards the study of linguistic aspects,
grammatical, lexical and pragmatic; towards full comprehension of
the text, after a careful analysis related to the teaching of reading
components. In other words, intensive reading allows the readers to
control their own learning, for learning to analyze words, phrases
and sentences to allow greater comprehension. (p.219)
2.2.2.2 READING TECHNIQUE
SCANNING
It is noteworthy that scanning is a strategy based on the concept
that when people read, they do not necessarily absorb all the information,
but seek for the specific one; to identify it sought to be established
techniques that go from the top to the end line by line, this technique is
generally used in the texts to answer specific questions.
Dr. Fadwa D. Al-Jawi (2010) defined that:
Scanning as a type of speed-reading technique with the purpose of to
examine closely and rapidly a piece of printed or written material, however,
it is used when the reader wants to locate a particular piece of information
or fact without necessarily understanding the whole of a passage or script,
the reader may scan-read a chapter of a book as rapidly as possible in
21 21
order to find out information about a particular date, name, figure, or
amount, being the Scanning comparatively is easier than skimming
because the reader knows with anticipation what he wants to find., p.17)
SKIMMING
On the other hand reading skimming strategy is also a quick read
very similar to the previous one, but the difference is not seeking specific
information but knowing the main idea of the text apart from the details.
Dr. Fadwa D. Al-Jawi (2010) referred such:
Skimming is a type of rapid reading technique with the purpose of to read
rapidly, besides, it is widely used to obtain quick information from a text or
article by passing over it quickly, that is to say, a person skim-read to
grasp quickly the main idea from a text. (p.17)
In general, skimming reading strategy is a superficial examination of
a text without reading it in detail in order to get a general idea of the
content by analyzing typography, deductions text structure and other
elements that can provide the whole idea.
2.2.2.3 METHODOLOGICAL STUDIES OF THE READING SKILL
BEFORE-READING
Pre-reading stage is important because it can „whet‟ the students‟
appetites to read. Greenwood (1998) states that it can provide a “need to
read to complete an activity or confirm an idea; and it can persuade the
students that as far as perception or hypothesis is concerned there are no
right or wrong answers, only different ones.” (p.15)
22 22
It has showed that previewing the text in any one or all of the following
ways can increase your involvement with the text.
Set a purpose: Your purpose might need to locate specific
information and ideas, or you might need to summarize and
paraphrase the text.
Make predictions: Make some predictions about what topics, ideas
and issues the text will cover.
Ask questions: Some questions before you begin to read can
answer.
Build knowledge: Think about the topic: familiarize yourself with
the content; language; and format of the text; what topics, issues
and ideas the text will cover; the purpose is described, persuaded,
inform, entertain, interact, find out, regulate, and record.
Preview the vocabulary: Quickly skim and scan the text for
unfamiliar vocabulary and then try and determine the meaning from
the context.
Skimming: Do a quick surface level reading of the text, paying
attention, visuals, and determine the text contains and use in your
own writing.
Scanning: Do a quick reading of the text and search for specific
words, phrases, ideas, visuals, format, and subheadings.
WHILE-READING
In the while-reading phase, (Greenwood 1998) “Students must be
taught how to read and respond to books.” (p.59).During this phase
23 23
students should be involved in activities which enable them to respond
cognitively, emotionally and imaginatively to imaginative writing. The
activities in this stage should be designed according to the level and
standard of the students. Shahidullah (1995-1996) has suggested some of
the while-reading activities. They are:
1. guessing meaning from context,
2. analysing sentences,
3. surveying text structure,
4. extracting specific information,
5. getting detailed information, 64
6. answering pre-set questions,
7. matching texts with picture, diagrams etc.,
8. guessing meaning of unfamiliar words,
The while-reading phase is significant. It is the most active stage
among the three, because, proper activities in this phase, according to
Williams (1996), enable the students to understand the writer‟s purpose, to
understand the text structure and to clarify text content. (p. 38)
POST – READING
This stage is designed to evaluate what the teacher has taught in the
while-reading stage. In the after reading stage the teacher may ask the
students to know their reaction to the text, for example, the students may
answer whether they have liked and enjoyed and extended their
knowledge or experience. In short, activities at this stage do not refer
directly to the text, but „grows out‟ of it. According to Williams (1996), to
consolidate or reflect upon what has been read and to relate the text to the
learners‟ own knowledge, interest, experience or views. (p 39)
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After reading, go back to your initial pre-reading activities and fill in the
gaps; do a detailed analysis of the text in preparation for your own writing
assignment. This will improve your understanding and recall of the text.
Evaluate: provide an opinion and in what ways has been
successful at accomplishing the task.
Map: create a map (visual representation) of the different ideas.
Discuss a) content, b) vocabulary, c) author's plan and use of
language, d) patterns: Analyze the ideas in the text and discuss
any unfamiliar or special vocabulary.
Answering your pre- reading questions: Try to answer your initial
questions to determine if the text provided with the information that
you expected, predicted or needed.
Following up with a written assignment: It is now time to make
use of what you have read to generate a summary, paraphrase or
semantic map.
In conclusion, pre-reading, it has as objective to obtain a general text
idea, for acquiring new vocabulary, this is the type of reading strategies
that are very necessary to read an article, it will help the students to learn
the appropriate reading style.
While reading, it is the participation of the students while reading the
text in a silent way or in a loud voice. In this stage it is important to have
concordance with the reading in relation to the activities oriented. If the
information is delivered with the activation of the previous knowledge
related to the text, then comprehension will be easier. Silent reading is
recommended in this stage, because it helps activate comprehension.
Only in the case pronunciation and intonation are dealt with, oral readings
will be recommended.
25 25
After reading, it is the oral interaction between the professor and
students to give and to share knowledge. Besides, in this stage conditions
are given to answer questions, by organizing information from the text in a
logical way and identifying the main ideas.
2.2.2.4 GENERAL STRATEGIES OF THE READING SKILL
Calero A. (2012) exposes as improving the reading skill through of the
competent strategies that are considered crucial in order to have the
students improve their skills when reading, to become independent
readers, experts and critics with the written information to demonstrate
their capacity to build significances from the reading. It is possible to
mention (p.25)
- Monitoring of understanding
- Cooperative learning
- Graphic organizers
- Structure of stories
- Rapid answers
- Generating questions
- Compilation
According to the Common European Framework (2001) it has been
established that: "strategies are the means used by the language to
mobilize their resources and balance putting in operation skills and
procedures in order to meet the demands of communication that is in the
context and successfully complete the task at hand as fully or most
economical way, depending on their specific purpose " (p. 15)
This means communicative activities should be used to operate
with communication strategies through discussions to improve speaking.
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In this way, students will produce their own texts as in a communication
channel.
2.2.2.5 FLASHCARDS
In the last years, the flashcards have had an increment in learning
with of the use of graphic materials such as the print visual. The use of
didactic materials has been used for several years the flashcards has
covered the needs of the teachers efficaciously. Its benefit is very simple,
low-cost, fast of elaborating and it is becoming a functional material and
useful.
García (2010) in the "Manual for Teachers Bilingual" says that "the
flashcards are wonderful teaching tools, offer fun and interactive learning
games for all levels of education, or for all subjects or students".
Moreover, in that same article he mentioned that:
The flashcards come in a variety of shapes, sizes and materials. They
often have space in them to insert the student responses; these can be
customized further people can be creative to make cards, for example,
uses flash card inserted writing math on one side and the answers on the
other; or the development of questions on one side and the guide with
images or photos on the other ellipsis to place the answer there, others
add color on the cards [with markers, crayons, paint, chalk, etc .; and then
either shading with frost or shine rapid graphs giving greater prominence
and also a sense of fun, so that students are the ones who reap the
benefits or rewards to this teaching resource which are the flashcards.
Sanchez Cortes (2010) defined them "as the source or foundation
of great use to develop new vocabularies of English by making them, with
27 27
pictures, words, vowel, acronyms, pictures, question formats and answers
translations, formulas, pictures, historical data, greetings and short
messages ". (p.7)
2.2.2.6 CHARACTERISTICS OF THE FLASHCARDS
The flashcards are resource materials for collective use. Is used to
represent objectively difficult concepts and complex or concepts
abstraction, it consists of images and texts, the characteristic are:
- Printed matters or no, which facilitates the learning.
- Are constituted with a didactic paper.
- Are used as medium to stimulate and to guide the educational
process.
- It allows acquiring information.
- Tools are enrich the methods of teaching.
As all material resources have the information according that have
to messages the present the flashcards with the printed image. In order
that the flashcards to be necessaries and that the information be observed
that represent.
2.2.2.7 TYPES OF FLASHCARDS
Though the flashcards are educational material that recline to the
exposition of contents in a class, its material could be paper, folio or Bristol
, synthetic and organized material can be real with the information of the
theme to try, combining drawings, texts or some other medium that make
themselves attractive.
Edgar Dale (cited of Lira) maintains that this is the way of
perceiving attention and an illustrated way to get in a theme, besides that,
28 28
true learning could not take place without a conceptualization that goes
from the direct experiences to the indirect. The types of flashcards are:
Illustrative: This type of flashcards is intended to show the structure of
an object or content of short extension. To use a flash memory card, you
must comprise all the elements to be clear and understandable, without
saturating said information, for example, isometric drawings.
Sequential: this can show a process or content. The sequential
flashcard should be structured following a logical sequence in the
development of the theme.
Mural: These flashcards take notice in one of the walls of the class
that has as aims to present the information for a long time, either to
consult in repeated occasions.
2.2.2.8 ELEMENTS OF THE FLASHCARD
Garcia Jimenez .F- (2006) said that the flashcards contribute
positivism to learning of the reading from English to awaken in students
their senses and relate to the environment, the figures of the displayed
images give way to a spontaneous expression of interaction in the social.
In the classroom between teacher-student to interpret the world in which
you live or where you are in, reflecting definitions of creativity, together
with the motivation that allow through images the possibility of own ideas.
(p. 20)
These consist on three types:
29 29
1. Informing: It is the content there of that helps the observer to
obtain the necessary information from a topic. This is classified in:
image, text and color:
Image: It is the element with bigger attraction why it should be picked
with responsibility and effectiveness. In order to show the didactic
functions, should have the following factors: clarity and number of
elements.
Text: Uses it to transmit the information in accessible way, with
keywords that prove to be adequate.
Color: It is fundamental because maximizing the communication of with
the flashcards, their use implies to transmit ideas or states of mind.
2. Displaying: It is the base of the material because it is in the one that
develops the idea. The material of elaboration, characteristic of size and
way are elemental pieces displaying of the flashcards.
3. Composition: It is the harmonic and balanced distribution that
constitutes the text and which shows a clear image that contains an
aesthetic sense that is pleasant to be observed.
2.2.2.9 USE IN TEACHING
Johnson (1998) pointed that:
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It states that the flashcards are an educational resource commonly used in
English classes at levels of Basic Education and Early Childhood
Education, they serve to introduce new vocabulary and to revise and
consolidate vocabulary already studied, we can use at the beginning of the
session as a first contact point with the previous session and during or at
the end of it to revise vocabulary seen before p. (280)
In conclusion, the flashcards help at the different stages of the
functions of the teaching; that means that needs of planning by the
instructor to integrate its content to the general theme is essential. With
the utilization of these flashcards, the following aspects go away in order
to achieve in the students the following:
Motivation: For this stage it requires to stimulate the group before
using the flashcards, in the following way:
- Illustrating the approach of a theme.
- The teacher will guide the motivation in front of the group
indicating details of the image and propitiating clear and
precise contributions.
- Stimulating presenting the objectives by half of the image.
Information: When the teacher is going to use visual aids, it is
necessary to analyze the content previously and to distribute it in the
proper way, using one or several visual aids. In this activity, the benefit is
obtained in brief, short explanations.
Exercising: It is necessary that the teacher presents exercises to
apply the acquired knowledge. Through, this stage he can take advantage
of the visual aids to visualize a problem and to present it in form gradually.
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Synthesis and evaluation: They characterize themselves to show
the process with information, with the observation starts up the synthesis
through questions that the teacher does to the students.
Dr. Mangnum Strichart (1994) in his book "Learning Resources" explained
that: "flashcards are easy to make, use and are a great tool for
remembering information, also give us some strategies to help accomplish
to effective teaching with these resources". (p. 21-22)
2.2.2.10 HANDING OF THE FLASHCARDS
Johnson K (1998) stated that:
The flashcards are a learning resource commonly used in English classes,
they serve to introduce new vocabulary and revise and consolidate
vocabulary already studied, and we can use them at the beginning of the
session, as a first contact point with the previous session and during or at
the end of it to revise vocabulary seen before (p.280)
An educational model has the following characteristics:
Showing each flashcards in the right moment in order to increment
the development of knowledge into the teaching learning process.
Systematizing the time of observation according to the information.
Covering the flashcards before the beginning of the class.
Indicating the important elements of the image.
Maintaining a lateral position that allows the observation of the
flashcards without visual obstruction.
Exposing the flashcards the time enough to observe, to resolve, to
exemplify or to comment the information.
Emphasizing on the content of the flashcards is to say the key
points to release and relate the information with the theme.
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2.2.3 PHILOSOPHICAL FOUNDATION
In this investigation has made a job in the relation the learning with
the reading skill and printed symbols with images, colors and text.
Besides, the philosophical foundation is presented as part of
constructivism, in order to know the basic of human character in the path
to pedagogy. Zambrano Carmen (2012) in her thesis cited Lev Vygotsky
(1896) said that "the philosophical conception of man has three
components; man as cultural, historical and social” (p.10)
Hence, scaffolding activities are the best way to put constructivism
into practice in the classroom. If the word scaffold is observed, it can be
concluded that it means just that, to gradually build some type of platform
that gets higher by levels with the help of other parameters to complete
such task, in addition, activities which get the students involved into pair
work, cooperative learning or simply communication exercises, will not
only help them in speaking but also with the fact that language production
is related to significant learning, making it personal yet interesting when
they get their experiences involved. With before reading activities, all this
prior knowledge that have in their memory banks can be released and into
the language being learned which is English.
César Coll (1999) stated that "useful is that it allows certain nuclear
formulate questions for education, answering questions from an
explanatory framework, articulated and coherent, and offers criteria to
elaborate on the answers you require more information specific." (p.7)
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Therefore, constructivism is the common idea that people have;
hence arise the conception of building thought to be the result of a process
of construction or reconstruction of the interaction of people with the world.
2.2.3.1. THE INTERCULTURALITY
On the other hand, interculturality contributes to philosophical
foundation, Gustavo Bueno (1997) said:
It sees this same difficulty of defining the root of the current success
of the idea of culture, the definition of educational objectives must
be sufficiently clear to allow programming, instruction and
assessment, in addition to supporting our practice on undefined
concepts may cause our action is well-intentioned but ill-advised
and difficult to evaluate for multiculturalism reducing the scope of its
significance. (p.13)
Veronica Hidalgo Hernandez (1996) in her article has cited Acante
who described to the interculturality in education as "the quality of creating
and sustaining curricula, academic activities, programs and projects
developed a keen interest with respect to all human cultures". (p.26)
Finally, in the Common European Framework (2001) it is indicated
that multiculturalism as knowledge, perception and understanding of the
relationship between the world and the world community in the study,
which means that there are similarities that produce an intercultural
awareness: the regional and social diversity, which reinforces the
awareness of the cultures involved in mother tongue and second
language. (p. 101)
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2.2.3.2. AXIOLOGICAL
Emphasizing, this thesis is based on the axiology that is real
important for research studies in which values are evaluated in the
aesthetic, ethical or moral, because the values can be classified under of
two traditional terms of thought western philosophy, by the subjectivist or
objectivist paradigm.
So Lalande (1967) said axiology "would be the science of moral
values, or logical, or aesthetic, as a general methodology to study the
methods of Philosophy" (p. 99). Rokeach (1979) states that "any behavior
of man finds its ultimate justification in two basic motives of behavior: self-
esteem and moral behavior" (p.16)
To sum up, axiology has under gone several conceptual
categorizations throughout its development, in relation to the
epistemological, educational foundation, which makes relation to the study
of values as part of the know.
2.2.3.3. TRANSVERSALITY AND INTEGRAL EDUCATION
In order to understand the pedagogical activity are two approaches
that can outline the terms teach and educate in aspirations and different
approaches. Such as Victoria Camps (1993,) states:
Education is necessary rules their role that not only is to instruct or
to convey some knowledge, but integrated into a culture that has different
dimensions as language, traditions, beliefs, attitudes, ways of life; all of
which can‟t and must pass outside the ethical dimension is undoubtedly
35 35
the last and most important point, not of this or that culture, but of
universal human culture.
In general, the transverse dimension of the curriculum has
established that the reflections in the field of education, teaching or
philosophy, are an explicit contribution in a series of aspirations for change
in educational practice and future citizen profile that provides within the
existing curriculum to facilitate their development, both theoretical and
practical.
2.2.4. PSYCHOLOGICAL FOUNDATION
The psychological foundation focused to historic cultural of the
Psychologist Mario Carretero, analyze;
Piaget, Vygostky and Ausubel, (2009) pointing to:
Furthermore, the learning like interaction between the subject and the
social context, that's to say where there is a social interaction in the
learning with information sharing. Finally, the learning as a result of the
social context that means that knowledge isn‟t place mat but social,
because when the student is acquiring knowledge the process of content
is involved, your focus is individual (p.32)
The constructivism as the idea that they all keep as much in the cognitive
and social aspects of the behavior, as in the affective (they are not product
of the environment). In front of this, the construction of knowledge bases
your study in the learning like separate trial that means that the student
learns by himself.
In conclusion, knowledge should structure himself not only in itself,
but the one that already the student has; it is throughout this that the
36 36
psychological contributions, partner accepts themselves cognitive and
socio-cultural of the learning to follow ahead with a critical teaching with
bases for the change and social improvement.
2.2.4.1 READING STRATEGY
Duffy (1993) has defined the Reading strategies as “plans for
solving problems encountered in constructing meaning”, where there are
the range from vocabulary strategies, such as looking up an unknown
word in the dictionary, to more comprehensive actions, such as connecting
what is being read to the reader‟s background knowledge and role of top-
down and the bottom up processes during reading. (p. 232)
BOTTOM UP
The Bottom up in reading is determined by rising process visual
information; such as Palmer (1999) referred "to processes that take a
“lower-level” representation as input and create or modify a “higher-level”
representation as output". (p. 84–85)
TOP-DOWN
It plays a critical role in language comprehension, according to
Palmer (1999) referred " Top-down processing […] to processes that
operate in the opposite direction, taking a “higher-level” representation as
input and producing or modifying a “lower-level” representation as output".
(p. 84–85)
2.2.5. SOCIOLOGICAL FOUNDATION
With this foundation has determined the way of how to come to the
learning through the social world, saying that the society plays a
37 37
fundamental role of the education of man, based in the governmental
laws.
Besides, emphasizing that the teacher will be the guide for the
acquisition of the in-process knowledge teaching learning that means that
the student learns from his social environment and in school they aid a
formal learning to define act for the society as person.
Rocher, G. (1980) has defined that:
Process by which a person learns and internalizes in the course of his life,
the cultural elements of their environment, integrated into the structure of
its personality, influenced by significant experiences of social actors, and
is thus adapted to the social environment within which to live. (p. 133-134)
2.2.6. PEDAGOGICAL FOUNDATION
This foundation is opening the construction of learning because it is
based on the aspect of the development of skills, organization and
integrity. In order to corroborate what's above-mentioned, it is necessary
to emphasize the opinion of
Dr. Edgar Herrera (2002, p. 97-98), assumes that:
Constructivism part of prior knowledge, that is to say the student
possesses, if this statement should be consolidated in one phase, we
would resort to appointment by Ausubel many times, the most important
factor influencing the learning is what the student already knows, Ascertain
this and teach accordingly.)
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On the other hand, constructivism is not human knowledge
originates from the passivity of the mind, but is actively constructed by the
knower in its adaptation to the environment. According to
Piaget (1992, P. 33) considered that:
The development comes articulated according maturation factors,
experience, transmission and balance, in a process in which biological
maturation, followed by immediate experience of the individual meeting
linked to a socio-cultural context incorporate new knowledge in based on
some presuppositions (social transmission), occurring when the real
learning individual can transform and diversify the initial stimulus,
balancing and internally, with each cognitive impairment.
In conclusion, and according to these authors they have argued that
constructivism is building a new knowledge based on prior knowledge and
experience that students acquire; Furthermore, within the Constructivism
the teacher's role is only to transfer knowledge, but rather to provide the
necessary tools so that students can be able to create its own concept,
being so the student as the main focus, because it contributes new ideas
for learning field.
2.2.7. LEGAL FOUNDATION
This present project has his legal foundation of laws and regulations
according to actual words in the Constitution of the Republic, Organic Law
of Intercultural Education (LOEI), National Plan for Good Living and Code
of Childhood and Adolescence.
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CONSTITUTION OF THE REPUBLIC OF ECUADOR
TITLE II
CHAPTER SECOND
RIGHTS OF THE GOOD LIVING
SECTION FIFTH
EDUCATION
Art. 26.- Education is a right of the people in the course of its life
and an unavoidable and unjustifiable state duty. Constitute a priority area
of the public politics and of the state-owned investment, guarantee of
equality and social inclusion and indispensable condition for the good
living. People, families and the society have a right and the responsibility
of taking part in the educational process.
TITLE VII
REGIME OF THE GOOD LIVING
FIRST CHAPTER
SECTION
EDUCATION
Art. 343.- The national system of education will have like purpose
the development of capacities and individual and collective potentialities of
the population, that they make learning possible, and the generation and
utilization of knowledge, techniques, knowledge, art and culture. The
system will have like center the subject that he learns, and will work with
flexible and dynamic, all-including, efficacious and efficient way.
The national system of education will combine an intercultural vision in
agreement with the geographic, cultural diversity and linguistics of the
country, and the in relation to the rights of the communities, towns and
nationalities.
Art.347. - It will be state responsibility:
1.- Strengthening the public education and coeducation; Assuring the
permanent improvement of quality, the enlargement of coverage, the
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physical infrastructure and the necessary institutional supplying of
equipment educational public.
Being these orders that are oriented to the improvement of the quality of
the learning of the national education, turning into the axis of the social
development national.
ORGANIC LAW OF INTERCULTURAL EDUCATION (LOEI)
TITLE I
OF THE GENERAL PRINCIPLES
ONLY CHAPTER OF THE SPACE, PRINCIPLES AND INTENTIONS
Art. 3.- They are educational intentions:
The complete development of the personality of the and the students, that
they contribute to achieve knowledge and exercise of its rights, the
fulfillment of its obligations, the development of a culture of peace between
the towns and of nonviolence between the people, and a social
intercultural get-together, pluri-national, democratic and solidary;
Strengthening and the educational potentiation to contribute to care and
preservation of the identities in accordance with the cultural diversity and
the particularities methodologies, from the initial level to the superior level,
under high-quality criteria; Development, strengthening and promotion of
the languages of the towns and nationalities in Ecuador.
41 41
NATIONAL PLAN FOR GOOD LIVING
Objective 4: Strengthening capacities and potentialities of
citizenship:
4.4 To improve the quality of the education in all its levels and modes, for
the generation of knowledge and the comprehensive formation of creative,
solidary, responsible, critical, communicative and productive people, under
the very beginnings of equality, social equity and territoriality.
4.4.b. Establishing backup mechanisms and follow-up to the step of the
educational institutions, for the continuous improvement and the fulfillment
of high-quality standards.
4.4.j. Creating and strengthening infrastructure, supplying of equipment
and technologies that, next to the talent human qualified, they promote the
development of the capacities creative, cognitive and of invention in the
course of the education, in everything the levels, with criteria of inclusion
and cultural pertinence.
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CHAPTER III
METHODOLOGY, PROCESSING, ANALYSIS AND DISCUSSION OF
RESULTS
3.1 METHODOLOGICAL DESIGN
After establishing the theoretical basis of this investigation project, it
was necessary to choose the methodological design that determined the
design and development of a viable solution to solve the problem with
completely didactic material for teaching English to students from Eighth
Year of Basic General Education Fiscal “Clemente Yerovi" High School to
improve the teaching-learning process.
Therefore, the selection of techniques, methods and tools are the
most important task when information is collected to determine the
solution to a problem, because they are those that establish the coherence
of investigation questions for determining the definition of an innovative
proposal to improve the development of reading skills.
This project is selected as a mixed investigation because it
represents the systematic, empirical and critical that was planted in the
investigation, as by collecting and analyzing data, it is done qualitatively
and quantitatively trying to integrate both methods in order to make
inferences with the information that have collected, this means that the
performances can be used for adding meaning to the percentages and
can be interpretations, this strengthens the studies quantitative and
qualitative using a mixed investigation to generate and validate theories
answering with an aspect complete of the investigation questions.
43 43
In conclusion, in this chapter there is detailed the information of the
methods, empirical techniques, investigation procedures, population,
sample, data collection, conclusions and recommendations.
3.2 TYPE OF INVESTIGATION
This project is based in a analyze for establishing the degree of
depth with which an object is tackled, this project is a field research in
which it was possible to diagnose the problem, make a proposal and
develop the didactic resource. Moreover, it has analyzed the feasibility and
realization of this project and evaluated processes as resulting alternative
for solving the problem of lack of teaching resource.
The research of this project is descriptive, explanatory, field,
correlational and propositional with a quantitative approach and
analyzes data on surveys conducted accordance with the criteria of the
study group.
3.2.1 DESCRIPTIVE INVESTIGATION
The project is based in a descriptive investigation because it served
to describe the background to the problem by giving a documented view
more specifically about the problem in order to give a possible solutions.
However, an investigation is regarded as descriptive because
consists in finding and specifying properties, characteristics and important
features of any phenomenon in the analysis and the trends of a group or
population are also described. Also, this project is based in the descriptive
44 44
investigation because it works on feasible realities that in some way
contribute to this project because the main is to discover the fundamental
characteristics of the phenomena through systematic criteria.
In short, descriptive investigation focuses on record, analyze and
interpret phenomena processes in order to find a specific purpose.
3.2.2 EXPLANATORY INVESTIGATION
This type of investigation not only describes the phenomenon, but it
tries to find the explanation of the behavior of variables. In addition, its
methodology is essentially quantitative, and its objective is discovery of
the causes.
In conclusion, it has been used explanatory investigation to identify
relationships between variables how it happens and the conditions of the
variables that are related.
3.2.3 FIELD INVESTIGATION
The investigation is considered as field because it is based on the
obtained information at the place where the study was developed with a
direct interaction with the environment; the information obtained is
considered the primary data. Therefore, the field investigation allows the
collection of data directly where the problem occurs, any manipulation of
variables; this means that the researcher and the sources of information
have a direct relationship.
45 45
In conclusion, this investigation allowed knowing more thoroughly
the investigated, the handling of data safer and obtaining descriptive data,
creating a situation of control for manipulating variables.
3.2.4 CORRELATIONAL INVESTIGATION
This investigation is to study the relationships between dependent
and independent variables, this means the studied of the correlation
between two variables.
Therefore, the correlational investigation is to evaluate the
relationship of the variables, according to the correlational quantitative
studies and measure the degree of relationship between the variables,
while the quantitative studies measure the analysis of these variables.
3.2.5 PROPOSITIONAL INVESTIGATION
The investigation is of propositional type because it is based on a
need within the institution, once the information described is made, a
proposed system in order to performance the evaluation that will be done
to improve the problems and deficiencies actually, once identified
problems, then to give a solution within a specific context.
Finally, this investigation is propositional because it tries to propose
solutions to situation in order to achieve, its should be explore, explain and
propose alternatives for change, but without running the proposal and in
this category there is a feasible projects and research that allow to design,
include or create something innovative.
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3.3 POPULATION AND SAMPLE
As a general concept, population are finite or infinite of people
objects with common characteristics and the sample is a representation of
a population that studies the characteristics of a smaller population than
the general population.
3.3.1 POPULATION
The population is objected of study, it was constituted all the
teachers and students of Eighth Year of Basic General Education Fiscal
“Clemente Yerovi" High School, Scholastic Year 2015-2016.
The population of this research is determined by 1 Principal, 1 Sub-
Principal, 1 Secretary, 1 English teacher and 34 students Eighth Year
Parallel "C", totaling 38 people, detailed in the following table:
TABLE No. 1: DISTRIBUTION OF POPULATION
No. POPULATION QUANTITY
1 PRINCIPAL 1
2 SUB-PRINCIPAL 1
3 SECRETARY 1
4 ENGLISH TEACHER 1
5 STUDENTS 34
TOTAL 38
SOURCE: “Clemente Yerovi" High School
ELABORATED BY: Jenny Matute and Deysi Guevara
3.3.2 SAMPLE
The sample of this investigation was determined by the 34 students
and English teacher of Eighth Year Parallel “C”.
47 47
In addition, the type of sample that possesses this investigation is
not probabilistic, because it was consisted to survey students of a certain
number of casual forms.
TABLE NO. 2: DISTRIBUTION OF SAMPLE
No. POPULATION QUANTITY
1 ENGLISH TEACHER 1
2 STUDENTS 34
TOTAL 35
SOURCE: “Clemente Yerovi" High School
ELABORATED BY: Jenny Matute and Deysi Guevara
Table No. 3
Matrix: Operationalization of the Variables Influence of the Flashcards in the development of the Reading skills of the English language
VARIABLES DIMENSIONAL INDICATORS
INDEPENDET VARIABLE: FLASHCARDS
The flashcards are wonderful teaching tools, offer fun and interactive learning games for all levels of
education, or for all subjects or students. García F. (2010: 65)
Elements of the flashcards
o Information
o Presentation
o Composition
Types of the flashcards
o Illustrative o Sequential o Mural
Use of the flashcards
o Motivation o Exercising o Information o Synthesis o Evaluation
48
VARIABLES DIMENSIONAL INDICATORS Extensive Reading Intensive Reading
Types of Reading Skills
Reading Technique
Scanning: for a specific approach. Skimming: for the essence of something. .
DEPENDENT VARIABLE: READING SKILLS Monitoring of understanding
Reading is a basic life skill. It is a cornerstone for a child's success in school, and indeed, throughout life. Without the ability to read well, opportunities for personal fulfillment and success at work will inevitably be lost.
Smith (1994: 171-182)
Strategies of Reading Skills
Cooperative learning
The graphic organizers
Structure of history
Answering machine
Generating of questions
Process of Reading Skills
Level Comprehension
- Constructive - Fluency - Strategic - Motivated -Critical -Inferencial - Analitic
49
3.4 METHODS OF INVESTIGATION
The methods of investigation involve the researcher to analyze the
information and thus verify the theoretical concepts that allow them to relieve the
essential relations and the fundamental characteristics of the study. For the
preparation of this investigation project the following methods were used: methods,
empirical, technique and statistical.
For corroborating this investigation, it has applied the theoretical and
analytical, synthetic, inductive, deductive method and statistical methods.
3.4.1 ANALYTICAL METHOD: This method applies when it comes to the
interpretation of research data collected through the observation sheet, survey and
interview.
3.4.2 SYNTHETIC METHODS: It used to develop conclusions and
recommendations for solving the problem presented.
3.4.3 INDUCTIVE METHOD: used for the construction of the theoretical framework
and data collection to establish the legal categories of the general to the particular.
3.4.4 DEDUCTIVE METHOD: In order to project the future through this proposed.
It has been applied the method in the development of conclusions and
recommendations.
50
51 51
3.4.5 STATISTICAL METHOD: This method is used to collect information, then the
interpretation of the data collected through the observation sheet, survey and
interview that was preceded.
3.5 INVESTIGATION TECHNIQUES AND INSTRUMENTS
The techniques and instruments that have been used in this investigation
are of great importance in the collecting information, as sources where the
information can be acquired.
Additionally, this project has used the techniques and instruments to collect
the volume and type of qualitative and quantitative of information must be fully
justified. In this investigation the following techniques that were used:
Survey
Observation sheet
Interview
TRIANGULATION OF EMPIRICAL TECHNIQUES OF THE INVESTIGATION
52 52
3.5.1 STUDENTS’ SURVEY
The survey is a procedure that allows you to explore the subjectivity and at
the same time obtain information from a large number of people also can
explore public opinion and the current values of a society, the questions of
meaning and scientific importance in democratic societies.
3.5.2 CLASSES’ OBSERVATION
Observation is the act of observing, look carefully, for research purposes,
this is in the sense of knowing the process of behaviors or conditions and
manipulated according to what is done in the observation, then in the class‟
observation the teacher don‟t use didactic resources to help student‟s
comprehension. The students don‟t answer reading comprehension questions
actively. The teacher had not prepared the appropriate resources for the class. So,
the students hadn‟t understood the reading comprehension. The teacher hadn‟t
presented the contents using the flashcards of form organize and the students
don‟t keep the interest in reading. The teacher doesn‟t the questions with precision
and clarity about the reading, and the teacher hasn‟t explained in correct form the
concepts using the flashcards, and the students aren‟t incentive for asking and
answering about the topic of the reading, and the teacher don‟t relate the contents
of the flashcards according to the reading.
3.5.3 TEACHER’S INTERVIEW
The interviews are essential elements in the primary communication that
contributes to the construction of reality, effective precision instrument that is
based on human interaction.
53 53
On the other hand, the interview is a way more specific from the point of
view of method; it means that it is the social interaction that have as aims to collect
data for investigation.
1. From your point of view, what do you think be the best from to
strengthen reading technique in English.
To strengthen the reading must consider that speaking and listening go to
together for that students, can advance in the learning. Then the Project that you
are working is very interesting and contributes the teaching - learning of English
Language. Inside of the English language always says the readings should be
quiet, but is recommend listening the students to help with in the pronunciation.
2. Do you think that it is feasible to use flashcards for the development
of reading skills?
The use of flashcards will be very useful in the reading skills it‟ll contribute of
an effective way in the teaching, so they can speak fluently of the topic that being
treated.
3. Do you consider it is necessary to devote time to reading? Why?
If, I think that is necessary, because it helps to feed the vocabulary and can
speak fluently and write new words. It is always necessary to encourage the
students to read or imagine, through of flashcards and that they can imagine and
realice your own ideas on the paper.
4. Do you think that the flashcards provide an effective knowledge in the
reading?
I think that provides an effective knowledge in reading because there will be
topic more complicated and with the help of the flashcards will be easier
understanding of the topic about the Reading.
54 54
5. How do you evaluate the student level in reading comprehension?
We evaluate to the students through questions and answers. But too
evaluate with exercise of true or false and complete.
6. Do you have in this institute didactic resources as flashcards to help
reading comprehension?
The truth does not have with reasources didactic in this institution, because
the biggest problem is this place laborate two institutions with diferent schedule.
Then this would be the biggest problem because we can not leave resources
didactic because could be destroyed for the other students of the morning.
7. In your opinion, do the teachers follow the methodological strategies of
reading in classes?
The Teachers follow a curriculum in which have developed the strategies
that we must continue with this topic. Is here where we serch for ways can help
students sometimes changed the methodology according to the level that have the
students for to complete the deficiency.
8. Do you use the flashcards as a didactic resource in the reading skill?
Suddenly, although it will be very interesting aids with flashcards to develop
the imagination of students and faster would capture the contents.
9. Do you consider an advantage working with flashcards for the
learning- teaching process in the reading skill?
Sure, I consider an advantage to work with flashcards in the reading
because the teaching and learning would be more feasible for students.
10. Do you believe that the students learn better when they observe the
flashcards?
Of course, the students interprate the content looking the flashcards.
55 55
The questionnaire made to the teaching of English, she has answered the
following: It is necessary to strengthen reading and considering advancing
learning. Furthermore, with this project is going to contribute to the teaching –
learning of English, because in reading class should not always be quiet, but it is
recommended to help students hear the pronunciation.
Therefore, the teacher has found that with the use of the flashcards would
be very useful in the skills of reading skills that would contribute effectively and so
students can speak fluently the subject they are dealing with. It is necessary to use
the flashcards that enrich the vocabulary, so students would always encouraged to
read through imagination and their ideas on paper. In addition, they provide an
effective knowledge in reading that would facilitate the understanding of the subject
they are reading.
Assessment of students the reading comprehension through questions and
answers or options true or false. Also, the institution there are a problem, it is not
possible save materials to the teaching for two days in the classroom, because the
students of the primary could damage.
However, teachers must follow the methodological reading strategies that
should develop according to the curriculum, according to the theme and level of
students.
Therefore, the teachers use the flashcards occasionally thus it would be
very interesting to develop the imagination of the students and help read faster.
56 56
With all this, the teacher considered a great advantage to use the flashcards
in the reading to facilitate the teaching-learning process for them. Finally, the
students would get a better learning with the use of flashcards.
3.6 ANALYSIS OF DATA
Once the data has been collected, displayed and analyzed the results of the
survey applied to students Eighth Year of Basic General Education Fiscal
“Clemente Yerovi Indaburu" High School, Parallel “C” of Scholastic Year 2015-
2016.
At the same time, the survey is as a technique for data collection that were
obtained by the results and tabulating using statistical tables, the same that were
analyzed in real situations, existing problem which there is shortage in reading
skills; the tables contain the following:
1. Totally disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Totally agree
57 57
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu”
Elaborated by: Jenny Matute and Deisy Guevara
3.6.1 ANALYSIS AND INTERPRETATION OF THE SURVEY APPLIED TO STUDENTS
OF “CLEMENTE YEROVI" HIGH SCHOOL
1.- You acquire new knowledge when use the flashcards
as a teaching aid in the reading skill.
T able 4
ALT ERNAT IVE FREQUENCY PERCENT AGE
1. Totally disagree 0 0%
2. Disagree 0 0%
3. Neither agree nor disagree 0 0%
4. Agree 0 0%
5. Totally agree 34 100%
TOTAL 34 100%
Graphic 1
FREQUENCY PERCENTAG E
34
0 0% 0 0% 0 0% 0 0% 100%
1. Tot ally
disa gree
2. Dis agre e 3. Ne ithe r
ag ree no r
disa gree
4. Ag ree 5. Tot ally
ag ree
PERCEPTION OF STUDENTS
All the students surveyed believe that the news knowledge are acquired
through the flashcards when it is used as a resource for teaching reading skills.
Therefore, it is recommended that the teachers include in their classes the
Flashcards made with images that capture the attention of students.
58 58
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu”
Elaborated by: Jenny Matute and Deisy Guevara
2.- I have difficulties to understand the written texts.
Table 5
ALTERNATIVE FREQUENCY PERCENTAGE
1. Totally disagree 0 0%
2. Disagree 0 0%
3. Neither agree nor disagree 4 12%
4. Agree 30 88%
5. Totally agree 0 0%
TOTAL 34 100%
Graphic 2
FREQUENCY PERCENTAGE
34 30
0 0% 4
0 0% 12% 88%
0 0% 100%
1. Totally
disagree
2.
Disagree
3. Neither
agree nor
disagree
4. Agree 5. Totally
agree
TOTAL
PERCEPTION OF STUDENTS
All the students surveyed, they indicate that they have difficulty with
comprehension skills of the written texts.
The recommended approach is to design the flashcard that are taken in
account to use of contrasts, harmonies and these go related with the text read in
order to get the attention of the students, obtaining a significant visual learning.
59 59
3.- I would like to use flashcards to strengthen the reading skill.
T able 6
ALTERNATIVE FREQUENCY PERCENTAGE
1. Totally disagree 0 0%
2. Disagree 0 0%
3. Neither agree nor disagree 0 0%
4. Agree 0 0%
5. Totally agree 34 100%
TOTAL 34 100%
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu”
Elaborated by: Jenny Matute and Deisy Guevara
Graphic 3
FREQUENCY PERCENTAG E
34 34
0 0% 0 0% 0 0% 0 0% 100% 100%
1. Totally
disagree
2.
Dis agre e
3. Ne ithe r
ag ree no r
disa gree
4. Ag ree 5. Totally
ag ree
TO TAL
PERCEPTION OF STUDENTS
All the students surveyed were totally in agreement with the fact that they
would like to use the flashcards to develop the reading skills.
It is advisable to use of flashcards because they have a great advantage
and are easy to make, save time, space and are manipulated, in short is an
effective educational tool to developing reading skills.
60 60
PERCEPTION OF STUDENTS
Of all students surveyed, a large group is in total disagreement, they say
they do not feel motivated during reading class.
Therefore, it is recommended to use flashcards according to the topics of
the texts, to make them easier to understand in the reading classes and to acquire
knowledge more easily.
61 61
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu” Elaborated by: Jenny Matute and Deisy Guevara
5.- You believe that it's necessary to use the flashcards for your development
in the reading skill.
Table 8
ALTERNATIVE FREQUENCY PERCENTAGE
1. Totally disagree 0 0%
2. Disagree 0 0%
3. Neither agree nor disagree 0 0%
4. Agree 14 41%
5. Totally agree 20 59%
TOTAL 34 100%
Graphic 5
FREQUENCY PERCENTAGE
34
20
14
0 0% 0 0% 0 0% 41% 59% 100%
1. Totally disagree
2. Disagree
3. Neither agree nor disagree
4. Agree 5. Totally agree
TOTAL
PERCEPTION OF STUDENTS
From all the students surveyed, more than half think that they believe it is
necessary to use flashcards to develop reading skills.
Given this evidence, it is recommended that teachers provide students with
flashcards as a resource for strengthening the understanding in the reading skills.
62 62
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu” Elaborated by: Jenny Matute and Deisy Guevara
6.- I find difficult to identify the main idea of the text.
Table 9
ALTERNATIVE FREQUENCY PERCENTAGE
1. Totally disagree 0 0%
2. Disagree 0 0%
3. Neither agree nor disagree 0 0%
4. Agree 34 100%
5. Totally agree 0 0%
TOTAL 34 100%
Graphic 6
FREQUENCY PERCENTAGE
34 34
0 0% 0 0% 0 0% 100% 0 0% 100%
1. Totally 2. 3. Neither 4. Agree 5. Totally TOTAL disagree Disagree agree nor agree
disagree
PERCEPTION OF STUDENTS
All the answers were in total agreement: they find it difficult to identify the
main idea of the texts.
For them, it is recommended that the teachers provide students with
flashcards with pictures as for example in the case of proper nouns (animals,
people, and things) recognizable to help the comprehension of the text.
63 63
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu” Elaborated by: Jenny Matute and Deisy Guevara
7.- I consider that he use of flashcards strengthers my reading comprehension.
Table 10
ALTERNATIVE FREQUENCY PERCENTAGE
1. Totally disagree 0 0%
2. Disagree 0 0%
3. Neither agree nor disagree 0 0%
4. Agree 14 41%
5. Totally agree 20 59%
TOTAL 34 100%
Graphic 7
FREQUENCY PERCENTAGE
34
20
14
0 0% 0 0% 0 0% 41% 59% 100%
1. Totally 2. 3. Neither 4. Agree 5. Totally TOTAL
disagree Disagree agree nor agree
disagree
PERCEPTION OF STUDENTS
Of all the students surveyed, more than half is totally in agreement with the
fact that the use of flashcards strengthens their comprehension in reading. So, it is
recommended that the teachers provide the students with flashcards to form
sentences or dialogs based on the flashcards.
64 64
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu” Elaborated by: Jenny Matute and Deisy Guevara
8.- I understand words´ meaning when reading in English.
Table 11
ALTERNATIVE FREQUENCY PERCENTAGE
1. Totally disagree 12 35%
2. Disagree 18 53%
3. Neither agree nor disagree 4 12%
4. Agree 0 0%
5. Totally agree 0 0%
TOTAL 34 100%
Graphic 8
FREQUENCY PERCENTAGE
34
18
12
4 35% 53% 12%
0 0%
0 0% 100%
1. Totally disagree
2. Disagree
3. Neither agree nor disagree
4. Agree 5. Totally agree
TOTAL
PERCEPTION OF STUDENTS
From all students surveyed, most were in disagreement because they do not
understand English words while reading. So, it is stated that the appropriate use of
flashcards definitely helps in the development of reading skills.
65 65
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu”
Elaborated by: Jenny Matute and Deisy Guevara
9.- You understand well the English Language when using the flashcards.
Table 12
ALTERNATIVE FREQUENCY PERCENTAGE
1. Totally disagree 0 0%
2. Disagree 0 0%
3. Neither agree nor disagree 5 15%
4. Agree 20 59%
5. Totally agree 9 26%
TOTAL 34 100%
Graphic 9
FREQUENCY PERCENTAGE
34
20
9
5
0 0% 0 0% 15% 59% 26% 100%
1. Totally disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree 5. Totally agree
TOTAL
PERCEPTION OF STUDENTS
Of all students surveyed, most students were in agreement with the fact that
they understand well the English language when using the flashcards.
Therefore, it is recommended that the teacher continues using flashcards
when reading in class, because the students can capture the vocabulary visually
better in the text to develop reading skills.
66 66
Source: Colegio Fiscal Mixto “Clemente Yerovi Indaburu” Elaborated by: Jenny Matute and Deisy Guevara
10.- It is not easy for me to recognize secondary ideas while reading.
Table 13
ALTERNATIVE FREQUENCY PERCENTAGE
1. Totally disagree 0 0%
2. Disagree 0 0%
3. Neither agree nor disagree 0 0%
4. Agree 16 47%
5. Totally agree 18 53%
TOTAL 34 100%
Graphic 10
FREQUENCY PERCENTAGE
34
16 18
0 0% 0 0% 0 0% 47% 53% 100%
1. Totally disagree
2. Disagree
3. Neither agree nor disagree
4. Agree 5. Totally agree
TOTAL
PERCEPTION OF STUDENTS
Of all students surveyed, most students were totally in agreement that they
will not easily recognize the secondary ideas in the reading.
So, it is recommended to provide the teacher with flashcards with verbs,
sentences or phrases to develop the reading according to the requirements of the
students, as they demonstrate safety and certainty in the actions.
67 67
3.6.2 INTERPRETATION OF INSTRUMENT RESULTS
With the triangulation of the investigation, which is considered as a valuable
technique for obtaining the results on the questions that were performed to assess
whether the use of flashcards allow improving the reading skills in English
Language are not allowed establishing an intermittence and concordance in the
conclusions, the use of flashcards are necessary in the development and learning
of the English language.
Furthermore, the results obtained in the process of investigation were
tabulated through the frequency tables and graphs, their relative percentages in
those tables show the respective questions, and their analysis of the data from the
surveys of students Eighth Year Parallel "C" of Basic General Education Fiscal
“Clemente Yerovi" High School, the results indicated that there is a deficiency in
the teaching-learning process.
OBSERVATION SHEET
In this investigation project, was made a class observation of teaching
during the reading class. For that, It has been decided to make a record of
observations to monitor the teaching process and explain if is necessary, it refers to
the contents, the teacher manages to acquaint students with the objectives of class and
use resources properly, it promotes the participation of the students, they comply with the
methodological steps and the use of extra reading materials.
Moreover, it was established to observe the students, and determine if they
are able to anticipate the content of the text to read, they can identify the general
ideas of the text and can recognize the main ideas of the paragraphs, if they work
68 68
so organized, they are able to answer questions of inferences, which are shown in
the following tables with their respective graphics.
OBSERVATION TEACHER RESULTS
Table 14
The teacher uses didactic resources to help student comprehension.
ALTERNATIVES FREQUENCY PRECENTAGE
1. Always
2. Often
3. Rarely
4. Never
0
0
0
1
0%
0%
0%
100%
TOTAL 1 100%
Graphic 11
FREQUENCY PRECENTAGE
1 100% 1 100%
0 0% 0 0% 0 0%
1. Always 2. Often 3. Rarely 4. Never TOTAL
From the evidence presented in the observation of the reading class, it has
been reported that the teacher does not use teaching resources to help students'
understanding.
69 69
Table 15
The students answer reading comprehension questions actively
ALTERNATIVES FREQUENCY PRECENTAGE
1. All
2. Some
3. Any
0
0
1
0%
0%
100%
TOTAL 1 100%
Graphic 12
FREQUENCY PRECENTAGE
1 100% 1 100%
0 0% 0 0%
1. All 2. Some 3. Any TOTAL
From the evidence presented in the observation of the reading class, it has
been reported that students do not respond actively to reading comprehension.
70 70
T able 16
The teacher has prepared the appropriate resources for the class
ALTERNATIVES FREQUENCY PRECENTAGE
1. Always 0 0% 2. Never 0 0%
3. Rarely 1 100%
TOTAL 1 100%
Graphic 13
FREQUENCY PRECENTAG E
1 100% 1 100%
0 0% 0 0%
1. Alw ays 2. Never 3. Rarely TO TAL
From the evidence presented in the observation of the reading class, it has
been reported that the teacher has not properly prepared to the class resources
previously.
71 71
T able 17
The student has understood the reading comprehension
ALTERNATIVES FREQUENCY PRECENTAGE
1. All 0 0% 2. Some 0 0%
3. Any 1 100%
TOTAL 1 100%
Graphic 14
FREQUENCY PRECENTAG E
1 100% 1 100%
0 0% 0 0%
1. All 2. Some 3. An y TO TAL
From the evidence presented in the observation of the reading class, it has
been observed that students have not understood the reading comprehension.
72 72
Table 18
The teacher has presented the contents
using the flashcards to organize
ALTERNATIVES FREQUENCY PRECENTAGE
1. Always
2. Often
3. Rarely
4. Never
0
0
1
0
0%
0%
100%
0%
TOTAL 1 100%
Graphic 15
FREQUENCY PRECENTAGE
1 100% 1 100%
0 0% 0 0% 0 0%
1. Always 2. Often 3. Rarely 4. Never TOTAL
From the evidence presented in the observation of the reading class, it has
been observed that the teacher has not presented the contents in an organized
way using flashcards.
73 73
Table 19
The students keep the interest in the reading
ALTERNATIVES FREQUENCY PRECENTAGE
1. All
2. Some
3. Any
0
1
0
0%
100%
0%
TOTAL 1 100%
Graphic 16
FREQUENCY PRECENTAGE
1 100% 1 100%
0 0% 0 0%
1. All 2. Some 3. Any TOTAL
From the evidence presented in the observation of the reading class, it has
been observed that students do not maintain the interest in reading.
74 74
Table 20
The teacher asks the question with precision
and clarity about the reading
ALTERNATIVES FREQUENCY PRECENTAGE
1. Yes
2. No
3. Confunsion
0
0
1
0%
0%
100%
TOTAL 1 100%
Graphic 17
FREQUENCY PRECENTAGE
1 100% 1 100%
0 0% 0 0%
1. Yes 2. No 3. Confunsion TOTAL
From the evidence presented in the observation of the reading class, it has
been observed that the teacher asks questions with precision and clarity about the
reading.
75 75
T able 21
The teacher has explained in correct form
the concepts using the flashcards
ALTERNATIVES FREQUENCY PRECENTAGE
1. Yes 0 0% 2. No 1 100%
3. Confunsion 0 0%
TOTAL 1 100%
Graphic 18
FREQUENCY PRECENTAG E
1 100% 1 100%
0 0% 0 0%
1. Yes 2. No 3. Co nfunsion TO TAL
From the evidence presented in the observation of the reading class, it has
been observed that the teacher has not properly explained the concepts using
flashcards.
76 76
Table 22
The students are incentived for asking and answering
about the topic of the reading
ALTERNATIVES FREQUENCY PRECENTAGE
1. All
2. Some
3. Any
0
0
1
0%
0%
100%
TOTAL 1 100%
Graphic 19
FREQUENCY PRECENTAGE
1 100% 1 100%
0 0% 0 0%
1. All 2. Some 3. Any TOTAL
From the evidence presented in the observation of the reading class, it has
been observed that students are not incentive to respond on the topic of reading.
77 77
Table 22
The teacher does relation the contents of
the flashcards to the reading
ALTERNATIVES FREQUENCY PRECENTAGE
1. Always
2. Often
3. Rarely
4. Never
0
0
0
1
0%
0%
0%
100%
TOTAL 1 100%
Graphic 20
FREQUENCY PRECENTAGE
1 100% 1 100%
0 0% 0 0% 0 0%
1. Always 2. Often 3. Rarely 4. Never TOTAL
From the evidence presented in the observation of the reading class, it has
been observed that the teacher relates the flashcards to reading.
78 78
3.6.2.2 CORRELATION BETWEEN VARIABLES
After obtaining these results, we precede to the correlations between results
the data that are most relevant, using the flashcards and the reading ability also to
obtain correlations with specific questions, that help to know how important it is to
use the flashcards on the reading skills of students in the Eighth Year Parallel "C"
of Basic General Education Fiscal “Clemente Yerovi" High School.
79
80 80
3.7 CONCLUSIONS AND RECOMMENDATIONS
With the completion of the theoretical based and analysis and interpretation
of each question of the survey applied to students, the observation applied to the
teacher and / or students and the interview applied to the teacher of Eighth Year
Parallel "C", allowed to make the conclusions and recommendations that will help
to improve the reading skills:
CONCLUSIONS:
The images reflected in the Flashcards help teachers significantly to learn
English language for the purpose of capturing the attention of students, it is
an important factor in the contribution to the process of interactive teaching.
The colors and size of the flashcards help the visual perception because
they influence the mood of the students and helps to get their attention and
concentration.
It was proved that these are limitations in the development of the students
reading comprehension skill.
Learn with Flashcards shows the attention and the concentration of students
who obtain interactive, dynamic, participative and motivating attitudes; this
means that the flashcards are a very appropriate system of inter-learning
of vocabulary.
Flashcards is the best method of memorization, because with its the
students absorb all vocabulary more rapidly, since it can return topics
previously discussed in class that it was used this material.
81 81
RECOMMENDATIONS:
It is recommended that the teachers include the flashcards in classes. It is
elaborated with images that capture the attention and the interest of
students.
The flashcards must be elaborated with the use of gammas, contrasts,
harmonies to get the attention of students, achieving significant visual
learning.
Teachers provide flashcard, as a method of comprehension and
strengthening for memorizing in one way indispensable and defined of the
vocabulary in order to develop the comprehension in the reading of English.
The flashcards must be according to the needs and requirements of
students; these contribute to the development of vocabulary in reading
skills.
It is recommended teachers illustrate the flashcards adjectives or action
verbs, these will be use in the formulation of sentences or dialogs that allow
an efficient development in the understanding to be identified and
recognized in reading.
82 82
CHAPTER IV
PROPOSAL
TITLE
Didactic Guide to use the flashcards and maximize the reading in the study of
English language.
4.1 JUSTIFICATION
According to this research, it is necessary to implement supporting materials
to improve reading skills through the use of flashcard in the process of learning in
the "Clemente Yerovi Indaburu" High School. The teachers do not have the
necessary material as a guide to develop the content of a reading. According to
observation, interview suggested the elaboration of flashcards in the 8th Year
General Basic Education, determining that students have low level in this skill.
4.2 GENERAL OBJECTIVE
Improve the quality of the reading through flashcards and visual aids as
teaching to strengthen the reading skills in the learning process.
4.3 SPECIFIC OBJECTIVES
1. Use the flashcard to anticipate the content of the reading according to the
images.
2. Improve the quality of the comprehension of the main ideas of the text.
3. Practice vocabulary acquisition through colorful flashcards.
83 83
4.4 THEORETICAL FOUNDATION
Some authors as Smith (1994); Blazquez (1989); Yadira Corral (2013);
Oscar Lopez Regalado (2006); Saville-Troike (1989); Sanchez Cortes A. (2010);
Dr.Mangrum Strichart (1994); César Coll (1999); have researched this topic in
different concept; but all agree that the reading is a form of interaction between
reader, writer and text, also is a form of competition among the students, they will
have the ability to use correct language with the use of flashcards and will develop
new vocabulary looking at the imagens also they will produce grammatically
correct and coherent sentences, with these skills the studentes will develop
attitudes and values towards others.
4.5 DIDACTIC FOUNDATION
Some authors as Raul Ruiz (2010); Dr. Fadwa D. Al-Jawi (2010); Calero
(2010); Garcia (2010); Sanchez Cortez (2010); Garcia Jimenez F. (2006); have
researched that this is part of the investigation in which it is discovered that the
best way of learning is good teaching through constructivism, using flashcards, in
which students gradually through pictures may make individual works. This will
help the student to have good communication and are able to develop the skill of
reading basing it on all the experiences and knowledge.
Besides, multiculturalism is a fundamental support that allows programming,
instruction and assessment and integrate into society.
Reading is an essential part in the lives of human being. It can be said that there
are different types of reading strategies, processes, depending on the situation.
There are different types of visual aids and their respective elements depending on
the time to be used, applying it as a teaching resource for using the learning.
84 84
4.6 PSYCHOLOGICAL FOUNDATION
Authors as Duffy (1993); Palmer (1999); Dr. Edgar Herrera (2002); have a
common points that is in the focuses on the cultural history, which the study is
based on student learning itself and the interaction between the subject and the
social context. Learning is the result of social context, as the student develops
knowledge and approach will individually and integrated with the help of different
strategies by determining the connection with supporting materials such as
flashcards.
4.7 SOCIOLOGICAL FOUNDATION
Authors as Rocher G. (1980); It has been determined that the fundamental
basis of learning around the world is done by the company, becoming a
fundamental role in the education of man, based on laws and emphasizing that the
teacher is only a guide for teaching learning, which the student learns what
happens around your environment.
4.8 EDUCATIONAL FOUNDATION
Authors as Dr, Edgar Herrera (2002); Piaget (1992); the construction of
learning is based on the development of skills, organization and integrity, based on
previous knowledge and originates from the passivity of mind to adapt to the
environment. The skills development unfolds through maturation, experience,
transmission, immediate balance of the individual, which is linked to a socio-
cultural context. The teacher's role is to transmit the necessary tools and
proportional and that the student is able to create its own concept bringing new
ideas to the field of learning.
85 85
4.9 FEASIBILITY OF APPLICATION
It is possible because through the use of visual aids development will be
strengthened reading.
4.10 FINANCIAL
According to the investigation the cost is to be made considerable. It will
have the crucial help of these students and some have the ability to draw with
appreciation.
4.11 LEGAL
According to the Constitution of the Republic of Ecuador, System of Good
Living, National Plan for Good Living and Education Act (LOEI) Code for Children
and Adolescents it referent that the education is a right and duty of all be human
and obligations, and also require the use of teaching resources for the teaching
and learning process.
4.12 TECHNICAL
This proposal does not need any technical resource for its implementation,
only the elaboration of the flash cards to be used.
4.13 HUMAN RESOURCES
According to the project it will make use of the feasibility of human beings,
both with the students and teachers to the development of this proposal.
86 86
4.14 POLITICAL
According to Objective 4 of the National Plan for Good Living, it is needed to
improve the education in all aspects, both in knowledge as in the integral
formation. In addition, the support of educational institutions is needed to improve
education and compliance with quality standards. This aims to create and
strengthen together the talent and develop the intellectual and cognitive throughout
all education at all levels capabilities.
4.15 DESCRIPTION
This guide is made for students who are beginning the study of a foreign
language, teaching easy and short readings for a better and faster learning of the
language, in order to obtain a better result in the students. The students will try to
enjoy working with harmony and enthusiasm, the teaching will be with colorful
flashcards so that pay atention in each reading. This contain a didactic guide for
teachers 8th year of basic education, which are starting in the process of the
reading, through the flashcards as a teaching aids to improve the reading.
This guide contains all the necessary information related to the teaching
English as a Foreign Language on how to develop the reading in English through
the flashcards. It will help teachers to orient student‟s autonomous work.
The didactic guide has a series of steps to perform the correct process of
the reading in all its areas. The context is not extensive, but has a great benefit to
each one of the students, whose main objective is to highlight the importance of
the reading, that can be fun and dynamic at the same time.
87 87
The purpose of the guide is that it could be put into practice in an organized
way; it can be adjusted to the needs and characteristics of the students. It‟s simple
and practical format facilitates planning the classwork.
This process will improve the students to develop the maximum capacity to
create stories, while watching images and develop their vocabulary. Another main
objective is to create basic competences in all the contents.
The reading allows the students to adquire culture, which is considered as
an essential element of learning. It is important that the students could understand
and reflect similarities and differences between their cultures.
To undertake this project and achieve good reading through the use of flash
cards as teaching resources, the following recommendations are suggested:
Implement a variety of innovative flashcards for the development of reading.
Create different types of strategies, processes for the use of the flashcards
previously prepared.
Have a stock a flashcards as teaching resources available for a variety of
reading texts topics according to the purpose of the reading activity.
Include new flashcards in accordance to the new up-dating done in the
English National Curriculum Guidelines.
Train teachers to elaborate the flashcards whenever it could be necessary.
88 88
CONCLUSIONS
The process of designing this guide has been very useful to structure a
useful and creative way to satisfy the series of necessities determined in the
problem diagnosed at the beginning of this research. This has been done in order
to develop the reading skills using the material of flashcard as a teaching resource.
Thus it is recommended to observe the use of teaching resources in the
teaching-learning process, taking into account the cadency of teaching resources
for the development of the reading skills.
Thus, it can be concluded that the use of teaching resources as innovative
and interesting way to rouse their interest and motivation in learning to read.
89 89
REFERENCE
Al-Jawi Fadwa Dr (2010) defined that: “Scanning as a type of speed-reading
technique with the purpose of to examine closely and rapidly a piece of
printed or written material”
Al-Jawi Fadwa Dr (2010) referred such “Skimming is a type of rapid reading
technique with the purpose of to read rapidly”
Antich Rosa Dra (1977) said “The class is the organization formed by teacher and
students”
Blazquez (1989) said that "the teaching materials also create conditions for
teachers and students to interact as human beings in a climate where
men dominate the environment."
Calero A. (2012) exposes as improving the reading skill through of the competent
strategies that are considered crucial in order to have the students
improve their skills when reading.
César Coll (1999) stated that "useful is that it allows certain nuclear formulate
questions for education, answering questions from an explanatory
framework, articulated and coherent, and offers criteria to elaborate on
the answers you require more information specific."
Chomsky (1965),Syntactic Structures (1957) Current Issues in Linguistic Theory
Chomsky (1970) according to Lyons considered that:” the ability to use language
correction in a variety of situations socially determined is such a central
90 90
part of language skills as the ability to produce grammatically correct
sentences”.
91 91
Chomsky´s (1980) he referred "to the knowledge of the conditions and mode
appropriated used according to various purposes, and that, grammatical
competence, based on the knowledge of the way".
Corral MSc. Yadira (2013) and Oscar Lopez Regalado (2006) the educational
materials are referred as the media and resources for learning
Dale Edgar (cited of Lira) maintains that this is the way of perceiving attention and
an illustrated way to get in a theme.
Duffy (1993) has defined the Reading strategies as “plans for solving problems
encountered in constructing meaning”.
Eagleton (1976) defined "Literature should certainly be re-located within the field of
cultural production in general, but each production requires semiotics
of its own, which it isn’t conflatable with a little speech "cultural"
universal ".
Fernandez R. (1983) in his treatise has clarified that "there are three stylistic:
general, applicable to all languages, collective, applicable to a
particular language, single, referred to speech".
Fernandez R. (1983), “Comprehensive and Critical overview about studies and
raises style”.
García (2010) in the "Manual for Teachers Bilingual" says that "the flashcards are
wonderful teaching tools, offer fun and interactive learning games for
all levels of education, or for all subjects or students".
92 92
Garcia Jimenez F (2006) said that the flashcards contribute positivism to learning
of the reading from English.
Greenwood (1998) states that it can provide a “need to read to complete an activity
or confirm an idea; and it can persuade the students that as far as
perception or hypothesis is concerned there are no right or wrong
answers, only different ones.”
Gustavo Bueno (1997) said It sees this same difficulty of defining the root of the
current success of the idea of culture, the definition of educational
objectives must be sufficiently clear to allow programming.
Herrera Edgar Dr (2002), assumes that: Constructivism part of prior knowledge, that
is to say the student possesses, if this statement should be consolidated
in one phase, we would resort to appointment by Ausubel many times,
the most important factor influencing the learning is what the student
already knows, Ascertain this and teach accordingly.
Hidalgo Hernandez Veronica (1996) in her article has cited Acante who described
to the interculturality in education as "the quality of creating and
sustaining curricula, academic activities, programs and projects
developed a keen interest with respect to all human cultures".
Hymes (1972) stated Similarly to the syntax rules can control aspects of phonology
and semantic rules may control aspects of syntax, the rules of speech
acts act as factors, they control the linguistic form as a whole
Johnson (1998) pointed that: It states that the flashcards are an educational
resource commonly used in English classes at levels of Basic
Education, they serve to introduce new vocabulary and to revise and
consolidate vocabulary already studied.
93 93
Lalande (1967) said axiology "would be the science of moral values, or logical, or
aesthetic, as a general methodology to study the methods of
Philosophy".
Llurdá (2000), “The Starting point of later approaches and controversy of lingüistic
competence”
Mario Carretero, analyze; Piaget, Vygostky and Ausubel, (2009) pointing to: The
constructivism as the idea that they all keep as much in the cognitive
and social aspects of the behavior, as in the affective (they are not
product of the environment). In front of this, the construction of
knowledge bases your study in the learning like separate trial that
means that the student learns by himself.
Nuttall (1996) said “The importance of reading speed to successful reading is
neatly portrayed in the two contrasting circles of the weak reader and
the good reader”
Palmer (1999) referred " Top-down processing […] to processes that operate in
the opposite direction, taking a “higher-level” representation as input and
producing or modifying a “lower-level” representation as output".
Palmer (1999) referred "to processes that take a “lower-level” representation as
input and create or modify a “higher-level” representation as output".
Piaget (1992) considered that: The development comes articulated according
maturation factors, experience, transmission and balance, in a process
in which biological maturation.
Ramirez Toledano Rafael (2008) in his article "Materials and Resources in
Teaching English", as stated in the thesis of Gonzalez Paredes Eduardo
(2013), defined the incidences of the flashcards and reading skills.
94 94
Ramirez Toledano Rafael (2008), “Materials and Resources in Teaching English”.
Thesis Gonzalez Paredes Eduardo (2013). “Incidence of the flashcards
and reading skill.”
Rocher, G. (1980) has defined that: Process by which a person learns and
internalizes in the course of his life, the cultural elements of their
environment, integrated into the structure of its personality, influenced
by significant experiences of social actors, and is thus adapted to the
social environment within which to live.
Rokeach (1979) states that "any behavior of man finds its ultimate justification in
two basic motives of behavior: self-esteem and moral behavior".
Ruíz Raúl (2011) in the article “From intensive reading to extensive reading in the
class” has cited Bamford and Day (1997) who defined that: “The texts
are oriented towards the study of linguistic aspects, grammatical,
lexical and pragmatic”
Sanchez Cortes (2010) defined them "as the source or foundation of great use to
develop new vocabularies of English by making them, with pictures,
words, vowel, acronyms, pictures, question formats and answers
translations, formulas, pictures, historical data, greetings and short
messages"
Saville-Troike (1989) argued that "communicative competence includes aspects of
communication”
Simonit (2009) for the formation of attitudes and values defined.
Smith (1994) defined “reading as an interaction between readers, writers, and the
text”
95 95
Strichart Mangnum Dr (1994) in his book "Learning Resources" explained that:
"flashcards are easy to make, use and are a great tool for
remembering information, also give us some strategies to help
accomplish to effective teaching with these resources".
Thorndike (1917) characterized to "reading as reasoning and assumed that it was
an active process related to problem solving"
Victoria Camps (1993,) states: Education is necessary rules their role that not only
is to instruct or to convey some knowledge, but integrated into a
culture that has different dimensions as language, traditions, beliefs,
attitudes, ways of life.
Williams (1976) pointed out “Literacy productions as a whole; the body of writings
produced in a particular country or period, or in the world in general.
Now also in a more restricted sense, applied to writing which has claim
to consideration on the ground of beauty of form or emotional effect”
Williams (1996), to consolidate or reflect upon what has been read and to relate
the text to the learners’ own knowledge, interest, experience or views.
Yadira Corral (2013), and Oscar Lopez Regalado (2006), “the educational material
are as the media and resources for learning”.
Zambrano Carmen (2012) in her thesis cited Lev Vygotsky (1896) said that "the
philosophical conception of man has three components; man as
cultural, historical and social”.
96 96
BIBLIOGRAPHY
Chomsky, Noam (1965), Aspects of the Theory of Syntax, Cambridge,
Massachusetts: MIT Press
Fernandez R. (1983), Stylistic Language.
http://www.mantex.co.uk/2009/09/13/english-language-stylistic-analysis/
Nuttall (1996), The Importance or reading speed. http://dosfan.lib.uic.edu/usia/E-
USIA/forum/vols/vol37/no2/p2.htm
https://es.wikipedia.org/wiki/Comprensi%C3%B3n_lectora
http://www2.wmin.ac.uk/eic/learning-skills/literacy/strat_read.html
https://www.goconqr.com/es/examtime/blog/como-aprender-idiomas-usando-
flashcards/
https://en.wikipedia.org/wiki/Flashcard
https://www.ucm.es/data/cont/docs/119-2015-03-17-11MariaRamirezGarcia2013.pdf
http://fis.ucalgary.ca/Brian/611/readingtype.html
97 97
ucac ón Menci..,...... ón:' Lengua y Lingüísticas
NIA (iUEV&,.RA M~RCHÁN,
ANNEX 1
M~::::.·..~
~Y-SANG~D\D DE G.AYAQUL
~E LA FACULTAD ~ct.Nf\leHTAHIA- 1\1\lB_ PIEGIWJO
LETRASY CIENCIAS DE LA EDUCACIÓN
CIUDAD.-
De mis consideraciones:
En virtud que las autorid des de la Facultad de Filosofía, 11etras y Ciencias de la
Educación me cl,esig aron Consultor Académ1co de Proyectos Eéfucativos de la
Licenciatura en Ciencias de la Ed i ,
Tengo a bien informar lo sigwiente:
Que las integrantes DEY,SJ YES~ ·---,..
MÓNICA MATUTEZAMBRANO €en C.h 0924 301199 -diseñaron él Proyecto Educativo
con el tema INCIDENCIA f DEL USO DEL FLASHCARD EN LA DESTREZA LECTORA
Propuesta de un DISEÑO DE UNA GUIA PIDÁGflCA P.ara otenciar la lectura.
El mismo que han cumplido con las directrices y recomendaciones dadas por el
suscrito.
Las participantes satisfactoriamente han ejecutado las diferentes etapas constitutivas
del provecto, por el expuesto se procede a la APROBACIÓN del proyecto, y pone a
vuestra consideración el informe de rigor para los efectos legales correspondiente.
PHD Loma Cruz Rizo
98 98
Consultor Académico
99 99
~ 1 ~
Guayaquil, 29 de junio de 2015
Sr (a). MSc. lng. Inés Manzo Rectora del Colegio Fiscal Mixto Clemente Yerovi lndaburu
Ciudad.-
De mis consideraciones:
De conformidad con el convenio lnterinstitucional suscrito entre la
Universidad de Guayaquil y la Subsecretaria de Educación para que los estudiantes de la Universidad .
Me dirijo a Ud. con el fin de solicitarle, se sirva otorgar la autorización pertinente, para que las estudiantes: Guevara Merchán Deysi Yesenia y Matute Zambrano Jenny Mónica de la Escuela de Lenguas y Lingüística puedan realizar el proyecto de investigación, o elaboración del trabajo de titulación previo la obtención del titulo de Licenciado (a) en Ciencias de la Educación mención Lengua Inglesa y Lingüística.
Por considerar, que el proyecto a realizarse, tendrá la repercusión en beneficio de la Institución que Ud. acertadamente dirige; aspiro que nuestra petición tenga la aco ida favorable de su parte
Le anticipo mis reconocimien \
flNCIOl\ARIO RESPO'ISABLE CARGO FIRMA
ELABORADO POR: E,-a Quinde M0ttno COORDl'NADOR REVISADO Y APROBADO MSc. Jacinto Calderón Vallejo DIRECTOR
n ...
100 100
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99
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS
SCIENCE AND EDUCATION
LANGUAGE SCHOOL AND
LANGUAGE
STUDENT S’ SU RVEY High School: Colegio Fiscal Mixto “Clemente Yerovi Indaburu” Subject: English
School Year: 8vo Basic General Education
Topic: Incidence of the use of flashcards as a teaching aid in the reading skill.
Date: Tuesday August 17th, 2015 Time: 30’ Read the questions and mark with an X the answer according to the number you choose.
1. Totally disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Totally Agree
N°
QUESTIONS
1
2
3
4
5
1
You acquire new knowledge when use the flashcards as a teaching aid
in the reading skill.
2
I have difficulties to understand skills written texts.
3
I would like to use flashcards to strengthen the reading skill.
4
I feel motivate during reading classes.
5
You believe that it’s necessary to use the flashcards for you development in the reading skill.
6
I find difficult identifies the main idea of the text.
7
I consider that the use of flashcards strengthen my reading comprehension.
8
I get word when reading in English.
9
You understand well the English Language to use the flashcards.
10
Is not easy for me recognize secondary ideas will reading.
100
101
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS
SCIENCE AND EDUCATION
LANGUAGE SCHOOL AND
LANGUAGE
TEACH ER’S I NTERV IEW High School: Colegio Fiscal Mixto “Clemente Yerovi Indaburu” Subject: English
School Year: 8vo Year General Education Date: Monday August 17th, 2015 Objetive: To compile information in reading skill and the use of flashcards
Teacher: Time: 30’
1. From your point of view, what do you think is the best form to strengthen
reading technique in English?
2. Do you think that it is feasible to use flashcards for the development of reading
skills?
3. Do you consider it is necessary to devote time to reading? Why?
4. Do you think that the flashcards provide an effective knowledge in the reading?
5. How do you evaluate the student level in reading comprehension?
6. Do you have in this institute didactic resources as flashcards to help reading
comprehension?
7. In your opinion, do the teachers follow the methodological strategies of reading
in classes?
8. Do you use the flashcards as a didactic resource in the reading skill?
9. Do you consider an advantage working with flashcards for the learning teaching
in the reading skill?
10. Do you believe that the students learn best when they look with flashcard?
102
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS
SCIENCE AND EDUCATION
LANGUAGE SCHOOL AND
LANGUAGE
TEACH ER’S O BSER VAT IO N High School: Colegio Fiscal Mixto “Clemente Yerovi Indaburu” Subject: English
School Year: 8vo Year General Education Date: Monday August 17th, 2015 Objetive: Assess the incidence of using the flashcards in reading skill.
Time: 30’
1. The teacher uses didactic resources to help student’s comprehension.
Always
Often
Rarely
Never
2. The students answer reading comprehension questions actively.
All
Some
Any
3. The teacher has prepared the appropriate resources for the class.
Always
Never
Rarely
102
103
4. The student has understood the reading comprehension.
All
Some
Any
5. The teacher has presented the contents using the flashcards of form organize.
Always
Often
Rarely
Never
6. The students keep the interest in reading.
All
Some
Any
7. The teacher does the questions with precision and clarity about the reading.
Yes
No
Confusion
8. The teacher has explained in correct form the concepts using the flashcards.
Yes
No
Confusion
104
9. The students are incentived for asking and answering about the topic of the reading.
All
Some
Any
10. The teacher relates the contents of the flashcards according to the reading.
Always
Often
Rarely
Never
104
105
ANNEX III
STUDENT’S PHOTO
Presentation with the students Indications about the quiz
Source: “Clemente Yerovi Indaburu” High School
Researchs: Deysi Guevara - Jenny Matute
It was the explaination about the survey
applied with the students.
STUDENTS DOING THE QUIZ
Source: “Clemente Yerovi Indaburu” High School
Researchs: Deysi Guevara - Jenny Matute
Source: “Clemente Yerovi Indaburu” High School
Researchs: Deysi Guevara - Jenny Matute
106
INTERVIEW’S PHOTO
Asking for the interview to the Area Director
I did the five first questions Jenny did the others five questions
Source: “Clemente Yerovi Indaburu” High
School
Researchs: Deysi Guevara - Jenny Matute
Source: “Clemente Yerovi Indaburu” High
School
Researchs: Deysi Guevara - Jenny Matute
After the interview
Source: “Clemente Yerovi Indaburu” High School
Researchs: Deysi Guevara - Jenny Matute
107
TEACHER’S PHOTO
Observations sheet to the teacher in class.
Source: “Clemente Yerovi Indaburu” High School
Researchs: Deysi Guevara - Jenny Matute
TUTORIA
After the tutoria with Miss Lorna Cruz
Source: “University of Guayaquil”
Researchs: Deysi Guevara - Jenny Matute
ANNEX IV
108
1
By: Deysi Guevara Merchán Jenny Matute Zambrano
2015 - 2016
PRESENTATION
This guide contains all the necessary information on the subject
Foreign Language and Teaching of how to develop the reading in English
through flashcards. It will help teachers to increase the student‟s autonomy
while reading intensively.
The purpose of the guide is that it could help teachers to put in
practice original teaching aids every day in a very organized way; it can also
be adjusted to the needs and characteristics of the students. It‟s a simple
and practical format that facilitates planning the classwork.
2
INTRODUCTION
It has been necessary to prepare new school reforms to improve a
better school life, in order to give students the necessary tools such as
flashcards that will be incorporated in the functional performance of the
students as future citizens of society.
This paper contains a didactic guide for teachers of 8th year of Basic
General Education, which is based in the process of the reading, through
the flashcards as teaching aids to improve the reading comprehension.
The didactic guide has a series of steps to perform the correct
process of the reading in all its areas. The context is not extensive, but has
a great benefit to each one of the students, whose main objective is to
highlight the importance of the reading, that can be fun and dynamic at the
same time.
It is evident the effort that exists in our country to improve the
educational policies, especially in the English area.
Ecuador has tried to replace the traditional model in which the
teacher transmits knowledge and reinforces behaviors, our country has
implemented educational models focused on the characteristics and needs
of students, as reference to the society and culture.
3
This process will cause that the student develop their maximum
capacity to understand stories, while watching images and develop their
vocabulary. Another main objective is to create basic competences in all the
skills.
Reading allows students to acquire culture, which is considered as an
essential element of learning. It is important that the students can
understand and reflect the similarities and differences between their
cultures.
To sum up, today's complex world requires the school to provide
students with tools to understand the reality and be able to address the
problems that society imposes. For that purpose, reading is essential and
flash cards are a helpful tool.
4
5 5
The bases of construct
ivism
This didactic guide is based on the investigations of Jean Piaget (1896- 1980) and Lev Vygotsky (1896-1934), among others, they have established the
psychological foundation of constructivist learning models.
Today the constructivist influences from a set of educational theories and
proposals that predominates in the education. Since 1990, the influence of
sociocultural constructivism has managed to increase, which has been able to
confirm through various international studies.
According to César Coll Salvador in "School learning and knowledge
construction", (1990, p. 5)
The constructivist conception of school learning places the
constructive mental activity of the student on the basis of
personal development processes that seeks to promote
education. By conducting meaningful learning, students
construct, modify, and coordinates diversified schemes,
thus establishing networks of meaning that enrich their
knowledge of the physical and social world and enhances
their personal growth.
The government in an effort to improve learning level of education in the
English language has focused on significant changes to develop the skills,
abilities, knowledge, attitudes and values that qualify a man to function in the
different domains.
6 6
Following the above mentioned idea, in the new reform the quality of
education for students who improve their level and have the means to access a
better teaching-learning process and contribute to the national development is
based in plans and educational programs that are articulated in the Common
European Framework (2012) with the proposals related to the following:
The diversity and multiculturalism.
Emphasis in the skills development and definition of learning.
7 7
Objectives
General objective: Instruct teachers in the use of flashcards to motivate
students towards reading through a system of instructions.
Specific objectives:
- Prepare a visual representation of the words related to the text.
- Show open attitudes of understanding of cultural differences of the
environment.
- Design a reading support to help students organize their own ideas about
the text read.
8 8
TABLE OF CONTENTS PAGES
PRESENTATION II
INTRODUCTION III
THE BASES OF CONSTRUCTIVISM V - VI
OBJECTIVES VII
TABLE OF CONTENTS VIII
UNIT TOPIC ACTIVITY PAGE 1 Climate and Seasons Preparation
Text 9
Procedure Resource Exercise
2 Thanksgiving Day Preparation Text Procedure
13
Resource Exercise
3 Animals Groups Birds Preparation Text Procedure Resource Exercise
17
4 Carly’s Family Preparation Text
20
Procedure Resource Exercise
9
ACTIVITY 1: Climate and Seasons
PREPARATION:
Put the flashcards on the blackboard.
Discute on classmate about the figure.
Coment what is the title about the reading.
TEXT:
PROCEDURE:
Elaborate the flashcard about the reading
The teacher read each paragraph according to the figure.
Find out new vocabulary in the reading.
Make short sentences according to explained of the class.
RESOURCES:
Flashcards
Elaborate with the reference of the paper A4.
It has to be full color.
10
11 11
EXERCISES:
1. Read and choose the correct answer
2. Putt he name according to the picture
12 12
3. Find the vocabulary in the puzzle
13 13
ACTIVITY 2: Thanksgiving
PREPARATION:
Put the flashcards on the blackboard.
Discute on classmate about the figure.
Coment what is the title about the reading.
TEXT:
14 14
PROCEDURE:
Elaborate the flashcard about the reading
The teacher read and relationate with each one the figure..
Find out new vocabulary in the reading.
Make short sentences according to explained of the class.
RESOURCES:
Flashcards
Elaborate with the reference of the paper A4.
It has to be full color.
EXERCISES:
Resolve the Crossword
15
16 16
Match the picture with the words
Put in order the followinga sentences
17 17
ACTIVITY 3: Animals
PREPARATION:
Put the flashcards on the blackboard.
Discute on classmate about the figure.
Coment what is the title about the reading.
TEXT:
18 18
PROCEDURE:
Elaborate the flashcard about the reading
The teacher read and relation with each one the figure..
Find out new vocabulary in the reading.
Make short sentences according to explained of the class.
RESOURCES:
Flashcards
Elaborate with the reference of the paper A4.
It has to be full color.
19 19
EXERCISES:
20 20
ACTIVITY 4: Carly’s Family
PREPARATION:
Put the flashcards on the blackboard.
Discute on classmate about the figure.
Coment what is the title about the reading
TEXT:
21 21
PROCEDURE:
Elaborate the flashcard about the reading
The teacher read and relationate with each one the figure..
Find out new vocabulary in the reading.
Make short sentences according to explained of the class
RESOURCES:
Flashcards
Elaborate with the reference of the paper A4.
It has to be full color.
22 22
EXERCISES:
Draw your family tree
23 23
Write the letter according to the picture
24
Look at the picture and resolve
24
24
25
