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ABSTRA
ACT
This ressearch ha
as been developed to empha
asize the importance
e of fun
un activitie
es are defiined as a form of
activvities in a teaching-learning prrocess. Fu
playing with rules, goals, competitio
ons, relaxa
ations, and
d learning. Teachers can use
fun activities as
a integra
al part of learning. T
These form
ms of actiivities hav
ve many
efits for the
e teachers
s as well as
a the stud
dents in im
mproving skills. We can
c also
bene
say that fun a
activities are an imp
portant tool in Englissh classroo
oms; they are the
ential resou
urce to en
ncourage students
s
to
o develop skills
s
like rreading. Students,
esse
in th
his light, forrget that th
hey are lea
arning and
d think of th
he learning
g activities
s as only
a fun
n game thu
us pressing
g more atte
ention to th
he material.
The ressearch will also revie
ew the effe
ectiveness of differen
nt lesson plans
p
as
well as how fu
un activities should be
b used w
within the classroom.
c
This invesstigation
ns to workk with beginner stude
ents from tten to twelve. The
conttains four lesson plan
activvities in the lesson plans
p
are for practiccing adjecttives, noun
ns, presen
nt tense,
and past tensse. Two off these lessson planss were applied in Técnico12 de Abril
ool from G
Gualaceo with
w studen
nts in eightt grades. When
W
applying our research
r
Scho
work
k, the resu
ults obtaine
ed in the English
E
cla
assroom were
w
very positive.
p
W could
We
see how the fu
un activitie
es created a motivational enviro
onment am
mong the students
s
and the teache
ers. In add
dition, the students
s
s
succeeded
in develop
ping more reading
njoyable an
nd interactive means which are games.
skillss by using a more en
KEY
Y WORDS::
Fun Activities, Reading Skill,
S
Young
g Learnerss.
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CONTEN
NTS
Pages
STRACT………………
…………………………
…………………………
……………..
ABS
1
AUT
THORSHIP
P ………………………
…………………………
…………………………
….
5
AKN
NOWLEGM
MENT………
……………
……….…………………
……………
………………
….. 6
DED
DICATION…
……………
………………
……………
…………………………
………………
7
RODUCTIO
ON…………
……………
………………
……………
…………………………
…… 8
INTR
CHAPT
TER I
FUN ACTIV
VITIES
1 WHAT ARE FUN ACTIVITIE
1.1
ES?………
………………
………..……
……..……….
9
1 ADVAN
1.2
NTAGES OF
O FUN AC
CTIVITIES……………
…………………………
…… 13
1 DISADV
1.3
VANTAGE
ES OF FUN
N ACTIVITIES………
………………
……..………
….
14
1 THE RO
1.4
OLE OF FU
UN ACTIV
VITIES…… ………………………
………….…
…… 15
1.5 HOW T
TO USE FUN ACTIV
VITIES TO TEACH ENGLISH IN
N THE
C
CLASSRO
OOM?............................................................................................... 15
1.6 DECID
DING WHIC
CH GAME TO USE ……………
…
………………
………...……
16
1.7 WHEN
N TO USE FUN ACTIVITIES? …..…………
…
……………
……………..… 17
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CHAP
PTER II
READING
G SKILL
2 DEFINIITION…………………
2.1
……….……
………………
……………
……………
19
2
2.1.1
INTENSIVE RE
EADING ….……..……
…………………………
…………….
20
2
2.1.2
EXTE
ENSIVE RE
EADING…
…….….……
………………
……………
……….….....
20
2 READIN
2.2
NG PROC
CESS………
………..……
……………
………………
……………
…
22
2 HOW DO
2.3
D YOUNG
G LEARNE
ERS LEAR
RN?……...…
……………
………….….
22
2
2.3.1
COGNITIVIST THEORY
T
B PIAGET……..….……………
BY
………….…
….
23
2
2.3.2
VYGO
OTSKY´S SOCIAL
S
D
DEVELOPM
MENT THE
EORY……………….…
….. 25
2 THE AP
2.4
PPROPIAT
TE WAY 11-12
1
YEARS OLD YOUNG
Y
LE
EARNERS
D
DEVELOP
P THEIR READING SKIL………
S
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……………
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CHAPTE
ER III
FUN A
ACTIVITIES
S TO DEVE
ELOP REA
ADING SK
KILL “LESS
SON PLAN
NS”
3 LESSO
3.1
ON PLAN FOR
F
ADJECTIVES
……….…
………………
……………
…
30
3 LESSO
3.2
ON PLAN FOR
F
NOUN
NS…………
………….…
……………………….…
….
35
3 LESSO
3.3
ON PLAN FOR
F
SIMPL
LE PRESE
ENT TENS
SE.…………
………………. 38
3 LESSO
3.4
ON PLAN FOR
F
SIMPL
LE PAST T
TENSE……
………….…
………….…
…… 48
3 APPLIC
3.5
CATION AN
ND RESUL
LTS ………
………….…
………………
……………
…… 53
3 CONCL
3.6
LUSION………………
…………………………
…………………………
….
56
3 APPEN
3.7
NDIX………
……………
………………
……………
…………….…….………
…
57
3 REFER
3.8
RENCES…
……………...…………
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……….……
…
62
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FACULTAD DE FILOSOFÍÍA, LETRA
AS Y CIEN
NCIAS DE EDUCACIIÓN
ESCUE
ELA DE LE
ENGUA Y LITERATU
L
URA INGLESA
Trabajo de In
nvestigació
ón previo a la
obtenc
ción del Título
T
de L
Licenciadas en la
Especialidad de
d
Lengu
ua y Liiteratura
a.
Inglesa
TEMA::
UN ACTIV
VITIES TO DEVELOP
P READING
G SKILL FOR
F
YOUN
NG LEARN
NERS”
“FU
AUTORA
AS:
Corina Gu
uarango y Alicia Na
aula
A:
TUTORA
Lcda. Verónic
ca León
Cu
uenca-Ecu
uador
2011
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AUTHOR
RSHIP
All the con
ntent of thiis monogra
aph is the exclusive
e
r
responsibil
lity of its au
uthors.
…………
……………………..
C
Corina
Gua
arango Fajardo
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Alicia Na
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ACK
KNOWLED
DGEMENT
T
We wa
ant to expre
ess our sin
ncere thankfulness to
o Lcdo. Ra
afael Argud
do,
Director of the Gra
aduation Co
ourse; but especiallyy to Lcda. V
Verónica León,
our Th
hesis Direcctor, who guided
g
and supported
d us along this projec
ct.
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I want to dedicate this work to the peoplle who alw
ways suppo
orted
areer. To my
m parentss Enrique and
a Regin
na, and my
y little
me to finish my ca
er Nicky, for
f their pa
atience, wissdom, guid
dance, sup
pport, and love.
daughte
To the people
p
who
o always trrusted in me
m to accom
mplish thiss goal.
Corina
I dedicate this
t
work, first of all, to God, and
a with grreat love to
o my
parents, who supp
ported me with sacriffice, persis
stence, wissdom, and their
e. To my husband ffor his abssolute love
e and patience
uncondiitional love
which made
m
it po
ossible forr me to achieve myy goal; to my dear son,
Mateo, for being the reason
n of my liffe. To them
m, I want to express
s my
eternal and
a deep gratitude.
g
Alicia
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IN
NTRODUC
CTION
T
The
teachiing-learnin
ng processs includess a magn
nitude of different
strategie
es to help
p students learn the material presented
p
in the classroom.
With so
o many sttrategies from
f
teach
hers to ch
hoose from
m, it is diffficult to
specify which app
proaches to
t teaching
g help stud
dents learn more eff
fficiently.
owing rese
earch investigates th
he role of fun
f activitie
es in the te
eachingThe follo
learning
g process. The rese
earch wass carried out
o in Téccnico 12 de
d Abril
School from Guallaceo with a group of
o eight gra
ades. The study foc
cuses, in
particula
ar, the role
e of fun acctivities in regards to
o teaching
g students to read
when th
hey are learning a sec
cond langu
uage.
R
Reading
is a receptivve skill in tthe written mode. It can be de
eveloped
indepen
ndently from
m listening
g and spea
aking skills as well it iis often de
eveloped
along w
with them. Reading has been
n traditiona
ally divided into two
o types;
extensivve and inte
ensive read
ding. Inten
nsive reading is a typ
pe of readiing for a
high degree of co
omprehenssion and re
etention ovver a long
g period off time. It
aims to
o develop reading sk
kills and build
b
more
e language
e knowledge (e.g.
gramma
ar, languag
ge patterns, vocabullary, and detailed
d
m
meaning).Ex
xtensive
reading gives lea
arners rich
h vocabula
ary recogn
nition, a high motiva
ation for
more re
eading. Reading has been foun
nd to be th
he most im
mportant ou
ut of the
four skills in the
e learning of a seccond language. Rea
ading also
o builds
vocabulary, which
h helps imp
prove listen
ning comprrehension.
W
Where
do fun
f activitie
es play a rrole in teacching stude
ents how to
t read?
According to Pia
aget theories, childrren must increase their capa
acity for
understa
anding their world. In order to do so
o, young learner must
m
be
engaged
d, interactiively studyying the wo
orld around them. Vyygotsky´s theories
are in agreement
a
t with Piag
get. He strresses the
e fundamental role of
o social
interactiion, and he believess that youn
ng learnerrs are curio
ous. Active
e young
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learnerss will learrn from so
ocial conte
ext. He fo
ocuses on
n the conn
nections
between
n people and
a the soccio culturall context in
n which the
ey act and interact
in share
ed experien
nces.
A easy wa
An
ay to mak
ke studentss interact within
w
this social context as
well as actively participate
p
in the cla
assroom with
w
the learning ma
aterial is
through fun activitties.
F
Fun
activities allow a suitable environme
ent. In rega
ards to lea
arning a
second language,, fun activities are a useful too
ol to enco
ourage stud
dents to
e their lang
guage skillls and ha
ave a posittive effect in the cla
assroom
improve
especia
ally with young
y
learrners. Wh
hen using games in the classroom,
teacherss promote
e active pa
articipation from stud
dents in th
he class and
a
give
studentss the chance to use the
t langua
age in real communiccation.
H
However,
t
teachers
h
have
to kn
now what games are
e appropriate and
how to use them in the cla
assroom. They musst have a clear
c
objec
ctive for
he activity and be tho
oughtful off the level of ability in their classroom.
using th
The follo
owing pag
ges will deffine what ffun activitie
es are and
d how theyy can be
used to benefit the
e teaching--learning p
process. In addition, tthis paper will also
discuss in more detail the
e differencces betwee
en extensive and in
ntensive
e in learning a seco
ond langua
age, and
reading, how fun activities play a role
dy.
present the resultss of the ressearch stud
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CHAPTE
ER I
FUN ACTIIVITIES
1.1
W
WHAT
ARE
E FUN ACTIVITIES?
?
F
Fun
activitiies are de
efined as a form off playing with rules
s, goals,
competiitions, rela
axations, and learning
g. (Hadfielld, 5). Thro
ough fun activities
a
we can
n capture students' attention; they can provide E
EFL strate
egies to
improve
e studentss' skill.
One usefful strateg
gy to enccourage la
anguage
acquisition is through fun acctivities. Th
hese activiities are no
ot just a diiversion,
ey are a way
w of gettting the le
earner to
a breakk from routtine activitiies, but the
use the
e language
e in the course
c
of the game. As teachers, we have to
choose an appro
opriate gam
me accord
ding to the
e age and
d the leve
el of the
o have to know when to use th
he game. IIn this chapter, we
studentss. We also
are goiing to pre
esent som
me advanttages and
d disadvan
ntages ab
bout fun
a the apprropriate tim
me to use them and the suitable
e games
activitiess as well as
accordin
ng to the age
a and th
he level off the stude
ents in order to motiv
vate the
studentss’ success learning.
F
Fun
activitiies are all those acctivities tha
at loosely involve play
p
and
enjoyme
ent: Singin
ng, clapping handss, chanting
g rhymes, solving puzzles,
p
drawing
g, coloring model-making, and games. (B
Broomfit, M
Moon, and Tongue;
T
33).One
e useful sttrategy to encourage languag
ge acquisittion is to use fun
activitiess. When using ga
ames in the
t
classrroom, tea
achers encourage
complette motivation of the
e students in the cllass and g
give stude
ents the
chance for real co
ommunicatiion.
T
Teachers
need to assess how to usse gamess properly in the
classroo
om. It is im
mportant to choose an
n appropria
ate time an
nd to integ
grate the
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games into the re
egular sylla
abus and curriculum
m. Howeve
er, because
e of the
limitations of the syllabus, games oftten cannott be used as much as they
b Thereffore, it mayy be challe
enging for teachers tto try to ad
dd some
should be.
games in
i class in order to de
evelop stud
dents' Eng
glish langua
age.
S
Some
teach
hers think that develo
oping fun activities
a
a
are a waste
e of time
and prefer not to use
u them in classroo
om since fu
un activitiess sometimes have
onsidered only for th
heir one element tha
at is fun. In
n fact, gam
mes can
been co
provide EFL and ESL stud
dents more
e than fun
n. Among several sttrategies
used to improve students'
s
p
proficiency
such as visual
v
aids,, drama, ro
ole-play,
s
and so on, fun activities arre anotherr useful strategy to promote students'
ge proficiency. The teachers only have
e to know what gam
mes are
languag
approprriate why and
a how to use them in the classsroom.
F activitie
Fun
es involve many facttors: rules, competitio
on, relaxation, and
learning
g in particu
ularly. The
e main foccus of usin
ng games in class is
s to help
studentss to learn and to have fun. To
T follow a game, tthe rules must
m
be
clearly e
explained and
a well understood
u
by the stu
udents. De
emonstratio
ons also
can be very helpfful becaus
se they can
n help students understand th
he game
and help them fo
ollow the rules. Oth
herwise, th
hey will m
misunderstand the
purpose
e of the gam
me, and th
hey may no
ot get the benefits
b
the
ey should from
f
the
game.
n playing games, competition
c
n is very importantt because
e it can
In
stimulatte and encourage stu
udents to p
participate in the activvity since naturally
n
they wa
ant to defea
at the othe
er teams. While
W
playin
ng, studen
nts have fun, relax,
and exe
ercise. Apa
art from ha
aving fun, students
s
le
earn at the
e same tim
me. They
acquire new voca
abulary along with spelling and
a
pronun
nciation. Students
S
o realize th
hat they have to spe
eak or pro
onounce th
he words clearly
c
if
begin to
they wa
ant others to
t understa
and what th
hey are saying.
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In
n sum, fun
n activities let studen
nts to learn
n in a different way and
a help
the teaccher to cap
pture the students’
s
attention an
nd motivate
e them. Also, they
help to develop students´
s
s
skills,
pracctice the la
anguage unconsciously, and
munication.
use it in real comm
A
F
ACTIV
VITIES
GES OF FUN
1.1.1 ADVANTA
G
Games
are
e effective because
b
th
hey provide
e motivatio
on, lower students'
s
stress, and
a give th
hem the opportunity for real co
ommunicattion, so we
e should
not lose
e sight of their peda
agogical va
alues, partticularly in second la
anguage
teaching
g.
T main re
The
eason whyy games arre conside
ered effective learning
g aids is
that the
ey spur motivation,
m
so stude
ents beco
ome very absorbed in the
competiitive aspeccts of the games.
g
Mo
oreover, wh
hen playing
g games, students
s
are tryin
ng to beat other tea
ams and to behalf of their te
eam. They
y are so
competiitive while playing be
ecause the
ey want to have a turrn to play, to score
points and
a to win.
T
Through
ga
ames, it is possible for a teacher to intro
oduce stud
dents to
new ide
eas, gramm
mar, and knowledge
k
m to develo
op some
to encourrage them
skills likke reading.. It can be
e clearly se
een that games can capture students'
s
attention
n and participation. They ca
an motivatte studentts to learn
n more.
Moreove
er, they ca
an transform
m a boring
g class into
o a challeng
ging one.
F
Fun
activities can help
h
lowerr students´ anxiety, make them feel
comforta
able, and want
w
to lea
arn more b
because th
here is a h
high level of
o stress
in the cclassroom. Students have to face
f
unkno
own gramm
matical strructures,
words, texts,
t
and so forth, which inevvitably affe
ect their ab
bility to lea
arn. It is
believed
d that whe
en studentts play games, theyy relax and
d have fun
n. Since
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studentss know th
hat they are
a playing
g games and wantt to comm
municate
efficienttly, they do
d not worry about making mistakes,
m
a
and do no
ot try to
correct themselve
es in everyy single se
entence. When
W
stude
ents are frree from
nd stress, they can im
mprove the
eir fluency and develop the skills easily
worry an
such ass speaking,, reading, and
a so on.
N
Next,
stude
ents learn without realizing th
hat they a
are learning, apart
from having fun. They
T
do no
ot worry ab
bout errors and punisshment; mo
oreover,
g
al rule and
d have a chance
c
to use it. Thus, they
they will learn a grammatica
nconscioussly-learn without
w
reallizing they are learniing. Students stop
learn un
thinking about lan
nguage an
nd begin u
using it in a spontan
neous and
d natural
way with
hin the classsroom.
A
Another
ad
dvantage is to inccrease stu
udents' pro
oficiency. Playing
games in the classsroom can enormou
usly increa
ase studen
nts' ability in using
languag
ge because
e students
s have a ch
hance to use
u it in a real situattion. We
conside
er that gam
mes provide
e as much
h concentra
ated practice as a tra
aditional
drill, and more importan
ntly, they provide an opportunity for
f
real
commun
nication. They
T
link students
s
to
o the real world
w
beca
ause stude
ents can
actually speak outtside the classroom.
TAGES OF
F FUN AC
CTIVITIES
1.1.2 DIISADVANT
In
n some cases,
c
the
e teacher uses an unsuitable
e game which
w
is
distorted
d by the in
ngenuity of the youn
ng learnerss. If the tea
acher prov
vides an
activity w
which is absorbing in
n itself, bu
ut is an uniimportant p
pay-off in terms
t
of
languag
ge acquisitiion or else
e takes too long for to
oo little retu
urn, it is a waste
w
of
the limitted time ussually availlable for language lea
arning.
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1.2 THE
E ROLE OF
F FUN AC
CTIVITIES
T inclusio
The
on of gam
mes as an integral pa
art of any language syllabus
providess an opportunity for intensive language practice, o
offers a co
ontext in
which la
anguage iss used mea
aningfully and
a as a means
m
to a
an end, actting as a
diagnosstic tool forr the teach
her, highlig
ghting area
as of difficu
ulty. Lastly
y, one of
the mosst importan
nt reasonss for using games is simply they are imm
mensely
enjoyab
ble for both
h the teacher and stud
dents.
1.3 HO
OW TO USE
U
FUN
N ACTIVIT
TIES TO TEACH ENGLISH
H IN A
CLASSROOM?
T
There
are hundreds
h
o games that
of
t
can be
e used in ssome conn
nections
with lan
nguage te
eaching. An
A effectivve user off games in the cla
assroom
languag
ge is not necessarily the teacher who ha
as a long liist of them
m in his /
her hea
ad, but so
omeone wh
ho has re
eally thoug
ght about them know
ws their
ingredie
ents, and how
h
they can
c be varried to call forth diffe
erent activities and
skills fro
om the players. The
e most ob
bvious wayy to classify games from a
languag
ge teacherr´s point off view is a
according to the skilll that the teacher
wants to
o develop. (Rixon, 1))
L
Looking
att the lang
guage skill is a go
ood start w
when con
nsidering
whetherr a particu
ular game will be suitable forr a particu
ular purpose. The
teacher has to kno
ow if the game
g
need
ds a “maste
er of cerem
monies,” someone
who actts as a leader, or if th
he game will
w be playyed by grou
ups or indivvidually.
These and otherr factors make diffferent gam
mes practically as well as
pedagog
gically suittable for diffferent circcumstances. (Rixon, 1&2)
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1.3.1 DE
ECIDING WHICH
W
GA
AMES TO USE
Gam
mes can be
e used with
h a very wid
de range of
o studentss. They are
e not just
for youn
ng learnerrs or beginners. The
ere are a great num
mber of la
anguage
games. So teache
ers have a variety off choices. However, in decidin
ng which
t use in a particu
ular class and whicch game will be th
he most
game to
approprriate and th
he most su
uccessful with
w their students,
s
te
eachers must take
many fa
actors into account.
It iss quite diffficult to find
f
a game that meets
m
all of the te
eachers'
requirem
ments. So
ome game
es must be
b adapted in orde
er to fit students'
s
languag
ge level, natures, an
nd charactteristics. The
T
most important factor
f
is
that gam
mes should
d be used when
w
theyy are able to give stud
dents both fun and
educatio
onal meaning. Otherw
wise, they will be a waste
w
of tim
me.
Teacchers shou
uld first consider the level of th
he game to
o fit their students'
s
languag
ge level. Th
hey should
d choose the
t game that
t
fits the
e purposes
s of that
class or
o the co
ontent. Mo
oreover, tteachers should consider students'
s
characte
eristics: whether
w
the
ey are old
d or youn
ng, seriouss-minded or lighthearted, and high
hly motivatted to learn or not. They sho
ould also consider
c
when th
he game should be used
u
beca
ause there is a big d
difference between
b
using a game in the
t mornin
ng or in the
e afternoo
on, on Mon
nday or on
n Friday.
(Carrierr, 11)
Therre are four factors that
t
a teacher shou
uld be awa
are with particular
p
studentss. Age, lan
nguage level, interestts, and edu
ucational b
background
d should
be conssidered when choosin
ng a game. (Richard,,192)
In addittion to the factors mentioned,
m
teachers should alsso be able
e to play
and ove
eract some
etimes to help
h
stude
ents feel co
omfortable
e. In fact, teachers
t
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should thoroughly
t
y understan
nd the gam
me and its nature in o
order to be
e able to
lead the
e game.
1.3.2 W
WHEN TO USE
U
FUN ACTIVITIE
A
ES?
Itt is necesssary for tho
ose who want
w
to use
e games ass a learnin
ng aid to
be conccerned abo
out how to
o use them
m. We consider that games sh
hould be
regarde
ed as an inttegral part of the lang
guage sylla
abus and n
not as an amusing
a
activity for
f Friday afternoon or for the end
e of the term. Gam
mes can co
ontribute
to stude
ents' skills if they are
e incorpora
ated into the
t
classro
oom, particcularly if
they are
e used to reinforce or introducce a gram
mmatical ru
ule or struccture. It
is quite
e a good id
dea to inco
orporate ga
ames in da
aily classe
es. For exa
ample, if
teacherss are goin
ng to introd
duce present tensess or condittionals, insstead of
teaching
g them in a tradition
nal way, (b
by simply telling the
em the rule
es have
them do
oing some written exe
ercises, drrilling, and answering
g questionss).
T
Teachers
m help students
may
s
un
nderstand these form
ms of gram
mmar by
playing games, which
w
can also
a
meet all the req
quirementss of the tra
aditional
classes involving learning ru
ules, drillin
ng, and repeating. M
Moreover, students
s
e this oppo
ortunity to use
u them in real com
mmunication.
can take
Even
n though games sometimes
s
do not work sincce studentts have
differentt learning styles and
d preferences, and some
s
othe
er factors such as
being used in an inappropriate time, the nature
e of gamess themselv
ves, and
even th
he nature of teacherrs, it is stiill worthy to try to u
use them in class
because
e they offe
er several good adva
antages to students. Language
e games
used in
n the classsroom are
e a very effective and
a
suppo
ortive activvity that
contribu
utes to sttudents' la
anguage sskills and proficienccy. Unforttunately,
because
e of limita
ations of time and curriculum,
c
teachers normally have to
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cover all the contents, whic
ch studentss will be te
ested on, sso it is nott always
easy to incorporatte games in
nto the cla
ass.
Neve
ertheless, it can be seen
s
that games
g
are a very useful tool, and
a they
can be used to de
evelop students' lang
guage learrning in orrder to provide the
studentss
opportu
unity
to
practice
commun
nication.
T
Therefore,,
it
is
recomm
mended for teachers to
t try to inccorporate games
g
tha
at may be useful
u
to
their stu
udents in th
his way en
nhance students' profficiency an
nd help the
em meet
their goa
als.
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CHAPTER II
READING SKILL
2.1 DEF
FINITION
R
Reading
is a receptivve skill in tthe written mode. It can be de
eveloped
skills as well it is
indepen
ndently fro
om listening and speaking
s
i often
develop
ped along with
w them,, especiallyy in societties with a highly-de
eveloped
literary tradition. Reading can
c
help build
b
voca
abulary to improve listening
l
comprehension att the later stages.
s
Read
ding is a re
eceptive la
anguage prrocess. It is one of th
he four skillls in the
learning
g of a seccond langu
uage, partticularly En
nglish. Be
esides therre is an
essentia
al interactiion betwee
en language and th
hought. Re
eading is also
a
the
reason why
w students learn th
he languag
ge.
B
Barnett
(19
989) stated
d that reading is an important sskill in fore
eign and
second language programss and read
ding is see
en “as com
mmunicatio
on, as a
mental process, as the re
eader’s acctive particcipation in
n the crea
ation of
meaning
g, as man
nipulation of
o strategies, and as a receptive ratherr than a
passive skill”.
A
Anderson
(1999) also
o confirmed
d that read
ding is a ne
eeded skill for ESL
and EFL studentss and the most imp
portant skill to acquire. It is clear that
e in the communica
c
ative classs when authentic
a
reading becomess valuable
ed. Studen
nts can de
evelop rea
ading skillss and und
derstand
materials are use
culturess.
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R
Reading
is one of th
he skills th
hat most of
o the learners will probably
p
need att a certain
n point of their livess. Furtherm
more, the main purrpose of
reading in a foreig
gn languag
ge will be tto gain acccess to info
ormation that they
f
in theiir own lang
guage. It does
d
not mean
m
that ssome learners will
cannot find
not read
d English for pleasu
ure. We kn
now also th
hat the wa
ay people learn to
read is by reading. Reading has trad
ditionally been
b
divide
ed into two
o types:
ensive read
ding.
intensive and exte
NTENSIVE READING
G
2.1.1 IN
In
ntensive reading
r
iss a type of readin
ng for a high degree of
comprehension an
nd retentio
on over a long
l
period
d of time. It aims to develop
e knowledge (e.g. grrammar, la
anguage
reading skills and build morre language
ary, detaile
ed meaning
g). A learner will not be able to
o read at
patternss, vocabula
his / her own leve
el of readin
ng ability because
b
th
he reading material is set by
the currriculum. Most of the time, the teacher chooses
c
the material, so the
learnerss may or may
m not be
e intereste
ed in it. It seems
s
that the instru
uction is
more te
eacher-cen
ntered; tha
at means tteachers have
h
to sp
pend a lot of time
supervissing what skills or re
eading techniques to
o use. Thiss approach
h serves
differentt purposess compare
ed to extensive read
ding which
h aims to improve
studentss’ reading skills, reading fluenccy, and re
eading confidence. Teachers
T
assist and
a guide students
s
by allowing students choose
c
wh
hat and ho
ow much
they wa
ant to rea
ad. In this way stud
dents learrn to read more, im
mproving
reading comprehe
ension.
XTENSIVE
E READING
G
2.1.2 EX
E
Extensive
r
reading
givves learne
ers rich voccabulary recognition, a high
motivation for mo
ore reading
g. It is evid
dent that the
t
importance of ex
xtensive
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reading has been used fo
or the imp
provement of readin
ng skill (D
Day and
d, 1998; Grabe,
G
199
97). Becau
use the inttensive ap
pproach is already
Bamford
used in the classsroom, the
e researche
er integrattes “extenssive readin
ng” with
ding as mu
uch as posssible sele
ecting freely and individually
emphassis on read
what to read base
ed on their own ling
guistic com
mpetence a
as an apprroach to
age furtherr reading off English te
exts.
encoura
S
Studying
o
only
the cllassroom textbook is
i not eno
ough for students
s
majoring
g in Englis
sh. They sh
hould be diirected to external
e
re
eading of th
heir own
selection and read
d at their ow
wn pace.
n conclusiion, langu
uage learn
ners are successful
s
when the
ey have
In
differentt ways of learning available
a
to
o improve their leve
el of performance.
Studentts can imp
prove the reading
r
skkill if they are
a allowe
ed to choose what
they wa
ant to rea
ad, what influence their
t
motivvation to read, with
hout the
pressure
e of unde
ertaking an
n uninteressting read
ding. Besid
des those factors,
teacherss can use
e a numbe
er of strate
egies to in
ncrease th
heir studen
nts’ selfconfiden
nce and intterest in re
eading Eng
glish.
H
Helping
stu
udents to connect
c
lan
nguage lea
arning to th
heir person
nal goals
is a great way for teachers to begin addressing the motiva
ation issue
e in their
oms. One suggestion
s
n is to ask students to
t write wh
hat they wa
ant to do
classroo
to be su
uccessful in
i reading. For exam
mple, in a reading class, teach
hers can
ask stu
udents wha
at they likke to read
d and exp
plain them
m how rea
ading is
beneficial for them
m and how
w it can le
ead them to
t achieve
e their goa
als. After
entary materials, in order
o
to ch
heck their comprehension or
reading suppleme
e their read
ding skills, students want to get
g feedba
ack from te
eachers.
improve
They ma
ay be unsu
ure about how
h
they should
s
perfform certain languag
ge tasks,
so teach
hers and students ne
eed to com
mmunicate.
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2.2 REA
ADING PR
ROCESS
A the read
As
ders move
e through th
he cycles of reading
g, they emp
ploy five
processses. The brain
b
is the
e employed
d organ th
hat processses inform
mation. It
decidess which tassks must handle,
h
whiich informa
ation is available, an
nd which
strategie
es must em
mploy. The
e five proce
esses it em
mploys in re
eading are
e below.
nition Initiiation.-The
e brain mu
ust recogn
nize a grap
phic displa
ay in the
Recogn
visual fiield as wrritten langu
uage and initiate reading. Normally, this would
occur on
nce in eacch reading activity, evven though
h it is posssible for reading to
be interrupted by other
o
activvities.
Prediction. - The brain is alw
ways anticcipating and predictin
ng as it see
eks
nd significa
ance in sen
nsory inputt.
order an
Confirm
mation. - Iff the brain predicts, itt must also
o seek to verify its
predictio
ons.
Correcttions. - Th
he brain rep
processes when it fin
nds inconsistencies or
o its
predictio
ons are dissconfirmed
d.
Termina
ation. - Th
he brain terrminates th
he reading when the reading ta
asks are
completted.
2.3 HOW
W DO YOU
UNG LEAR
RNERS LE
EARN?
“P
Primary education has
h
generrally been influence
ed by attempts to
discover the wayss in which people
p
thin
nk and learrn, most no
otably in Britain
B
by
Piaget (1967),
(
Vyygotsky (1962), and Bruner (1
1966).” (Brrumfit, Mo
oon, and
Tongue 2)
T
The
well known
k
aspect of Piaget´s
P
th
heory hold
ds that all young
learnerss pass thro
ough a serries of stag
ges before
e they consstruct the ability
a
to
perceive
e, reason, and underrstand in mature
m
ratio
onal terms..
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Operatiions
O
Operations
are menta
al transform
mations orr manipulations that occur in
the mind. Piaget believed that it was operations that provvided the rules by
he child is able to understand the world. While
W
sche
emas deve
elop with
which th
experien
nce, opera
ations only develop as
a the child
d´s brain de
evelops. So young
learnerss in the two first stages do
d not possess
p
o
operations, hence
“preope
erational”. As
A the bra
ain mature
es, the child is capa
able of eve
en more
complexx understa
anding.
2.3.1 CO
OGNITIVIS
ST THEOR
RY BY PIA
AGET
P
Piaget
esta
ablishes fou
ur stages in cognitive
e developm
ment
1. Senso
orimotor sta
age
2. Pre-op
perational stage
s
3. Concre
ete operations stage
4. Formal operation
ns stage
orimotor (0
0-2 years)
1.-Senso
e four stag
ges in co
ognitive de
evelopmen
nt which
Itt is the fiirst of the
extendss from birth
h to the accquisition of
o the lang
guage. At this age, the
t child
construccts an und
derstanding
g of the world
w
by co
oordinating
g experiencces with
physical, motoric actions. Young lea
arners jusst have se
enses like
e vision,
or skills.
hearing, and moto
A this age, the child is egocen
At
ntrist. He/s
she has no
o concept of
o “self”,
so is un
nable to distinguish
d
itself from
m its enviro
onment. Unlike some
e of the
other co
oncepts, Piaget
P
belie
eves that egocentris
e
sm graduallly reducess as the
child ge
ets older.
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P
tional stag
ge (2 to 7)
2. - Preoperat
T
This
is the second
s
co
ognitive sta
age; at this age, the cchild begins to use
symbolss to repressent objeccts. The ch
hild is still dominate
ed by the external
world, ra
ather than its though
hts. Howevver, they are able to form some
e simple
internal presentatiions of the
eir world th
hrough incrreasing the
e ability to acquire
the lang
guage. At this age, the child is unable
e to perforrm operations. An
operatio
on, according to Piag
get, is a mental
m
rule
e for manip
pulating ob
bjects or
ideas into new forms.
Operation
C
ns Stage (7
7 to 11 years)
3. - Concrete
A this age
At
e, the child is now able to carry
c
out operationss on its
environm
ment and develops logical thought. Ho
owever, he
e/she still requires
concrete
e example
es, being unable
u
to th
hink in absstract term
ms. Young learners
are now
w able to group certain things in
nto catego
ories, numb
ber order, and any
other types of systtematic ord
dering.
4. - Formal
F
Op
perational Stage (11
1 years on
nwards)
C
Children
in this stage
e can con
ncentrate on
o the form
m of an arrgument
without being disttracted by the content, and alsso they arre establish
hed and
consolid
dated. Pia
aget mainttained tha
at everyon
ne would reach this stage
eventua
ally, even ifi it took us
u until age
e 20. At this
t
stage,, thinking involves
abstracttions, and
d new cap
pabilities are developed in a child, such
s
as
providin
ng logic rea
ason and establishin
e
hips. By the
e end of
g abstract relationsh
this stag
ge, a child
d begins to
o think mo
ore as an adult
a
and he/she ca
an use a
formal a
and abstrac
ct logic.
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In
n sum, Pia
aget´s cog
gnitive theo
ories assu
ume that cchildren’s increase
their capacity to understand
u
d their worrld. Childre
en cannot undertake
e certain
tasks un
ntil they are
e psycholo
ogically ma
ature enoug
gh to do so
o.
2.3.2 VY
YGOTSKY
Y’S SOCIA
AL DEVELO
OPMENT THEORY
T
Vygo
otsky's the
eories stress the fun
ndamental role of so
ocial intera
action in
the deve
elopment of
o cognitio
on (Vygotskky, 1978), as he believed stron
ngly that
commun
nity plays a central role in th
he process
s of "making meaning." He
believess that youn
ng learnerrs are curio
ous and actively invo
olved in th
heir own
learning
g
and
the
d
discovery
and
developm
ment
of
new
understa
andings/sc
chema, So
ocial Deve
elopment Theory argues tha
at social
interactiion preced
des develop
pment; con
nsciousnes
ss and cog
gnition are the end
productss of socialiization and
d social behavior.
Vygo
otsky’s the
eory is one
e of the foundations of constru
uctivism. It asserts
two major themes:
Sociall Interactio
on
Social interacttion plays a fundamental role in the pro
ocess of cognitive
c
pment. In contrast to Jean
n Piaget’s
s understtanding of
o child
develop
develop
pment (in which developme
d
ent neces
ssarily pre
ecedes le
earning),
Vygotskky felt soc
cial learning preced
des develo
opment. H
He states: “Every
function
n in the child’s cultura
al developm
ment appe
ears twice: first, on th
he social
level,
and
later,
al)
(interpsyychologica
on
and
th
he
individ
dual
then
insiide
leve
el;
the
first,
child
between
people
(inttrapsychological).”
(Vygotsky, 1978)
ne of Prox
ximal Deve
elopment..
The Zon
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The ZPD is th
he distance
e between
n a studen
nt’s ability to perform
m a task
nce and/orr with peerr collabora
ation and th
he student’s ability
under adult guidan
blem inde
ependentlyy. Accordiing to Vyygotsky, learning
solving the prob
d in this zo
one.
occurred
In su
um, Vygotsky focuse
ed on the connections betwee
en people and the
sociocultural conttext in which they ac
ct and inte
eract in sh
hared expe
eriences
(Crawfo
ord, 1996).. According to Vygo
otsky, hum
mans use ttools that develop
from a culture, such as speech and
a
writing
g, to med
diate their social
environm
ments. Inittially young
g learners develop th
hese tools to serve solely
s
as
social fu
unctions, ways
w
to co
ommunica
ate needs. Vygotsky believed that the
internaliization of these tools
s led to high
her thinking skills.
Piag
get and Vig
gotsky diffe
ered in the
eir views off the nature
e of langua
age and
its effec
ct on intelle
ectual deve
elopment. P
Piaget argu
ues that th
he language exerts
no form
mative effe
ects on th
he structu
ure on thinking; me
ental actio
ons and
operatio
ons are de
erived from
m action, not talk. Vigotsky
V
a
argued tha
at in the
beginnin
ng speech
h serves a regulative
e, commun
nicative fun
nction. It becomes
b
an instru
ument or to
ool of thou
ught, not on
nly providin
ng a system for repre
esenting
the worrld, but als
so the
m
means
by which
w
plan
nning and self-regullation to
achieve
e goals take
es place (B
Brumfit, Mo
oon and To
ongue; 3)
2.4 THE
E APPROP
PRIATE WAY
W
THAT 11-12 YEA
ARS OLD YOUNG
LEARNERS DEVELOP THE
E READIN
NG SKILL
Y
Young
learrners from 11 to 12 are relativ
vely maturre, so their basics
conceptts are form
med. They have theirr own view
ws of the world;
w
esta
ablishing
differenc
ces between fact and fiction. T
They are able to mak
ke some decisions
about th
heir own le
earning. Th
hey have d
definite views about w
what they like and
AUTORAS
A
S:
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Gua
arango y Alicia
A
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a
26
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ERSIDAD DE CUENCA
do not like doing. They have
e a develo
oped sense
e about wh
hat happen
ns in the
om. They are able to
o work witth others and
a
learn ffrom otherrs. They
classroo
are com
mpetent use
ers of theirr mother to
ongue, and
d in this co
onnection, they
t
are
aware o
of the main
n rules of sy
yntax in their own lan
nguage.
S
Some
of the
e earliest studies
s
of tthe effect of
o age on tthe acquisition of a
second language
e focused on provin
ng or disp
proving Le
enneberg's
s (1967)
critical period hy
ypothesis. Lenneberrg theorized that the acquis
sition of
ge is an in
nnate proce
ess determ
mined by biological
b
ffactors wh
hich limit
languag
the criticcal period for
f acquisiition of a la
anguage from roughly
y two yearrs of age
to puberty. Lenne
eberg belie
eved that a
after lateralization (a process by
b which
the two sides of the brain develop sspecialized
d functionss), the brain loses
y. Lenneberg claime
ed that late
eralization of the lan
nguage fun
nction is
plasticity
normally
y
comple
eted
at
puberty,
making
post-adole
escent
la
anguage
acquisition difficultt.
S
Students between the ages of 11 an
nd 12 are
e faster in early
acquisition of sec
cond langu
uage skillss, and ove
er severall years' tim
me they
n this adva
antage ove
er youngerr students. These sttudents are
e faster,
maintain
more effficient acq
quirers of school
s
lan
nguage tha
an younger students. Young
learners
s beginning
g the study of a seccond langu
uage betwe
een the ag
ges of 5
and 9 ta
ake much longer
l
to master
m
skills needed for academ
mic purpos
ses than
older yo
oung learne
ers do.
S
Students
in
n the 11--12 age range
r
on arrival m
may be th
he most
advanta
aged acquirers of sc
chool skills
s in the se
econd lang
guage, sin
nce they
have so
ome first la
anguage sk
kills to tran
nsfer, and they still h
have time to
t make
up the years of academic
c instructio
on lost wh
hile acquirring basic second
ge skills and
a
begin
nning to a
acquire sc
chool skillls in the second
languag
languag
ge. Even though ado
olescents can acquire second
d language
e school
AUTORAS
A
S:
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27
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ERSIDAD DE CUENCA
skills at a fast pac
ce, they ha
ave less tim
me to mak
ke up lost yyears of ac
cademic
instruction easily.
O
Once youn
ng learners
s feel secu
ure and co
ontent in th
he classroo
om, they
can be encourage
e
ed to becom
me indepe
endent and
d adventuro
ous in the learning
of the la
anguage. Security
S
is not an attittude or ability, it is esssential if we
w want
our pupils to get th
he maximu
um out of th
he languag
ge lessonss.
S
Summarizin
ng, we can
n say that yyoung learrners from 11 to 12 years
y
old
learn faster and in
n a different way tha
an youngerr children because th
he older
n are able to
t recogniz
ze differen
nt words an
nd its func
ctions. Also
o, at this
children
age, it is easier fo
or them to learn a fo
oreign lang
guage because they already
a oral forrm.
know their motherr tongue, its written and
AUTORAS
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S:
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28
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ERSIDAD DE CUENCA
CHAPT
TER III
AUTORAS
A
S:
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arango y Alicia
A
Naula
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29
UNIVERSIDAD DE CUENCA
1 LESSON PLA
AN
3.1
Theme: Adjectives
A
Age: 11-12
ht
Level: Beginners
Course: Eigh
Subject: Eng
glish
Tim
me: Fifty minute
es
Aim: At the end
e of the lesso
on, students will
w be able to id
dentify adjective
es, learn how to pronounce th
hem well, and a
apply them in
sentences.
SKILLS/
CO
OMPETENCES
-To read a short
pass
sage about
fash
hion clothes.
- To recognize and
d
unde
erline the
adje
ectives in the
read
ding.
-To find the
ectives about
adje
cloth
hes in the
puzz
zle.
CONTENTS
S
1.Conceptu
ual
-Adjectives:: casual, dirty, new, bright,
large, smalll, trendy, baggy
y, formal, etc.
2. Procedu
ures
-Reading
-Individual rreading
-Fill in the b
blanks.
-Students id
dentify adjectiv
ves and use
them correcctly in sentence
es.
-Comprehension of the wo
ord in context.
-Students p
practice two of the
t four main
skills: reading and writing..
AUTORA
AS:
Corina Gu
uarango y Aliciia Naula
METHO
ODOLOGICAL
STR
RATEGIES
-Teacher be
egins the class
with a warm
m up.
-Teacher ac
ctivates student’s
previous knowledge.
- Review ab
bout adjectives.
-Teacher giv
ves instructions to
the students
s
-Students work
w
in pairs.
-Teacher ch
hecks students´
understandiing.
-Students practice their
reading skill by reading a
passage.
-Teacher monitors the
students’ tasks.
30
RES
SOURCES
EVALUA
ATION
Human Resources
Teacherr
Students
s
t
-Underline the
adjectives in
n the
passage.
Materiall Resources
Board
Markers
Eraser
Pencils
Handoutts
Pictures
Copies
-Find the ad
djectives in
the word se
earch.
-Fill in the blanks
b
UNIVERSIDAD DE CUENCA
3. Attitudin
nal
-Student’s a
active participa
ation.
-Respect, to
olerance, and cooperation.
c
AUTORA
AS:
Corina Gu
uarango y Aliciia Naula
- Students practice
p
their
reading thro
ough searching
g
adjectives in
n the puzzle.
31
UNIVE
ERSIDAD DE CUENCA
Read the pass
sage abou
ut fashion and unde
erline the adjectives
a
s.
Fashiion
Fashio
on changes
s. A hundred years ago, cloth
hes were more
dre
essy than they are now. Men used to wear heav
vy jacketss and
trou
users. Wom
men used to wear lon
ng skirts and dresses
s. In the 19
960s,
you
ung women
n used to wear miniskirts. Tod
day, men´s
s and wom
men´s
cloth
hes are very simila
ar. Many people
p
we
ear jeans, T-shirts and otherr casual
cloth
hes. Nowadays, peop
ple wear clothes
c
to llook good and be co
omfortable.. Casual
cloth
hes are alw
ways com
mfortable. They
T
look good both
h in men a
and wome
en.
Sports clothes arre very co
omfortable.. Teenagers like to wear casu
ual
clothes
s like jeans
s, jackets,, and train
ners, too. Women w
wear colorfful
sandalss and form
mal black shoes. Th
here are elegant black or brow
wn
shoes ffor men.
L
Look
at the pictures
s and writte the corrrect adjec
ctive. Choo
ose the ad
djective
from
m the box.
B
Baggy
Cas
sual Dirty FloweryDre
F
essy Sma
all Striped Large
AUTORAS
A
S:
C
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arango y Alicia
A
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32
UNIVE
ERSIDAD DE CUENCA
F
Find
the adjective
es in the
e word se
earch.
AUTORAS
A
S:
C
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arango y Alicia
A
Naula
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33
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ERSIDAD DE CUENCA
gy
Bagg
Brigh
htCasual
Larg
ge
Medium
w
New
Clean
Small
Dirty
Tight
Flowery
Trendy
Formal
h
Stylish
Strip
ped
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
34
UNIVERSIDAD DE CUENCA
2 LESSON PLA
AN
3.2
2
Theme: Nouns
N
Age: 11 – 12
Course: Eigh
ht
Level:Beg
ginners
Subject: Eng
glish
Time: Fifty
y minutes
Aim: At the end
e of the lesso
on, students will
w be able to re
ecognize nouns
s, and know ho
ow to use them
m
METHO
ODOLOGICAL
SKILLS/
CONTENTS
S
RES
SOURCES
STR
RATEGIES
CO
OMPETENCES
-To read the text
-Teacher be
egins the class
1.Conceptu
ual
Human Resources
ut “A day in the
e Nouns: Pau
abou
with
a
warm
m
up.
ul, friends, elep
phant, zoo,
Teacherr
zoo”” and underline
e tiger, crocod
dile, giraffe, jun
ngle, monkey,
-Teacher ac
ctivates student’s
Students
s
the nouns.
n
lion, banana
a, kangaroo, ettc.
previous knowledge.
-Teacher giv
ves instructions to Materiall Resources
-To find some
the students
s.
2. Procedu
ures
Board
noun
ns in the
-Students work
w
in pairs.
-Read in pa
airs
Markers
puzz
zle
-Teacher ch
hecks students
-Demonstra
ation
Eraser
understandiing.
-Motivation
Pencils
-Students id
dentify nouns and
a write them.. -Students practice their
Photoco
opies
reading skill by reading the
e
-Comprehension of the wo
ord in context.
Pictures
text “ A day in the zoo”
-Students p
practice two of the
t four main
Noteboo
oks
-Teacher monitors the
skills: reading and writing..
students’ tasks.
hecks the stude
ents
-Teacher ch
3. Attitudin
nal
understandiing through
-Student’s a
active participa
ation
comprehens
sive exercises..
-Respect, to
olerance, and cooperation
c
-Students practice their
speaking.
AUTORA
AS:
Corina Gu
uarango y Aliciia Naula
35
EVALUA
ATION
-Read the te
ext about
“A day in the zoo”
and recognize the
nouns in the
e text.
-Write the correct
c
noun under the
pictures.
ouns in the
-Find the no
puzzle
UNIVE
ERSIDAD DE CUENCA
Rea
ad the textt and underline the nouns.
AUTORAS
S:
Corina Gu
uarango y A
Alicia Naula
36
UNIVE
ERSIDAD DE CUENCA
PET PUZZ
ZLE
m the word
d bank und
der the corrrect picture
es and find
d them in th
he grid.
Write the words from
k
Word bank
bird cat
fish
hamste
er
rabbiit
snake
e
dog
turtle.
AUTORAS
S:
Corina Gu
uarango y A
Alicia Naula
37
UNIVERSIDAD DE CUENCA
3 LESSON PL
LAN
3.3
Age:
A
11 – 12
Them
me: Simple Pres
sent Tense
Course:
C
Eight
Level Beginners
Subject:
S
Englis
sh Language
Time: Fifty minutes
Aim:
A
At the end
d of the lesson, students will be
b able to use the simple pre
esent correctly and know how
w to use it.
SKILLS/
S
COMP
PETENCES
ad the story
-To rea
and gu
uess its title.
-To underline the
verbs which
w
are in
simple present in
the rea
ading.
CONTENTS
1.Conceptuall
-Verbs
2. Procedures
-Reading
-Individual pra
actice
-Demonstratio
ons
-Motivation
-Fill in the blan
nks
-Students iden
ntify verbs and use them
correctly in se
entences
-Comprehension of the voca
abulary in
context.
-Students pracctice two of the
e four main
skills: reading and writing
AUTORAS:
Corina Guarrango y Alicia N
Naula
METHODOLOGICAL
STRAT
TEGIES
-Teacher begins the class
with a warm up
-Teacher activ
vates student’s
previous know
wledge
-Teacher gives
s instructions to
o
the students.
-Students work in pairs
-Teacher chec
cks students
understanding
g.
-Students prac
ctice their
reading skill by
y reading a
story.
-Teacher monitors the
students’ tasks
s
-Teacher chec
cks the studentts
understanding
g through
38
RESO
OURCES
EVALUAT
TION
Human Re
esources
Teacher
Students
-Read the textt and
guess the title of the
story.
Material Resources
R
Board
Markers
Eraser
Pencils
es
Photocopie
Pictures
scissors
-Underline the
e verbs
which are in th
he
simple present tense
in the text.
-Cut the stripe
es, read
the words, and
d form
the correct
sentences.
_Write the thirrd
person singula
ar form
UNIVERSIDAD DE CUENCA
3. Attitudinal
-Student’s acttive participatio
on.
-Respect, tole
erance, and coo
operation.
AUTORAS:
Corina Guarrango y Alicia N
Naula
comprehensiv
ve exercises.
of the verbs.
_ Find some verbs
v
in
the puzzle.
39
UNIV
VERSIDAD
D DE CUEN
NCA
READ TH
HE STORY
Y AND TRY
Y TO GUE
ESS ITS TIITLE.
_____
_________
_________
_________
_________
_________
____
This sto
ory is about a little princess w
whose mo
other is de
ead. After that, her
fathe
er gets ma
arried with another woman.
w
He gets ma
arried to give her da
aughter a
moth
her. The stepmothe
s
r is jealou
us of her beauty. Sheorders S
Snow White to be
killed
d, but the h
hunter doe
esn´t do tha
at. He leavves her in the
t woods pretending
g that the
wild beasts to kill her. Sn
now White finds a littlle cottage in the woo
ods and falls asleep
even dwarffs that live
e there re
eturn home
e. At the
in one of the beds. Then the se
y are scare
ed and surrprised, but finally the
ey allow he
er to live with
w them.
beginning, they
n the dwarrfs leave he
er alone in
n the cottag
ge, the evil queen co
omes and
One day, when
oison apple
e. Howeve
er, snow white
w
just fa
alls asleep
p. Then a
tries to kill herr with a po
dsome prin
nce comes
s and kisse
es her. The
ey ride aw
way togethe
er on his horse, get
hand
marrried, and livve happily forever.
AUTOR
RAS:
Corina Guarango
G
y Alicia Na
aula
40
UNIV
VERSIDAD
D DE CUEN
NCA
GrimmsFairy
G
ytales:poste
edbyrarraya
anov. 05 Marrch 2011.We
eb.02 Nov.2
2011.
C the strripes and form the correct
Cut
c
se
entences.
AUTOR
RAS:
Corina Guarango
G
y Alicia Na
aula
41
UNIV
VERSIDAD
D DE CUEN
NCA
AUTOR
RAS:
Corina Guarango
G
y Alicia Na
aula
42
UNIV
VERSIDAD
D DE CUEN
NCA
AUTOR
RAS:
Corina Guarango
G
y Alicia Na
aula
43
UNIV
VERSIDAD
D DE CUEN
NCA
AUTOR
RAS:
Corina Guarango
G
y Alicia Na
aula
44
UNIV
VERSIDAD
D DE CUEN
NCA
AUTOR
RAS:
Corina Guarango
G
y Alicia Na
aula
45
UNIV
VERSIDAD
D DE CUEN
NCA
Answerr key
A farme
er is a pers
son who grrows crops.
A chef is a person
n who cook
ks food.
A dentis
st is a persson who fix
xes teeth.
A pilot is
s a person
n who flies planes.
READ THE
T
VERB
BS AND WRITE
W
THE
E THIRD PERSON SINGULAR FORM.
Write __________ Talk ________
____ Wattch ____________ Listen __________ Waash __________ Speaak ____________ AUTOR
RAS:
Corina Guarango
G
y Alicia Na
aula
46
UNIV
VERSIDAD
D DE CUEN
NCA
HE FOLLO
OWING VE
ERBS IN THE PUZZL
LE.
FIND TH
AUTOR
RAS:
Corina Guarango
G
y Alicia Na
aula
47
UNIVERSIDAD DE
D CUENCA
ON PLAN FOR
R PAST TENSE
E
3.4 LESSO
Age:
A
11 – 12
Theme: Simp
ple Past Tense
Course:
C
Eight
.
Level: Beginn
ners
Subject:
S
Englis
sh
Time: Fifty minutes
Aim:
A
At the end
d of the lesson, students will be
b able to use the correct form of the verb in the past tens
se.
SKILLS/
S
COMPETENCES
-To rea
ad the
sentenc
ces and
match them
t
with the
corresp
ponding
picture..
cognize the
-To rec
verbs which
w
are in
the pas
st tense.
CONTENTS
1.Conceptual
Verbs in the pa
ast tense: Regula
ar and
Irregular verbs..
2. Procedures:
ding
-Individual read
-Demonstration
ns
-Motivation
-Fill in the blankks
-Students answ
wer the teacher’s
s questions
-Students practtice three of the four main
skills: reading, speaking, and writing.
w
3. Attitudinal
-Student’s activve participation
-Respect, tolera
ance, and coope
eration
AUTORAS:
Corina Guarrango y Alicia N
Naula
METHODOLOGICAL
STRATEGIES
s the class with a
-Teacher begins
warm up.
ates student’s
-Teacher activa
previous knowle
edge.
-Teacher gives students
instructions.
-Students work in pairs.
ks students
-Teacher check
understanding.
g
-Students practtice their reading
and speaking.
ors the students
s’
-Teacher monito
tasks.
-Students practtice their
speaking by sha
aring and
debating inform
mation based on
the reading.
48
RESO
OURCES
EVALUAT
TION
Human Res
sources
Teacher
Students
-Match the senttences
with the corresp
ponding
picture.
Material Re
esources
Board
Markers
Eraser
Pencils
Photocopies
s
Pictures
handouts
-Read the sente
ences.
-Play a game making
m
sentences using
g the
simple past.
-Write sentence
es in the
past tense acco
ording to
the picture.
UNIVE
ERSIDAD DE CUENCA
NDS OF E
ECUADOR
LEGEN
READ THE
T
SENTENCES AND ORDE
ER THE EV
VENTS OF
F THE STO
ORY ACC
CORDING TO
T
THE PIC
CTURES. U
USE NUMBERS TO ORDER T
THE STATEMENTS.
She
e always co
overed herr face with a veil.
One
e night, a m
man follow
wed her to find
f
out wh
ho she was
s.
She
e walked in
n the streetts after mid
dnight.
When the bea
autiful lady
y turned rou
und, she liffted her ve
eil to show her face; it was a skull.
Som
me men followed herr every night, but she
e suddenly disappearred.
A woman
w
oncce lived in Guayaquil.
G
. People na
amed her The
T Veiled
d Lady.
(Rita Ponce,
P
Marrlene Riverra, Irene Rosero,
R
and
d Kari Kille
er, 60)
AUTORAS
S:
Corina Gu
uarango y A
Alicia Naula
49
UNIVE
ERSIDAD DE CUENCA
mative sen
ntences using Simple
e Past tensse under ea
ach picture
e. Use the correct forrm of
Write affirm
the verb.
Play
n vacation))
(On
_________
_________
_________
____
st night)
Drink (Las
_________
_________
_________
_____
Do homework
k (Yesterday)
___
_________
_________
_________
____
AUTORAS
S:
Corina Gu
uarango y A
Alicia Naula
Ride
e ( Last we
eekend)
___
_________
_________
_________
_____
Go (Last
(
montth)
__
_________
_________
_________
_________
_
Eat ( This morrning)
___________________
__________
___
_________
50
UNIVERSIDAD DE
D CUENCA
Start
S
go to
school
P
Paint a
h
house
do the
hom
mework
play
baseball
m
meet
ssome
f
friends
Go back 2
squ
uares
read a
book
b
buy
ssome
b
bread
ore a
sco
goa
al
sing a
song
C
Clean
tthe
rroom
G
Go Ahead
2
ssquares
go to
the
park
AUTORAS:
Corina Guarrango y Alicia N
Naula
e and
Rulles: Roll the dice
mov
ve your piece. You must
mak
ke a past tense
sen
ntence with the words
w
in
the square. You mu
ust also
use
e an expression of
o time.
Exa
ample;
I pla
ayed baseball las
st week.
na
win
priize
take the
buss
gett
A+
Ride a
horrse
et
ge
an
ngry
go
hikiing
de
Trad
Placces
fin
nish the
hom
mework
ke a
mak
snowman
fix a
bike
Play the
piano
Let´s Play
P
drink
milk
Go
o
Back 1
watch a
game
Go Ahead
d
2
take
bath
draw
w
pictu
ure
start
homework
ea
at
bu
ug
take a
picturre
51
study
y
math
go
fishing
brush
your
teeth
Kiss a
frog
Trade
places
write a Send an Climb a
tree
lettter
email
When
n you roll the dice
you have
h
to use the
expre
ession below:
(1)yestterday
(2) lasst
weekeend
(3) tw
wo days
ago
(4) lasst month
(5)two
o months
ago
(6) lasst year
call a
frien
nd
find
some
money
win a
game
UNIVERSIDAD DE
D CUENCA
catch a
cold
S
See a
m
movie
AUTORAS:
Corina Guarrango y Alicia N
Naula
go
skiing
say
“hello”
go
camping
52
say
“thanks”
listen
to
music
FINISH UNIVE
ERSIDAD DE CUENCA
APPLICA
ATION AND RESULT
TS
F the pre
For
esent resea
arch work, we have developed
d
on plans
four lesso
based o
on diverse
e readings to practicce the read
ding skill through
t
so
ome fun
activities
s like gam
mes and otther activitiies to use it in a mo
otivational learning
processs. The les
sson plans are developed for beginner
b
le
evels. We applied
the two lesson pla
ans. The sttudents wh
ho worked in this pro
oject were from
f
the
ear of Basic
c Educatio
on.
eight ye
T
The
lesson
n plan forr Adjective
es and Siimple Present Tens
se were
applied in Técnic
co“12 de Abril” high school according
g to the following
f
schema
a:
Target group:
g
Eig
ght grade
Level: beginners
5 minutes
Time: 50
Aim: A
At the end
d of the le
esson, stu
udents willl be able to recogn
nize the
following
g adjective
es from th
he reading
g: casual, dirty, new
w, striped, flowery,
bright, la
arge, smalll, baggy, dressy,
d
and
d trendy.
Materia
als: Hando
outs of the reading, handouts
h
of other acttivities in pairs and
individually.
up: Quick Link
L
Warm u
Presenttation:The
eteacher gives
g
stude
ents a few
w minutes to
t get fam
miliarized
with the
e adjectives
s given in the
t handou
ut. If neces
ssary, the tteacher he
elps with
the mea
anings of the
t
adjectives. Afterr that, stud
dents have
e to read the
t
text,
recogniz
ze the adje
ectives, and underline
e them.
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
53
UNIVE
ERSIDAD DE CUENCA
Practice
e:In this activity,
a
stu
udents havve to reco
ognize and
d write the
e correct
adjective under th
he picture and find adjectives in the pu
uzzle. This
s activity
takes 5 minutes.
e beginning
g, the teac
cher presen
nts the meaning of
Meaningful practtice: At the
ectives by
y showing some flas
shcards to
o the stud
dents and forming
the adje
sentencces orally. After that,, the teach
her gives a little pap
per with a different
adjective for eve
ery studen
nt in the classroom
m. Next, tthe teacher asks
ns like “w
what kind of
o clothes do you like to we
ear?” the students
s
question
answer “casual cllothes” or some othe
er word ac
ccording to
o the pape
er he or
she hass.
Produc
ction: At the end of th
he class, th
he teacherr asks som
me question
ns to the
students
s, and they
y have to answer
a
the
e questions
s in a writte
en form.
Evaluattion: Stud
dents have
e to talk a
about theirr close frie
ends and describe
d
their we
earing cloth
hes by usin
ng adjectiv
ves. The te
eacher mod
dels the se
entence,
“My besst friend likes
l
to wear
w
baggyy jeans, and
a
the sttudents folllow the
representation in order
o
to crreate their own sente
ences. For grading pu
urposes,
s are asked to talk ab
bout their cclose friend
ds.
students
g
Eig
ght grade
Target group:
Level: Beginners
B
Time: 50
5 minutes
Aim: At the end
e
of the lesson, students will
w be able
e to recogn
nize the
g verbs frrom the re
eading. Sle
eep, get, let, live, ccome, ride, marry,
following
hires, fin
nd, fall, etc
c.
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
54
UNIVE
ERSIDAD DE CUENCA
Materia
als: A copy
y of the rea
ading and a handout of exercise
es per stud
dents.
Warm u
up: Bingo
Presenttation: Stu
udents are
e given a few minuttes to obsserve the pictures,
p
and the
e teacher explains
e
th
he meaning
gs of the verbs.
v
If necessary, teacher
helps with
w
the meanings
m
o the unk
of
known verrbs.
At th
he beginning, the
teacher gives the handout with
w the reading. Stu
udents have to read the
t text,
ve to guess
s the title of
o the story.
and then they hav
e: First, sttudents have to unde
erline the verbs
v
in the present tense in
Practice
the storry. Second
d, students have to read aloud after theyy finish und
derlining
the verb
bs. Third, the
t teache
er gives some cut strripes. Next, students have to
work in groups of three, by forming
f
corrrect sente
ences in prresent tens
se.
t
givves a list of
o verbs wrritten in the
eir basic
Meaningful practtice: The teacher
S
have
h
to cha
ange them
m into the th
hird person singular form by
forms. Students
adding -s
- or -es.A
Also, they have
h
to find
d some verrbs in the p
puzzle.
Evaluattion: The evaluation
n is being considered
c
d in every a
activity alon
ng the
whole le
esson since it cannott be physiccally graded.
With
h this readiing, studen
nts have th
he opportu
unity to pra
actice read
ding and
recogniz
ze verbs in the simp
ple presen
nt tense an
nd use the
em in the different
contextss.
Sinc
ce the mom
ment these activities w
were prese
ented in th
he classroo
om, they
provoke
ed created great expectations, and stude
ents showe
ed their inte
erest for
being in
nvolved in these
t
tasks
s, performing all of th
hem withou
ut any diffic
culties.
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
55
UNIVE
ERSIDAD DE CUENCA
CONCLU
USION
A
After
conclu
uding our research,
r
w
we were re
eally please
e results
ed with the
since d
developing reading skills thro
ough fun activities brought positive
emotion
ns in the classroom. When
W
the students were
w
encou
uraged to improve
their rea
ading throu
ugh fun ac
ctivities, they felt mo
ore confide
ent in their reading
abilities and starte
ed to read without
w
fea
ar.
F
Fun
activities offer the opporrtunity to make stu
udents parrticipate,
interact,, and learn effectiv
vely the target
t
lang
guage. Jo
osé Quichimbo, a
student from eigh
ht grades from
f
Técn
nico12 de AbrilSchoo
ol from Gu
ualaceo,
told us that he really
r
enjo
oyed reading a pass
sage or a text using these
gies since they allow
w him to feel more co
onfident ab
bout the
interactiive strateg
use of th
he languag
ge.
F activitie
Fun
es can be applied to improve not
n only the
e reading skill,
s
but
also spe
eaking, wriiting, and listening. T
Teachers can
c use fun
n activities in each
lesson in order to
o motivate
e and enga
age students, makin
ng the clas
ss more
sful. One of
o the most important suggestio
ons is thatt teachers have to
success
be very
y creative in facilita
ating the tteaching-le
earning prrocess, em
mploying
motivating activitie
es such as games.
T
Teachers
m
must
vary the fun activities in
i order to avoid students’
s
inattentiion to clas
ss. Teach
hers have to select different fun activitties that
would b
be impleme
ented in the
e lessons.
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
56
UNIVE
ERSIDAD DE CUENCA
APPEN
NDIX
W
WARM-UP
PS
Q
QUICK
LIN
NK
Size of Grroup: 20
Focus: en
nergizer, so
ocialization
n, fun
Descriptio
on: As the
e group le
eader shou
uts out "get into gro
oups of fo
our,"
everyone quickly joiins in a group of fo
our. At any
y time, eve
en before the
group of four
f
is forrmed, the leader sh
houts out another
a
in
nstruction. For
example, everyone with the same
s
colorr shoes, pe
eople born
n in the sa
ame
month, or people witth the same
e Zodiac sign,
s
etc.
Expected Outcome
e: group co
ohesion, fun.
B
BINGO
GA
AME
F
Focus:
So
ocialization and fun
G
Group:
20
0
Descriptio
D
on:Bingo is
s a simple game that people frrom many different ages
a
can
e
enjoy.
Bing
go is also a convenie
ent game a
as it doesn't require a lot of insttructions
t play. Prrepare diffe
to
erent BING
GO cards for
f each child
c
and a grid. Cutt out the
c
call
sheet and put the squarres into a hat or a bowl.
D
Distribute
B
Bingo
cha
arts to eac
ch child (e
each card should be differentt). They
s
should
pull out one image,
i
des
scribe it, and
a show itt to the yo
oung learne
ers. The
y
young
learrners will then
t
place
e pennies, fun foam pieces or something
g similar
o the callled word iff it is on th
on
heir card. Winning,
W
on
nce a pred
determined
d pattern
i made on
is
n a card, th
he child witth that card
d calls out BINGO.
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
57
UNIVE
ERSIDAD DE CUENCA
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
58
UNIVE
ERSIDAD DE CUENCA
APPLICA
ATION
Sttudents pla
ay
bingo at the
beginning of the
class. They feltt
y because they
happy
won some prize
es.
Solving
S
a
puzz
zle during
the applicatio
on
of the
t activity.
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
59
UNIVE
ERSIDAD DE CUENCA
Teacher
exxplaining ab
bout
ad
djectives, an
nd
ho
ow to use them.
Students from
eight yea
ar of Basic
c
Educatio
on, making
some acttivities durring
the appliication of our
o
lesson plan project.
AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
60
UNIVE
ERSIDAD DE CUENCA
Teache
er
c
controlling
g
sstudents’
a
activities during
tthe class AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
61
UNIVE
ERSIDAD DE CUENCA
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A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
62
UNIVE
ERSIDAD DE CUENCA
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AUTORAS
A
S:
C
Corina
Gua
arango y Alicia
A
Naula
a
63