UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY
SCHOOL OF LANGUAGES AND LINGISTICS
EDUCATIVE PROJECT
PREVIOUS TO THE OBTAINING OF THE LICENCIADO DEGREE, IN
EDUCATION SCIENCES
MAJOR IN THE ENGLISH LANGUAGE AND LINGUISTICS.

TOPIC:
HOW TO ENCOURAGE THE PRACTICE OF A BASIC ENGLISH
VOCABULARY IN CONTEXT.

PROPOSAL:
TO DESIGN AND APPLY A GUIDE OF SEVERAL ACTIVITIES BASED
ON LUDICAL TECHNIQUES.
INTEGRANT:
VINUEZA BOSADA MARCOS DANIEL
DIRECTED BY:
DR. EDUARDO TORRES ARGELLO, MSc.
GUAYAQUIL ECUADOR

2011
UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFA, LETRAS Y CIENCIAS DE LA EDUCACIN

ESCUELA DE LENGUAS Y LINGSTICA

DIRECTIVES

DR. FRANCISCO MORN MRQUEZ. MSc.

DEAN

DR. EDUARDO TORRES ARGELLO MSc.

SUB-DEAN

LCDO. CSAR BJAR BASTIDAS

DIRECTOR

LCDA. BEATRIZ TRIVIO DE CAJUSTE

SUB-DIRECTOR

AB. SEBASTIN CADENA ALVARADO

SECRETARY

Guayaquil, ______________________________
Doctor
Francisco Morn Mrquez, Msc.

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DECANO DE LA FACULTAD DE FILOSOFIA

LETRAS Y CIENCIAS DE LA EDUCACIN
Ciudad.De mis consideraciones:
En virtud de la Resolucin del Consejo Directivo de la Facultad de fecha
Diciembre 09 del 2010, en el cual se me designo Asesor de Proyectos
Educativos de la Licenciatura en Ciencias de la Educacin especializacin:
LENGUAS Y LINGSTICA.
Tengo a bien informar lo siguiente:
Que, el profesor MARCOS DANIEL VINUEZA BOSADA, dise y ejecut el
proyecto con el tema:
HOW TO ENCOURAGE THE PRACTICE OF A BASIC ENGLISH
VOCABULARY IN CONTEXT.
Propuesta:
TO DESIGN AND APPLY A GUIDE OF SEVERAL ACTIVITIES BASED ON
LUDICAL TECHNIQUES.
El mismo que ha cumplido con las directrices y recomendaciones dadas por el
suscrito. El participante satisfactoriamente ha ejecutado las diferentes etapas
constituidas del proyecto; por lo expuesto se procede a la APROBACION, y
pone a vuestra consideracin el informe de rigor para los efectos legales
correspondientes.
Atentamente
Dr. Eduardo Torres, MS.
PROFESOR - ASESOR

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DEDICATION

To my father who have been my main motivation and support to

accomplish this project successfully.

Marcos

ACKNOWLEDGEMENT
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To my all mighty God for his daily blessings and giving me strength and
wisdom to fulfill with this project.
To my parents for being a great support and encourage me to go on my
right way and teach to be a responsible and hardworking person.
To Dr. Eduardo Torres who has been an excellent and dedicated professor
who with his patience and vocation managed to inculcate us all the
necessary knowledge to be applied in this project. He has demonstrated
me that is one of the best teachers I have ever had in my life.
To my friend Cinthia, my partner in this project , who was very helpful and
responsible with the assigned tasks and for being a good friend.

To dr. Eduardo Torres , MSc. The tutor, for his time, dedicatin and knowledge and
wise advices.

Marcos

INDEX
I

FRONT PAGE

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DIRECTIVES
REPORT
DEDICATION
ACKNOWLEDGEMENT
INDEX
INTRODUCTION
CHAPTER I
THE PROBLEM
Outline of the problem
Location of the problem in the context
Conflict situation
Causes
Consequences
Formulation of the problem
Variables
Delimitation of the problem
Evaluation of the problem
Objectives of the investigation
General
Specifics
Questions of the investigation
Justification
CHAPTER II
THE THEORETICAL FRAME
Background

II
III
IV
VI
VIII

1
3
3
3
3
3
4
4
4
4
5
5
6
6
6
6
6
8
8
8

INTRODUCTION

English teaching-learning process has been creating new opportunities for

all educators; with main reason the teaching-learning process of a foreign
language because should be impossible to develop phrases or sentences,
especially in a Spanish environment.

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Therefore, it is only a matter of achieving new vocabulary and a broader

knowledge not only on the language but on the culture as well.
English teachers have to confront of difficulties and we have to find the
best way to solve problems.
Up to this moment you have developed your skill in reading
comprehension with the texts you have read in the guide activities, but in
this project that skill is enclosed hereby, so you will read one activity in
each stage. In exchange, you will also notice that the conversations are
shorter, as the topic is completed with the text and vocabulary in use. The
aim of this change is have more tools that will allow you to improve your
reading comprehension, lexicon and to acquire a broader knowledge on
the topic itself.
I believe the research of them will give me an opportunity to become
excellent teachers, believing that English is one of the most important and
interesting languages in the world.
So I decided to investigate and consult why our students have difficulties
in developing activities in context in class and at home. I know that the
vocabulary is a stage when children have to learn a foreign language so
our project is guided to discover the fail and to solve it correctly.
The topic of my project is How to encourage the practice of a Basic
English vocabulary in context. and the proposal is To design and apply a
guide of several activities based on ludical techniques.
This educative project is divided in five chapters to facilitate the cognitive
comprehension of its different aspects:
CHAPTER I : THE PROBLEM
Problem situation, Causes and consequences, delimitation, formulation,
variables: independent and dependent, evaluation of the problem,

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objectives general and specifics, question of the investigation, justification

and importance.
CHAPTER II : THEORETICAL FRAME
Antecedents,
epistemological,

theoretical
the

foundation,

constructivism,

motivation,
pedagogical

characteristics,
and

sociological

foundation, conclusions, legal frame, contextual frame and glossary.

CHAPTER III : THE METHODOLOGY
Design of the investigation, types of investigation, instruments of
investigation, methods, application of the instruments, interviews, analysis
of results, conclusion and recommendations.
CHAPTER IV : THE ADMINISTRATIVE FRAME
Resources, human talents, materials, expenses, chronogram.
CHAPTER V : THE PROPOSAL
Proposal, antecedents, justification, outline of the diagnostic, fundamental
problem, objectives, vision, mission, social impact, bibliography and
glossary.

CHAPTER I
THE PROBLEM
OUTLINE OF THE PROBLEM

Location of the problem in context

This problem is related with the scarce encouragement in the reading skill
into the class produced for not knowing the basic vocabulary of English. It
was detected when we were performing the teaching practice at Es Justo

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y Necesario Foundation to the students from 7 th year of basic education

which represents a low achievement of the oral and written production of
the Basic English. Immediately it was discussed with the chief of the
Institution, and with some teachers and parents who agreed with us in
giving a solution to stop this problem and I recommended to the Principal
to analyze a project that will benefit the Institution and improve the Basic
English learning.
Most of the Public Institutions and Foundations show the same related
issues that they should cope and search for projects that benefit widely
their institutions.
Problem situation
The scarce English Knowledge is caused by the low economic resources
for knowing this topic, therefore the students do not have encouragement
for the English learning, so the Institution has to request English teacher
assistants.
Up to now nobody has been involved in solving the scarcity of didactic
ludical material that is causing low grades, bad motivation and little control
of activities on the behalf of the responsible persons .We realized that the
problem is due to low yield, little checking of the tasks of the parents and
up to now nobody has paid attention to solve it, so I considered to take in
account this problem and figure it out with all the appropriate resources. I
will find out the necessary tools and skills on the field and give the best
solutions to all of the above mentioned circumstances that affect the
normal teaching- learning.
CAUSES AND CONSEQUENCES
Causes:

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a) The scarcity of the motivation at home where the family does not
have

knowledge

about

English,

therefore

the

students

is

disinterestedness for learning this language.

b) The illiteracy is found in a big percent around the family so the
parents do not help them.
c) The poor economic situation is a very important role, because the
parents could not get the didactic material where the students do
not have the complete supplies for learning.
d) The scarce time at home for helping to the student, so their parents
have to work for survive, while the student has to improve alone so
the students will get low grades at the school.
e) The lack of decoration into the class about English topics, like
pictures, photos about livings in U.S.A., readings and son on, where
upon the student do not have a good environment and the
performance in the class will be not adequate.
f) Scarcity of didactic Materials for working in class and the teachers
stuffs to complete different activities
g) Low self-confidence of students when the teacher asks for
volunteers and the participation too.
Consequences:
a)
b)
c)
d)
e)
f)
g)
h)
i)

Students get bored easily

Low achievement
Students do not have material
Low concentration in class
No appropriate environment
Little importance for the English Language
To fear to speak in front of their partners
Low creativity and dynamism
Little motivation for learning English

FORMULATION OF THE PROBLEM

What is the incidence when applying a guide of ludical didactic material
with Techniques and methods in teaching-learning, in the basic vocabulary

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learning in context and in the pronunciation of 7 th grade of basic level

pupils at Es Justo y Necesario Private Foundation of Guayaquil city?
VARIABLES

Independent:
Application of a guide with ludical techniques.

Dependents:
Improvement of the basic vocabulary learning in context to improve the
pronunciation.

DELIMITATION OF THE PROBLEM

Field

: Educative: Primary Level.

Area

: Foreign Language; English.

Aspect

: Formative.

Topic

: How to encourage the practice of a Basic English

vocabulary in

context. Proposal: Design and application a

guide of several activities based on ludical techniques.

OBJECTIVES OF THE INVESTIGATION

General
To establish a methodological process for the students the
classroom to better the teaching-learning and improve the
vocabulary and the pronunciation of the seventh course in basic
education at Es Justo y Necesario Foundation.

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Specifics
To diagnose the interest of students for the English learning.
To achieve the necessary didactic material
To promote the participation of the student in the dynamic ways.
To analyze the low performance of the students into the class.
To evaluate the activities weekly
To control the fulfillment of the activities

EVALUATION OF THE PROBLEM

CLEAR

: understandable vocabulary with a good grammar

concordance in order to give the reader an easy and fast

comprehension of the contents will do the development of the
context of this work.
EVIDENT

: because when I did the investigation into the class

and meetings, I realized many mistakes about the English language

of the students and the scarcity of an useful didactic material is still
causing low scholastic yield and neither directives nor teachers
have attempted to get a solution to eliminate it.
ESPECIFIC : because this project is related to the different
problems for motivating the students.
FEASIBLE : because the infrastructure of the building avoids a
better performance, and the support of the authorities helps to
strengthen the project.

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13

ORIGINAL : because it had never been performed at this

institution Es Justo y Necesario Foundation, therefore it will have
a great support from the parents.
RELEVANT : because this project is very interesting for everybody
and will be used to stop the scarce knowledge in vocabulary to
Produce in the students in this yield.

QUESTIONS OF THE INVESTIGATION

What methodologies will be applied?

Will the results be useful to apply the techniques in a practical way?
Will there be any development proposal?
Where will the investigation be performance?
Will be the environment better into the class using the reading

skills?
Will the application of ludical didactic material benefit the students
to develop the reading and written production?
What instruments of assessment will measure the resources to be
applied?
What foundations will there be to boost the theoretical frame
Will the applied resources be achievable for teachers and students?
Will the parents of family agree to collaborate with the project?

JUSTIFICATION
The first beneficiaries will be the students; because they will be able to
develop the class, in the same way the teacher, because they will feel
satisfaction of their investigation and job. Besides the institution because
the increase of the prestige will be in proved.
Although the motivation in this process could give crucial significance to
English classes, so that the students can apply their knowledge of

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grammar and vocabulary in real situations in their lives. Another important

aspect in this process is to foster the students that know English open
doors and paths in their lives at present, in order to open up opportunities
in the social and labour life by implementing the drama and simulated
dialogues as an important part of the unit and having students gain
confidence to speak the English language fearless.
The activity guides is an enormous help for our goals, because the
students of the easy way can learn idiomatic expressions and later write
sentences using the basic vocabulary and the essential verbs.
With the application of Ludical techniques plus the use of a guide with
electronic devices, and interesting methods the Basic English learning will
be carried out with pleasant in they will feel a good encouragement in the
class and will not be bored.

CHAPTER II
THE THEORETICAL FRAME
ANTECEDENTS

Regarding the different topics related with scarce didactic material, looking
up in different places including the library of the Philosophy university, I
noticed in spite of having some similar mechanisms and works, my
investigation is different, because it is going to be performed in another
institution with another contextual trend, that is to say this project is
original.
A wide support with the different foundations as follows: theoretical,
epistemological, pedagogical and sociological.

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15

THEORETICAL FOUNDATION
THE LUDICAL TECHNIQUES
Definition.Since ancient times, it was found out that young animals from different
species, including humans, trust in leisure activities to test and develop
their skills, to interact for a better relationship.
A review of modern handbooks for foreign language teaching as
compared with the ones from the previous decades, will immediately
reveal a striking difference in the content and choice of materials and
method used. One of these differences is the incorporation of the ludical
strategy. At the end of the 70s, with the new communicative approach
method of language learning developing, the ludical technique started to
penetrate into language learning.
Through ludical activities I make my students feel comfortable, funny and
eager to learn the English Language in a positive environment that gives
them the confidence to share their ideas and experiences to enrich theirs.
Everybody is going to be motivated to work in an agreeable environment.
As a matter of fact, I can notice that many people can handle different
activities in businesses, politics, cars race in the PC using simulators,
without the risk of death and destruction.
Classification.Any ludical game playing or problem-solving technique can be classified
as ludical materials such as crosswords, word searches, scrambled words,
simulations, interactive games, board games, etc. have become intrinsic
components of many SLT approaches, used specially for the review and
reinforcement of Grammar , vocabulary and communication skills.
This paper will try to first of all describe some types of ludical activities and
their function in improving the process of foreign language learning based
on the research done so far.

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In modern language teaching these activities let them develop their skills
without fear, acquire knowledge, positive attitudes, and work in teams,
having them be collaborative and competitive in a frame of quality,
productivity, service and image.
Types of Ludical Techniques
Songs
Acknowledged linguists give numerous reasons for using songs in foreign
language teaching. Music and songs are the natural environment for
various human activities, among songs among others- learning Music can
act as a powerful mnemonic device (Watch 2002), as it helps remember
material easily. We tune into the music and sometimes it simply can not
get of our head. Murphy refers to it as the 2song stuck in my head
phenomenon (Murphey 1990) Activating repetition mechanism of the
language acquisition device facilitates the process of remembering
vocabulary or grammar structures. Music is said to enhance perception
and improve our concentration (Bogdanowicz 1989 in Watch 2002), which
in turn develops our cognition. Songs are a great motivating toolespecially for some age groups like children, teenagers and young adults
as they represent some kind of subculture and ideology young people
identify with. In the lessons scripts presented in the second part of
predominant aim of using songs in the classroom was to trigger the
cognition mechanism- the students are supposed to learn something
listening to the song, analysing its lyrics.
Projects
Project work is rarely referred to as ludic strategy in methodological
handbooks. Its nature, however, has some elements in common with what
is defined as ludic strategy

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Project work activates students because they work on something they are
really interested in and very often these interests are centered outside the
classroom.
Also, project work can evoke peer group enthusiasm which suggests that
the activity is enjoyable and entertaining (Fried- Booth 2002). Among
many strengths of the project work we can list the opportunity to draw
together mixed- ability students, the idea of establishing students
autonomy, developing their confidence and independence in themselves
as both individual human beings and learners, and all this seems to be the
side effect of the main idea behind the project work, which is being able to
communicate.
Role Play
Role- plays are part of a very broad play strategy, which are simulations.
Lardousse says, It is included in simulations but not confined to them. By
the very nature of their definition role of somebody else. This playing
element suggests that students are free to feel as inventive and creative
as possible in the environment, which does not cause any inhibitions.
In he imagined world the students feel safe to adopt any role they would
otherwise oppose to in the real life. The communicative benefit of roleplays seems obvious; this communication however can also be achieved
in other pair- work activities. Another benefit coming from role-plays, which
certainly cannot be undermined, is pure fun they get from pretending to
be someone else and setting their imagination free.
Games
Research shows that games enhance learners concentration span, their
activity and efficacy in using a foreign language(Gravey 1969) Games
contribute to limiting our inhibitions and improving fluency and length of
the utterances (Stern 1983) Kruszewski 1992), Rinvolucri pays attentions
to the benefit of getting most students involved in work at the same time

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without making the teacher a key figure in the learning process(Rinvolucri

2000)
Most linguists agree that gamed are a powerful motivation tool in the
language learning process as they provide variation, enjoyment and
stimulus for meaningful communication in the language classrrom. (SiekPiskozub 1995, Wright, Batteridge and Buckby 2001, Lee 1991).

Profiles
In order to contribute to make our classes more interactive, interesting,
and dynamic and full of entertaining activities, the educational techniques
should have the following aspects:
1. - Being funny and enthusiastic: when presenting situations of interest
to students. Do not hesitate on presenting cartoons which images can
represent the concept, in films that show both sides. Besides that they
understand the English language in an enjoyable way.
2. - Being competitive: do no doubt, from the earliest age, living things
tend to compete, one way or another to be king of the mountain, or faster,
to jump the highest or strong.
3. - Among randomly selected teams: The competitions between teams
have several virtues:
Promote the skills of teamwork and leadership
The guys better prepared to help are not, why is random.
It looks closer to real life practice, where working in teams.
However, we must avoid "suckers or those who are reloaded on the
Computer, to pass with minimal effort.

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4.- Intensive work mode: The method of education should not exist
"dead time" in which students become bored and wander or read the
newspaper, it is necessary to devise techniques which all work at once
and those who have already completed have something to do, even
playful, in fact it is interesting rewarding fast work with time to play.
5. - Effect Journal: On official transcripts, significantly, even to replace
evaluations by written or oral examination, with the advantage of
rewarding the continued effort and perseverance necessary to succeed in
competitions that extend over course
ENGLISH LEARNING
Learning a language is a gradual process - it does not happen overnight.
All methods are good, everything depends on you. Everything is important
when learning English such as reading, listening, writing, and speaking.
Reading: We have a lot of information in English on the Internet. There
are books, short stories, newspaper, etc.
Listening: Do you like music? Get the lyrics on the Internet and sing
along with the song. Watch TV in English.
Writing: Use the website

to write. We correct

each

other

if we

have mistakes.
Speaking: Try to meet people who want to speak English, and practices
with them, there are many people who would like to interact and get
fluency by practicing the language.
Importance
The importance of learning English by ludical techniques must be
overstated in an increasingly interconnected and globalised world.

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International Language.- English is the fourth most widely spoken native

language in the world, and in terms of sheer number of speakers, it is the
most spoken official language in the world. It is the primary language used
in international affairs.
Digital Age.- While progress has been made in language-translation
software and allied technologies, the primary language of the ubiquitous
and all-influential World Wide Web is English
Higher Learning.- In universities and colleges in Great Britain, the Unites
States, Canada, Australia, New Zealand and Singapore, which attract the
most number of international students, the primary language of instruction
is English
Anglo-Saxon Influence.- The influence of the United States and Great
Britain on political affairs and international relations for the past 100 years
has ensured the proliferation and acceptance of English as the primary
spoken language in many countries.
Job Opportunities.- Knowing English opens job and employment
opportunities in many countries and markets.
Advantages
Many problems assigned by design teachers provide little learning for
students other than the experience of doing.
Teachers deal with percentages more than they care to admit. They should
strive to provide programs in which the best students excel, the group in
the middle is elevated and enlarged, and only a small percentage of
students fail.

An appropriate definition of pedagogy is systematized

instruction or principles that promote student learning.

Learning

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All students do not learn in the same way nor at the same rate. Some
learn from success, others from failure. Anyway learning may be erratic.
For many students, learning is the cumulative effect of all course work;
while for others, the learning is centered in one or two problems.
Applications
There are even students who learn by imitating work of other designers.
All students learn by a combination of methods. No wonder teaching is
such a challenge!
Rob Roy Kelly says I am as guilty as any other teacher of giving
sequences of one shot problems; a series of unconnected assignments
based on graphic design applications. For example, posters, album
covers, annual reports, corporate marks, packaging, advertisements or
similar projects, those students can accumulate as portfolio pieces.
Make learning a habit. Try to learn something every day. It is much better
to study (or read, or listen to English news, etc.) 10 minutes each day than
to study for 2 hours once a week.
Communicate! There is nothing like communicating in English and being
successful. Grammar exercises are good - having your friend on the other
side of the world understand your email is fantastic!
Conclusion
Participants and teachers will use multiple types of learning processes
during your ludical presentation. When you use different models of
presentation (e.g., lecture, case study analysis, role playing, and
discussion) and encourage active participation, you will more effectively
facilitate optimal learning. So these resources become in a successful tool
for the learning process.

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22

We should integrate in the teaching-learning processes, the cognitive,

procedural and the behavior thing but it is insufficient to only train students
in cognitive strategies, since it is necessary to pass from the accumulation
of the information and competitions by ludical methods and activities and a
motivation so the behaviors and the ways of to be and to make.
Freedom, participation in class, and effort are considered like axes in
those that the educational practice.
The guide with basic expressions, verbs and vocabulary in context are
designed for helping to the students as a funny material for reading and
speaking and the aspect will be receive for the students.
EPISTEMOLOGICAL
PEDAGOGICAL FOUNDATION

Pedagogy is defined as systematized instruction or principles that promote

student learning.
The educational projects, the didactic materials, the behavior of the
students and the teachers, are not some that we contemplate like
techniques and neutral things, so this ideologies and what happen around
the society as a economy, culture and politics. (Jurjo Torres 97)
The instruction to the children in the English Language using the music,
change the process of learning to an inductive process of the foreign
language is the same that we were learned the mother language.
(Johnette Downing 99).
It is evident that when the formative action is planned, the resources to
teach and learn of those that prepares or those that thinks about to use,
will condition the methodology that is used partly. In this sense, the change

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of methodology for the teaching and learning of the quantitative subjects is

an objective, which you will arrive as consequence of the inclusion of the
resources that this project develops.

THE CONSTRUCTIVISM
Constructivist

epistemology

is

an

epistemological

perspective

in

philosophy about the nature of scientific knowledge. Constructivists

maintain that scientific knowledge is constructed by scientists and not
discovered from the world. Constructivists claim that the concepts of
science are mental constructs proposed in order to explain our sensory
experience.
Characteristics:
The existence of multiple realities: Making sense of a world far
more complex that we originally imagined.
Becoming humble knowledge workers: Understanding our location
in the tangled web of reality.
Standpoint epistemology: Locating ourselves in the web of reality,

we are better equipped to produce our own knowledge.

Constructing practical knowledge for critical social action.
Knowledge is always entrenched in a larger process.
The centrality of interpretation: Critical hermeneutics.
The new frontier of classroom knowledge: Personal experiences
intersecting with wide information.

Numerous criticisms have been leveled at Constructivist epistemology.

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The most common one is that it either explicitly advocates or implicitly

reduces to relativism. This is because it takes the concept of truth to be a
socially "constructed" (and thereby socially relative) one.
This leads to the charge of self-refutation: if what is to be regarded as
"true" is relative to a particular social formation, then this very conception
of truth must itself be only regarded as being "true" in this society. In
another social formation, it may well be false. If so, then social
constructivism itself would be false in that social formation. Further, one
could then say that social constructivism could be both true and false
simultaneously.
Another criticism of constructivism is that it holds that the concepts of two
different social formations be entirely different and incommensurate. This
being the case, it is impossible to make comparative judgment about
statements made according to each worldview.
This is because the criteria of judgment will themselves have to be based
on some worldview or other. If this is the case, then it brings into question
how communication between them about the truth or falsity of any given
statement could be established.
Social Constructivists [who?] often argue that constructivism is liberating
because it either enables oppressed groups to reconstruct "the World" in
accordance with their own interests rather than according to the interests
of dominant groups in society, or compels people to respect the alternative
worldviews of oppressed groups because there is no way of judging them
to be inferior to dominant worldviews.
As the Wittgenstein Ian philosopher Gavin Kitching argues, however,
constructivists usually implicitly presuppose a deterministic view of
language which severely constrains the minds and use of words by

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25

members of societies: they are not just "constructed" by language on this

view, but are literally "determined" by it. Kitching notes the contradiction
here: somehow the advocate of constructivism is not similarly constrained.
While other individuals are controlled by the dominant concepts of society,
the advocate of constructivism can transcend these concepts and see
though them. A similar point is made by Edward Mariyani-Squire
Even if Social Constructivism were true, there is nothing necessarily
liberating about entities being socially constructed. There is not
necessarily any political advantage to be gained by thinking of Nature as a
social construction if, as a political agent, one is systematically trapped,
underestimated and subdued by means of social construction.
The theorist always plays the role of the constructor of discourses, while
the non-theorist plays the role of the subject who is constructed in a quite
deterministic fashion. This has a strong resonance with the point already
made about solipsistic theism - here the theorist, conceptually anyway,
plays God with his/her subject (whatever or whoever that may be).
In short, while it is often assumed that Social Constructivism implies
flexibility and indeterminism, there is no logical reason why one cannot
treat social constructions as fatalistic.[dubious discuss][cite this quote]
Education is a social institution that responds to a particular way of
conceiving the human being and their relations, to strengthen and enable
the continuity of a given society.
Within

this

framework, each teaching model emerges in a political,

Economic and social, which gives meaning and explains. Constructivism

came at a time when science, particularly psychology, recognizes that the
apprentice is important to take into account the learner. This new trend is
opposed to the behaviorist view, which conceived the human being as an
empty black box that must be filled with knowledge. This

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assessment of

26

the

learner

Piaget

began his

work on genetic epistemology and

psychology in 1940, became popular from the 60s and now inspires the
currents of thought that mark education.
Constructivism shares the philosophical and epistemological position that
sees the knower and the object of knowledge as interdependent entities:
the object does not exist without the subject.
For Piaget, people

build

new knowledge through assimilation and

accommodation. It is through the changing relationship between these two

Proceeds produced the intellectual development of the individual.
However, we do not believe that the resources or spaces (physical or
virtual) that facilitate the interaction between teachers and the students, in
which the formation is developed condition the educational practice.
We are referring to the differentiation that usually make among half
present and half digital (or virtual) when it is to outline methodologies and
to how many times.
Application. The use of instructional media in the second language
classroom has been a common practice for a long time. The pedagogical
benefits of Computer Mediated Communication (CMC) in L2 (Second
Language) learning is rapidly becoming one of the most discussed topics
in foreign language teaching. Section 4 outlines the proposed theoretical
foundation that supports the design of pedagogical applications for CMC
environments. Section 5 describes the types of pedagogical uses of
computer based telecommunications according to the theory developed in
the previous part. Finally, section 6 presents the conclusion and
suggestions for further research.
Significant Variables: Faculty

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Josef Albers strongly advocated only the most experienced and best
teachers working at the entry level. His rationale was that it was in the first
year where students developed work habits, commitment and laid the
foundation for later studies.
Significant Variables: Pedagogy
The most effective education relies on exercises that are focused on
theoretical, perceptual, and often, abstract content that is in common with
all art disciplines.
The development of a design vocabulary is extremely important. A unified
and sequential program of study is critical to student learning.
Conclusion
The educational constructivism encourages the students to tell and share
their experiences comparing with the current time. It lets them act
independently combining their experiences with what they have received
to create a significant knowledge and a teacher in a Constructivist
Classroom is a Researcher so a crucially important aspect of a teacher's
job is watching, listening, and asking questions of students in order to
learn about them and about how they learn so that teachers may be more
helpful to students. Calkins (1986) notes that there is a thin line between
research and teaching. At the same time that we teach children, they also
teach us because they show us how they learn; we just have to carefully
watch them and listen to them. This kind of watching and listening may
contribute to a teacher's ability to use what the classroom experience
provides to help him or her create contextualized and meaningful lessons
for small groups and individuals. The ability to observe and listen to one's
students and their experiences in the classroom contributes to his or her
ability to use a constructivist approach.

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VOCABULARY LEARNING
As you all well know learning vocabulary is one of the most strenuous
tasks Elementary students have to face. What's more, advanced students
come upon the same problem as they pile up set of new words with each
lesson.
I read somewhere that you have to come across a single word at least 7
times in different context in order to properly get its meaning. Do you know
a good link to a dictionary or other kind of source where you can type a
word and get its usage in different context (like extracts from literary
sources, etc.)?
Teaching vocabulary in context sounds boring but there are many ways to
make it an enjoyable and lively experience especially for young learners.
There are three principles involved in teaching and learning vocabulary in
context: practice, understand, and infer (going beyond the text). ESL
vocabulary activities, read aloud and games are all art of this vocabulary
learning. As a general rule of thumb, vocabulary can be taught inductively.

CLASSIFICATION
Types of ludical techniques
Students use pictures to relate it to specific words. For younger kids for
example, students can talk about the animals on Old McDonald's farm in
context with the animals.

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Personalize: Teacher can ask students: "Do you have a dog at

home?" or, "What animal do you like the best?"

Teacher numbers each picture: students say the number of each

word as it is called or show the number of fingers if the teacher
wants to keep the noise level down.

Interactive: students come and put the dog in a place the teacher
says.

I'm thinking of a word: teacher describes the word and students

guess the meaning.

Use imagination: for example, imagine you are in a cabin.

Students have ten minutes for creating a story using as many
words as possible.

Types of Learning
Learning has been categorized in many ways. Three are discussed below.
Bloom's

Taxonomy.-

Psychologist

Benjamin

Bloom

developed

classification scheme for types of learning which includes three

overlapping domains: cognitive, psychomotor, and affective. Skills in the
cognitive domain, the one most relevant to faculty and administrator
training (Lee, 1999), include:
Knowledge

(remembering

information);

Comprehension

(explaining the meaning of information);

Application (using abstractions in concrete situations);
Analysis (breaking down a whole into component parts); and
Synthesis (putting parts together to form a new and integrated
whole).
Tennant's A.S.K.- Professor Mark Tennant (1995) categorized types of
learning in a different way. The acronym A.S.K., developed by Tennant,
represents the three types of learning that occur in training:

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A represents "attitude," also known as affective learning.

S represents "skills," often called psychomotor or manual learning.
K represents "knowledge." Cognitive learning is the formal term used for
mental skills such as recall of information.
Gardner's Seven Knowledge Types.- Howard Gardner (1983, 1999)
developed a theory of multiple intelligences based upon research in the
biological sciences, logistical analysis, and psychology. He breaks down
knowledge into seven types:
1. Logical-mathematical intelligence: the ability to detect patterns, think
logically, reason and analyze, and compute mathematical equations (e.g.,
chemists, economists, engineers).
2. Linguistic intelligence: the mastery of oral and written language in selfexpression and memory (e.g., journalists, lawyers, politicians).
3. Spatial intelligence: the ability to recognize and manipulate patterns
(large or small) in spatial relationships (e.g., architects, pilots, sculptors).
4. Musical intelligence: the ability to recognize and compose musical
quality (pitches, tones), and content (rhythms, patterns) for production and
performance (e.g., composers, conductors, musicians).
5. Kinesthetic intelligence: the ability to use the body, or parts of the body
to create products or solve problems (e.g. athletes, dancers, surgeons).
6. Interpersonal intelligence: the ability to recognize another's intentions,
and feelings (e.g., managers, sales people, social workers).
7. Intrapersonal intelligence: the ability to understand oneself and use the
information to self-manage (e.g., entrepreneurs, psychologists).

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* Use a variety of sketches, plots, schematics, computer graphics, and

physical demonstrations in addition to oral and written explanations in
lectures and handouts.
* Provide time for participants to reflect upon the material being presented.
* Encourage active participation.

Profiles
After observing the students, their deficient vocabulary, and their fear of
speaking, one of the abilities that the students must improve is the
semantic aspect in order to strengthen grammar, to build structures and
have confidence in communicative competence.
Then, the main purpose in this study was to explore the use of new
English new vocabulary in the students outcomes, with the following
research questions: The main question is: How can we help students
increase vocabulary and language learning in context? The questions are:
What kinds of contexts are most effective to present vocabulary? What
sort of activities can we employ to make the learners practice new
vocabulary?
In order to collect data, the sources used were direct class observation, a
video recording and a questionnaire.
Research Design
The development of the project was based on action research. It was
carried out taking into account contexts and activities because happenings
that occur inside the classroom promote interaction (Allwright and Bailey:
1991).
Because the lack of vocabulary was the problem, the proposal was a
product of reflection on teaching, prompting changes to help my students
(Richards and Lockhart: 1994).

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According to Elliot (1991), the fundamental aim of action research is to

improve practice rather than to produce knowledge. For that reason, the
activities that could increase vocabulary were the aim in this study.
Besides, when lessons are planned around a specific situation of real life,
meaningful learning takes place (Charteris: 1991).

Results
Through observation and sources, I noticed that guided activities promote
confidence in improving new vocabulary learning in context.
The relevant activities carried out in a specific context; promote class
work, giving students a chance to interact. Students prefer classes
developed in a real context because they can practice new words.
The following was the questionnaire used as a data-collecting instrument.
It was written in Spanish because of the English level of the students.
Based on the results from this study we can conclude:
1. The kids felt that they had learned new words. 2. The material given to
learners.
Helped the class process. 3. Some of the students spoke English outside
of class. During the implementation, a limitation was detected with only
YES or NO answers. Nevertheless, more than half of the courses were
able to speak with simple structures using vocabulary without difficulties,
showing fear more for personal characteristics than their attitude
concerning English. Pedagogical implications
In the reality of the classroom, a big group (36 students) made it difficult to
develop all activities because sometimes the kids behavior was unruly, but
the results were taken as some categories that helped the research.
According to the findings from the study, constantly reviewing the known
vocabulary in the group is recommended because kids tend to forget the

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new vocabulary when it is not practiced often. Therefore, its important to

compare outcomes between periods of time during the course.
IMPORTANCE
The importance of context in vocabulary learning is evident from two
common-sense observations: what a word means often depends on the
context in which it is used, and people pick up much of their vocabulary
knowledge from context, apart from explicit instruction. Available evidence
supports a relatively strong version of each of these observations.
Research in learning words from context reveals significant limitations of
"guessing meanings from context" as a means of learning words. A single
encounter with an unfamiliar word in context seldom reveals more than a
fraction of the word's meaning. However, evidence can also be found that
shows the limitations of contextualized forms of vocabulary learning.
Though wide reading cannot be viewed as a panacea, there is good
reason to consider it a necessary condition for the development of a large
reading vocabulary. Although the limits of contextual guessing must be
recognized, context remains an important source of information. And
although learning from context is demonstrably more difficult in a second
language, second-language readers gain significant word knowledge
simply from reading, and increasing their volume of reading produces
significant gains in vocabulary knowledge and other aspects of linguistic
proficiency. Effective use of context to disambiguate words, or to infer the
meanings of unfamiliar words, depends on a variety of types of
knowledge--world

knowledge,

linguistic

knowledge,

and

strategic

knowledge. To some extent, world knowledge and strategic knowledge can

help compensate for limitations in second-language learners' linguistic
knowledge.
ADVANTAGES

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Vocabulary teaching and learning is a very challenging and demanding

process while learning any foreign language. As such, learners try to find
out which vocabulary learning method is more beneficial or even the best
one. However, not surprisingly, their first approach is to try to memorize
every word that they do not know.
According to the studies, beginners prefer learning words separately, that
is, using a list of words to memorize, whereas advanced students,
although there are some exceptions, try to learn words in context (Ellis,
1994, p. 553). Likewise, vocabulary teaching is generally restricted on
presenting new items as they appear in any activity without preparing the
learners through activation of prior knowledge or helping them regularly
revise the previously learned vocabulary items until they are thoroughly
learnt. In order to overcome this restriction and provide learners and
teachers with better opportunities and a variety of activities, computers
and the Internet have been put into use in the foreign language instruction
and the positive effect of computer-assisted instruction on developing
reading comprehension skills and vocabulary acquisition has been
reported in numerous studies. Computer-assisted vocabulary acquisition
can have its different instantiations, ranging from Web-based reading
tasks with glossing support, through dedicated vocabulary learning
software to online personal vocabulary learning systems. Due to the fact
that computer-assisted vocabulary instruction undertaken in the present
study had a wide range of components, various approaches to vocabulary
learning with computers need to be reviewed at this point.
APLICATION
The main purpose of this study is to help students increase their
vocabulary learning in context because when learners participate in a
special class with different activities and keep in mind the situation, they
remember new words. The study was carried out in the action research
method, and the activities provided to students encouraged learning and

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35

motivated
them to practice English more.
Genders
To remember genders try picturing a Spanish-speaking region, divide it
into two and place masculine nouns on one side and feminine words on
the other. In the case of ice imagine the masculine half covered in yellow
ice.
If your L2 has many genders, imagine a large building with many floors,
assign a different gender to each floor and place words on the appropriate
floor according to their gender.
Avoiding language mix ups
Associating words from each language you learn with places where they
are spoken will help you to avoid getting your languages mixed up. For
example, if you're learning French and Spanish, imagine a map of Europe
and place the French words in France and the Spanish words in Spain.
Alternatively you could imagine a map of North America and place the
Spanish words in Mexico and the French words in Quebec.
Testing and revision
To ensure the words stick in your memory, test yourself on them at regular
intervals. If you learn some new words in the morning for example, check
that you can still remember them later that day, the next day, a week later
and a month later. If you find some words hard to recall, try thinking up
different associations for them. You may need to try several different
associations before you find one that works.
Learn related words & phrases

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When learning the word for hand, for example, try to learn related words,
such as parts of the hand; actions of the hand; other parts of the body, and
things you might wear on your hands. Also try to learn words with the
same root and phrases which include the word hand.
As you learn more words you will start to spot connections between words.
The more words you learn the easier you will find it to guess the meanings
of new words.
Learn words in context
Learning long lists of unrelated words is boring, difficult and doesn't help
you much when you come across those words in a different context. If you
focus on learning words in the context you're most likely to find them,
you're more likely to recognize them when you encounter them or need to
use them again.
When learning food words, for example, think about when you'd be most
likely to use them, i.e. when cooking, eating, shopping, etc, and learn
other words related to those situations. Then try constructing sentences
using the new words. Good dictionaries contain examples of usage which
you can use as models for your own sentences.
As your knowledge of your L2 improves, using a monolingual dictionary is
a good idea. This helps you to understand words through their meaning
rather than relying on translations into your L1.

Practice reading as much as possible

A great way to build up you vocabulary is to have a go at reading books,
magazines, newspapers or comics written in your L2. Ideally look for
reading material covering topics you find interesting. When reading, try to

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guess the meanings of any words you don't know and then check them in
a dictionary to see if your guesses were correct. You don't have to look up
every unfamiliar word as long as you can get the gist of the text.
Online foreign language newspapers, magazines and other news sources
Online literature and audio books in many languages
Dual-language books, which are also known as parallel texts, are a good
way to get into literature in foreign languages. They usually have the
original language on one page, and the translation on the opposite page.
This safes you the trouble of looking up words in a dictionary.
Reading comic books, like Asterix and Tintin, is an effective and fun way to
improve your reading comprehension and vocabulary. The pictures help
you to follow the story when you can't understand all of the dialogue. The
dialogues in the Tintin books tend to be longer and more serious than
those in the Asterix books, which are full of puns and jokes.
The Ten Best Vocabulary Learning Tips

Vocabulary Learning Tip One: Read, Read, Read! Most

vocabulary words are learned from context. The more words you're
exposed to, the better vocabulary you will have. While you read,
pay close attention to words you don't know. First, try to figure out
their meanings from context. Then look the words up. Read and
listen to challenging material so that you'll be exposed to many new
words.

Vocabulary Learning Tip Two: Improve your context skills.

Research shows that the vast majority of words are learned from
context. To improve your context skills pay close attention to how
words are used. Doing a search on a word using dejanews.com (for
searching newsgroups) will give you many examples of how that
word is used in context. Play our Daily Context Vocabulary Quiz.

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Vocabulary Learning Tip Three: Practice, practice, practice.

Learning a word won't help very much if you promptly forget it.
Research shows that it takes from 10 to 20 repetitions to really
make a word part of your vocabulary. It helps to write the word both the definition and a sentence you make up using the word perhaps on an index card that can later be reviewed. As soon as
you learn a new word, start using it. Review your index cards
periodically to see if you have forgotten any of your new words.
Also, do a search on a word using dejanews.com (for searching
newsgroups) to get many examples of how the word is actually
used.

Vocabulary Learning Tip Four: Make up as many associations

and connections as possible. Say the word aloud to activate your
auditory memory. Relate the word to words you already know. For
example, the word GARGANTUAN (very large) has a similar
meaning to the words gigantic, huge, large, etc. You could make a
sequence: small, medium, large, very large, and GARGANTUAN.
List as many things as you can that could be considered
GARGANTUAN: Godzilla, the circus fat lady, the zit on your nose,
etc. Create pictures of the word's meaning that involve strong
emotions. Think "the GARGANTUAN creature was going to rip me
apart and then eat me!"

Vocabulary Learning Tip Five: Use mnemonics ( memory

tricks). For example, consider the word EGREGIOUS (extremely
bad). Thinks EGG REACH US - imagine we've made a mistake so
bad that they are throwing eggs at us and a rotten EGG REACHes
US. Such funny little word pictures will help you remember what
words means, AND they are fun to make up. Also, find out which
learning style suits you best. Everyone learns differently!

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Vocabulary Learning Tip Six: Get in the habit of looking up

words you don't know. If you have a dictionary program on your
computer, keep it open and handy. America Online and other
internet services have dictionaries and thesauruses on their tool
bars. Find them and look up any word you are not absolutely sure
of. Use a thesaurus when you write to find the word that fits best.

Vocabulary Learning Tip Seven: Play with words. Play Scrabble,

Boggle, and do crossword puzzles. These and other word games
are available for the computer, so you are not dependent on a
partner to play. Also, try out the Franklin Electronic Dictionary that
features built-in word games.

Vocabulary Learning Tip Eight: Use vocabulary lists. For the

serious vocabulary student, there are many books that focus on the
words most commonly found in standardized tests, such as the SAT
and GRE. There are also many interesting word sites on the
Internet, many of which will send you a word a day by email.

Vocabulary Learning Tip Nine: Take vocabulary tests. Playing

games, such as the ones on this site, that test your knowledge will
help you learn new words and also let you know how much
progress you're making.

Vocabulary

Learning Tip Ten: Get excited about words! Come

to appreciate the sometimes-subtle differences between them. Do

you know the difference between something that denotes
something else and something that connotes something else? If
not, go look it up.

Conclusion

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First we can conclude that the real and unreal contexts created in
the classenviron-ment helped make the learning process easier
because students acquired meaning fulknowledge.
Second we can say that special contexts that students experience in
class make the learning process more effective.
Finally we must assure that a planned activity in a definite context
contributes to understanding clearly what to do in class because
when kids keep in mind the situation, they remember new words and
practice them.
The children showed some progress in vocabulary learning and
some kids liked to practice English outside class.

SPEAKING SKILL
Definition
Good speaking skills are the act of generating words that can be
understood by listeners. A good speaker is clear and informative.
Communication is essentially the transfer of ideas, messages or
information from one person to another. It is effective when it gets the
desired action or response. Basic communication skills are essential for
continued success, whether personal or professional. At the very base one
needs to understand the communication process.

CLASSIFICATION

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There are lots of different types of speaking - conversation, interviews,

Beauty Pageants, Pantomimes, Teachers etc all of these are based on
speech but all need different skills.
Types of Speaking Skills
Speaking Confidently, Informal Conversation, Interviews, In the Work
Place, Beauty Pageants, General Speaking Skills, Pantomime Script,
Teachers Giving a Speech, Extemporaneous Speaking.
There are basically four types of public speaking, namely, informative,
persuasive, ceremonial and extemporaneous. Each type of public
speaking is different from the other and has specific characteristics. Let us
review the different types of public speaking.

Informative
It is when a person gives a speech before an audience to impart
information on a particular topic or issue, it said to be an informative
speech. Business presentations, seminars in colleges, class presentations
in schools are some examples of informative speeches. A person
preparing for an informative speech has to research well on the topic. It
should be short and precise because long speeches actually bore the
audience. While preparing for the speech, one should have the audience
in mind and aim to cater to their needs. Your speech should include all the
facts but you cannot take sides on a particular issue, because you are
there to inform them and not to influence. The success of an informative
speech will depend on how much the could understand from the speech.
audience

could

understand

from

the

speech.

Persuasive
Persuasive speeches are those where one tries to persuade or convince a
group of people. These speeches aim to influence and change the
opinions of the audience. This can be a difficult task as you would be
facing a group of people who may have totally opposite views from your

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own. The most important point that has to be kept in mind here is that if
you want to influence others' views and ideas, you have to show your
enthusiasm while speaking. However, one must remember that one is not
there to wage a war and should talk without hurting others feelings.
Persuasive speeches are most commonly used by sales and marketing
people to attract the interest of potential clients in their products. They are
also

used

to

influence

political

and

religious

views.

Ceremonial
Ceremonial speeches are usually given on occasions like weddings,
funerals, graduation parties, retirement parties etc. The most important
factor to make these speeches effective is to add a personal touch to it.
One gives these speeches for people one knows and it would be great if
one can bring in stories and incidents about the respective person. The
speech can be humorous, touching or emotional, as per the occasion and
the

mood.

Extemporaneous
Extemporaneous, also known as impromptu speeches, are those where
you will be asked to talk about a particular topic without prior notice. As
this may come all of a sudden, it is very likely that you may become
nervous and panicky. This is quite normal, though you will have to carry on
with the task because it may affect your career growth positively or
negatively. You have to quickly think about the important points regarding
the topic and speak before the audience with confidence, although you
may

be

very

nervous

from

within.

Public speaking is a skill that can be improved through continuous

practice. A talkative person may not be able to give the best speech. To
give a great speech, one must first understand the type of speech one is

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expected to give and should prepare on those lines. A good public speaker
is one who understands the needs of the audience and is flexible enough
to adopt changes that may arise while giving a speech.
Teaching Activity Using Speaking Activities
Use picture prompts. Depending on the variety of visual resources and
class level and ability, a teacher can brainstorm with the class a variety of
sentences, (key) words, and phrases around a particular category or
situational context that is the building block for a presentation.

Effective Teaching Continues

Another teaching activity involves asking questions or presenting
statements that are not true about themselves, and then asking their
friends to decide whether they are true or false. Students have a lot of fun
with this one.
Play Adjectives All Around! Students have one minute to present all the
adjectives they can in a sentence. This person is..
The other student then tries and guesses who the person is. Make sure
they include a minimum of five adjectives and no more than seven or
eight. A teacher can use this activity to draw the students attention to the
different categories that make up an adjective.

Additional Tips for Improving Speaking Skills

Allot a time limit for each and every speaking activity. Take into
consideration those activities that involve either group or pair work.

Keep the activity fun and simple. Make sure the instructions are
also crystal clear.

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Dont overdo speaking activities in one lesson.

Make sure you aim for a balance between speaking and listening.

Have a back-up plan for the entire class and for individual students
who are withdrawn.

Always reflect on what can you do as a teacher to help students

improve their speaking skills.

The more diverse and creative your speaking activities become, the easier
it will be for you to train your students to improve their speaking skills and
speaking exercises will become much more automatic.
Word Pictures
We may not be aware of it but when we are speaking aloud we have
images in our mind that we'd like the listener to share.
If I say Wimbledon most people - especially in England think of rain!
If I say 'Wedding Dress' every one listening to me gets an image of a
wedding dress in their mind. My dress might be very full and pink - yours
might be straight and white. It's my job, as the speaker to try and get you
to have the same picture in your mind as me. Speaking confidently means
that I won't be afraid to add some more words, so I'll say 'a very full dress
in pink'.
Now we have similar pictures and you know more or less what I am talking
about. As the speaker I have to try and acheive this for every thought or
picture that I have.

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In order to do this I need to know which words are important. It's

impossible to make the important words stand out if you haven't sat down
and worked out which words ARE the important words.
Once you've decided what you want to say write it out. It only need to be in
rough - you'll want to be able to scribble over it!
An easy way to pick out the important words is to pretend you can only
hear part of each sentence. You have to decide which words you'd need to
hear to be able to guess what the speaker was talking about!
Here are a few examples:
Try to pick out what you feel are the important words in the following
sentences:
1. The trouble with your serve is that you let your racket drop too low and
you dont stretch up to hit the ball.
2. In order to go faster, try breathing after every third stroke.
I have written the words in bold which I think are important:
1. The trouble with your serve is that you let your racket drop too low
and you dont stretch up to hit the ball.
2. In order to go faster, try breathing after every third stroke.
Once you've picked out the important words you need to know how to
make them work for you to make your speech sound interesting.
Importance
All skills are equally important more so speaking skill as you have to
communicate with people in person at your job and in your normal life. If

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people are being trained in reading, writing and listening they are being
prepared for speaking as well. You can not speak unless you are exposed
to a great amount of language. It is only possible through sheer listening
and reading and then writing to some extent. All skills are interconnected.
Good speaking skills are also a hallmark of good communication skills and
having good communication skills is essential for any career, unless you
are the only person in the entire office. For example, if you are signing up
for a new job, any job at all, you will probably need to go for an interview.
During the interview, the interviewer does not just judge you based on your
qualifications, your ability to communicate, both spoken and unspoken,
also constitutes a part of the decision making process of whether you will
be accepted or not. If you are a student in college, your ability to deliver a
good public speaking session will also be tested on regular basis. An
example of this will be the various class presentations that you need to do
over the course of the semester and the grading criteria will almost
certainly have an element of "clarity of delivery" in it. By not knowing how
to give a clear and effective presentation using good public speaking skills
will only disadvantage yourself because if you cannot communicate clearly
to your audience, it is as if you have never learnt the subject at all.
This is one of the reasons perhaps why a lot of ideas by some of the most
intelligent people on the planet are only discovered many years after their
death. One of the possible reasons is that although they are highly
intelligent and have written very useful information, they just cannot seem
to put through to people what they are thinking about due to their lack of
ability to communicate to a large group of people using public speaking
techniques.
Advantages
The biggest advantage of being effective at speaking in public is that it
will increase your confidence in your abilities in other forms of

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communication. In my classes, I teach the concept of small successes

that you can build on. Success is like a snowball rolling in the snow.
Every time you have a success, its like rolling that snowball a few feet in
the snow which the makes the snowball (your skills and area of influence)
larger. The more you roll it, the bigger the ball.
Public speaking is the biggest of the social fears and sometimes
surpasses snakes and even death. Jerry Seinfeld once pointed out that
at a funeral, people would rather be in the casket than giving the eulogy.
So being successful at something like public speaking can give you the
confidence you need to succeed in other situations such as:

Networking and meeting new people.

Job interviewing especially situations where theres more than

one interviewer.

Interpersonal skills winning people over to your way of thinking.

Dealing with bullies and difficult people.

Many of the skills associated with public speaking are also transferable to
other forms of communication such as:

Organizing your thoughts.

Speaking clearly.

Focusing your message.

It Increases Your Visibility:

Demonstrating that you can communicate effectively to groups can help
you in the workplace. Youll get selected over coworkers to give
presentations to upper management because your bosses will know that

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48

you can make them look good. Also, since youll be asked to speak more
in front of groups, there will be a perception that youre management
material or on the fast track since speaking opportunities are often
reserved for those in the upper echelon of an organization.
If you own a business, your public speaking skills can help you
tremendously. Local, regional and national conferences are always
looking for entrepreneurs that can educate and entertain an audience, as
are service clubs and non-profits. Remember, the sweetest sound to an
entrepreneur is their name on someone elses lips. The more people you
speak to, the more people those are aware of you and your brand.
It Increases Your Opportunities:
Your increased visibility will no doubt lead to new opportunities. In the
workplace, youll be given more opportunities to present at important
meetings. Coworkers that are either afraid to speak to groups or feel they
lack the charisma that you possess, will ask you to help with them with
their presentations (or even request you help give the presentation). This
can give you a mentoring relationship with someone at or slightly above
your level in the workplace, which can be used to argue your case when
its time for promotions. It can also help you establish relationships with
people outside your regular workgroup.
In business, youll be able to pitch your products and ideas to larger
audiences. Youll be invited to speak at conferences, share your
knowledge in workshops and address audiences full of people that can
buy your product. If you get really good at it, you can even make money
speaking or barter for referrals and publicity.
And when you can communicate to groups well, youll not only enjoy
career success but success in your personal life. When I speak at events,
I end up meeting at least five times as many people as I would had I
been simply an attendee and this happens to every speaker.

~ 48 ~

49

Being an effective public speaker can help put you on the fast track to
success in your career. Think about some of the ways that it can help you
in your own situation.

APPLICATION
Every day, in many ways, we communicate with other people. Sometimes
it is verbally, other times it is through the written word, and we even do it
non-verbally through what we call body language. For that matter, we can
use images to communicate, and even a scent can carry a message. If we
expect to get our point, our message, our meaning across, it is important
that we have good speaking skills.
In order to work in an office, function at school or interact with people in
any situation, communication is needed. Let us say that you are an
engineer, and you have designed a new two hundred unit residential
development. Well, to get approval to build that project, there are forms to
fill

out

and

permits

to

obtain.

You will need to fill in applications and probably write some sort of report to
outline exactly what you intend to do. Maybe there is a swamp nearby, a
beautiful pristine wetland that is home to endangered animals. If that's the
case, people may protest your project; you may have to go before a city
council or into court to argue that you should be allowed to build it. To do
so, you will need to write up a clear, concise and easy to read report
explaining every aspect of the development.
Conclusion
In my opinion, there are three important points which should be paid
attention to improve your speaking skills: 1. you dare to say 2. you should
be confident and calm when you are taking your communication 3. you
should keep up when you make some progress.

~ 49 ~

50

As a professional, you must communicate with people all the time. The
following techniques can improve your effectiveness:

Listen closely to what the speaker is saying.

Listen for the main ideas being communicated; don't outline or look
only for facts.

Ask open-ended questions that can't be answered by 'yes' or 'no,'

that encourage input. For example, ask the speaker how he or she
came to a conclusion, or where to go next with an idea.

Don't answer too quickly. Silence allows a thoughtful response.

Don't interrupt or do all the talking.

Don't state opinions as facts.

Use good nonverbal communication that will put the other person at
ease. Make eye contact, and nod and smile to support the speaker.

Plan, plan, plan for communication.

Of course we have to consider that if we have speaking skill we can

communicate with the world effectively, and it a fact that we need to
practice every day using different methods and teachers can use in their
English classroom making different situations to speak and communicated.
SOCIOLOGICAL FOUNDATION
Sociology is the study of society. It is a social science that uses various
methods of empirical investigation and critical analysis to develop and
refine a body of knowledge and theory about human social activity, often
with the goal of applying such knowledge to the pursuit of social welfare.

~ 50 ~

51

A major focus of social constructionist is to uncover the ways in which

individuals and groups participate in the creation of their perceived social
reality. It involves looking at the ways social phenomena are created,
institutionalized, and made into tradition by humans.
Theoretical perspectives
The sociology of education contains a number of theories. The work of
each theory is presented below.
LEGAL FRAME
The Regulation to develop the design and execution of the educative
project was approved in session of the Honorable Directive Council on
January 15th, 1999 and ratified on February 9th of the same year.
The Directive Council arranged that the educative projects must be
performed until by two under-graduates.
Among the objectives of the regulations we have:
To design and execute the educative projects, by applying the
scientific method to contribute the improvement of the education
quality.
To contribute the integral, harmonic and permanent development of
future professionals.
To guarantee the research through technical resources to make an
efficient investigation.
CONTEXTUAL FRAME
Location and infrastructure

~ 51 ~

52

Es Justo y Necesario Foundation is located at Victor Emilio Estrada

Avenue and Todos los Santos street.
It is a one-floor cement building with a large sport court when the students
receive the classes.
The institution is led by a Chairman boosted by one counselor, a principal
secretary, 5 teachers and a cooker.
The activities are performed in the morning and afternoon shifts at present
there are 110 pupils registered, who belong to a low economical status
and come to class by urban transportation, bicycle or walking.

GLOSSARY
In order to facilitate an appropriate understanding of relevant concepts of
this project, we have decided to develop the following glossary:
-

Accomplishment: The completion or fulfillment of something

Approach: a preliminary step or movement.
Audiovisual: using both sound and picture.
Community: all the people who live in a particular place, area,

etc.
Constructivism: Modern art movement.
Confidence: Self-reliance, trust, assurance.
Contribute: To give a part of the total, together with others.
Chairwoman: A woman who controls a meeting.
Deductive: Using knowledge about things that are generally true in
order to think about and understand particular situations or

problems.
Didactic material: instructional facts, knowledge and research
Discourage: To deprive of courage; dishearten; to dissuade.
Education: the process of educating, teaching any knowledge.

~ 52 ~

53

Enhance: To improve something or to make something look better.

Foundation: The basis of something, for example, a theory or an

idea.
Foster: To encourage the development of something
Improvement: change which makes the quality or condition of

somebody/something better.
Infrastructure: The basic systems and services those are

necessary for a country or an organization.

Instruction: Detailed information on how you should use

something, do something.
Interest: To induce to participate, to engage the attention.
Instruments: A tool that is used for a doing a particular job or task.
Ludical: Playful in the way that is spontaneous and without any

particular purpose.
Methodology: The analysis of the principles of methods, rules, and

postulates employed by a discipline.

Motivate: To cause somebody to act in a particular way.
Knowledge: rang of information or understanding.
Outline: A description of the most important facts or ideas about

something.
Pedagogy: The science or profession of teaching
Perform: Using knowledge about things that are generally true in
order to think about and understand particular situations or

problems.
Pragmatism: testing the validity of all concepts by their practical

results.
Principles: A rule for a good behavior, on what a person believes is

right.
Procedure: The usual or correct way for doing something.
Pupil: child in a school.
Resource: a supply of something, a piece of equipment, etc. That

is available for somebody to use.

Role: The position that someone has in society, in an organization
or they way they are expected to behave in a relationship with

someone
Skills: great abilities.
Support: to maintain (a person, institution, etc.) with money or
subsistence.

~ 53 ~

54

Society: People in general, considered in the relation to the

structure of laws, organizations that make it possible for them to live

together.
Scarce: Not plentiful, without interest.
Sociology: The study of a particular social institution and the part it

plays in a Society.
Scholastic: Pertaining to education.
Technique: A Particular way of doing something.
Variables: Having the capacity to change.

CHAPTER III
THE METHODOLOGY
FORMS OF THE INVESTIGATION
The development of this project is been develop according to the field
form, since its focus to the place where it has been to develop that is Es
Justo y Necesario Foundation, as for the objectives it is applied, because
it uses enough tools for the basic investigation, in its application
immediately in the development education, besides it is encourage to
solve the problem related with Scarce encouragement in the speaking skill
into the class. For its evident it is an action investigation because attend
to solve a real problem.
The objective consists of improving the real education in a determinate
place.
Types of investigation
Field Investigation.- After having observed the problem, we have to realize
about the change of characteristic of the problem, it means that everything
happens, belongs to the reality. Therefore we have to take in account
these changes to experiment them with the social group of the community.

~ 54 ~

55

For its application it is feasible, because there is the help and support of
the authorities of Es Justo y Necesario Foundation and also we have
confirmed the necessary resources for the application of the instruments
to collect the data.

~ 55 ~

56

Levels of the investigation

The investigation is located in three levels: exploratory, descriptive and
explanatory or explicative.
In the first level, the investigation is explanatory because its objective is to
clarify concepts and establish references in order to get contact with the
investigated phenomena and to make possible the formulation of the
problem.
In the second level this investigation is descriptive because it describes the
characteristics and the relationships with the elements and components of the
objects to be studied.
This description served to identify some characteristics and elements of the
problem.
In the third level of this investigation is explanatory or explicative because it
is focused to the development of the scientific knowledge, when doing an
analysis of the causes of the problem and the consequences.
PROCEDURES OF THE INVESTIGATION
The mechanism to be used for this investigation, as the criteria to be used for
the analysis of data, is the following:
- Formulation of the problem.
- Elaboration of the theoretical frame.
- The design of the investigation.
- Application of the instruments.
- Process of the result data.

56

57

- Analysis of the results.

- Conclusions and recommendations.
INSTRUMENTS OF THE INVESTIGATION
Method It is the way of doing something or carrying something out, especially
according to a plan. The use of a defined or regular plan, established from a
systematic procedure.
For this investigation I am going to get the support of the following methods:
observation, logical, synthetic, deductive, inductive, heuristic, scientific,
analytic and itinerant.
OBSERVATION:
This method was used to identify the problem, to strengthen the solution of
the problem, because we had to talk to the director, teachers and students.
LOGICAL:
This method has allowed us to start with the most elementary, which is to look
for a topic, to outline the problem, our goals and establishing conclusions
SYNTHETIC: this method has been applied in the elaboration of our
theoretical foundation, because we had to make a synthesis about the
different topics in order to get the personal conclusion.
DEDUCTIVE: A process of reasoning from a part to a whole or of reaching a
general conclusion from particular cases.
INDUCTIVE:

Reaching conclusion based on observation, acquiring

knowledge by formulating a question, collecting data about it trough

observation and experimentation, and testing a hypothetical answer.

57

58

HEURISTIC: It provides motivation and awakes the talent and creativity in

students. A method of solving a problem for which no formula exists, based
on informal methods or experience, and employing a form of trial and error
iteration.
SCIENTIFIC: In accord with the rules or methods of science; systematic;
exact. It becomes scientific because we have made the investigation based
on the reality. To get some information through surveys and interviews.
ANALYTIC:

Of analysis, able or incline to separate things into their

constituent parts in order to study or examine them, draw conclusions, or

solve problems.
ITINERANT: movement of activities from one place to another. When we
move from one place to another to get information as well in the description
as in the exploratory.
TECHNIQUES
Techniques are specific activities fulfilled by students when they learn; in
order or prepare my project of scientific investigation.
The techniques that are going to be applied in this investigation are: surveys,
interviews, and questionnaires.
Survey
It is to look at something carefully, especially in order to form an opinion.
Question people in poll: to do a statistical study of a sample student
population by asking questions about their opinions in a specifically subject.

58

59

Interview
Meeting for making questions: a meeting during which somebody is asked to
answer questions. It is to talk to different persons in the foundation in order to
know their opinion about our proposal. The objective is to get essential
information related to the school.
Questionnaire
It is a technical instrument used for the survey and interview. For the survey
is called survey quiz and for the interview is called interview guide.
POPULATION AND SAMPLING
Sampling
It is a technique used especially when a descriptive investigation is made.
Population
They are all the people among directives, teachers, and students of the high
school.
Sample
A small amount of something, used as an example of more general character,
feature or quality.
For this investigation it has been considered a propositive sample that
represents 110 pupils belong to the seventh course of Basic level, one
directive,

one

temporarily

English

representative.

59

teacher

and

one

parent

60

STRATUM

PERSONNEL

POPULATION

Directives

Teachers

Pupils

SAMPLE

110

52

Parent

Representative

10

TOTAL

117

55

APPLICATION OF THE INSTRUMENTS OF THE INVESTIGATION

60

61

INTERVIEWS
To Head Master:
- Do you agree in improving the English learning in your institution,
why?
Yes, because English is currently as a means of survival.
- How could you support the performance of this project?
I support and help providing all the necessary equipment to carry out the
project.
To Director of Area:
- Will it be possible that improving the didactic material help to develop
better the Basic English learning, why?
Yes, so much, but it depends upon the educational resources to carry out an
efficient teaching and learning or foreign language.
- How will you be able to boost the scholastic yield for your pupils?
Innovating every day my classes and the assessments.
To Coordinator of the Parent Committee:
- Are you interested in the English learning of your child, why?
Yes, because it serves in their personal and professional life. Nowadays the
English language is considered the Global language that gives to people who
study the opportunity to interact with other foreign people that also speak
English.
- How can you afford in getting the necessary didactic material to
enhance the English learning?
I can afford it, organizing different activities that will be carried out during the
year and contributes to acquire the necessary resources for children.
SURVEY TO THE STUDENTS
61

62

Write an x in the box according to your opinion.

Question

Yes

1. Do you like English?

2. Is your English class interesting?

3. Is English important to you?

4. Is your English class boring?

5. Do you like to learn English by playing?

6. Do you like to play interactive games in
y your English class?
7. Do you like to watch videos in English?

8. Do you like to learn English by singing

English songs?
9. Do you like to learn English by Role
p play?
10. Do you like to learn English by
cticpracticing dialogues?
ANALYSIS OF RESULTS

62

No

Indifferent

63

Survey to the students

Sample: 52 pupils
Question 1: Do you like English?
CHART OF FREQUENCY
Alternatives

Frequency

Percentage

48

92%

4%

2
52

4%
100%

Yes
No
Indifferent
Total

GRAPHIC

92

100
90
80
70
60
50

yes

No

Indifferent

40
30
20

10

0
YES

NO

INDIFFERENT

COMMENT
A high percentage of the students say YES, so most of the students like the
English classes. It depends on the way we transmit the knowledge using my
dynamism and creativity in all of the classes.
Survey to the students

63

64

Sample: 52 pupils
Question 2: Is your English class interesting?
CHART OF FREQUENCY
Alternatives

Frequency

Percentage

Yes

48

92%

No

4%

Indifferent

4%

Total

52

100%

GRAPHIC

92

100
90
80
70
60

Yes

No

Indifferent

50
40
30
20

10
-

YES NO INDIFFERENT

COMMENT
It is a satisfaction for us that students give their positive opinion related to the
interest they have in the English Learning, but is my desire that everybody is
interested and involved in it.
Survey to the students

64

65

Sample: 52 pupils
Question 3: Is English important to you?
CHART OF FREQUENCY
Alternatives

Frequency

Percentage

Yes

32

62%

No

10

19%

Indifferent

10

19%

Total

52

100%

GRAPHIC

62

70
60
50

Yes

40
30

No

Indifferent

19

19

20

10
0

YES NO INDIFFERENT

COMMENT
A high percentage of students did not know the importance of learning
English so I have to provide them reasons for it, in order to make them
understand why they need to speak another language.
Survey to the students
65

66

Sample: 52 pupils
Question 4: Is your English class boring?
CHART OF FREQUENCY
Alternatives
Yes
No
Indifferent
Total

Frequency
2
48
2
52

Percentage
4%
92%
4%
100%

GRAPHIC

92

100
90
80
70
60

Yes

No

Indifferent

50
40
30
20
10

YES NO INDIFFERENT

COMMENT
There is a less average of students who think that the classes are not
interesting. So I have to change these students attitudes and have them to
be involved in all of the English activities.
Survey to the students

66

67

Sample: 52 pupils
Question 5: Do you like learn English by playing?
CHART OF FREQUENCY
Alternative

Frequency

Percentage

s
Yes

40

77%

No

4%

Indifferent

10

19%

Total

52

100%
GRAPHIC

77
80
70
60
50

Yes

No

Indifferent

40

19

30
20

10
0

YES NO INDIFFERENT

COMMENT
Most of the students agreed with my proposal. It is necessary to take
advantages of this enthusiasm applying constantly interactive techniques.
Survey to the students

67

68

Sample: 52 pupils
Question 6: Do you like to play interactive games in your English class?
CHART OF FREQUENCY
Alternatives
Yes
No
Indifferent
Total

Frequency
50
1
1
52

Percentage
96%
2%
2%
100%

GRAPHIC

100%

0.96
100%
90%
80%
70%
60%

Yes

No

Indifferent

50%
40%
30%
20%
10%

0.02

0.02

0%

COMMENT
It is understandable that the students enjoy learning English through
interactive games, so I must focus our attention on preparing pleasure class
activities by class.
Survey to the students
Sample: 52 pupils

68

69

Question 7: Do you like to watch English videos?

CHART OF FREQUENCY
Alternative

Frequency

Percentage

42
5
5
52

80,8%
9,6%
9,6%
100%

s
Yes
No
Indifferent
Total

GRAPHIC

80.77

90.0
80.0
70.0
60.0

Yes

50.0

No

Indifferent

40.0
30.0

9.62

20.0

9.62
1.0

10.0
YES NO INDIFFERENT

0.0

COMMENT
Most of the students show interest in watching videos, so I have to cultivate
that habit that will really help students to understand the English language.
Survey to the students
Sample: 52 pupils

69

70

Question 8: Do you like to learn English by singing English songs?

CHART OF FREQUENCY
Alternative

Frequency

Percentage

25
10
17
52

48%
19%
33%
100%

s
Yes
No
Indifferent
Total

GRAPHIC

100%

0.48
50%
45%
40%

0.33

35%
30%

Yes

No

Indifferent
0.19

25%
20%
15%
10%
5%

YES NO INDIFFERENT

0%

COMMENT
This is another ludical technique that students enjoy a lot and awakens the
interest of learning another language through rhythm and music. Play music
all the time in class.
Survey to the students
Sample: 52 pupils
Question 9: Do you like to learn English by Role-play?

70

71

CHART OF FREQUENCY
Alternative

Frequency

Percentage

s
Yes
No
Indifferent
Total

40
10
2
52

76.9%
19.2%
3,8%
100%

GRAPHIC

77
80
70
60
50

Yes

No

Indifferent

40

19.2

30
20

3.8

10
-

YES NO INDIFFERENT

COMMENT
According to the results shown here, the students need to be involved in
different activities that imply the interaction. That way they will have fun in
their classes.
Survey to the students
Sample: 52 pupils
Question 10: Do you like to learn English by practicing Dialogues?

71

72

CHART OF FREQUENCY
Alternative
Frequency
Percentage
s
Yes
No
Indifferent
Total

10
40
2
52

19%
77%
4%
100%

GRAPHIC

100%

0.77
80%
70%
60%
50%

Yes

No

Indifferent

40%
30%

0.19

20%
10%

0.04
YES NO INDIFFERENT

0%

COMMENT
It is worrying to know that students do not like to participate in dialogues
which mean they are feared of speaking English, maybe because of partners
remarks. It is my job to give to them confidence for the development of the
activities
CONCLUSIONS AND RECOMMENDATIONS
Conclusions

The pupils demonstrated a big interest for English with the application
of the new material.

72

73

At the beginning the students did not feel encouraged in the

classroom.

They showed confidence when developing the assigned activities

They changed they attitude to learn the English Language.

The parents feel so interesting with the new method.

The students pay more attention when the teacher song with them.

They participated actively in the English learning process.

The pupils developed short dialogues in the English Language.

They responded effectively to the feedback done in the different tasks.

The pupils understood and answered the questions correctly.

Recommendations

The teacher must to interact more with the students using new didactic
material to strengthen this specific technique.

The teacher should always observe and monitor the performance of

the students in order to assess the progress.

It is advisable to monitor each activity in order to evaluate their

understanding.

The teacher has to attend the individual differences and vary the tasks.

The teacher must prepare audiovisual materials that catch students

attention.

The teacher must motivate the students to learn English through

songs, and games.

The teacher must prepare the classes measuring the activities

according to the time provided for each task.

73

74

The teacher must provide and assign the tasks according to the levels
and ages.

The teacher must do listen and sing into the class.

The teacher could explain to the parent how the students use the new
material with the new method.

The teacher should make reading before to start the class like an
introduction.

CHAPTER IV
THE ADMINISTRATIVE FRAME

74

75

RESOURCES
Human Talents

Students
Teachers
High School Director
Tutor
Investigators
Specialist
Librarian
Cyber Employee
Computer Operator
Parents
Materials

Classroom
Didactic material
Texts and books
Dictionaries
Office supplies
Copies
Prints
Transportation

Electronics and Multimedia

Computer
Mini-Notebook
DVD
Projector
CD Rom
Printer
Scanner
Pen drive

75

76

Digital camera
Tablet
Internet
Financial aspects

Didactic material
Texts and books
Dictionaries
Office supplies
Copies
Prints and ink
Transportation
Snacks
Total

TIME JULY

USD

53.00
36.00
17.00
30.00
35.00
78.00
40.00
30.00
USD 316.00_

AUGUS SEPTEMB OCTOBE

ER
T
R

NOVEMB
ER

DECEMBE
R

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
ACTIVITIES
Approval of
the
topic and x x x
appointmen
t of
the tutor
Field
observation
x
meeting
with
tutor
Tutorials

x x

x x x

x x x x

76

x x

77

Developmen
t

of the
Theoretical
Frame
Methodolog
y
surveys
and
interviews

x x x x

Demonstrati
on
Activities

x x

Proposal
and
Final Report
x
Oral
Presentation

Graduation
CHRONOGRAM

GANTTS DIAGRAM

77

78

CHAPTER V
THE PROPOSAL
ANTECEDENTS
According to the results of my investigation I can observe that at the
beginning of my demonstration activities, the students were not motivated
well enough.
In the development and training of the task, exercises etc. I also noticed that
their performance was increasing every time I applied the innovative
techniques and when finishing the activity, I could prove that the pupils
answered in a better way showing progress in the acquisition of the cognitive
knowledge.
JUSTIFICATION
Up to now there has not been any outstanding yield because any activity with
innovative technique had been applied. But in the course of the development
of the task, I could perceive a wide change in the students knowledge.
Mainly the students got a good learning and others could strengthen and
realized about their creativity, and also the teacher could work in a better
condition that is to say with this sample of activities I can say that my
proposal is worthwhile to be applied.
OUTLINE OF THE DIAGNOSTIC
This aspect of the proposal let me to understand the problem related with the
scarce students participation in Basic English class and it will give the
necessary knowledge to plan real actions.

78

79

According to the participative diagnostic I had considered the following

phases:
1)

Principal concern: Identification of the problem.

2)

Aspects of the information to be obtain: elaboration of the diagnostic

plan.

3)

Collecting of the information: sources of the investigation.

4)

Process of the information:

classification, relation, summary and

reflectireflection.
5)

Socialization of the resources: communication and motivation.

FUNDAMENTAL PROBLEM
This can be outlined in the following:
- Lost of the scholar year.
- Pupils come from their homes with little motivation for learning.
- Their parents do not show enough interest in the students education.
- Students have scarce knowledge about the importance of learning the
English language.
- It has been detected indiscipline actions during the class periods.
- Students do not have their own books.
OBJECTIVES
General
To strengthen the Basic English learning through the application of the ludical
techniques in order to improve the school accomplishment of the students of

79

80

7th basic level at Es Justo y Necesario Foundation around the school year
2011-2012.
Specifics
- To develop interactive activities among students.
- To get the necessary didactic material
- To vary the didactic material for a dynamic class.
- To strengthen the motivation constantly.
- To evaluate the activities
Importance
With the development of this proposal the pupils will be able to be involved in
a permanent cognitive learning, since the new didactic material will serve to
increase their participation in all kind of activities, furthermore this will help to
keep the integrity among the students and teachers.
Feasibility
The principal aspect that has been considered to develop this proposal has a
narrow relationship with the administrative, legal, budget, and technique,
therefore this proposal is feasible under the following considerations:
- There is the support of the directives of the school
- There is an excellent theoretical support.
- We have enough time.
- There are available resources.
- There is an adequate classroom.

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DESCRIPTION OF THE PROPOSAL

I will perform the proposal with the support of some teachers of the institution
and some parents.
This work will be performed within November and December in the school
year 2011-2012
How to make its application
This proposal will be applied with different activities and will be performed in
three phases
- First:

Presentation of the proposal.

- Second:

Performance of the proposal.

- Third:

Evaluation of the proposal

Resources
- Human talents:

Directors, Teachers of the School and Parents.

- Material:

Classroom, charts, didactic material, interactive

techniques.

- Financial:

Through self management activities.

Location
My proposal will be applied at Es Justo y Necesario Foundation, located
Victor Emilio Estrada y Todos los Santos Avenue (Urdesa), Guayaquil city
and Guayas Province.
Legal aspects
One of the legal aspects to support the proposal is:
The Art. 3 of the Regulation of the Law of Education which indicates:
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To develop the physical and intellectual capacity and create criteria of the
student, respect the personal identity in order to contribute actively to the
moral transformation, politic, social, cultural and economical of the city.

Pedagogical aspect
This aspect is based on the potentialities that the student has internally.
This force that emanates of the interior is the one that allows the student to
simulate the knowledge. It is respected and the spontaneous development of
the students through his vital experience and their desire to learn.
The proposal will improve the pedagogical aspect and will help the activities
in the educational field, for this reason it is necessary the support of elements
and resources that allows an objective learning, interactive significant,
creative and criticize.
The pedagogical intervention is the contribution of the teacher by which the
student develops the capacity to make significant learning, through interactive
activities.
Psychological aspect
All the students are not equable; therefore it should be considered the
psychological development and their different individual psychologies.

Teachers have to apply some of psychology to the students to encourage

them constantly and they can develop their different activities.

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Vision
All who makes up the institution should develop goals and clear objectives
that offer a positive image in the teaching learning of the English language.
The pupils should be motivated persons, respectful, interactive, volunteers,
and conscious and with a profitable future based on the acquired knowledge
during the process-teaching in the education field.
Mission
That the authorities of the institution including teachers and family parents,
trace clear objectives to face the challenge that is presented at nowadays,
forming school with basic knowledge in the English language and in all the
subjects.

Policies
The institution is interested together with the teacher staff, administrative and
family parents to carry out the activities both for male and female students
with a good preparation for the future.

Beneficiaries
The first beneficiaries will be the students of the school, because they will be
able to be motivated and its effects will be noticed by their parents and
teachers. This proposal will benefit who conforms the educational community
and the society in general.
We are sure, that if we will achieve our objective that the English language is
very important, in short time we will improve their communication in a foreign

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language as well as they will develop a positive interest in the process of

learning.
Social impact
With the implementation of the proposal we will contribute to solve this
pedagogical and psychological problem that the students present in this
language.
All educators should give solutions to the facts and not to ignore the pupils,
thinking that the new techniques applied into the classroom during the
teaching process will be the best way to obtain a good result with their
students.
I hope that the benefits of my proposal can be applied in other schools:
- To improve the handling of methods, techniques and procedures.
- To improve relations between teacher-student.
- To get good relations between partners and with themselves.
- To improve the level in the quality of education-learning.

GLOSSARY
Antecedent: Someone or something existing or happening before, specially,
as the cause or origin of something existing or happening later.
Available: Usable at hand, accessible.
Budget: Estimated of probable income and expenses for a coming period.
Communication: a giving or exchanging of information, messages, etc.
Competitive: Wanting very much to win or be more successful than other
people.
Conclusion: The final part of something.

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Confidence: The quality of being certain of your abilities or of having trust in

people, plans, or the future.
Creative: Producing or using original and unusual ideas.
Education: the process of educating, teaching any knowledge.
Enthusiasm: A feeling of energetic interest in a particular subject or activity
and an eagerness to be involved in it.
Feasibility: Whether something can be made, done or achieve or is
reasonable.
Impact: A powerful effect that something, especially something new, has on a
situation or person.
Justification: A good reason or explanation for something.
Knowledge: rang of information or understanding.
Language: System communication consisting of sounds, words and
grammar.
Mission: Any work that somebody believes it is their duty to do.
Observation: When you observe something or someone.
Performance: Manner in which a mechanical device performs its function.
Proposal: Act of offering something for acceptance.
Reflection: Deliberating, thinking, thought.
Representative: someone who speaks or does something officially for
another person or group of people.
Result: Something that happens or exists because of something else.
Skills: great ability or profiency.
Support: to maintain (a person, institution, etc) with a money or subsistence.
Technology:

The study and knowledge of the practical use of scientific

discoveries.

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BIBLIOGRAPHY

WEBSITES

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ANNEXES

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ANNEXE ON
DOCUMENTS
A) CONSEJO DIRECTIVOS DANDO A OCNOCER TU TUTOR.
B) CRATA DE LA FUNDACI DANDO A CONCER QUE VA A
REALIZRA EL PROYECTO. (OFOCIO DE LA UNIVERSIDAD.
C) CERTIFICADO DE SEMINARIO DE PRELICENCIATURA (EKL
ROSADITO)
D) D) LISTADO DE ALUMNOS DE LA FUNDACION
ANNEXE TWO
SURVEY AND INTERVIEW
A) UNA ENCUENTRA HECHA ORIGINAL DE ALGUN ALUMNO.
B) LAS PREGUNTAS QUE SE HICIERON A LOS DIRECTIVOS,
PROFESOR Y PAREES DE FAMILIA. CON SUS RESPUETAS.

ANNEXE THREE
PHOTOS
A)
B)
C)
D)
E)
F)

FRON BULIDING AND BACK YARD

IN THE DEMOSTRATIVE ACTIVITIES (2 FOTOS)
INTERVIEW TO THE SCHOOL (2 FOTOS)
INTERVIEW TO THE STUDENTS (2 FOTOS)
IN THE TUTORIALS (2FOTOS)
IN THE LIBRARY AND IN THE CYBER
ANEXE FOUR
DIDACTIC MATERIAL
A) TODA UNA UNIDAD DEL MATERIAL.)M

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