University of Guayaquil

FACULTY OF PHILOSOPHY, LETTERS AND

EDUCATIONAL SCIENCES

School of Language and Linguistics

EDUCATIVE PROJECT

Previo a la obtención del Título de Licenciado Mención en Lengua y Lingüística Inglesa

TOPIC

BASIC GRAMMAR TEACHING TECHNIQUES IN

ORDER TO PROMOTE THE ELEMENTARY

ENGLISH LEARNING

PROPOSAL

DESIGN OF A HANDBOOK WITH EXERCISES

ABOUT BASIC ENGLISH GRAMMAR

AUTHOR:

VICENTE FERNANDO MEDINA BARREIRO

TUTOR:

MSc. ALFONSO SÁNCHEZ

Guayaquil – Ecuador

2018

UNIVERSIDAD DE GUAYAQUIL

Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Lingüística

Directivos

MSC. Silvia Moy-Sang castro MSc. Wilson romero Dávila DECANA SUBDECANO DE LA FACULTAD DE FILOSOFIA DE LA FACULTAD DE FILOSOFÍA MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena DIRECTOR DE LA ESCUELA DE LENGUAS SECRETARIO GENERAL

III

DEDICATION

To my Wife and dear family, for their constant help,

support and motivation and because they are the reason

of my life.

To my father: Francisco Vicente Medina Reyes and

My family who are the motivation to reach my goals

To my dear Directors: Lcda.Raquel Yagual Cochea

and to my new boss Josó Moran Cajías who gave me

reliance and their friendship.

Vicente Medina

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ACKNOWLEDGEMENT

To God for His great blessings, wisdom and his

daily protection, to my family because they

support me in each step of my life.

To my tutor Msc.Alfonso Sánchez who guided me

during the development of this research and

shared his knowledge and wisdom with me.

To my English teacher, MSc, Glenda Morales for

her help and teachings to always excel in my

career.

Vicente Medina Barreiro

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EDUCATIVE PROJECT

DEDICATION

ACKNOWLEDGEMENT

CONTENTS

INTRODUCTION

CHAPTER 1: THE PROBLEM

Location of the problem in context

Problem situation

Causes and consequences

Delimitation of the problem

Formulation of the problem

Variables

Evaluation of the problem

General objectives

Specific objectives

Questions of the investigation

Justification

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CHAPTER 2: THE THEORETICAL FRAME

Antecedents

Theoretical foundation

Epistemological foundation

Pedagogical foundation

Sociological foundation

Legal frame

Contextual frame

Administrative aspect

Human talents

Glossary

CHAPTER 3: METHODOLOGY

According with the objectives

For its purpose

Types of investigation

Levels of the investigation

The procedure of the investigation

Instruments of the investigation

Methods

Observation

Inductive

Deductive

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Heuristic

Scientific

Analytical

Techniques

Direct Observation

Interview

Survey

Population

Sample

Surveys

Statistics

Conclusions

Recommendations

Analysis of results

Resources

Human talent

Materials

Electronics

Expenses

Chronogram

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CHAPTER 4: THE PROPOSAL

Antecedents

Justification

Diagnostic synthesis

The fundamental problem

General objectives, Specific objectives

Importance, Feasibility

Description of the proposal

Application of the proposal

Human and economic resources

Material

Location

Legal aspect, Sociological aspect

Pedagogical aspect, Psychological aspect

Vision, Mission, Policies

Beneficiaries

Social impact

Glossary

Bibliography

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THEME: Basic Grammar Teaching Techniques in order to promote the Elementary English learning PROPOSAL: Design of a handbook with exercises about Basic English Grammar AUTHORS: Vicente Fernando Medina Barreiro TUTOR: Msc.Alfonso Sánchez Ávila

ABSTRACT

This Project is focused in solving the lack of learning about basic English

grammar in the students of eighth and ninth course of basic education

at Paraiso de la Flor public high school,now called 26 de noviembre

public high school, the students of this instituction the year before school

year 2013-2014 they did not receive English lessons because of

government policy .They were not taught English subject in their primary

years , for that reason most of them flunked and they did not approve the

school year 2012-2013.So the lack of motivation and the low economic

situation of their relatives made the situation got worse. It is a lot of

importance that English teacher try to motivate and apply new teaching

techniques about basic grammar, at the moment when I made the

investigation about the problem of not learning of Elementary English in

those students of those basic years .That is why I decide to design a

handbook with exercises about basic grammar with the same topics

about the new English books of the government .So I suggested to the

English teachers to start applying the new methods and strategies to use

better the English handbook .for better results thinking about the new

methods and strategies used nowadays about the needs of using the

English as second language in Ecuador. According to the Common

European framework used in Europe and USA.

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TEMA: Técnicas de enseñanza de gramática básica con el fin de potenciar el aprendizaje del inglés. PROPUESTA: Diseño de un manual con ejercicios acerca de la gramática inglesa básica. AUTOR: Vicente Fernando Medina Barreiro TUTOR: Msc.Alfonso Sánchez Ávila

RESUMEN

Este proyecto se enfoca en dar solución al problema de falta de

aprendizaje de gramática básica que tenían los estudiantes del octavo y

noveno año de educación básica en la Unidad educativa fiscal Paraíso de

la Flor, ahora llamada Unidad educativa Fiscal 26 de Noviembre, en cuya

institución los estudiantes por motivo de política gubernamental en los

años previos al periodo escolar 2013-2014 ellos no habían recibido la

asignatura de inglés en los años de educación básica elemental y por

cuya razón muchos de ellos reprobaron el año escolar 2012-

2013.Ademàs de la falta de motivación, y el bajo nivel económico de sus

padres empeoraron la situación. Por lo que es de mucha importancias que

los docentes de inglés de la institución traten de motivar y aplicar nuevas

técnicas de enseñanza de gramática básica, ya que al momento de

realizar la investigación del problema pude darme cuenta cual era el

problema de no aprendizaje del inglés elemental en esos años

bàsicos.Razòn por la que decidí proponer el diseño de un manual de

gramática básica con los mismos temas gramaticales a ver en esos años

básicos de acuerdo a los nuevos libros del gobierno. Además se sugirió

que los docentes de inglés empezaran a usar los métodos y estrategias

que cité en el proyecto para mejor aplicación del manual de gramática

elemental por que las nuevas necesidades de enseñanza del inglés como

segunda lengua en el Ecuador lo amerita según el marco común de

referencia de los niveles de enseñanza de este idioma en Europa y USA.

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INTRODUCTION

The present research project is valuable because it contributes to the

assimilation of the use of the language in local context, incorporating the

new levels of English according to the European framework in the

Ecuadorian education. Level A.1.2, Focusing in basic grammar simple

tenses about that level in the ninth basic year.

In that Institution there was not any project applied in the field of

developing grammar skills in English, which present to me the problem of

the students of that institution to understand to solve exercises about

Basic English grammar in simple tenses. So they did not have grammar

resources to support their class activities and homeworks.The students

who had the support of some grammar material like mine, they can learn

at the same rhythm like students from private institutions.

Chapter I, specifically details the reality of the problem, focusing on

aspects such as research context, research problem, causes, problem

formulation, objectives, questions and rationale.

Chapter II, in the theoretical framework develops the background of the

study, the foundations; theoretical bases that support the theories focused

on the variables and on analysis of the citations.

Chapter III, the methodology is the study of the analysis and discussion of

results, types of research, population and sample, methods, techniques

and research instruments, conclusions and recommendations.

Chapter IV, the proposal, contains a didactic guide that includes title,

rationale, objectives, feasibility, and the description of activities and ways

to apply in the learning process.

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CHAPTER I

THE PROBLEM

OUTLINE OF THE PROBLEM

CONTEXT OF THE RESEARCH The scarce Grammar material in English for working the grammar

comprehension was the principal cause that origin the low development of

written comprehension abilities in “Paraíso de la Flor public high school”,

now called 26 de Noviembre public high school, which was causing the

boring of the students of ninth grade in English class.

This problem was observed while I was working as an English teacher in

the eight year of basic education of this institution located in the North of

Guayaquil at Cooperativa “Paraíso de la Flor”.

CONFLICT SITUATION OF THE RESEARCH

I had confirmed the problem of low scholastic yield at “Paraíso de la Flor

public high school” in that time. It was because students suffered the lack

of some basic knowledge of that subject in the elementary school for that

reason it was hard for them to understand the simple grammar tenses in

the eight basic year and most of them flunked.

Scientific fact

Deficiency of grammar comprehension in the students of ninth grade “A” of

the Paraiso de la Flor public high school, Area 8, District 8 Pascuales of

Guayaquil canton,Parroquia Pascuales school year 2013-2014.

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CAUSES

Students were not interested for the learning English.

There was not enough English didactic material.

Teacher Activities were not well supported enough.

Difficult exercises according to the new government English book

Low economic situation.

CONSEQUENCES

The scholastic accomplishments were low.

A bad grade in the development of the grammar exercises activities.

Scarce motivation of the students.

Students did not use English dictionary.

DELIMITATION OF THE PROBLEM

Field: Educative

Area: Foreign language English

Aspect: High School

Topic: Basic grammar teaching techniques in order to

promote the Elementary English learning approach to

Proposal: Design of a handbook with exercises about Basic

English grammar.

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FORMULATION OF THE PROBLEM

What is the benefit when we apply some grammar teaching techniques in

order to promote the elementary English learning of the students of eighth

year “A” and ninth year “A “of Basic education at “Paraíso de la Flor public

high school” now called (26 de Noviembre public high school Area 8,

District 8 Pascuales of Guayaquil canton,Parroquia Pascuales school year

2013-2014?

VARIABLES

Independent

Application of Basic Grammar Teaching Techniques.

Dependent

When students are motivated they participate through grammar

techniques, they learn faster to promote the elementary English learning.

EVALUATION OF THE PROBLEM RATIONALE

Clear Why it was clear? The context of this work was

written on understandable grammatically component

with easy vocabulary and there will have an

additional glossary to help the reading to understand

it clear it.

Evident Why it was evident? It was evident because the

problem concerned to the not liking grammar most of

them students flunked. The didactic material that I

elaborated became property of the high school in

order to help them to solve this problem.

Feasible I had the support of the students, teachers, parents of

the institution who gave me the facilities, and the

financial was with my economic resources and the

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authorities of the institution allowed me to use the

infrastructure.

Relevant Why it was relevant? It was relevant with the

application of this proposal I tried to improve the

grammar comprehension abilities of the students.

Original Why it was original? When I looked up the library at

the school of language about this topic. I could notice

that was not any work similar to mine. Until this

moment, in the institution nobody had investigated

about this topic.

Limited The proposal was applied the 2013 and 2014 years

with the students of eighth and ninth basic year “A” of

the Paraiso de la Flor High School, now called 26 de

Noviembre high school.

OBJECTIVES

General

To determine the effects of the design of a handbook with exercises about

Basic English grammar. In order to improve some basic English grammar

techniques to the students of eighth and ninth basic year “A” at Paraíso de

la Flor” Public high school, now called 26 de Noviembre public high

school.

Specifics

To diagnose the interest of the students to learn to solve some basic

grammar English exercises.

To determine the didactic resources necessities in the Institution.

To determine the importance the grammar resources.

To apply some basic grammar teaching techniques.

To support the solving of basic grammar exercises in simple tenses.

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QUESTIONS OF THE INVESTIGATION

Where is the project going to be performed?

Will the problem be able to be solved?

Will the goals be fulfilled?

What is the importance of grammar resources?

What methodologies will be applied in this project?

Who will be the beneficiaries?

Will the beneficiaries apply the proposal?

JUSTIFICATION (RATIONALE) This project will motivate the students to learn to solve some basic

grammar exercises through four English teaching techniques in a funny

and easy way through a handbook which will support to them, by

improving their self- stream through the implementation of adequate

dynamic teaching strategies for the development of linguistic activities of

basic Education students according to the A.1.2 level of the European

Common framework.

The children of the eighth and ninth course “A” will have the opportunity to

use an easy way to learn grammar and they will be the first beneficiaries

because the Basic English Grammar Techniques will be taught in a

pleasant way, it will permit to improve the motivation and also the English

Teacher will work with active students because they will do their classwork

and homework easily.

The institution will feel grateful to have a didactic resource in the English

language and it also will get more prestige, students will be more

motivated because they will see a helpful method, which they will be able

to get a better an easy way to learn to solve basic grammar exercises in

simple tense through a handbook since my proposal.

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Through this project, students will improve the Basic English grammar

competences and the comprehension abilities according to the European

common framework. The teacher will have some easy techniques and a

handbook to improve the elementary English learning.

This educational project will be executed in the Paraíso de la Flor Public

high school”, now called 26 de noviembre Public high school and the

execution of the project and the fulfillment of the objectives and purposes;

it will reinforce the relationship between all members of the educational

community.

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CHAPTER II

THE THEORETICAL FRAME

ANTECEDENTS

There are many benefits of the "Handbook “of teaching to solve grammar

basic exercises in simple tenses, over the more traditional methods that

have been used constantly. The reasons for this are quite simple as it

relates to the way children; and even adults; learn in the natural world.

Using this work with this technique of teaching grammar in basic tenses

helps us to capture the attention and stimulate the imagination of the

students.

Teaching grammar in an ESL / EFL setting is quite different from teaching

grammar to native speakers. This short guide points to important

questions that you should ask yourself to prepare to teach grammar in

your own classes.

Compare this to the traditional methods that comparatively seem very two

dimensional and you might agree that it is a very beneficial method of

teaching the English language.

When I looked up at the library of the faculty of philosophy some works

about this topic, I noticed that there were two similar ones, but they have

been focused on other point of view in order to support this descriptive

investigation I will use different foundations as follow theoretical

Epistemological, Pedagogical and Sociological.

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THEORETICAL FOUNDATION

Grammar

(The study or use of) the rules about how words change their form and

combine with other words to make sentences .Source: Cambridge The

whole system and structure of a language or of languages in general,

usually taken as consisting of syntax and morphology (including

inflections) and sometimes also phonology and semantics.

Importance. - Grammar is the backbone of a language and without it any

single thing you know may be flux, in a sort of jelly without much

consistency. In a nutshell, grammar provides you with the structure you

need in order to organize and put your messages and ideas across. It is

the railway through which your messages will be transported. Without it, in

the same way as a train cannot move without railways, you won’t be able

to convey your ideas to their full extension without a good command of the

underlying grammar patterns and structures of the language.

Grammar is often misunderstood in the language teaching field. The

misconception lies in the view that grammar is a collection of arbitrary

rules about static structures in the language. Further questionable claims

are that the structures do not have to be thought, learners will acquire

them on their own, or if the structures are taught, the lessons that ensue

will be boring. This thesis on comparative approach tries to make a brief

analysis of necessity of grammar teaching before it gives a relatively

objective description of its function and significance in language teaching.

It argues that, grammar teaching is necessary in language teaching.

This English Language curriculum is designed for students in Educación

General Básica (2nd to 10th) and Bachillerato General Unificado (1st to

3rd), whose mother tongue is not English. Since the Ecuadorian

population is comprised of groups from different cultural and linguistic

backgrounds, this curriculum acknowledges that not all learners in

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Ecuador are L1 Spanish speakers and there are varying degrees of

bilingualism across communities. In keeping with the needs of a

linguistically and culturally diverse population, this curriculum presents a

rationale and framework for learning English while acknowledging

authentic, culturally relevant production and practices in order to facilitate

educational inclusion of learners regardless of their L1. This curriculum is

built with monolingual and multilingual learners in mind, including those

who speak Spanish and those who have little or no Spanish. It aims to

support the policy of developing citizens in Ecuador that can communicate

effectively in today’s globalized world. The curriculum also supports

general educational goals of justice, innovation, and solidarity, by

developing thinking, social, and creative skills in the context of language

learning. These are the skills Ecuadorian learners will need to engage

successfully in local and international communities in the 21st century.

Boosted by oil production and a democratic government, Ecuador is

developing a strong national identity. The country has seen periods of

political and economic upheaval, alternating between military rule and

democracy. Today, the country is pursuing stability by diversifying away

from oil into new priority sectors, such as tourism. Historically, quality

education has only been available to the wealthy, and while this is

changing, the gap between the rich and the poor still needs to be

addressed. The current government, headed by economist Rafael Correa,

is prioritizing English language learning as a means of raising the country’s

profile further on the international stage, and public sentiment towards

English is generally positive as it is linked with prosperity and better

employment prospects.

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Teaching English language in Ecuador

This study sought to shed light on the relationship between communicative

activities and their impact on students ‘motivation to learn English as a

Foreign Language (EFL). A total of 180 senior high school learners (86

male and 94female) and 8 EFL teachers in a town of the Amazon region of

Ecuador completed a questionnaire. A sample of these students and all of

the teachers participated in a face-to-face interview. Both instruments were

applied to obtain data concerned with use of communicative activities in

the classroom and their relation with motivation. The data gathered was

analyzed using a mixed-method approach, comprising quantitative and

qualitative methods. Results showed that students and teachers believe

that communicative activities are motivating. Furthermore, students feel

highly motivated when participating in communicative activities because

these enhance their fluency, pronunciation, and performance in the use of

English in a realistic and enjoyable way since students are confident when

they help each other during interaction in activities.

Teaching and Learning Approach in Ecuador

An approach is a way of looking at teaching and learning. Underlying any

language teaching approach is a theoretical view of what language is, and

of how it can be learnt. An approach gives rise to methods, the way of

teaching something, which use classroom activities or techniques to help

learners learn example:

The communicative approach is the best-known current approach to

language teaching. Task-based teaching is a methodology associated with

it. Other approaches include the cognitive-code approach, and the aural-

oral approach (audio lingual method).In the classroom

Learners in the modern language classroom often learn through

techniques drawn from a variety of methods/approaches in what has been

labelled an ‘eclectic approach'. Teachers select techniques from various

approaches according to the different needs of their learners.

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Task-Based Grammar Learning

One approach to teaching language that has attracted a lot of attention

over the past twenty-five years is a task based approach to learning and

teaching. In task-based approaches, the focus of classroom activities is on

the task, and ultimately on meaning (for more on Task Based Teaching

and Learning, see the Methodology section). In Jane Willis’ flexible model

for task-based learning, learners begin by carrying out a communicative

task, without specific focus on form. After they have done the task, they

report and discuss how they accomplished this, perhaps listening to a

fluent speaker doing the same task. Only at the end is there a specific

focus on features of language form.

The advantage of the task-based approach, according to its advocates, is

that during the task the learners are allowed to use whatever language

they want, freeing them to focus entirely on the meaning of their message.

This makes it closer to a real-life communicative situation.

One danger of task-based approaches is that focus on meaning could

come at the expense of focus on form. Learners become quite fluent, but

their utterances are not often accurate. In addition, they develop strategies

to complete the tasks quite quickly, cutting corners in their language use

and form. Nevertheless, the task-based model is an attractive and

liberating one, especially if you and your learners have been accustomed

to a Presentation – Practice – Production model.

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STRATEGIES FOR LEARNING GRAMMAR

Language teachers and language learners are often frustrated by the

disconnect between knowing the rules of grammar and being able to apply

those rules automatically in listening, speaking, reading, and writing. This

disconnect reflects a separation between declarative knowledge and

procedural knowledge.

Declarative knowledge is knowledge about something. Declarative

knowledge enables a student to describe a rule of grammar and apply it in

pattern practice drills.

Procedural knowledge is knowledge of how to do something. Procedural

knowledge enables a student to apply a rule of grammar in

communication. For example, declarative knowledge is what you have

when you read and understand the instructions for programming the DVD

player. Procedural knowledge is what you demonstrate when you program

the DVD player.

Procedural knowledge does not translate automatically into declarative

knowledge; many native speakers can use their language clearly and

correctly without being able to state the rules of its grammar. Likewise,

declarative knowledge does not translate automatically into procedural

knowledge; students may be able to state a grammar rule, but consistently

fail to apply the rule when speaking or writing.

To address the declarative knowledge/procedural knowledge dichotomy,

teachers and students can apply several strategies.

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1. Relate knowledge needs to learning goals.

Identify the relationship of declarative knowledge and procedural

knowledge to student goals for learning the language. Students who plan

to use the language exclusively for reading journal articles need to focus

more on the declarative knowledge of grammar and discourse structures

that will help them understand those texts. Students who plan to live in-

country need to focus more on the procedural knowledge that will help

them manage day to day oral and written interactions.

2. Apply higher order thinking skills.

Recognize that development of declarative knowledge can accelerate

development of procedural knowledge. Teaching students how the

language works and giving them opportunities to compare it with other

languages they know allows them to draw on critical thinking and

analytical skills. These processes can support the development of the

innate understanding that characterizes procedural knowledge.

3. Provide plentiful, appropriate language input.

Understand that students develop both procedural and declarative

knowledge on the basis of the input they receive. This input includes both

finely tuned input that requires students to pay attention to the

relationships among form, meaning, and use for a specific grammar rule,

and roughly tuned input that allows students to encounter the grammar

rule in a variety of contexts. (For more on input, see Teaching Goals and

Methods.)

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MULTIPLES INTELLIGENCES

Intelligence is broken down into nine different types, also called the nine

domains of intelligence. This categorization of intelligence was first

theorized by developmental psychologist Howard Gardner in his 1983

book, Frames of Mind: The Theory of Multiple Intelligences. Since then,

the Multiple Intelligences theory been used as one of the primary models

for research that has gone on concerning human

cognition. Gardner argues that there is no one true way to measure

intelligence and that the human brain is wired with a wide range of

cognitive abilities. Framing intelligence in the way Gardner does disrupts

the old mold of thinking in which intelligence was ultimately a measure of

(what Gardner would call) logical-mathematical intelligence. The premise

of Gardner’s theory is that someone can be extremely bad at math yet be

the best of the best in another field, such as music. Thus limiting the

definition of intelligence is detrimental to our understanding of how the

human brain works. So without further ado, I present to you the nine

different types of intelligence:

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1.

NATURALISTIC INTELLIGENCE

2. MUSICAL INTELLIGENCE

3. LOGICAL-MATHEMATICAL INTELLIGENCE

4. EXISTENTIAL INTELLIGENCE

5. INTERPERSONAL INTELLIGENCE

6. BODILY-KINESTHETIC INTELLIGENCE

7. LINGUISTIC INTELLIGENCE

8. INTRA-PERSONAL INTELLIGENCE

9. SPATIAL INTELLIGENCE

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LEVEL A.1 OF THE “CEFR”

A1 can understand and use familiar everyday expressions and very basic

phrases aimed at the satisfaction of needs of a concrete type. Can

introduce him/herself and others and can ask and answer questions about

personal details such as where he/she lives, people he/she knows and

things he/she has. Can interact in a simple way provided the other person

talks slowly and clearly and is prepared to help.

GRAMMAR ENGLISH TEACHING TECHNIQUES

Techniques for Teaching Grammar

The goal of grammar instruction is to enable students to carry out their

communication purposes. This goal has three implications:

a) Students need overt instruction that connects grammar points with

larger communication contexts.

b) Students do not need to master every aspect of each grammar point,

only those that are relevant to the immediate communication task.

c) Error correction is not always the instructor's first responsibility.

Over Grammar Instruction

Adult students appreciate and benefit from direct instruction that allows

them to apply critical thinking skills to language learning. Instructors can

take advantage of this by providing explanations that give students a

descriptive understanding (declarative knowledge) of each point of

grammar.

• Teach the grammar point in the target language or the students'

first language or both. The goal is to facilitate understanding.

• Limit the time you devote to grammar explanations to 10 minutes,

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especially for lower level students whose ability to sustain attention

can be limited.

• Present grammar points in written and oral ways to address the

needs of students with different learning styles.

An important part of grammar instruction is providing examples. Teachers

need to plan their examples carefully around two basic principles:

• Be sure the examples are accurate and appropriate. They must

present the language appropriately, be culturally appropriate for the

setting in which they are used, and be to the point of the lesson.

• Use the examples as teaching tools. Focus examples on a

particular theme or topic so that students have more contact with

specific information and vocabulary.

Relevance of Grammar Instruction

In the communicative competence model, the purpose of learning

grammar is to learn the language of which the grammar is a part.

Instructors therefore teach grammar forms and structures in relation to

meaning and use for the specific communication tasks that students need

to complete.

Compare the traditional model and the communicative competence model

for teaching the English past tense:

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Traditional: grammar for grammar's sake

• Teach the regular -ed form with its two pronunciation variants

• Teach the doubling rule for verbs that end in d (for example, wed-

wedded)

• Hand out a list of irregular verbs that students must memorize

• Do pattern practice drills for -ed

• Do substitution drills for irregular verbs

Communicative competence: grammar for communication's sake

• Distribute two short narratives about recent experiences or events,

each one to half of the class

• Teach the regular -ed form, using verbs that occur in the texts as

examples. Teach the pronunciation and doubling rules if those

forms occur in the texts.

• Teach the irregular verbs that occur in the texts.

• Students read the narratives, ask questions.

Error Correction

At all proficiency levels, learners produce language that is not exactly the

language used by native speakers. Some of the differences are

grammatical, while others involve vocabulary selection and mistakes in the

selection of language appropriate for different contexts.

In responding to student communication, teachers need to be careful not

to focus on error correction to the detriment of communication and

confidence building. Teachers need to let students know when they are

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making errors so that they can work on improving. Teachers also need to

build students' confidence in their ability to use the language by focusing

on the content of their communication rather than the grammatical form.

Teachers can use error correction to support language acquisition, and

avoid using it in ways that undermine students' desire to communicate in

the language, by taking cues from context.

• When students are doing structured output activities that focus on

development of new language skills, use error correction to guide

them.

Example:

Student (in class): I buy a new car yesterday.

Teacher: You bought a new car yesterday. Remember, the past tense of

buy is bought.

• When students are engaged in communicative activities, correct

errors only if they interfere with comprehensibility. Respond using

correct forms, but without stressing them.

.ZONE OF PROXIMAL DEVELOPMENT (Z.P.D)

Lev Vygotsky views interaction with peers as an effective way of

developing skills and strategies. He suggests that teachers use

cooperative learning exercises where less competent children develop

with help from more skillful peers - within the zone of proximal

development.

Vygotsky believed that when a student is in the ZPD for a particular task,

providing the appropriate assistance will give the student enough of a

"boost" to achieve the task.

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STRATEGIES TO TEACH GRAMMAR IN SIMPLE TENSES

Bilingualism

Bilingualism provides a perspective on linguistic and cultural diversity. The

value of becoming bilingual or multilingual extends to intercultural

communication and confers the ability to make peace.

Learning is a process of organic growth, and each person has a unique

developmental path. The goal was therefore identified as bilingual

functioning to a useful extent according to the needs of the individual.

This paper shows how bilingualism clarifies the effectiveness of language

teaching approaches, bilingual development at different ages, the

viewpoint of students, the societal context of language teaching, and

language acquisition.

Types of Language Acquisition

Bilingual acquisition is also called bilingual first language acquisition (De

Houwer, 2009, p. 2), but using the word "first" is awkward, and research

increasingly shows that two different language systems form in the brain.

The two languages have been called La and Lb, but it is still difficult to

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counteract the common assumption that one language is primary. Thus

the idea of two native languages is presented here to describe bilingual

acquisition in a way that does not privilege one language over the other.

Even if the two languages are not balanced, there can be two native

languages if there is enough input in both languages during the period of

innate aptitude for native language acquisition from age zero to three or,

given enough input and interaction, possibly later.

For example, in an international marriage, parents should speak mostly

their native language to their children from birth, and try to lift up the

weaker language for balanced bilingualism. However, it often happens that

a child needs to speak only one of the two languages, and thus appears to

be monolingual, because speaking a language is confused with its

acquisition.

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CODE SWITCHING GRAMMAR STRATEGIES

BILINGUALISM IN ECUADOR

Bilingualism is highly valued in Ecuador. There is no doubt about that.

That being said, I have been trying to understand how Spanish and

English work here. All of the private schools I have visited promote

becoming bilingual. The public schools, from what I have heard, also

promote bilingualism, but at a completely different level. Here’s the

interesting observation I have made. Rarely, if ever, do I hear locals

speaking English. In fact, I sense a level of discomfort interacting in

English. It’s as if English is a tool with a certain purpose. The purpose

being several ones: travel, business, or to speak with someone from

another country.

There is something about Spanish and English that definitely stands out.

People here code-switch or it could be a form of language mixing (which I

can explain in another post). For example, I was speaking to another

parent about sleep training her children when she said, “No fue fácil. Tenía

los dos mellizas durmiendo en el mismo cuarto o como dicen los gringos,

‘it wasn’t a piece of cake.”

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There is English everywhere we go. You will see it as the name of

business, like Sweet & Coffee. Though I think it should read: Sweets &

Coffee. Which leads me to my next observation. Sometimes the

translations are off like a store in the mall advertising: joyas de boda. In

English they wrote, marge jewelry. Huge mistake.

All in all, our experience as a bilingual family in Ecuador has been

amazing. I look forward to sharing more about those experiences in future

posts as well. Our daughter has certainly improved how to associate

people with language. She switches between Spanish and English almost

flawlessly. I think we are on track in raising a prolific code switcher

and someone who is proud to know more than one language. Just the

other day she said, “En Austin hablamos español y in Ecuador we speak

English!”

Elementary English Learning

Learning is acquiring new or changing existing knowledge, behaviors,

skills, values, or preferences and may involve synthesizing different types

of information. The ability to learn is possessed by humans, animals and

some machines.

Human learning may occur as part of education, personal development, or

training. It may be goal-oriented and may be aided by motivation. The

study of how learning occurs is part of neuropsychology, educational

psychology, learning theory, and pedagogy.

Learning may occur as a result of habituation or classical conditioning

seen in many animal species, or as consequence of more complex

activities such as play, seen only in relatively intelligent animals. Learning

may occur consciously or without conscious awareness.

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There is evidence for human behavioral learning prenatally, in which

habituation has been observed as early as 32 weeks into gestation,

indicating that the central nervous system is sufficiently developed and

primed for learning and memory to occur very early on in development.

Play has been approached by several theorists as the first form of

learning. According to (Vyotsky), “children play, experiment with the world,

learn the rules, and learn to interact. Play is pivotal for children's

development, since they make meaning of their environment through

play”.

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TYPES OF LEARNING

Students learn using different methods.

People take in and process information in different ways. A learning style is the

method a person uses to learn. By knowing a student's learning style, a teacher

can use teaching methods that maximize student learning. Students can use

recognition of their individual learning styles to find what study methods,

environment, and activities help them learn best.

Students working together

There are many different learning styles. They can be determined by looking at

how a student's personality influences the way they receive and process

information, how they interact with classmates and the type of learning

environment and methods they prefer.

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Visual Learning Style

Visual learners like silent reading.

The visual or spatial learning style is preferred by students who like to use

pictures, maps, colors and images to organize and communicate information to

others. Students who use the visual learning style usually have a good sense of

direction and enjoy drawing and doodling. They learn best using flash cards,

written instructions, graphics, computer assisted learning, sight words and silent

reading.

Auditory Learning Style

Teacher reading a story

Auditory learners prefer to listen, take notes, discuss, memorize and debate.

Students who use the auditory learning style can recall what they hear, follow oral

direction and speak effectively. They repeat words out loud to memorize and like

to hear stories. They learn best in learning groups, discussions and listening to

tapes or CDs.

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Tactile Learning Style

Little girl with painting

The tactile learning style is often grouped with the kinesthetic learning style, but it

is more moderate. Students who use the tactile learning style learn by touching

and moving objects. Also called hands-on learning, tactile learning involves

learning by doing. Tactile learners like to write directions and practice following

them. They learn best from demonstrations, drawing, writing, tracing and building

models.

Kinesthetic Learning Style

Little girl playing hopscotch

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Students who use the kinesthetic learning style like to use their whole body to

learn. They express themselves through movement. They use large hand

gestures when talking and use body language to communicate. They need to

actively explore the physical world around them. Kinesthetic learners use their

bodies and sense of touch to learn. They have a good sense of balance and

good eye-hand coordination. They learn by getting their hands on objects, taking

them apart, and putting them together. They enjoy making models, working

jigsaw puzzles, dancing and sports.

EPISTEMOLOGICAL FOUNDATION

Definition

Epistemology

Is the study of the nature and scope of knowledge and justified belief. It

analyzes the nature of knowledge and how it relates to similar notions

such as truth, belief and justification. It also deals with the means

of production of knowledge, as well as skepticism about different

knowledge claims. It is essentially about issues having to do with

the creation and dissemination of knowledge in particular areas of

inquiry.

Epistemology asks questions like: "What is knowledge?", "How is

knowledge acquired?", "What do people know?", "What are the necessary

and sufficient conditions of knowledge?", "What is its structure, and what

are its limits?", "What makes justified beliefs justified?", "How we are to

understand the concept of justification?", "Is justification internal or

external to one's own mind?"

The kind of knowledge usually discussed in Epistemology is propositional

knowledge, "knowledge-that" as opposed to "knowledge-how" (for

example, the knowledge that "2 + 2 = 4", as opposed to the knowledge of

how to go about adding two numbers).

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Knowledge

Acquaintance with facts, truths, or principles, as from study orinvestigation;

general erudition:

Knowledge of many things

Familiarity or conversance, as with a particular subject or branch oflearnin

g

A knowledge of accounting was necessary for the job.

Acquaintance or familiarity gained by sight, experience, or report:

A knowledge of human nature.

The fact or state of knowing; the perception of fact or truth; clear andcertai

n mental apprehension.

Awareness, as of a fact or circumstance:

He had knowledge of her good fortune.

Something that is or may be known; information:

He sought knowledge of her activities.

The body of truths or facts accumulated in the course of time.

Types of Knowledges:

There is so much disagreement over what are, exactly, the different types

of knowledge that an agreed upon “master list” simply does not exist. This

is because knowledge is purely philosophical; debates span centuries,

arguments supersede fact and everyone has a different opinion about

what is, or is not, knowledge.

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What follows is a master list (although, of course, it won’t be agreed upon)

of the different types of knowledge and theories of knowledge that are out

there. Turn this new-found “knowledge” on yourself with this

awesome class on how to take inventory of yourself and gain authentic

self-knowledge.

1. A Priori

A priori and a posteriori are two of the original terms in epistemology (the

study of knowledge). A priori literally means “from before” or “from earlier.”

This is because a priori knowledge depends upon what a person can

derive from the world without needing to experience it. This is better

known as reasoning. Of course, a degree of experience is necessary upon

which a priori knowledge can take shape.

Let’s look at an example. If you were in a closed room with no windows

and someone asked you what the weather was like, you would not be able

to answer them with any degree of truth. If you did, then you certainly

would not be in possession of a prior knowledge. It would simply be

impossible to use reasoning to produce a knowledgeable answer.

On the other hand, if there were a chalkboard in the room and someone

wrote the equation 4 + 6 =? On the board, then you could find the answer

without physically finding four objects and adding six more objects to them

and then counting them. You would know the answer is 10 without

needing a real world experience to understand it. In fact, mathematical

equations are one of the most popular examples of a priori knowledge.

Interested in learning more about philosophy? Check out this five-star

course on an introduction to philosophy and its different schools of

thought.

2. A Posteriori

Naturally, then, a posteriori literally means “from what comes later” or

“from what comes after.” This is a reference to experience and using a

different kind of reasoning (inductive) to gain knowledge. This kind of

knowledge is gained by first having an experience (and the important idea

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in philosophy is that it is acquired through the five senses) and then using

logic and reflection to derive understanding from it. In philosophy, this term

is sometimes used interchangeably with empirical knowledge, which is

knowledge based on observation.

It is believed that a priori knowledge is more reliable than a

posteriori knowledge. This might seem counter-intuitive, since in the

former case someone can just sit inside of a room and base their

knowledge on factual evidence while in the latter case someone is having

real experiences in the world. But the problem lies in this very fact:

everyone’s experiences are subjective and open to interpretation. This is a

very complex subject and you might find it illuminating to read this post on

knowledge issues and how to identify and use them. A mathematical

equation, on the other hand, is law.

3. Explicit Knowledge

Now we are entering the realm of explicit and tacit knowledge. As you

have noticed by now, types of knowledge tend to come in pairs and are

often antitheses of each other. Explicit knowledge is similar to a

priori knowledge in that it is more formal or perhaps more reliable. Explicit

knowledge is knowledge that is recorded and communicated through

mediums. It is our libraries and databases. The specifics of what is

contained is less important than how it is contained. Anything from the

sciences to the arts can have elements that can be expressed in explicit

knowledge. Get a taste of explicit knowledge for yourself with this top-

rated course on learning how to learn and knowing how to tap into your

inner genius.

The defining feature of explicit knowledge is that it can be easily and

quickly transmitted from one individual to another, or to another ten-

thousand or ten-billion. It also tends to be organized systematically. For

example, a history textbook on the founding of America would take a

chronological approach as this would allow knowledge to build upon itself

through a progressive system; in this case, time.

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4. Tacit Knowledge

I should note that tacit knowledge is a relatively new theory introduced

only as recently as the 1950s. Whereas explicit knowledge is very easy to

communicate and transfer from one individual to another, tacit knowledge

is precisely the opposite. It is extremely difficult, if not impossible, to

communicate tacit knowledge through any medium.

For example, the textbook on the founding of America can teach facts (or

things we believe to be facts), but someone who is an expert musician

cannot truly communicate their knowledge; in other words, they cannot tell

someone how to play the instrument and the person will immediately

possess that knowledge. That knowledge must be acquired to a degree

that goes far, far beyond theory. In this sense, tacit knowledge would most

closely resemble a posteriori knowledge, as it can only be achieved

through experience.

The biggest difficult of tacit knowledge is knowing when it is useful and

figuring out how to make it usable. Tacit knowledge can only be

communicated through consistent and extensive relationships or contact

(such as taking lessons from a professional musician). But even in this

cases there will not be a true transfer of knowledge. Usually two forms of

knowledge are born, as each person must fill in certain blanks (such as

skill, short-cuts, rhythms, etc.). You can better understand this theory and

other ways we use knowledge with this video textbook on the psychology

of learning.

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5. Propositional Knowledge (also Descriptive or Declarative

Knowledge)

Our last pair of knowledge theories are propositional and non-propositional

knowledge, both of which share similarities with some of the other theories

already discussed. Propositional knowledge has the oddest definition yet,

as it is commonly held that it is knowledge that can literally be expressed

in propositions; that is, in declarative sentences (to use its other name) or

indicative propositions.

Propositional knowledge is not so different from a priori and

explicit knowledge. The key attribute is knowing that something is true.

Again, mathematical equations could be an example of propositional

knowledge, because it is knowledge of something, as opposed to

knowledge of how to do something.

The best example is one that contrasts propositional knowledge with our

next form of knowledge, non-propositional or procedural knowledge. Let’s

use a textbook/manual/instructional pamphlet that has information on how

to program a computer as our example. Propositional knowledge is simply

knowing something or having knowledge of something. So if you read

and/or memorized the textbook or manual, then you would know the steps

on how to program a computer. You could even repeat these steps to

someone else in the form of declarative sentences or indicative

propositions. However, you may have memorized every word yet have no

idea how to actually program a computer. That is where non-propositional

or procedural knowledge comes in.

Now might be a good time to brush up on how we learn with this sweet

course on how to base goals on what you want to learn in order to exceed

your wildest dreams.

6. Non-Propositional Knowledge (also Procedural Knowledge)

Non-propositional knowledge (which is better known as procedural

knowledge, but I decided to use “non-propositional” because it is a more

obvious antithesis to “propositional”) is knowledge that can be used; it can

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be applied to something, such as a problem. Procedural knowledge differs

from propositional knowledge in that it is acquired “by doing”; propositional

knowledge is acquired by more conservative forms of learning.

One of the defining characteristics of procedural knowledge is that it can

be claimed in a court of law. In other words, companies that develop their

own procedures or methods can protect them as intellectual property.

They can then, of course, be sold, protected, leased, etc.

Procedural knowledge has many advantages. Obviously, hands-on

experience is extremely valuable; literally so, as it can be used to obtain

employment. We are seeing this today as experience (procedural) is

eclipsing education (propositional). Sure, education is great, but

experience is what defines what a person is capable of accomplishing. So

someone who “knows” how to write code is not nearly as valuable as

someone who “writes” or “has written” code. However, some people

believe that this is a double-edged sword, as the degree of experience

required to become proficient limits us to a relatively narrow field of variety.

But nobody can deny the intrinsic and real value of experience. This is

often more accurate than propositional knowledge because it is more akin

to the scientific method; hypotheses are tested, observation is used, and

progress results.

Empiricism

Etymology and usage

According to (Sini, Carlo. "Empirismo" in Enciclopedia Garzanti della

Filosofia (ed.) Gianni Vattimo et al. 2004), “it derives from the Greek word

ἐμπειρία, which translates to the Latin experientia, from which we derive

the word experience. It also comes from a more specific classical Greek

and Roman usage of empiric, referring to a physician whose skill derives

from practical experience as opposed to instruction in theory”.

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It is a philosophical doctrine that all knowledge comes from experience.

For most empiricists, experience includes inner experience-reflection upon

the mind and its operations-as well as sense perception.

This position is opposed to rationalism in that it denies the existence of

innate ideas.

According to the empiricist, all ideas come from experience; therefore,

knowledge of the physical world can be nothing more than a

generalization from particular instances and can never reach more than a

high degree of probability.

Most empiricists recognize the existence of at least some a priori truths,

e.g., those of mathematics and logic. John Stuart Mill was the first to treat

even these as generalizations from experience. Empiricism has been the

dominant but not the only tradition in British philosophy. Among its other

leading advocates were John Locke, George Berkeley, and David Hume.

See also logical positivism.

Empiricism emphasizes the role of experience and evidence, especially

sensor perception, in the making of ideas, over the notion of innate ideas

or tradition in contrast to, for example, rationalism which relies upon

reason and can incorporate innate knowledge.

Logical Positivism

Logical empiricism (aka logical positivism or neopositivism) was an early

20th century attempt to synthesize the essential ideas of British empiricism

(e.g. a strong emphasis on sensory experience as the basis for

knowledge) with certain insights from mathematical logic that had been

developed by Gottlob Frege and Ludwig Wittgenstein.

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Some of the key figures in this movement were Otto Neurath, Moritz

Schlick and the rest of the Vienna Circle, along with A.J. Ayer, Rudolf

Carnap and Hans Reichenbach. The neopositivists subscribed to a notion

of philosophy as the conceptual clarification of the methods, insights and

discoveries of the sciences.

They saw in the logical symbolism elaborated by Frege (d. 1925) and

Bertrand Russell (1872–1970) a powerful instrument that might rationally

reconstruct all scientific talking into an ideal, logically perfect, language

that would be free of the ambiguities and deformations of natural

language.

This gave rise to what they saw as metaphysical pseudo troubles and

other conceptual confusions. By combining Frege's thesis that all

mathematical truths are logical with the early Wittgenstein's idea that all

logical truths are simple linguistic tautologies, they came at a twofold

classification of all propositions: the analytic (a priori) and the synthetic (a

posteriori). On this basis, they formulated a strong principle of demarcation

between sentences that have sense and those that do not: the so-called

verification principle.

Any statement that is not purely logical, or is unverifiable is devoid of

meaning. As a consequence, most metaphysical, ethical, aesthetic and

other traditional philosophical troubles arrived to be considered pseudo

troubles.

In the extreme empiricism of the neopositivists—at least before the

1930s—any genuinely synthetic assertion must be reducible to an ultimate

assertion (or set of ultimate assertions) that expresses direct observations

or perceptions.

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In later years, Carnap and Neurath left this sort of phenomenalism in favor

of a rational reconstruction of knowledge into the language of an objective

spatio-temporal physics.

That is, instead of translating sentences about physical objects into sense-

data, such sentences were to be translated into so-called protocol

sentences, for example, "X at location Y and at time T observes such and

such."

The central theses of logical positivism (verificationism, the analytic-

synthetic distinction, reductionism, etc.) came under sharp attack after

World War 2 by thinkers such as Nelson Goodman, W.V. Quine, Hilary

Putnam, Karl Poppr, and Richard Rorty.

By the late 1960s, it had become evident to most philosophers that the

movement had pretty much run its course, though its influence is still

significant among contemporary analytic philosophers such as Michael

Dummett and other anti-realists.

Pragmatism

Pragmatism as a philosophical movement began in the United States in

the 1870s. Its overall direction was determined by the thought and works

of Charles Sanders Peirce (pronounced / like "purse"), William James, and

Chauncey Wright (members of The Metaphysics Club) as well as John

Dewey and George Herbert Mead.

The first use in print of the name pragmatism was in 1898 by James, who

credited Peirce with having coined the term during the early 1870s.

James regarded as foundational to pragmatism Peirce's 1877–8

"Illustrations of the Logic of Science" series (including "The Fixation of

Belief", 1877) — especially the second paper, "How to Make Our Ideas

Clear" (1878)

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Pragmatism is to low “the truth to the useful" denying the theoretical

knowledge in changing levels, for the most radical is true that only leads to

individual success, while for others it is only true when it is satisfied with

the facts.

In general, for the various ways of pragmatism, the truth lies in the

usefulness and success, therefore, all knowledge is useful if used for

something, whether it is possible to achieve.

James developed a philosophical epistemology that believed it was

sophisticated enough to make a competition the supremacy of scientific

materialism. The basis of this criticism, and thus the logical outcome of his

study of British empiricism and the pragmatism of CS Peirce, was his

metaphysics of radical empiricism. James's approach was empirical, he

said, because it singled out only the facts of experience. It was radical;

however, that science is not required to ignore any aspect of reality that

could actually be experienced.

According to the book (Democracy and Education, pg. 25 by Dewey,

1899) argued that “children arrive at school as passive clean slate in which

teachers could write the lessons of civilization. When the child reaches the

classroom, and is strong, active mind and the role of education is to take

over and direct this activity”.

When the child starts school, carries with it four "-the innate impulse to

communicate, to build, to investigate and to express more precisely" - that

are "natural resources, capital to invest, which exercise depends on the

active growth of the child "(Dewey, 1899, pg. 30). The child also brings

interests and activities of your home and living environment and the

teacher's task to use this "raw material" to guide efforts to "positive results"

(Mayhew and Edwards, 1966, pg. 41)

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Materialism

It is useful to begin with some background on the terms "dialectical" and

"materialism" to help students to understand the schools of thought from

which this philosophy emerged. To explain materialism, ask students

whether they believe in concepts like a "soul" or "spirit," or if they believe

that everything is made of matter.

Explain to them that the philosophical concept of materialism states that

everything, including human consciousness, is made of matter.

Dialectics

Demonstrating the dialectic can be turned into a much more interactive

activity for students. Divide the students into groups. Prepare examples of

theses and antitheses and assign one to each group. These can be as

simple as opposite phrases, or entire sentences.

For example, a group can have a thesis like "Complete anarchy" and a

thesis like "Police state." Have each group debate the benefits and

shortcomings of each, and try to arrive at a synthesis of the two, with some

of the positive aspects of each.

Constructivism Theory

Formalization of the theory of constructivism is generally attributed to Jean

Piaget, who articulated mechanisms by which knowledge is internalized by

learners. He adviced that through processes of accommodation and

assimilation, individuals construct new knowledge from their experiences.

When individuals assimilate, they incorporate the new experience into an

already existing framework without varying that framework. According to

the theory, accommodation is the process of reframing one's mental

representation of the external world to fit new experiences.

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Accommodation can be understood as the mechanism by which failure

leads to learning: when we act on the expectation that the world operates

in one form and it violates our expectations, we often fail, but by

accommodating this new experience and reframing our model of the way

the world works, we learn from the experience of failure, or others' failure.

The constructivism learning theory give a definition that people produce

knowledge and form meaning based upon their experiences. Two of the

key concepts within the constructivism learning theory which create the

construction of an individual's new knowledge are accommodation and

assimilation.

Assimilating causes an individual to incorporate new experiences into the

old experiences. This causes the individual to develop new outlooks,

rethink what were once misunderstandings, and qualify what is important,

ultimately altering their perceptions.

Accommodation, on the other hand, is reframing the world and new

experiences into the mental capacity already present. Individuals conceive

a particular fashion in which the world operates.

Constructivism in Education

The job of teachers is very important within the constructivism learning

theory. Instead of giving a reading the teachers in this theory function as

facilitators whose role is to help the student when it comes to their own

understanding.

This takes away about from the teacher and reading and puts it upon the

student and their learning. The resources and lesson plans that must be

begun for this learning theory take a very different approach toward

traditional learning as well. Instead of telling, the teacher must begin

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asking. Instead of answering questions that only align with their

curriculum, the facilitator in this case must make it so that the student

comes to the conclusions on their own instead of being told.

Also, teachers are continually in conversation with the students, creating

the learning experience that is open to new directions depending upon the

needs of the student as the learning progresses.

Teachers following Piaget's theory of constructivism must challenge the

student by making them effective critical thinkers and not being merely a

"teacher" but also a mentor, a consultant, and a coach.

Constructivism in the classroom

Learning theory of constructivism incorporates a learning process where in

the student gains their own conclusions through the creative help of the

teacher as a guide.

The best way to plan teacher worksheets, lesson plans, and study skills for

the students, is to create a curriculum which allows each student to solve

problems while the teacher monitors and flexibly guides the students to the

correct answer, while encouraging critical thinking.

Instead of having the students relying on someone else's information and

accepting it as truth, the students should be exposed to data, primary

sources, and the ability to interact with other students so that they can

learn from the incorporation of their experiences.

The classroom experience should be an invitation for a myriad of different

backgrounds and the learning experience which allows the different

backgrounds to come together and look and synthetize information and

ideas.

Hands-on activities are the best for the classroom applications of

constructivism, critical thinking and learning. Having observations take

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place with a daily journal helps the students to better understand how their

own experiences contribute to the formation of their theories and

observational notes, and then comparing them to another students'

reiterates that different backgrounds and cultures create different outlooks,

while neither is wrong, both should be respected.

Some strategies for classroom applications of constructivism for the

teacher include having students working together and aiding to answer

one another's questions.

Another strategy includes designating one student as the "expert" on a

subject and having them teach the class.

Finally, allowing students to work in groups or pairs and research

controversial topics which they must then present to the class.

PEDAGOGICAL FOUNDATION

Definition

Pedagogy literally means the art and science of educating children and

often is used as a synonym for teaching.

More accurately, pedagogy embodies teacher-based education. In the

pedagogic model, teachers assume responsibility for making decisions

about what will be learned, how it will be learned, and when it will be

learned. Teachers direct learning.

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Theories

Development theory

The Piaget development theory has made a lasting impression on

pedagogical studies, with some nowadays researchers and teachers

continuing to use the theory of the famous Swiss psychologist in today's

world. Jean Piaget worked tirelessly at studying the workings of a child's

brain, and the outcomes he reached from this effort were quite

remarkable, as we are about to see.

It was only after a number of years devoted to studying the workings of the

child's brain through intensive observations that the Piaget development

theory began to form. Jean worked alongside young persons to determine

the right changes they went through during maturity, and it was from this

that he noted the changes in cognitive structure at different stages in one's

childhood.

Sensor motor applies to 0 to 2 year olds, preparation to 3 to 7 year olds,

concrete operation to 8-11 year olds, and formal operation to those aged

12 to 15. During the first stage, basic subconscious actions can be made,

before conscious requests for food and attention become known. All of

these things should be done on an almost subconscious grade by the age

of 2.

Aged 3 to 7, egocentrism is at the helm of the typical child's personality.

Everything revolves around them, they feel - they are the Centre of

everything. Do not confuse this concept with selfishness - this isn't what it

truly is. It is simply a natural stage that the vast majority of young people

go in advance through as part of their natural development, according to

Piaget.

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Piaget stated that there are some things a child cannot learn under certain

conditions until they reach a particular age. He implied that no matter how

much a young person tried in obtaining new knowledge, this would not be

humanely possible in specific circumstances purely due to the fact that

their brain wasn't ready to go through the next routine change.

Combined, these ideas are what Piaget's developmental theory is

constructed around. There are other concepts that slot into his

psychological research, including classification, accommodation and

assimilation, but these have little influence on the overall meaning.

The theory has been used as a guide for how the curriculum should be

constructed to connect the needs of students from certain age groups, but

some people are not happy about this. These individuals feel that Piaget's

guidelines are too strict - a claim supported by the sheer number children

who achieve certain things considerably earlier or later than the Swiss

psychologist suggests is the norm. Opponents of the theory continue by

suggesting that Jean's ideas don't take into account the work of other

people in helping young people to learn.

Conclusively, the debate over whether Piaget's developmental theory has

a place in nowadays society looks set to continue. However, what we

know for sure is that it has already had a big influence on the ideas behind

pedagogy.

Personal Conclusion

After researching several methods for improving the development of

knowledge, we know there are many ways a teacher can make the

experience of learning English more enjoyable and productive for

themselves and their students. In our school system we have the problem

of a lack of a basic grammar technique that would contribute to better and

more efficient education if they were available.

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The need to resolve this issue is obvious, but we realize that it will be a

challenge to obtain our handbook applied. As teachers we must always

look for new strategies, methods and techniques for getting the best

results possible to reach our goals and improve learning for our students.

With a lack of motivation it is especially challenging for the teacher to keep

students stimulated to learn. Although learning behavior in a general

sense is similar for all, individual students have different abilities to stay

focused. Lack of focus has a very detrimental effect on the student’s ability

to learn, causing many students to feel inadequate and incapable of

learning quickly.

Studying Piaget's theory of cognitive development has taught us much

about the science behind learning and education. Jean Piaget focused on

what he coined as accommodation and assimilation. Assimilation

describes how we perceive and adapt to new information. Taking in new

information and fitting it into pre-existing cognitive knowledge. This occurs

when we are faced with new or unfamiliar information and refer to

previously learned knowledge to make sense of it.

Alternately, accommodation is the process of taking our environment and

new information, and altering our pre-existing knowledge to make it fit the

new information.

Assimilation is essentially a person’s own perspective of an issue based

on current knowledge that anchors all other perspectives. Stimuli that

pertains to that perspective anchor will always assimilate or be learned

easier, while stimuli further from one's perspective anchor takes more

time to assimilate, hence takes longer to learn.

This is known as the "latitude of acceptance" and the "latitude of rejection".

This knowledge is precisely why stimulating resources and didactic

teaching methods are so needed.

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SOCIOLOGICAL FOUNDATION

Definition

Sociology enables us to comprehend the structure and dynamics of

society, and their intricate connections to patterns of human behavior and

individual life changes.

It examines the ways in which the forms of social structure -- groups,

organizations, communities, social categories (such as class, sex, age, or

race), and various social institutions (such as kinship, economic, political,

or religious) affect human attitudes, actions, and opportunities.

The discipline also explores how both individuals and collectivities

construct, maintain, and alter social organization in various ways.

Sociology asks about the sources and consequences of change in social

arrangements and institutions, and about the satisfactions and difficulties

of planning, accomplishing, and adapting to such change.

Areas studied in examining social dynamics include: culture, values,

socialization, cooperation, conflict, power, exchange, inequality, deviance,

social control, violence, order and social change.

Educational Psychology

According to the book (Methods of Teaching Educational Psychology by T.

Shankar, 2007), “it is the study of how humans learn in educational

settings, the effectiveness of educational interventions, the psychology of

teaching, and the social psychology of schools as organizations”.

Educational psychology is concerned with how students learn and

develop, often basing on subgroups such as gifted children and those

subject to specific disabilities.

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Although the terms "educational psychology" and "school psychology" are

often used interchangeably, researchers and theorists are likely to be

recognize in the US and Canada as educational psychologists whereas

practitioners in schools or school-related settings are recognized as school

psychologists. This distinction is however not made in the UK, where the

generic term for practitioners is "educational psychologist."

Educational psychology can in part be understood through its relationship

with other sciences. It is informed primarily by psychology, bearing a

relationship to that discipline analogous to the relationship between

medicine and biology.

Educational psychology in turn informs a wide range of specialties within

educational studies, including instructional design, educational technology,

curriculum development, organizational learning, special education and

classroom management.

Educational psychology both draws from and contributes to cognitive

science and the learning sciences. In universities, departments of

educational psychology are usually housed within faculties of education,

possibly accounting for the lack of representation of educational

psychology content in introductory psychology textbooks

Social Constructivism

This has its origins in the theories proposed by Lev Vygotsky, who gave

importance to cultural and social contexts in influencing learning, namely

the role of the community, the people around, significant adults, culture

and language.

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LEGAL FRAME

The regulation for the design and execution of my educational project was

approved at the meeting on October 11th, 2012. The director council

decided that the educational projects can be carried out up to for two

people who belong to the Faculty.

CONTEXTUAL FRAME

My project work will be carried out at Paraíso de la Flor Public School in

Paraíso de la Flor in a marginal urban zone of the city and it is led by a

Chairwoman.

This school has one floor building and have been reformed with concrete

and metal structure , there are five classrooms, directory’s room office a

bathroom, a small bar, a big yard decorated with plants in addition a

second floor where are five classrooms and a teacher´s room.

ADMINISTRATIVE ASPECT:

There were 347 students in that current school year, the students come to

class by urban transportation or by walking who leave near the institution.

The activities are formed in two shifts in the morning and in the afternoon.

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GLOSSARY

Learning: Active participation in the learning process through group

discussion, cooperative learning, independent studies, etc.

Pedagogy: Instructional activities and assessments (teaching art) that

requires students to achieve high standards of intellectual quality.

Dialectics is the science of the general and abstract laws of the

development of nature, society, and thought

Communication: The act of communicating; the exchange of thoughts,

messages, or information, as by speech, signals, writing, or behavior.

Cognitive: Thought processes that reflect thinking, watching, and

experimenting.

Cognition: The portion of human experience comprising thought,

knowledge, belief, and inference.

Concept: Any abstract notion or idea by virtue of which we apply general

terms to things.

Effective learning: A process which demonstrates that learners are

autonomous when they are motivated.

Emotivism: The meta-ethical theory according to which the meaning of

moral language is exhausted by its expression, evocation, or endorsement

of powerful human feelings.

Knowledge: Information, understanding and skills you have gained

through learning or experience.

Paradigm: An exemplary instance or model; hence, also, a set of

background assumptions

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Philosophy: Literally, love of wisdom. Hence, careful thought about the

fundamental nature of the world, the grounds for human knowledge, and

the evaluation of human conduct.

Pragmatism: An indigenous American philosophical theory that explains

both meaning and truth in terms of the application of ideas or beliefs to the

performance of actions that have observable practical outcomes, Intuition,

or by means of a process of inference.

Skill: Proficiency, facility, or dexterity that is acquired or developed

through training or experience. Listening, speaking, reading and writing

are skills in English.

Strategy: Language learning activities that student does in class.

Technique: The systematic procedure by which a complex or scientific

task is accomplished.

Theoretical definition: A proposal for understanding the meaning of a

term in relation to a set of scientifically useful hypotheses.

Understanding: The human capacity for comprehending the nature of

reality

Language: It is considered to be a system of communicating with other

people using sound, symbols and words in expressing a meaning idea or

though.

Development: the act of developing or disclosing that which is unknown.

Encourage: to inspire with hope, courage or confidence, hearten, to give

support.

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CHAPTER III

METHODOLOGY

MODALITY OF THE INVESTIGATION

According to the objectives this Project was designed according the

necessity of Institution since it focused to the place where it had been

developed in the Paraíso de la Flor Public School.

The object consists in to improve education in a determinate place.

It is exploratory and descriptive for its application and It also is feasible

because have the support to the charmer and Family´s parents.

TYPES OF THE INVESTIGATION

For its purpose is necessary an action investigation because attend to

solve a real problem

For its application is feasible, because there is the help and the support of

the authorities

For its nature is exploratory and descriptive.

LEVELS OF THE INVESTIGATION

The first level was exploratory because I had noticed the there was a

problem and I did preference with the investigation phenomenal.

The second level was descriptive because was described the

characteristics and components.

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The third level was explanatory because I developed the scientific

knowledge then I did an analyze causes and consequences to the

problem.

PROCEDURE OF THE INVESTIGATION

The mechanism to be used in this investigation was following:

Formulation of the problem

Elaboration of the theoretical frame

The design of the Investigation Problem

Application of the Instruments

Analyses and Interpretation of Results

Conclusion and recommendations

INSTRUMENTS OF INVESTIGATIONS

METHODS

Observation

This method was used to identify the problem I had to talk with the

directives and teachers and so search solution to the problem since that I

had observed that there were not resources for encouraging to the

students to the learning English.

Inductive

Inductive learning encourages the learner to “find” the

answers/learning/understanding on their own Inductive is known as a

'bottom up' approach. In other words it has the following stages:

The observation of the English resources like government English book.

The formulation of the hypothesis and verification of the definitive law.

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Deductive

Deductive is known as a 'top down' approach whereas Deductive learning

presents the information, answers, learning for the learner.

Heuristic

When teacher encourages students to understand before posting, implying

justification or foundation theoretical and logic and can be submitted by

the teacher or researched by the student.

Itinerant

To our investigation we had to visit a many places like cyber especially

University’s Library, where we find it.

Scientific

By process or "scientific method" means those practices used by the

scientific community as valid when proceeding to explain and confirm their

theories. Scientific theories, designed to somehow explain the

phenomenon we observe, they can support or not in experiments to certify

its validity.

Analytical

This method involves the analysis (decomposition), this is the separation

of a tone in parts or in it is an established element. It relies on knowledge

of something that must be divided into its parts.

Synthetic

It is a process whereby the facts apparently be related isolated,

and formula a theory that connect varies elements, Rational meeting

consists varies elements dispersed in as a whole, this be presented more

in the approach of the hypothesis, the researcher synthesize the

improvement in the imagination for establishing a tentative explanation will

be submitted test.

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Techniques

Definition

According to (Sanchez, 2014), “it is a tool to develop the investigation that

it is used for all activity”. The techniques were used in this investigation

are: Survey, interview, questionnaire.

Questionnaire

Definition

According to (the Britain Encyclopaedia Company Merriam Webster,

2013), “It is to ask (many people) a question or a series of questions in

order to gather information about what most people do or think about

something”.

It is a technical tool used for the survey and the interview. For the survey is

called survey quiz and for the interview is recognized interview guide.

Interview

Definition

It is one of the most used techniques in research. By means of this a

person (interviewer) it request information from others (interview).

The interview is going to be applied to the chairwoman and the English

teacher.

Sampling

Definition

In statistics it is recognized as sampling technique for selecting an

example from a population.

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Sample

Definition

According to (the Oxford Dictionary 2013), “It is a technique applied

especially when a descriptive investigation is made.”

Population or universe

Definition

They are all the persons between directives, professors and pupils of an

institution.

The universe of this institution represent three hundred forty seven

people. For this investigation has been considered a purposive sample

that represents 38 pupils of 9th course and 10 pupils of 8th course.

CHART 1 DISTRIBUTIVE OF POPULATION

# POPULATION FREQUENCY PERCENTAGES

1 AUTHORITIES 1 0.29 %

2 TEACHERS 22 6.34 %

3 STUDENTS 324 93.37 %

TOTAL 347 100%

Source: 26 de Noviembre Public High School

A sample is a group of some elements to study, but they are not all those

of the population.

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The population is given of 347 people, there were three well differentiated

groups that they were: 1 directive, 22 educational and 324 students, of

which has been defined as sample 67 people, by means of the formula of

Dinamed:

N = N

(N-1) E2 +1

Population = N = 347

Sample = n

Error = AND = 0.5%

Error margin to the square = AND = 0.0025

n= 347 (346) 0.0025+1 n= 347 0.865 + 1 n= 347 1.865 n= 186.05 n=186 Chart Nº 2. Distributive of sample

# POPULATION FREQUENCY PERCENTAGE

1 Authorities 1 1.49 %

2 Educational 18 26.87 %

3 Students 48 71.64 %

67 100 %

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OPERATIONALIZATION OF THE VARIABLES

VARIABLES DIMENSIONS INDICATORS

Independent

Application of Basic

Grammar Teaching

Techniques in a

handbook

BASIC

GRAMMAR

SIMPLE TENSES

Can be introduced easily in a

language classroom

Ideal to teach a new language

Physiological aspect in education.

IMPORTANCE

Significant approach to Learning

Contain linguistic information.

Are ideal to create techniques.

Stimulates communication.

Contain historical and cultural

knowledge.

CHARACTERIST

ICS

Contain authentic natural

language

Easily acquisition of new words.

Simple tenses are easy to learn.

Are suitable for the interests of

the students.

VARIABLES DIMENSIONS INDICATORS

Receive messages in the

communication process.

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Dependent:

Elementary English

Learning.

IMPORTANCE

Became a central concern for

teachers and students

To achieve a successful transfer

or exchange of information

CHARACTERISTI

CS

Modes of grammar tenses are

innate and correspond to the

within of the learner.

Code Switching is the best mode

of learning language

Multiple intelligences

Cummins Bilingualism.

Vygotsky´s ZPD

TECHNIQUES

OF TEACHING

GRAMMAR

Task based learning grammar

language.

Easy two or more language to

learn a new one.

Students use and mix grammar

comprehension in two languages.

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Chart Nº 3

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO STUDENTS

OBJECTIVE To know the students thoughts about the importance of basic grammar structures .,, SPECIFIC INFORMATION Write an “x on the answer you consider the most adequate on each of the required questions

ALWAYS USUALLY OFTEN SOMETIMES NEVER

5 4 3 2 1

N° QUESTIONS 5 4 3 2 1

1 Is it important to use a handbook when we learn English?

2 Is English useful for you?

3 Are the multiples intelligences in the classroom a good tool for learning EFL?

4 Would you like to learn English in a different way?

5 Does your teacher use grammar in context?

6 Lyrics are essential to be able to sing an English song

7 English songs help to develop the listening skills

8 You have difficulty in understanding English songs

9 You would like to learn English through a handbook with English lyrics songs activities.

10 You would like do extra activities with English lyrics songs and with the assistance of a CD with the music you like the most.

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YES NO INDIFFERENT

01- Do you like English?

02- Is English useful for you?

03- Does your teacher use books with grammar exercises for the English classes?

04- Would you like to learn English in a different way?

05- Does your teacher use grammar in context?

06- Does your high school have didactic material to learn grammar?

07- Is English grammar difficult for you?

08- Can you write sentences correctly?

09- Do you participate in class constantly?

10- Would you like to learn grammar through a grammar handbook with easy and amazing exercises?

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO THE PRINCIPAL OBJECTIVE To know the point of view of the directives of the institution about the importance of basic grammar structures in class.

1. - Do you think it is important to improve learning English in this

school? Why?

Yes, I do. Because English is used throughout the world. It is important for

international relations and business. Learning English will help many

students to have better knowledge in that language. I feel very happy and

proud that the students show more interest in learning English.

2.- Do you think using an English handbook is good for learning

English improving the ability for the students to learn?

Yes, because using that handbook, the students remember more easily

and they demonstrate their skills much better.

3. - How would you support the performance of this proposal?

I and the English teacher used the time available to guide the students in a

manner to learn the lesson material and the handbook efficiently.

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE ENGLISH TEACHER

OBJECTIVE To know the English teacher’s point of view about the importance of basic grammar structures in class.

1. - Are you satisfied with your accomplishment in your English

class?

Yes, but not completely.

Why?

I feel the learning environment in our class could be improved a great deal.

I would like to implement the use of the English basic grammar handbook.

to make teaching the students easier and improve their interest and

comprehension. By making the lessons more interesting and fun, and

more relevant to their day to day lives, they have a better chance of

retaining what they learn. It would be very helpful if we had that resource

in our institution.

2. - Do you think it is important to use didactic material in order to

motivate the students?

Yes, because it makes learning much easier for the students and it is a

more natural way to improve their retention of what they learn.

3. - Do you consider is important to learn English?

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Yes I do. Because it is the most used language globally and therefore a

very important second language. Learning English is a necessity in many

fields. For young people entering the job market, knowing English

increases their value to prospective employers.

4. - How often do you attend English training courses for continuing

education?

Rarely. Not nearly as much as I would like to. I would like have the

opportunity to attend seminaries on a regular basis to continually improve

my knowledge and learn new methods of teaching.

5. - Do you have support to the Chairman and staff of the Institution? Yes I do. They are happy people and make the job much easier. They

know very well the problems we have regarding the lack of resources.

They are supportive that the students have the opportunity learn English in

an innovative way instead of learning using the tedious traditional

methods.

6. - What would you want to achieve with this project?

My goal is that the students have the necessary help to work easily the

both books the government book and the handbook.

7. - You only teach English class twice per week. Don’t you think that

is a little difficult?

I am aware there are few hours available for English, so I try to take

advantage of using that handbook. They prove to be very effective and

have provided good results.

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE REPRESENTATIVE PARENTS

OBJECTIVE To know the representative parents’ point of view about the importance of basic grammar structures in class.

1.-Would you like your children learn English in a better way? Why?

Yes I would, I want our children have the support of this material to

accomplish with the English homework, because it is difficult for us to help

in English home works.

2. - Would you help to work in some self-management activities? How?

All people in the community should realize that the public schools are

forced to work at a lower level. The government has not responded to the

directors and the teachers request for help with money for the school

system. The union must have fortitude, and we like parents, must be

aware that we should all help raise money using various fund to photocopy

the English handbook in order to help our students. We will raise money

so I can support this project.

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 1: It is important to use a handbook when we learn English ?

CHART OF FREQUENCY

GRAPHIC

COMMENT:

From 48 students surveyed, 36 answered YES it means 68%; 3 answered

NO it is 8% and 9 are indifferent.

It is necessary to take advantages of these applying good didactic

materials.

68%

8%

24%

Yes

No

Indiferent

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 36 68%

No 3 8%

Indifferent 9 24%

Total 48 100%

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 2: Is English useful for you?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 41 82%

No 4 10%

Indifferent 3 8%

Total 48 100%

GRAPHIC

COMMENT:

From 48 students surveyed, 41 answered YES it means 82%; 4 answered

NO it is 10% and 3 are indifferent.

Students considered that English is useful for them. It is necessary to

develop new strategies to develop the learning process properly.

82%

10% 8%

Yes

No

Indiferent

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 3: Are the multiples intelligences in the classroom a good tool

for learning EFL?

CHART OF FREQUENCY

ALTERNATIVES

FREQUENCY PERCENTAGE

Yes 5 13%

No 37 71%

Indifferent 6 16%

Total 48 100%

GRAPHIC

COMMENT:

From 48 students surveyed, 5 answered YES it means 13%; 37 answered

NO it is 71% and 6 are indifferent.

Students considered that applying multiples intelligences in the classroom

is good technique to learn English? But it is necessary to develop an extra

grammar material to learning better.

13%

71%

16%

Yes

No

Indiferent

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 4: Would you like to learn English in a different way?

CHART OF FREQUENCY

ALTERNATIVES

FREQUENCY PERCENTAGE

Yes 39 76%

No 7 19%

Indifferent 2 5%

Total 48 100%

GRAPHIC

COMMENT:

From 48 students surveyed, 39 answered YES it means 76%; 7 answered

NO it is 19% and 2 are indifferent.

Most of the students would like to learn English language in a different

way. It is necessary to use more didactic materials in class.

76%

19%5%

Yes

No

Indiferent

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 5: Does your teacher use grammar in context?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 30 81%

No 15 14%

Indifferent 3 5%

Total 48 100%

GRAPHIC

COMMENT:

From 48 students surveyed, 30 answered YES it means 81%; 15

answered NO it is 14% and 3 are indifferent.

Students agree the idea of learning grammar using complementary book.

81%

14%5%

Yes

No

Indiferent

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 6: Does your high school have didactic material to learn

grammar?

CHART OF FREQUENCY

GRAPHIC

COMMENT:

From 48 students surveyed, 3 answered YES it means 8%; 43 answered

NO it is 87% and 2 are indifferent.

Most of the students think that their school does not have didactic material

to learn grammar. For this reason our grammar activities program will help

both teachers and students.

87%5%

8%Yes

No

Indiferent

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 3 8%

No 43 87%

Indifferent 2 5%

Total 48 100%

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 7: Is English grammar difficult for you?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 32 56%

No 3 8%

Indifferent 13 36%

Total 48 100%

GRAPHIC

COMMENT:

From 48 students surveyed, 32 answered YES it means 56%; 3 answered

NO it is 8% and 13 are indifferent.

The answers of this question are very important for us because we realize

that the students have not had a real practice or a good schedule of

grammar activities.

56%8%

36%Yes

No

Indiferent

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 8: Can you write sentences correctly?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 30 66%

No 10 26%

Indifferent 3 8%

Total 48 100%

GRAPHIC

COMMENT:

From 48 students surveyed, 30 answered YES it means 66%; 10

answered No it means 26%; 3 answered NO it is 8% .

According to the results, most of the students would like to do grammar

exercises. As we have seen the students want English practice, for this

reason we propose them a wide and interesting range of activities that it

will help them to be better in the English learning.

66%

26% 8%

Yes

No

Indiferent

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 9: Do you participate in class constantly?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 10 28%

No 22 31%

Indifferent 16 41%

Total 48 100%

GRAPHIC

COMMENT:

From 48 students surveyed, 10 answered YES it means 28%; 22

answered NO it is 31% and 16 are indifferent.

Students do not have interest in their performance whether it is good or

not therefore we must design a handbook that can improve their

achievement.

28%

31%

41%Yes

No

Indiferent

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ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students

Question 10: Would you like to learn grammar through a grammar

handbook with easy and amazing exercises?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 44 89%

No 1 3%

Indifferent 3 8%

Total 48 100%

GRAPHIC

COMMENT:

From 48 students surveyed, 44 answered YES it means 89%; 1 answered

NO it is 3% and 3 are indifferent.

Students think their achievement will improve since our new didactic

material for them.

89%

3%8%

Yes

No

Indiferent

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CHI CUADRADO ANALYSIS

STATISTICAL ANALYSIS OF RESULTS AND CONCLUSIONS

Variable No. 1: Would you like to learn English in a different way?

Variable No. 2: Would you like to learn grammar through a grammar

handbook with easy and amazing exercises?

COMMENT: Across the No Parametric Prove, it was arranged to identify how many

Yes, No and Indifferent have a certain grade of coincidence between two

variables. Because of the percentage 0,000 in Sig. asymptotical it was

concluded the data is normal or coincident.

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CONCLUSIONS AND RECOMMENDATIONS

Conclusions

• At the beginning the students did not show interest in the English

class.

• The students did not want to participate in English class.

• The students demonstrate a big interest for English with the new

material.

• The students needed more explanations for the grammar exercises.

• The students like English language but they do not have a lot of

didactic materials.

• The teacher applied techniques efficiently.

• The institution does not have additional grammar resources to

present the contents.of the government book 1.

• The students felt exited specially by using the new handbook.

• The students have to know grammar models and transitions to be

able to write sentences in a right form.

• Directives and teachers are pleased for my contribution to the

learning process.

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• Recommendations

• The teacher has to motivate them.

• The teacher has to encourage and help students because they can

make many mistakes.

• It is recommendable to use new patters and resources to

strengthen the writing skills.

• It is imperative to present the grammar contents using a new

resource to make the learning process more interesting.

• It is necessary the teacher should observe to students their

performance

• To keep always the attention of the students with our technique.

• The teachers should plan a schedule time to reinforce students’ old

knowledge.

• It is necessary innovate the grammar material.

• The teachers should to try that students participates more in class

making no boring classes.

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CHAPTER IV

THE PROPOSAL

DESIGN OF A HANDBOOK WITH EXERCICES ABOUT BASIC ENGLISH GRAMMAR

ANTECEDENTS

I noticed that an excellent help to teach English with the English book of

the government it would be better with another resource an English basic

grammar handbook, it boosts the speed of learning the curriculum making

it easy and fun for the students and preventing boredom.

Drawings, exercises and grammar can be created according to the

subject.

The colored material is important to capture the attention of the students

I had 100% support of this project from the director and staff who work in

the institution; they provided me with all information needed and enabled

me to work some hours with the English teachers to apply the handbook I

had prepared.

All content about grammar were thought in help the students to learn

English easily. It boosted the curiosity of the students a great deal helping

them learn the topics much faster.

I was satisfied that using resources such as these has a big advantage. I

am confident this is the best way to encourage the students and make

exercises easier to complete.

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JUSTIFICATION

This proposal will have a considerate benefit because it was created In

order to help the students who have problem to build sentences and how

differentiate the simple present structures by writing.

Using a handbook has proven to be very effective; especially by

implementing a corresponding handbook with the same English grammar

themes of the level 1 book of the government

The handbook is especially effective when it makes use of color. Colored

pictures make using the book more interesting and fulfilling to the student.

The students show satisfaction and pride, and they were able to complete

the exercises with less supervision. Teachers felt comfortable using this

material because they were able to act as guides, while the pupils act as

the protagonist.

DIAGNOSTIC SYNTHESIS

The students will perform exercises using written English as a second

language; successfully applying this knowledge in high school.

The students will also be able to understand the grammar activities and

interest.

THE FUNDAMENTAL PROBLEM

The fundamental problem was detected in the students, due to the low

motivation and the lack of real grammar didactic materials. To encourage

them to write correctly with the Basic English grammar, so we had to

propose for the students a useful and didactic handbook to try to solve the

problem.

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OBJECTIVES

General

To improve learning English in a fun way with a grammar handbook and

the support of corresponding English book, for easier development

without the need for so much help from the teacher.

To strengthen English language skills of students in our school,

developing skills such as understanding, thinking and writing.

To learn Basic English words through a grammar tool.

Specific

To memorize the vocabulary words in English.

To learn to form grammar structures

To complete exercises easier.

To train one of the language skills (writing)

To encourage the English study for future benefits of the students.

IMPORTANCE

This proposal is important because it has resolved a problem

whereas there was little interest of the students for learning English.

The methods, along with using the necessary resources have spiked the

interest of the students.

The grammar handbook has been a great benefit to the teacher and can

be applied throughout the school year and in subsequent years.

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FEASIBILITY

This proposal was applied in the school year 2013-2014 in the second part

of the school year with the eighth course “A” in the afternoon journal and

will have the support of directives, teacher’s staff, students and parents of

the Paraíso de la Flor High School,now called 26 de noviembre.

DESCRIPTION OF THE PROPOSAL

The handbook I created has grammar topics like: The articles, The simple

present of Be, Subject pronouns, Questions with verb to be, prepositions

of place, possessive adjectives, plural of nouns, demonstrative adjectives,

the use of modal verb can, question words, the simple present of verb

have, how much and how many, the simple present tense of other verbs

and with basics vocabulary like: The Simpson family, the fruits, animals,

vegetables and sports. Each topic has some grammar rules and exercises.

The exercises contain tasks such as complete the missing information;

match things that go together; choose the correct answer or picture etc.

This project was developed in the second term of the year (October,

November, half of December, Part of January and the fifteen first days of

February) during the English hours. (Twice per month).

After having completed all the scientific research we need for the

elaboration of this project, we did the tutorial classes planning and

concluded that 20 sessions (each topic 2 sessions) would be required to

apply the handbook with the students.

Once we had the approval of the tutor and the consent of directives and

English teacher of the institution, we started with the application during the

school year 2013-2014.

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LOCATION OF THE INSTITUTION

This project was performed at “Paraíso de la Flor high school” located at

the cooperativa Paraíso de la Flor, Bloque 6 MZ 314 Solar 11.

LEGAL, SOCIOLOGICAL, PEDAGOGICAL AND PSYCOLOGICAL

ASPECTS

Legal Aspect

The performance of this proposal has the regulation of the national

education rules.

Sociological Aspect

This proposal will help all educative community, because it will allow the

interrelation among them, and in this way the students will respond

positively to the English learning, and parents will feel satisfied with the

learning of their children.

Pedagogical Aspect

Pedagogy is the art and science of educating children, for this reason my

proposal will help teachers to develop it when explaining the Simple

Tenses and when applying exercises related to this tense.

Psychological Aspect

The mission of my proposal is to make motivating the pupils easier for the

teacher, and to encourage the students to become self-motivated as well.

Besides of the application of this resource will be reflected in the

advancement and improvement of the Basic English learning process of

the students.

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VISION, MISSION, POLICIES AND BENEFICIARIES

Vision

My vision is to encourage teachers and directors to search for and use

updated and appropriate methodologies to teach the students to better the

English learning process through practical didactic resources for using the

simple tenses correctly with different types of exercises.

Mission

My mission is to design and apply of an easy grammar handbook with

exercises to develop a high interest for the English learning.

Policies

The institution is interested in changing strategies to boost the speed and

level of learning. This should be considered a necessity for our times to

have a positive effect on our lives and the future.

Beneficiaries

My proposal will benefit students of the eighth course “A” and ninth course

“A”, teachers and parents of “Paraíso de la Flor public high school” now

called 26 de noviembre public high school..

SOCIAL IMPACT

Through my proposal, I hope to involve all the community in the interest

that all the children learn English.

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GANTT’S DIAGRAM

The presentation of the topic, the approval of the proposal, the

development of the five chapters and the exposition of the all contents

took almost six months and the following diagram has all the details.

ACTIVITIES

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

Approval

of the topic

X

Tutoring

X

X

X

X

X

X

Formulation

of the

problem

X

X

Theoretical

investigation

X

X

Surveys and

interviews

X

X

Analysis of

results

X

Developmen

t of the

proposal

X

X

Oral

presentation

X

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RESOURCES

Human Talents

Students

Teachers

School directives

Tutor

Co-worker

Investigators

Specialist

Librarian

Cyber employee

Computer operator

Parents

Materials

School

Classroom

Didactic material

Text and books

Dictionaries

Office supplies

Copies

Printings

Camera

Transportation

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Electronics and multimedia

Computer

Printer

Scanner

Pen-drive

Digital camera

Internet

Financial Aspect

Didactic material 50.00

Text and books 25.00

Dictionaries 45.00

Office supplies 50.00

Copies 60.00

Printings 100.00

Transportation 40.00

Snacks 30.00

Total $400.00

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GLOSSARY

Material: It is anything made of matter, constituted of one or more

substances.

Didactic material: It is an instrumental device that contains an

educational message, so the teacher what has to carry out the teaching-

learning process.

Feasibility: This statement serves as a guide to the organization or

framework guide their actions and desires with the possible.

Beneficiaries: People, group or entity that is favored with benefit or any

transfer, whether express or implied.

Concern: Something that interests you because it is useful or need to you.

Execution: The act of applying; a carrying into effect or to completion;

development; achievement; consummation; as, the execution of a plan, a

job, etc.

Policies: A plan or course of action, as of a government, political party, or

business, intended to influence and determine decisions, facts, and other

subjects.

Reflection: A thought or an opinion as a result from such consideration.

Resource: Something that can be applied for support or help.

Understandable: be apprehended or gotten from knowledge’s.

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BIBLIOGRAPHY

Herrera, J. (2005). Proyecto Educativo, pág. 38. Editorial Universidad de

Guayaquil, Guayaquil, Ecuador.

Leiva Zea, F. (2007). Nociones de Metodología de Investigación

Científica. Quito. Editorial Cámara Ecuatoriana del Libro - Núcleo de

Pichincha. Sexta Edición.

Pacheco, O. (2003). Proyecto Educativo pag.21 Editorial 45, Quito,

Ecuador.

Schrampfer, B.1997. Fundamentals of English Grammar. Pag. 28-125.

Editorial Prentice Hall, Quito, Ecuador.

Cambridge. English Dictionary Guides you to the

Meaning, 2003

WEB SITES FROM INTERNET

Motivation and learning: http://psu.edu/studyskills/motivation.html Importance of Motivation: http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html Constructivism: http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm Skinner education theory : www.aldeaeducativa.com Columbia encyclopedia: http/.bartleby.com/ Teaching strategies techniques and philoshopy. http://teacher2b.com/strategies/teacherstr.html http://www.firstschoolyears.com/literacy/word/other/plurals/resources/rules.htm http://www.edufind.com/english/grammar/definite_indefinite_article.php

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http://interteachpsy.org/Resources/EducationalPsychologyTeachingResour

ce

Source:Thoughtco(April,2017)KennethBeare,retrieved

From https://www.thoughtco.com/teaching-grammar-in-esl-efl-setting-

1209075 August 18,2017.

Dictionary(2015),retrieved.from

http://dictionary.cambridge.org/es/diccionario/ingles/grammar

August 19,2017.

Source:Oxford.Dictionary(2016),retrieved.from

https://en.oxforddictionaries.com/definition/grammar August 19,2017.

Source: Julio Foppoli, (2016).Importance of Grammar. Retrieved from

http://www.eslbase.com/teaching/grammar-important-second-language-

learner#comments August 19, 2017.

Source: Jianyun Zhang(2009),Necessity of Grammar teaching retrieved_

from http://files.eric.ed.gov/fulltext/EJ1065690 August 19,2017.

Source:Ministerio de Educación del Ecuador.(2015,p2),Area de

Ingles.English as foreing language retrieved_from

https://educacion.gob.ec/wp-content/uploads/downloads/2016/03/Area-de-

Ingles August 19,2017.

Source: Brithishcouncil.org(2015)( English in Ecuador An examination of

policy, perceptions and influencing factors(May,2015,p4).retrieved_ from

http://englishagenda.britishcouncil.org/sites/default/files/attachments/englis

h_in_ecuador August 19, 2017.

Source: Ochoa, C., Cabrera, P., Quiñónez, A., Castillo, L. & González, P.

(2016). The Effect of Communicative Activities on EFL Learners’

Motivation: A Case of Students in the Amazon Region of Ecuador. Colomb.

Appl. Linguist. J., 18(2), pp. 39-48.

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Source:British Council (December 2008)Teaching and Learning Approach

retrieved_ from https://www.teachingenglish.org.uk/article/approach

August 25,2017.

Source: Lindsay Clandfield(December,2010) Task-based grammar

teaching.retrieved_from

http://www.onestopenglish.com/grammar/grammar-teaching/task-based-

grammar-teaching/144974.article August 19,2017

Source: nclrc.org(2003),Strategies for learning grammar.Retrieved_from

http://www.nclrc.org/essentials/grammar/stratgram.htm August 19,2017.

Source: smarter-lives(June,2016)Silva Nayanee Gender´s multiples

intelligences retrieved from_ https://www.smarter-

lives.com/2016/06/06/the-theory-of-multiple-intelligences-and-possibilities-

for-its-use-in-education-coaching-and-the-workplace/ August 25,2017.

Source:REnglish profile(2011)lifelonglearning programbooklet The CEFR

for English retrieved from_ http://www.englishprofile.org/ August 26,2017.

Source:The Essential of Language Teaching .N.CLRC,(2004). Goals and Techniques for Teaching Grammar.retrieved from_

http://www.nclrc.org/essentials/grammar/goalsgram.htm. August 26,2017

Source: Saul McLeod (2012).Simply Phycology,Vygotsky theory of

Z.P.D.Retrieved from_ https://www.simplypsychology.org/Zone-of-

Proximal-Development.html August 27,2017.

Source: Baker, C. (2006). Foundations of bilingual education and

bilingualism (4th ed.). Clevedon, UK: Multilingual Matters.

Steve McCarty.(September,2013)Childresearch.Bilingualism and language

teaching series.retrieved from_

http://www.childresearch.net/papers/language/2013_02.html August

26,2017.

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Source:Susan Emateus(July,2014).Bilingualism in Ecuador.retrieved

from_ https://suzannemateus.com/2014/07/17/code-switching-in-ecuador/

August 27,2017.

Source: Cathryn Whitehead(2011). Definition of Learning Style.Retrieved

from_ http://classroom.synonym.com/definition-learning-style-

6551473.html September 04,2017.

Source:Mastin luke(2008)Epistemology retrieved from_

http://www.philosophybasics.com/branch_epistemology.html

September 04,2017.

Source: dictionary.com(2013).Knowledge definition retrieved from_

http://www.dictionary.com/browse/knowledge. September 09,2017.

. Source:Gemma Will (May, 2014). The 6 Types Of Knowledge: From A

Priori To Procedural retrieved from_ https://blog.udemy.com/types-of-

knowledge/ September 09,2017.

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ANNEX

ONE

DOCUMENTS

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1

ANTIPLAGIO

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1

109

1

110

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ANNEX

TWO

SURVEYS AND

INTERVIEWS

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO THE PRINCIPAL

OBJECTIVE To know directives’ point of view about the importance of basic grammar structures in class.

1. - Do you think it is important to improve learning English in this

school? Why?

2.- Do you think using an English handbook is good for learning

English improving the ability for the students to learn?

3. - How would you support the performance of this proposal?

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE ENGLISH TEACHER

OBJECTIVE To know the English teacher’s point of view about the importance of basic grammar structures in class.

1. - Are you satisfied with your accomplishment in your English class?

Why?

2. - Do you think it is important to use didactic material in order to

motivate the students?

3. - Do you consider it important to learn English?

4. - How often do you attend English training courses for continuing

education?

5. - Do you have support to the Chairman and staff of the Institution? 6. - What do you want to achieve with this project?

7. - You only teach English class twice per week. Don’t you think that is a

little difficult?

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE REPRESENTATIVE PARENTS

OBJECTIVE To know the representative parents’ point of view about the importance of basic grammar structures in class.

1.-Would you like your children learn English in a better way? Why?

2. - Would you help to work in some self-management activities? How?

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

ENTREVISTA AL RECTOR

OBJETIVO Conocer el punto de vista de los directivos acerca de la importancia de las estructuras gramaticales básicas.

1.- ¿Cree usted que es importante mejorar la enseñanza de inglés en este

colegio? ¿Por qué?

2.- ¿Cree usted que usando un manual de inglés es bueno para mejorar el

aprendizaje de los estudiantes?

3.- ¿Cómo apoyaría usted en la realización de esta propuesta?

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

ENTREVISTA AL PROFESOR DE INGLES

OBJETIVO Conocer el punto de vista del profesor de inglés acerca de la importancia de las estructuras gramaticales en clase.

1.- ¿Está usted satisfecho con su logro en su clase de inglés?

¿Por qué?

2.- Cree usted que es importante usar un material didáctico para motivar a

los estudiantes?

3.- ¿Considera usted importante aprender inglés?

4.- ¿Con qué frecuencia asiste a los cursos de formación de inglés para la

educación continua?

5.- ¿Tiene usted el apoyo del rector y del personal de la institución? 6.- ¿Qué le gustaría lograr con este proyecto?

7.- Sólo se enseña la clase de Inglés dos veces por semana. ¿No cree

usted que es un poco difícil?

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTICA

ENTREVISTA A LOS PADRES DE FAMILIA

OBJECTIVE Conocer el punto de vista de los padres de familia acerca de la importancia de la estructura de la gramática básica en clase.

1.-lLe gustaría que sus hijos aprendieran ingles de una mejor manera? ¿Por qué?

2.- ¿Le ayudaría a trabajar en algunas actividades de autogestión? ¿Cómo?

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

ENCUESTA A LOS ESTUDIANTES OBJETIVO Conocer el punto de vista de los estudiantes a cerca de la importancia de las estructuras gramaticales básicas en ingles en clase. INFORMACION ESPECÍFICA Escriba una “x” sobre la respuesta que considere la más apropiada en cada pregunta requerida.

SI NO INDIFERENTE

01- ¿Le gusta el ingles?

02- ¿Es el inglés importante para usted?

03- ¿Su profesor de inglés usa libros con ejercicios gramaticales en clase?

04- ¿le gustaría aprender inglés de forma diferente?

05- ¿Su profesor de inglés utiliza la gramática en contexto?

06- ¿Su colegio tiene material didáctico para enseñar gramática?

07- ¿Es la gramática inglesa difícil para usted?

08- ¿Puede escribir oraciones correctamente?

09- ¿Participa usted en clase constantemente?

10- ¿Le gustaría aprender gramática a través de un nuevo manual con ejercicios fáciles e interesantes?

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ANNEX

THREE

PHOTOS

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COLEGIO FISCAL MIXTO

"PARAÍSO DE LA FLOR”

Paraíso de la Flor Bloque 6 Mz. 314 Sl. 11 Guayaquil - Ecuador

AÑO LECTIVO 2013 - 2014

QUIMESTRE: PRIMER SEGUNDO

PARCIAL: PRIMER SEGUNDO

DOCENTE:_______________________

ASIGNATURA:__________________________

______

PARALELO:

ESPECIALIZACIÓN:__________________

Nº NÓMINA 1 ALVARADO CASTRO KERLY TAMARA 2 ALVIA COBOS CRISTINA NICOLE 3 ANCHUNDIA DIAZ ALICIA NORMA 4 ANZULES GOMEZ MICHAEL BRANDON 5 AROCA JIMENEZ YULEXI NICOLE 6 AROCA PRADO JOSELIN ESTEFANIA 7 AULLA CAUJA CRISTHIAN FERNANDO 8 AVILA CHILAN LLERLY MAVEL 9 AVILES MERA FRANCISCO JAVIER

10 BAQUE CHOEZ ANGELA DEL PILAR 11 BARZOLA CHANCAY ALEJANDRO ALEXIS 12 BARZOLA CHANCAY GENESIS DIANA 13 BONNET QUIÑONEZ MELANI DALILA 14 BRIONES AURIA GREGORY NAPOLEON 15 CAICEDO CHICHANDE LICETTE 16 CAMPUZANO MUÑOZ ANDREA MARIA 17 CANCHINGRE ESPINOZA DANIELA 18 CARPIO BARCO KEVIN ALEXANDER 19 CEDEÑO MORA JESUS ALEX 20 CERCADO CAICE DENNY MANUEL 21 EDUARTE SANCHEZ STIVEN SANTIAGO 22 ESPINOZA MACÍAS RICHARD EDUARDO 23 FARIAS HIDALGO MATILDE EUGENIA 24 FERNANDEZ FERNANDEZ ALEXANDER 25 FLORES VALENCIA WENDY HABANA 26 GALARZA PEREZ EDISON MICHAELL 27 GARCIA RODRIGUEZ EDWARD EMANUEL 28 GARCIA TRIVIÑO MARCOS HECTOR 29 GOYES ROMERO JENNELLE ANDREA 30 GUTIERREZ ASCENCIO RICHARD JOSE 31 LOOR GUARANDA SHIRLEY LILIANA 32 MARTILLO SANCHEZ MARIA ELENA

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33 MERCHAN CHOEZ LUIS MIGUEL 34 MERCHAN MORAN INGRY KATHERINE 35 MOLINA ALAY GENESIS STEFANIA 36 NUÑEZ PINCAY ANGEL JANDRY 37 ORDONEZ TORRES ADONIS JOEL 38 PALMA ALAVA KELLY NICOLE 39 PAREDES ZAVALA RUTH ELIZABETH 40 PLAZA CRUZ STALIN JESUS 41 PLUA PALMA WENDY NAYELI 42 PLUAS MARCILLO CARLOS DEIVI 43 POZO TOMALÁ JOSELYN NAYELI 44 QUIRUMBAY AVILA BRANDON RENÉ 45 QUISPILLO TOTOY BETTY MARISELA 46 REYNA UVE NAYELI NATHALY 47 RIVERA MOREIRA KAREN LISBETH 48 RODRIGUEZ PEÑAFIEL IVAN JOSÉ 49 ROMAN BARZOLA PAUL ANTONIO 50 RONQUILLO HOLGUIN IVAN AURELIO 51 TIGUA SANCHEZ WASHINGTON JOSUE 52 VELASQUEZ QUIROZ JAHIR ARMANDO 53 VELEZ VERA KEVIN ALEXANDER

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ANNEX

FOUR

PROPOSAL

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ENGLISH HANDBOOK

BELONGS TO :VICENTE MEDINA BARREIRO

PROPOSAL TO :UNIDAD EDUCATIVA FISCAL 26 DE NOVIEMBRE

TOPICS: BASIC ENGLISH GRAMMAR TO THE LEVEL A2.2 TO

THE NINTH COURSE

SCHOOL YEAR :2013-2014

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