university of guayaquil faculty of philosophy and...

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

PRESENCIAL HIGHER EDUCATION SYSTEM

UNIVERSITY CENTER: MATRIX GUAYAQUIL

EDUCATIONAL PROJECT

EDUCATIVE PROJECT PREVIOUS TO OBTAIN THE BACHELOR'S

DEGREE IN ENGLISH LANGUAGE

TOPIC

INFLUENCE OF DAILY ROUTINE VOCABULARY IN SPEAKING

SKILLS

PROPOSAL

DESIGN A SYSTEM OF DAILY ROUTINE VOCABULARY ACTIVITIES

FOR STUDENTS

AUTHORS: COPA YUPANQUI MARÍA FANNY

TRIANA MATAMOROS ZORAIDA MARÍA

ADVISOR: ZAMBRANO GARCÍA ANA MARÍA MSc.

GUAYAQUIL, FEBRERO DEL 2017

ii






AUTHORITIES

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila

DECANO SUBDECANO

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado DIRECTOR SECRETARIO GENERAL

iii

MSc

SILVIA MOY-SANG CASTRO, Arq.

DECANA DE LA FACULTAD DE FILOSOFÍA

LETRAS Y CIENCIAS DE LA EDUCACIÓN

CIUDAD.-

De mis consideraciones:

En virtud que las autoridades de la Facultad de Filosofía, Letras y

Ciencias de la Educación me designaron Consultora Académica de

Proyectos Educativos de Licenciatura en Ciencias de la Educación,

Mención: Inglés, el día 26 de Octubre del 2016.

Tengo a bien informar lo siguiente:

Que las integrantes Copa Yupanqui María Fanny con C. I: 092586083-5

Triana Matamoros Zoraida María con C.I: 0912567930 diseñaron el

proyecto educativo con el Tema: Influence of daily routine vocabulary in

speaking skill.

Propuesta: Design a system of daily routine vocabulaly activities for

students.

El mismo que ha cumplido con las directrices y recomendaciones dadas

por la suscrita.

Las participantes satisfactoriamente han ejecutado las diferentes etapas

constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN

del proyecto, y pone a vuestra consideración el informe de rigor para los

efectos legales correspondiente.

Atentamente

_ MSc. Ana María Zambrano García

Consultora Académica

iv

Guayaquil, Febrero de 2017

MSc SILVIA MOY-SANG CASTRO, Arq. DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad.-

Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el tema: Influence of daily routine

vocabulary in speaking skills. Propuesta: Design a system of daily routine

vocabulaly activities for students.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

COPA YUPANQUI MARÍA TRIANA MATAMOROS MARÍA

C.I: 092586083-5 C.I: 0912567930

v






PROJECT

TOPIC: INFLUENCE OF DAILY ROUTINE IN SPEAKING SKILLS.

DESIGN A SYSTEM OF DAILY ROUTINE VOCABULALY

ACTIVITIES FOR STUDENTS.

APROBADO

……………………………… Tribunal No 1

……………………… ……………………… Tribunal No 2 Tribunal No 3

------------------------------------------- ----------------------------------------------

COPA YUPANQUI MARÍA TRIANA MATAMOROS ZORAIDA

C.I 092586083-5 C.I 091256793

vi

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

vii

DEDICATION

To God since without the blessing and his love everything would

have been a total failure, also for our husbands for their sacrifice and

effort, for helping in our career and for believing in our ability, and

although we have spent times in our studies they have always been

giving us their supporting and love.

To our children for being a source of motivation and inspiration to

be able to overcome us every day more and thus we can fight for life to

give them a better future.

To our parents and brothers who with their words of

encouragement did not let us fall and we always continue been

persevering and fulfilling with our ideals.

COPA YUPANQUI MARÍA FANNY


viii

ACKNOWLEDGEMENTS

To God who knew how to guide us on the right path and gave

us the strength to continue and not faint in the problems presented,

teaching us how to face adversities without ever losing our dignity or

falling in the attempt.

To my family, for their advice, understanding, love, support in

difficult times, and for helping us with the resources needed to study.

They settled us values, principles, character, commitment,

perseverance, and courage to achieve our goals.

To our children who has been our motivation, inspiration and

happiness.

COPA YUPANQUI MARÍA FANNY


x

REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE Y SUBTITLE:

Influence of daily routine vocabulary in speaking skill. Designing a system of activities

based on daily routine vocabulary to develop oral expression at basic level.

AUTHOR/S: Copa Yupanqui María &

Triana Matamoros Zoraida

ADVISOR: MSc. Ana María Zambrano García

REVIEWERS:

INSTITUTION:

UNIVERSIDAD OF GUAYAQUIL

FACULTY: Faculty of Philosophy, and Sciences of

Education

CAREER: Languages and Linguistics

DATE OF PUBLISHING: 2017 NUMBER OF PAGES: 144

TITLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa

y Lingüística

THEMED AREAS:

English Languages

KEYWORDS: Daily routine vocabulary – speaking skill – system of activity

ABSTRACT:

This research project took place in the city of Guayaquil with the students of eighth year of General Basic Education at ―Alonso Veloz Malta‖ High School, where was presented the educational problem in which the deficiency of speaking skill was observed in the students when they tried to communicate in the second language, in this case English, and one of the causes is due to the lack of daily routine vocabulary. In this investigation, was implemented a field and bibliographic research. This was explained in the theoretical framework which contains information about the variables studied. The methodological approach of this investigation is of mixed character, it can be said that it has a quantitative and qualitative approach. This is also descriptive, explanatory and purposeful research. The interview, the observation guide, and the survey were the instruments of investigation applied to the teacher and students to corroborate information about the deficiency that students have in oral expression. These results were showed in the survey performed to the students. For this reason, this proposal is important because the design of a system of activities based on daily routine vocabulary will develop the oral expression of the students and it will improve their ability to communicate to others effectively and fluently in English.

REGISTRATION NUMBER (in

database):

CLASSIFICATION NUMBER:

DIRECTION URL (thesis on the web):

ATTACHED PDF: X YES NOT

CONTACTING WITH

AUTHOR/S

Copa Yupanqui María


Telephone:

0988724276

0991846562

E-mail:

[email protected]

[email protected]

CONTACTING IN THE

INSTITUTION:

Name: Secretariat of the School of Languages

and Linguistics

Telephone: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]



x

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO:

Influencia de la rutina diaria en la expresión oral. Diseño de un sistema de actividades basada en

vocabulario de rutina diaria para el desarrollo de la comprensión oral a nivel básico.

AUTOR/ES: Copa Yupanqui

María & Triana Matamoros

Zoraida

TUTOR: MSc. Ana María Zambrano García

REVISORES:

INSTITUCIÓN:

UNIVERSIDAD DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la

Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: 2017 No. DE PÁGS: 144

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y

Lingüística

ÁREAS TEMÁTICAS:

Lengua Inglesa

PALABRAS CLAVE:

Vocabulario de rutina diaria, expresión oral, sistema de actividades.

RESUMEN:

Este proyecto tomó lugar en la ciudad de Guayaquil con los estudiantes de octavo año de

educación básica general del colegio ―Alonso Veloz Malta‖ donde fue presentado el problema

educacional, en el cual la deficiencia de la habilidad del habla fue observado en os estudiantes

cuando ellos intentaron comunicarse en el segundo idioma, en este caso, Inglés, y una de las

causas es debido a la falta de un vocabulario de rutina diaria. En esta investigación, fue

implementada una investigación bibliográfica y de campo. Esto fue explicado en el marco teórico,

el cual contiene información acerca de las variables estudiadas. El diseño metodológico de esta

investigación es de carácter mixto, se puede decir que es cuantitativo y cualitativo. Esto es

también una investigación descriptiva, explicativa y propositiva. La entrevista, la guía de

observación y la encuesta fueron los instrumentos de investigación aplicados al docente y a los

estudiantes para corroborar información acerca de la deficiencia que los estudiantes tienen en la

expresión oral. Esos resultados fueron mostrados en la encuesta realizada a los estudiantes. Por

esta razón, esta propuesta es importante porque el diseño de un sistema de actividades basado

en vocabulario de rutina diaria desarrollará la expresión oral de los estudiantes y esto mejorará

su habilidad para comunicarse con otros e una manera fluida y efectiva en inglés.

No. DE REGISTRO (en base de

datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X SI NO

CONTACTO CON

AUTOR/ES

Copa Yupanqui María


Teléfono:

0988724276

0991846562

E-mail:

[email protected]

[email protected]

CONTACTO EN LA

INSTITUCIÓN:

Nombre: Secretaría de la Escuela de Lenguas y

Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]




ix

GENERAL INDEX

PRELIMINARIES

Front

Page .................................................................................................................... i

Directives ............................................................................................................. ii

Approval of the project letter .............................................................................. iii

Intellectual rights letter ........................................................................................ iv

Approval of the court .......................................................................................... v

Qualification of the court .................................................................................... vi

Dedication ........................................................................................................ vii

Acknowledgments ............................................................................................ viii

General Index .................................................................................................... ix

Charts Index ......................................................................................................xii

Graphics Index ................................................................................................ xiv

Abstract ........................................................................................................... xvi

Introduction ......................................................................................................... 1

CHAPTER I

THE PROBLEM

Context of the investigation ................................................................................ 3

Conflict situation ................................................................................................. 3

Scientific fact ...................................................................................................... 4

Causes .............................................................................................................. 5

Formulation of the problem ................................................................................ 5

Objectives .......................................................................................................... 5

General objective ............................................................................................... 5

Specific objectives .............................................................................................. 6

x

Inquiry research .................................................................................................. 6

Justification ......................................................................................................... 6

CHAPTER II

THEORETICAL FRAMEWORK

Background ....................................................................................................... 9

Philosophical Foundation ................................................................................. 10

Psychological Foundation ................................................................................. 12

Sociological Foundation ................................................................................... 16

Pedagogical Foundation ................................................................................... 18

Didactic Foundation ......................................................................................... 20

Linguistic Foundation ........................................................................................ 28

Legal Foundation .............................................................................................. 31

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION

Methodological design ...................................................................................... 35

Types of research ............................................................................................. 35

Population and sample ..................................................................................... 36

Variables operationalization chart ..................................................................... 37

Investigation methods....................................................................................... 38

Instruments of investigation ............................................................................. 39

Observation analysis… ..................................................................................... 39

Analysis and interpretation of results ................................................................ 40

Survey ............................................................................................................. 41

English teacher´s interview ............................................................................... 55

The Squared – Chi ........................................................................................... 56

Conclusions ...................................................................................................... 58

xi

Recommendations .......................................................................................... 59

CHAPTER IV

THE PROPOSAL

Title .................................................................................................................. 60

Justification ...................................................................................................... 60

Objectives ........................................................................................................ 60

General objective ............................................................................................. 60

Specific objectives ............................................................................................ 60

Theoretical Aspects .......................................................................................... 61

Feasibility of its application ............................................................................... 62

Description ....................................................................................................... 63

A system of daily routine vocabulary .............................................................. 112

Conclusions… .................................................................................................. 63

REFERENCES ................................................................................................ 65

BIBLIOGRAPHY ............................................................................................. 69

ANNEX I

Approval letter of the academic consultant ....................................................... 74

Letter of requirement to the Educational Establishment .................................. 75

Letter of acceptation of the Educational Establishment ................................... 76

ANNEX II

Antiplagiarism.Net Screen capture ................................................................... 78

ANNEX III

xii

Photographic

Evidences ......................................................................................................... 80

ANNEX IV

Instruments of Investigation .............................................................................. 84

ANNEX V

Report of investigation work ............................................................................. 89

CHARTS INDEX

Chart N° 1 ........................................................................................................ 37

Population of the research

Chart N° 2 ........................................................................................................ 37

Sample of the research

Chart N° 3 ........................................................................................................ 37

Variables operationalization chart

Chart N° 4 ........................................................................................................ 40

I cannot communicate in English when I have doubts in class

Chart N° 5 ........................................................................................................ 41

I consider that speaking skill is necessary to practice in class the English

language

Chart N° 6 ..................................................................................................... 42

I would like to practice English orally in every class

Chart N° 7 ..................................................................................................... 43

I consider interesting the speaking skill activities

Chart N° 8 ..................................................................................................... 44

It motivates me to communicate in English the way that the teacher starts the

class

Chart N° 9 ..................................................................................................... 45

The vocabulary activities of daily routines helps the speaking skill

xiii

Chart N° 10 ...................................................................................................... 46

I have problems when it comes to express myself in English

Chart N° 11 ...................................................................................................... 47

Activities with daily routines vocabulary will help me to express myself better

and with more fluency

Chart N° 12 ...................................................................................................... 48

When the class starts with the vocabulary, it helps me to participate in oral

activities

Chart N° 13 ...................................................................................................... 49

I feel motivated when the teacher presents didactic materials about daily

routines vocabulary

Chart N° 14 ...................................................................................................... 50

I am more confident when I have to express myself in English with topics

related to daily routines

Chart N° 15 ...................................................................................................... 51

Activities like dramatizations about daily routines can help me learn new words

and its uses.

Chart N° 16 ...................................................................................................... 52

A booklet with activities about daily routines will make the class more

participative

Chart N° 17 ...................................................................................................... 53

Activities like games and songs will improve the interaction in the classroom

Chart N° 18 ...................................................................................................... 54

Doing vocabulary activities about daily routines will improve my ability to

express myself in class and in my social life

Chart N° 19 ...................................................................................................... 57

Items of the squared-Chi

Chart N° 20 ...................................................................................................... 57

Results of The squared-Chi

xiv

GRAPHICS INDEX

Graphic N° 1 .................................................................................................... 40

I cannot communicate in English when I have doubts in class

Graphic N° 2 .................................................................................................... 41


language

Graphic N° 3 .................................................................................................... 42


Graphic N° 4 .................................................................................................... 43


Graphic N° 5 .................................................................................................... 44

It motivates me to communicate in English the way that the teacher starts the

class

Graphic N° 6 .................................................................................................... 45

The vocabulary activities of daily routines helps the speaking skill

Graphic N° 7 .................................................................................................... 46


Graphic N° 8 .................................................................................................... 47

Activities with daily routines vocabulary will help me to express myself better

and with more fluency

Graphic N° 9 .................................................................................................... 48

When the class starts with the vocabulary, it helps me to participate in oral

activities

Graphic N° 10 .................................................................................................. 49


routines vocabulary

Graphic N° 11 .................................................................................................. 50



Graphic N° 12 .................................................................................................. 51

xv

Activities like dramatizations about daily routines can help me learn new words

and its uses.

Graphic N° 13 .................................................................................................. 52


participative

Graphic N° 14 .................................................................................................. 53

Ludic activities like games and songs will improve the interaction in the

classroom

Graphic N° 15 .................................................................................................. 54



Graphic N° 16 .................................................................................................. 56

Results of The squared-Chi





ABSTRACT

xvi

This research project took place in the city of Guayaquil with the students of

eighth year of General Basic Education at ―Alonso Veloz Malta‖ High School,

where was presented the educational problem in which the deficiency of

speaking skill was observed in the students when they tried to communicate in

the second language, in this case English, and one of the causes is due to the

lack of daily routine vocabulary. In this investigation, was implemented a field

and bibliographic research. This was explained in the theoretical framework

which contains information about the variables studied. The methodological

approach of this investigation is of mixed character, it can be said that it has a

quantitative and qualitative approach. This is also descriptive, explanatory and

purposeful research. The interview, the observation guide, and the survey were

the instruments of investigation applied to the teacher and students to

corroborate information about the deficiency that students have in oral

expression. These results were showed in the survey performed to the

students. For this reason, this proposal is important because the design of a

system of activities based on daily routine vocabulary will develop the oral

expression of the students and it will improve their ability to communicate to

others effectively and fluently in English.

KEYWORDS:

Daily routine vocabulary – speaking skill – system of activities

xvii

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÒN.

SISTEMA DE EDUCACIÒN PRESENCIAL ESPECIALIZACIÒN LENGUAS Y LINGUISTICA

RESUMEN

Este proyecto tuvo lugar en la ciudad de Guayaquil con los estudiantes de

octavo año de educación básica general del colegio ―Alonso Veloz Malta‖

donde fue presentado el problema educacional, en el cual la deficiencia de la

habilidad del habla fue observada en los estudiantes cuando ellos intentaron

comunicarse en el segundo idioma, en este caso, Inglés, y una de las causas

es debido a la falta de un vocabulario de rutina diaria. En esta investigación, fue

implementada una investigación bibliográfica y de campo. Esto fue explicado

en el marco teórico, el cual contiene información acerca de las variables

estudiadas. El diseño metodológico de esta investigación es de carácter mixto,

se puede decir que es cuantitativo y cualitativo. Esto es también una

investigación descriptiva, explicativa y propositiva. La entrevista, la guía de

observación y la encuesta fueron los instrumentos de investigación aplicados al

docente y a los estudiantes para corroborar información acerca de la

deficiencia que los estudiantes tienen en la expresión oral. Esos resultados

fueron mostrados en la encuesta realizada a los estudiantes. Por esta razón, la

propuesta es importante porque el diseño de un sistema de actividades basado

en vocabulario de rutina diaria desarrollará la expresión oral de los estudiantes

y mejorará su habilidad para comunicarse con otros de una manera fluida y

efectiva en inglés.

PALABRAS RELEVANTES;

Vocabulario de las Rutinas Diarias – expresión oral -- Sistema de Actividades

INTRODUCTION

Ecuador is a country which has established as its priority main an

excellent education for its population, starting with the high quality infrastructure

as well as the teaching for students, such as it is mentioned in The National

Good Living Plan´s which its objective is to improve the education nationwide in

each learner, besides the students should strengthen their capacities and

potentialities as their right for improvement in the social aspect and culturally as

well, through everyday life and a formal education for the benefit of every

student in the country.

The principal objective of this research is determine the influence of daily

routine vocabulary in speaking skill, for this reason it is important to value the

use of daily routine vocabulary, to characterize speaking and finally design a

system of daily routine vocabulary activities for students, this research project is

focused on solving a problem and to make a proposal for the public educative

sector in order to improve the speaking skill.

Educational problems exist in the high school selected but the most

evident is on the students of eighth year of General Basic Education in the

speaking skill since that their learning is not adequate in English classes, they

have many difficulties to ask and answer questions, to develop some

information in a speech or justifying the response, as well as the lack of

activities and techniques to develop this skill in the correct way.

At the hour of learning a new language, one of the most difficult thing is

to be able to speak and understand a dialogue in real time, also this

investigation has the purpose of developing this, since that speaking has many

benefits to human beings due to the fact that it helps in the communication with

other into the society.

For that reason, it is important to develop oral expression because it

helps learners to have a better relationship with people due to the cultural value

that they learn through the different people who surrounded them. For this

research project, different bibliographic sources were used in the theoretical

1

framework which support the importance of the vocabulary to improve the

speaking skill since that many authors assured that the vocabulary is the best

way to introduce, learn and improve a second language at the level that the

student should have since that teachers introduce, explain, practice and assess

the language.

Furthermore the learning of the intentional vocabulary is the way to form

the collocation and word class and the learners feel more confident,

enthusiastic and motivated with the lessons, as well as the attractive resources

are introduced in the class doing they improve their speaking and their English

level in this case at the A1.1 basic user level.

The methodological design of this research project is mixed because it

has a quantitative and qualitative approach. It also was used the descriptive and

exploratory research which through the application of the different instruments

of investigation such as the observation, interview and survey showed the

deficiencies and the problems exist in the institution. The following paragraphs

describe the chapters in which this research project is conformed:

Chapter I: The problem .- It contains context of the investigation,

research problem, conflict situation, scientific fact, causes, formulation of the

problem, objectives, general objective, specific objectives, inquiry research, and

justification.

Chapter II: Theoretical framework. – It describes the background,

philosophical, psychological, sociological, pedagogical, didactic linguistic and

legal foundation.

Chapter III: Methodology, process, analysis and results discussion.-

It contains the methodological design, types of research, variables

operationalization chart, the population, sample, investigation methods,

techniques and the analysis and interpretation of the results applied to the

teacher and students, as well as, conclusion and recommendations.

Chapter IV: The proposal. - It details the title of the proposal,

justification, objectives, theoretical aspects, description, feasibility of its

application and conclusions about the proposal presented.

CHAPTER I

THE PROBLEM

Context of the Investigation

This project is developed at "Alonso Veloz Malta High School. It was

put in function on June 2nd, 1992 in the Cooperative Section of Polo Sur, Isla

Trinitaria, Guayaquil, Ecuador.

This institution was created under the 59 Article of the General

regulation of the Education law.

In 1996, the school experienced the changes that have been present

until now like lack of janitorial services, material supply and the total support

of the public school system.

The high school’s mission is to prepare students academically, morally

and in any other aspect so they could become potential business and

productive people in the Ecuadorian community.

Its vision is to be recognized by the national educational community as

an oriented high-level high school which exercises social, pedagogical,

scientific, technological and formative leadership.

Research Problem

Conflict Situation

Speaking Skill is the problem that can be obviously seen in the

students of 8th year of general basic education "Alonso Veloz Malta‖, they do

not have the adequate vocabulary teaching in English classes.

3

It is also considered that the most of the population is facing such

problems as a whole, they do not know about daily routine vocabulary

and additionally they have problems for analyzing or giving meaning

and complete usage with words.

Most of them demonstrate lack of understanding of basic

instructions to develop activities in the correct way and they feel

embarrassed when the teacher asks them to participate in a dynamic

activity.

The lack of vocabulary activities in the classroom affects the

development of students’ knowledge in the target language. Students

have difficulty to answer simple questions like if they would rather live in

a house or an apartment and some of them can answer the question

however, they cannot justify the response.

Because of this, there has been designed a system of daily

routine vocabulary activities for students of the 8th year of general basic

education from Alonso Veloz Malta high school.

Scientific Fact

Low level in speaking skills found in the expressions used when

communicating in the students of the 8th year of General Basic

Education from ―Alonso Veloz Malta ― in Zone 2 District 8 Province of

Guayas, Guayaquil, School Year 2016-2017

The lack of daily routine vocabulary in the classroom is the main

cause of why student have difficulty in expressing themselves properly.

The need of practice with these types of activities are the deficiencies

shown in the classroom when students are asked to talk about the

things they do in any given day of the week.

Students cannot relate the vocabulary. They try to express

themselves only in Spanish and the translation from Spanish to English,

which most students try to use, does not give the same meaning in the

language being learned. Other problems that add up to the situation like

the lack of motivation from students wanting to learn the language, the

need of proper material for such objectives, the low rapport between

students and teacher, the deficit of training teachers show in such

competences and skills.

As a consequence of these problems, the last school year there

were a high number of students with low scores in English subject,

according to statistics from the secretary office from the high school, it

means that they don´t reach the A.1.1 basic user level

Researchers have the directives of the institution support who

have given them the necessary facilities to carry out this project for the

low speaking skills found in the expressions used when communicating

in the students of the 8th year of general basic education at ―Alonso

Veloz Malta ― in Zone 2 District 8 Province of Guayas, Guayaquil,

School Year 2016 - 2017.

Causes

Wrong usage of oral exercises.

Insufficiency use of active methods and techniques.

Lack of didactic material in vocabulary development related to

routinary activities.

Formulation of the Problem

How does daily routine vocabulary influence the development of

Speaking Skills in the students of the 8th year of general basic

education at ―Alonso Veloz Malta‖ in the city of Guayaquil, school year

2016-2017?

Objectives

General Objective

To determine the influence of daily routine vocabulary in

speaking skills through a field, bibliographical and statistical research

for the design of a system of daily routine vocabulary activities for

students.

Specific Objectives

To Value the use of daily routine vocabulary through a field,

bibliographical and statistical research.

To characterize speaking skills through a field, bibliographical

and statistical research.

To Design a system of daily routine vocabulary activities for

students through the interpretation of the given data

Inquiry research

1. How is the current speaking skills development situation of the

students of 8th year of general basic education at Alonso Vera

Malta‖ in the Guayaquil city?

2. What is the cause that affects the ability of oral expression of the

students of 8th year of General Basic Education at ―Alonso Vera

Malta‖ high school in Guayaquil city?

3. Which theoretical referents support the relationship in the daily

routine vocabulary and speaking skills?

4. Will the proposal of a system of vocabulary activities allow

qualitatively transformation in the ability in oral expression?

Justification

According to the English National Curriculum based on the

common European Framework of Reference (educacion, 2013)

establishes.

That 8th year of General Basic Education must be in the A1.1

basic user level in English. Thus, the material for such level is in the

same category as when the student was in the 8th General Basic

Education. However, the content, strategies, exercises and teaching

techniques must be adequate for the right usage of oral expressions

and the learning of such.

This project and its proposal are consistent and adequate for

such level of proficiency to be acquired by students when expressing

themselves orally in the English language.

The National Good Living Plan´s (Desarrollo, 2013) objective is

to improve education nationwide in each citizen as their right for

improvement in the social aspect and culturally as well. It must remain

vigilant to all the parameters that are backed up for the benefit of every

student in the country.

The main beneficiaries of this project are the students from the

8th year of General Basic Education at Alonso Veloz Malta to improve

their speaking skills through a system of daily routine vocabulary

activities. It will bring out the best opportunities in employment and

social development of all the citizens of Ecuador and other students that

may be able to succeed in such realm. The students of such school will

be the main beneficiaries that can comply with the language that consist

of social involvement in the English language.

The proposal and its objective is to help students succeed in

the English language and give them the opportunity to reach the

appropriate level of the language not only in the educational field but

also in the social aspect.

This project also has the expectancy to be promoted as a guide

that can be adapted to other linguistic problems that can be found in

students of even special needs in the social spectrum, giving them also

the opportunity to get involved and not be discriminated by any other

type of activity that can take place in the average classroom.

According to Yulia (Morozova, 2012)Speaking is one of the

most important skills to be developed and enhanced as means of

effective communication. For ELT (Elementary Level Teaching) the

question of how to increase communicative competence was and tends

to be the most crucial one.

In a short period of time English displaced other languages and

became one of the leading means of communication worldwide. Its

domination continues to extend. The modern world of media, mass

communication, and Internet demands good knowledge of English,

especially of spoken English. The present study is devoted to the

research of the issue of speaking skills of today's students and to the

existing methods of enhancing speaking skills of elementary level

students. It is also related to discovering the reasons of unwillingness to

communicate and the ways to overcome the language barrier.

According to Rocío Segura (Alonso, 2015) The most difficult

aspect of spoken English is that it is always accomplished via

interaction with at least one other speaker and this is one reason why

many of us were shocked and disappointed when we used our second

or foreign language for the first time in real interaction: We had not been

prepared for spontaneous communication and could not cope with all of

its simultaneous demands.

There are numerous daily life situations where people need

speaking, such as talking to someone face to face, communicating

through the phone, answering questions, asking for directions, in

shops, meetings or chatting with their friends, to name a few. People

spend great deal of their time interacting with more people and, each

of these situations requires a different register according to the

formality of the moment.

.

CHAPTER II

THEORETICAL FRAMEWORK

BACKGROUND

The deficiencies in the English level are notable in the different

educational establishment but in this case, this research project is focused

on oral expression since that the problem is happening during the teaching

practice. It is evident that students have difficult to express their ideas in

front of the class, besides, their pronunciation and intonation are not

adequate for their level.

The oral expression is a skill or communication ability that human

being use to express their ideas, feelings and so on. In several public high

schools, students do not have the adequate training to develop the skill in

a second language and they do not have the necessary material or the

teacher does not motivate them to develop this skill.

According to (Kayi, 2006) in her investigation about teaching

speaking: activities to promote speaking in a second language mentions

that, it is a very essential and necessary part of second language learning

to teach speaking because it is the skill to interact and communicate in a

clearly and efficiently way specially a foreign language and it also

contributes in the scholarly success and a part of the phase of his life.

It can say that learning speaking is very important in the life of the

human being because it is the way of communicating each other orally

since that it also can do in a written way but they are totally different

because speaking is a quicker form than the other to express their ideas,

thoughts, knowledge, some information, and so on.

Furthermore, (Cardona and Celis, 2011) on their research about

strategies to improve oral expression stated that the development and

implementation of strategies is vitally important into the classroom

because it allows students expand and improve their vocabulary, since

that oral expression represents for all human beings their essential way of

socio – cultural interaction in the society.

Moreover, different methods, techniques and instruments are

applied to fulfill that the students develop and improve their oral

expression, as well as exist various activities that teacher could use in the

classroom such as role plays, conversation, expositions, introduce

vocabulary, debates, and so on with the purpose that student feel motivate

and enjoy the activity.

According to (Crandall and Shin, 2014) in their research project,

they mentioned that exist several approaches to teach English and

improve their oral expression. Among those they mention that students

need a learning environment similar to the one of their first language. If

teachers include games, as well as daily routine vocabulary tasks,

students will feel confident to participate in motivating, positive and

engaging environment.

The purpose of this investigation is to help to students from eight

year of General Basic Education of the ―Alonso Veloz Malta‖ High School

to develop at basic level 1.1 the oral expression through the designing of a

system of activity based on daily routine vocabulary.

For a better comprehension of this research, it is necessary a deep

investigation about the most important details about oral expression where

the concepts and opinions of the different authors are used to strengthen

this investigation.

Philosophical Foundation

In the psychological foundation, it is based on (Gadamer, 1960) in

his research mentions that language is ―the essence of humans beings

and as such it is the means through which is possible that understanding

occurs in humans, in fact, everything that can be understood‖ (p. 477).

It can be inferred that language is an essential way of

communication for human beings due to the fact that it lets to transmit a

message or interacting with other people to express ideas, opinions,

feelings, thoughts, knowledge.

Moreover, (Marzano, 2013) who assures teachers introduce,

explain, practice, and assess language, so the intentional regards

vocabulary teaching is the best way for form, collocation and word class

due to students feel more confident, enthusiastic and motivated with the

lessons as well as attractive resources are introduced in the lesson. It can

be mention that it is very important that during teaching English, the

students should put in practice values as well.

According to (Tomar, 2014), in her research about Axiology in

teacher education: implementation and challenges mentions that:

Value based education is a key dimension of building peace,

tolerance, social conduct, justice and intercultural understanding.

For the real progress of a country, it is very necessary to develop

values in all citizens and to achieving this goal, teacher plays an

important part. Teachers are key for knowing or understanding a

nation. In the other words, they are the builders of a nation. So to

make the significant development in a nation or society we have to

look towards teachers (p. 52).

For instance, the courtesy is a value that is present in all moment

because the student must have respect when speak with other person

since that when two people speak or they introduce in a deeply

conversation they have to have certain courtesy and respect to treat

specific themes.

The value of giving each other respect can also be engaged into

practice while students are speaking. The proper way of addressing

someone is also synonym of respect, courtesy and empathy with other

person. Students are not only learning a language but their values and

social culture is also put into practice every day and each moment when

they are in contact with other person.

Summarizing, it is very essential to include into class different

values with the purpose that learners be able to interact with respect each

other since that they will be more sociable and they have the opportunity

of exchanging ideas and also put in practice everything they learned and

learning new things among them.

Psychological Foundation

In the psychological point of view, it is based on (Vygotsky, 1978)

who has define his ZPD theory – Zone of Proximal Development which is

―the distance between the actual development level as determined by

independent problem solving and the level of potential development as

determined through problem solving under adult guidance, or in

collaboration with more capable peers‖ (p. 86).

It can be said that is very essential the presence of the teacher in

the development of the speaking class since that Vygotsky suggests that

teachers is the principal guide who will help the students with different

situations presented into the class, for instance the pronunciation, the

intonation, or some unknown word.

Other aspect that is considered into the psychological is the

environment that students involved in, it is very important for their learning;

since that students will obtain an effective learning if they receive classes

in a comfortable environment; furthermore, it allows students develop their

Source: Howard Gardner’s Theory

intelligences; as well as, teacher need to know the personality of each

student because it will help learners become more dynamic and active to

develop and construct their knowledge facilitating their learning into the

classroom.

For that reason, the Psychologist Gardner Howard created the

theory of multiple intelligences in 1983. The multiple intelligences are

made up of eight intelligences which Gardner created with the purpose of

developing the intellectual ability humans being have to give solutions to

the problems presented on their daily routine since that everybody is able

to develop these intelligences or they are good in some of them.

Picture N° 1: The Multiple Intelligences Chart

Verbal Intelligence or Linguistic

The verbal intelligence or linguistic intelligence is based on the

capacity and efficiency people or students have to use words correctly

considering the phonetics, meanings, sounds and articulations. It is useful

for learners since that it allows students to distinguish the language’s

functions which are to express what they feel and think, to transmit

information and to persuade.

(Gadamer, 1993) and (Armstrong, 1995) in their researches

mention that some of the uses of language include: disclosure which is the

use of the language to inform, rhetoric which is the use of the language to

persuade another person to take a course of action in particular, the

mnemonic is the use of the language to remind information and meta

language is the use of language to describe the language itself.

In conclusion, both authors agree that it is very essential and

important oral expression when someone wants to communicate

something or express some ideas, thoughts.

Logical Intelligence or Mathematical

Logical intelligence or mathematical intelligence is based on

everything related with numbers and reasoning. It can be said that

students is able to solve everything that has numbers, for example to

solve calculation exercises, to reason about hypothesis.

In conclusion, it help student will be able to construct their own

knowledge due to the fact that students should think or reason to solve not

only problems about numbers, but also problems which are presented

during their daily life.

Visual Intelligence or Spatial

Visual intelligence or spatial intelligence is based on human being

can appreciate colors, sculptures, maps, shapes, paintings, and so on,

with the sight.

A visual environment allows students to be more creative since that

it helps they stimulate their visual intelligence and they be able to analyze,

reason and interpret about everything they observe.

Physical Intelligence or kinesthetic

Physical intelligence or kinesthetic intelligence is related with the

body movement where feelings and emotions are expressed and

transmitted through a dance, theater or playing sports. This intelligence

helps students to be more creative, active and to feel them motivate.

Musical Intelligence

Musical intelligence is related with sounds and musical notes. This

intelligence is the ability that a human being has to distinguish between

musical notes and sounds since that they distinguish sounds of different

musical instrument.

Into the classroom, it could be motivated by playing relax and soft

music while students work on their activities since that the music can be a

good way of motivation and relaxing for them, and it allows students feel a

comfortable environment.

Interpersonal Intelligence or social

Interpersonal intelligence or social intelligence is the ability to

distinguish the mood of somebody by means of facial gestures, voice and

appearance.

This intelligence can be developed into the classroom by making

students work in group activities, for example role plays, discussion, etc.

where they interact with each other sharing ideas, opinions, point of view.

Intrapersonal Intelligence or Introspective

Intrapersonal intelligence or introspective intelligence is about

human beings notice their own feelings, mood and emotions, but they are

able to control them too. This intelligence is applied when people

promoting their self-esteem and to value themselves. It allows people think

positive.

Naturalist Intelligence

Naturalist intelligence is related to nature. This intelligence is when

people distinguish between all different kinds of animals, plants and

minerals existed. Furthermore, it is the ability that humans being have to

plant and take care of animals.

The linguistic is very essential because in a speaking class, the

linguistic plays a role very important since that is the use of words

effectively. In this intelligence the students develop highly their auditory

skills and often they can be able to think and speak in their own words

when they are in some activities, as well as in this process

mathematical is important in this development because the learners

using the reason to solve problems or any situation presented in their

daily routine.

Summarizing, it can be said that in the development of a speaking class,

the learners can apply the different levels of intelligence, for instance they

can use the visual – spatial to look at different pictures or scenarios and

describe in front of class orally. During the activity, they can use the body

– kinesthetic and musical - show to perform a role – play or an activity

which students use their body to interact with others, maybe group

activities, seminaries, dialogues and so on. In this activity, it is important

the interpersonal and intrapersonal intelligences which allow students

interacting with others and having empathy for others.

Sociological Foundation

From sociological point of view, sociology is the science that studies

the development of humans being in the society and how they interact with

each other in a social environment, so it can be inferred that sociology

plays an essential role in the learning of students, since that it involves

students, teachers, parents and the educational community.

According to (Fingermann, 2010) mentions that sociology

contributes of the education since that by means of it helps people to find

out solutions to solve problems previously present in the daily routine.

It means that it focus in the welfare of students for working together

with the family, teachers, students, educational establishment and

educational community, since that students carry with them the conflicts

they have with their classmates or people that around them and it can

affect in their schooling.

Moreover, in the daily life situations people have the need

communicating but in a second language, it can be difficult due to the fact

that talking face to face speaking through the hone, asking for directions,

answer questions, require a different expression according to the formality

of the moment.

According to (Lindsay and Knight, 2006) in their research, they

indicate that:

We speak for many reasons to be sociable, because we want

something, because we want other people to do something, to do

something for someone else, to respond to someone else, to

express our feelings or opinion about something, to exchange

information, to refer to an action or event in the past, present, or

future the possibility of something happening and so on. (P. 58.)

That means that human beings use speaking not only to speak or

interact with other people, but also to express some feelings or thoughts,

to tell some experience or ask some information to somebody, all this is

with the objective of using speaking for benefits of people themselves.

In addition to this, (Segura, 2012) in her research about the

importance of teaching and speaking skills also mentions that:

Comprehending and understanding a language is necessary when

students are learning a new language due to the fact that people

always need to communicate and interact with others, not only to

develop their ability by using it to communicate successfully inside

and outside the classroom, but also in different moments or

situations in their life. (P. 10).

It indicates that when people are learning a new language is

necessary that they understand and comprehend due to human beings

need to communicate and interact with other people without necessity of

following some instruction or specific vocabulary since that the purpose of

learning a second language is the facility of communicating successfully

not only into the classroom, but also outside the classroom because the

situations of the life are different in all moment.

It was also based on Thornbury (2012), Nation (2009), and

Marzano (2013) who assured teachers introduce, explain, practice, and

assess language, so the intentional regards vocabulary teaching is the

best way for form, collocation and word class because students feel more

confident, enthusiastic and motivated with the lessons as well as attractive

resources are introduced in the lesson.

To conclude, it is very important that in the learning of the second

language, the student must acquire a big percentage of vocabulary with

the purpose that they be able to communicate in a fluency way in different

situations of their life, it can be into or outside the classroom.

Pedagogical Foundation

From the pedagogical foundation point of view, this research project

is based on (Scrivener, 2015), in which establishes that students should

have constant and deep instruction in vocabulary and its development

since early ages due to they need to know a 98 percent of words in an oral

text to comprehend it.

In addition (Scrivener, 2015) indicates that:

Teachers need to apply different techniques to present the new

words to the students.

The teachers’ job does not finish in the first presentation of the new

words, teachers have to provide spaces for students to practice,

learn, keep, remember and use them.

A vital tool for self-study is the use of monolingual dictionaries, but

teachers need to scaffold how students can develop skills with this

resource.

Teachers need to distinguish between vocabulary for productive

skills like speaking and writing, and for receptive recognition like

listening and reading. According to this, teachers can adapt the

lesson appropriately.

Vocabulary involves not only words but longer, multi - word items.

Existing an important issue to consider and that is the number of

words students should master and apply in productive skills such as

speaking. In this regard, (Thornbury, 2012) shares that about 3000 high-

frequency words or word families students need to be exposed to in order

to get an independent user status, although students have a solid basis for

speaking when they know about 1000 or 1500 high frequency words,

which in turn become the active daily routine vocabulary. However, he

adds that for speaking students may only need half of that number.

For that reason, it is important that the teacher plans the activities to

motivate students’ prior knowledge and introduce the new vocabulary,

since that when teaching vocabulary, there should be considered the

meaning and the form of words both spoken and written, especially for

productive use.

Moreover, (Nogués, 2013) in her investigation about Enhancing

expression in English as a foreign language through Task – Based

Learning and dynamic assessment mentioned that a distinction needs to

be made between second and foreign language learning within the field of

instructed second and foreign language acquisition, as they reflect

different instructional context which will affect teachers’ pedagogical

decisions.

It means that in learning second language context the language is

generally taught in English – speaking country or the learner has some

contact with the target language outside the classroom and with that, the

learners will put in practice their knowledge and they will be able to learn

new things and vocabulary too.

Didactic Foundation

Speaking

According to (Burk, 1998) in their research about teaching oral

communication in grades K-8, they establish that speaking is ―the process

of building and sharing meaning through the use of verbal and non –

verbal symbols, in a variety of contexts‖.(p.13).

That means that teaching speaking is to fulfill students speak like a

mother tongue and they have the capacity to give ideas or to express

feelings in a clearly way and in different situations of their daily routine.

It can be inferred that teaching speaking is a crucial moment in the

students’ life because during many years, it has been undervalued but

English language teachers have continued teaching the second language

just as a repetition or memorization of words and dialogues. However, the

world changes and teaching speaking is more exigent and it requires that

students improve and fulfill some levels with some specifications during

their learning.


speaking: activities to promote speaking in a second language states that

nowadays, the English’ world requires that its objective principal of

teaching English like a second language should improve the

communicative skills in the students in the different educative levels since

that they will have the capacity to express themselves and they also learn

new cultural and socials rules according to the different situations founded.

It can be said that in the different educational establishment,

teaching English should be different the methodology and do not allow that

students memorizing long text or dialogues and reproduce it like a Cd

player, on the contrary they should be able of interact each other without

follow a text, and be able to share information, thoughts, knowledge or

ideas in the best way possible for that their partners or classmates can

understand them.

Besides, nowadays exist some activities that teacher can use to

teaching speaking which allows students to develop and to improve their

oral expression, and as well as, they can use their imagination and

creativity with the purpose that classmates can understand and in this way

the class will be more dynamic and enthusiastic for everybody.

Ways of oral expression

According to (Cardona and Celis, 2011) on their research about

strategies to improve oral expression mentions two ways for expressing

orally. They are spontaneous and reflective oral expression.

Spontaneous oral expression

Human being express orally, in a spontaneous way to get the

attention of those around him. The spontaneous expression is the

conversation that people use in the everyday situations of the life to

narrate what have happened, or their problems. It is also use to express

opinions or points of view on the most diverse subjects.

Reflective oral expression

In the reflective oral expression, the principal function is to attract,

converse or persuade the listener since that the structure and the syntactic

construction of the text are more elaborated than the spontaneous oral

expression because the vocabulary is more large, chosen, selected and

cultured.

This expressive modality is used in academic discourses,

conferences, in some media programs, and so on.

Components of oral expression

According to (Cardona and Celis, 2011) on their research about

strategies to improve oral expression also mentions that oral expression is

the ability to express with fluency, clarity, coherence and persuasion,

using verbal and non – verbal resources in a relevant way because it

implies knowing how to listen to others, respecting their ideas, opinions

and the conventions of participation.

Among component of oral expression, it can observe the followings:

Diction: it is the way to pronounce with clarity the words that wants

to transmit.

Fluency: it is the use of the words spontaneously, naturally and

continuously.

Rhythm: it is the accentuation and harmony of the language. It is

the intonation of the voice.

Coherence: it is to express ideas or thoughts in a chain way.

Vocabulary: it should select the words that clearly express the

content of the messages for that be understood by receptors.

Clarity: it is important to express in a precise and objective way the

concepts, ideas and thoughts what wants to transmit.

Activities to improve speaking skills


speaking: activities to promote speaking in a second language, mentions

that actually many activities exist for that teacher can put in practice with

students into the classroom.

They are some suggestions of activities which teachers can apply

with the purpose that their students feel confident and they develop the

oral expression skill and also improve their level.

Role play

A good way for students speak into the classroom is role playing.

Role play is a technique through which the people or students simulate a

situation that is presented in the real life. When it is practiced, it must

adopt the role of a specific character and create a situation as if it were

real.

The objective of role play is to imagine the way of acting and

appreciate the different decisions that would take each one of the

character in different situations or cases.

Simulation

Simulation is similar to role play but the only difference is that

simulations are more elaborated than role plays. Simulation is an act that

consists in imitates something that is doing; they are actions that allow to

the students create a realistic environment.

The objective of simulation is motivate to the students to perform

something that they like doing since that it will increase their self –

confidence and their self - esteem.

During activities of simulation and role play, students can bring

objects or any material to characterize their character or that they are

going to personify. For instance, if they are going to sing, they could bring

a microphone and so on.

Brain storming

Other way to fulfill students speak in the classroom is through brain

storming. It is the way that students can produce some ideas about on a

given topic in a limited time. The students should generate and give ideas

quickly and freely. The objective of this activity is that students share their

opinions and other students are not criticize that they are saying so they

will be able to give new ideas, knowledge.

Storytelling

A way to motivate students to speak into the classroom is through

storytelling. In this activity the students should briefly summarize a story

they heard from someone beforehand, they also can continue the story or

maybe they can create their own tale or story and share with their

classmates.

Storytelling allows student to have a creative thinking, as well as, it

helps students to express their ideas in different stages. It can be in the

beginning, development, or ending, including the characters and setting of

the story since students also can include in their narrations riddles or jokes

to do the activity more dynamic.

The teacher can apply this activity as an opening of the class with

the purpose of getting the attention of the class.

Discussions

Discussions are other ways to fulfill students develop their oral

expression. After a content - based lesson, the students can hold a

discussion with different topics related with the class.

The learners can apply this activity to share ideas about an event,

comment about something happened, find solutions in their discussion

groups or to arrive a conclusion.

It is essential that the teacher set the purpose of the discussion

activity and give the topic before the discussion for that the activity or

discussion points are relevant. In this way, the students only speak about

the topic and do not spend their time chatting about irrelevant things

It is also necessary that teacher can form groups of students, it is

recommendable 4 or 5 students in each group, and to provide

controversial topics that can related with their daily routine. Then, each

group works on their topic for a given time period. Students can become

involved in agree or disagree discussions. After they share their opinions

in group, they present their points of view to the rest of class. It is

important that the speaking is equally divided among members of the

group. At the end, the class can decide which group defended their idea in

the best way.

Discussions activity fosters learners to have a critical thinking and

quick decision making. Furthermore, students learn how to express and

justify themselves in polite ways. It is recommendable for efficient group

discussions; the groups are not large because not all in the group speak.

The members of the group can be assigned by the teacher or the students

can determine by themselves, since that the purpose of this activity is

students develop and improve their oral expression.

Information Gap

In the information gap activity, students can work in pairs. One of

the students will have the information that other classmate does not have

and in this way the partners will share their information. These activities

have many purposes such as solving a problem or collecting information.

Information gap is effective since that everyone has the opportunity

to speak extensively in the second language because each students plays

an essential role due to the fact that the task cannot be completed if the

other student do not provide the information the others need.

Interviews

Other activity that students can do into the classroom are the

interviews about topic selected according to the interviewed or specific

information that the interviewer need to know. This activity allows students

to develop and to improve their speaking skill because it gives them a

chance to practice speaking ability not only into the classroom but also

outside and helps to be more sociable with people surrounded them.

It is necessary that the teacher provides students a rubric so that

they know what types of questions they can ask but each one of them

should prepare their own interview questions and to share this information

with other classmates.

Story Completion

Story completion is a dynamic, enjoyable, free – speaking, whole –

class activity for which students can sit in a circle.

This activity provides students to develop their imagination and

creativity since that the teacher starts to tell a story, but teacher stops the

story after a few sentences.

Then, each student starts to narrate from the point where the

previous one stopped. Each student is supposed to add from four to ten

sentences. Finally each student can add new events, descriptions,

characters, feelings.

Reporting

Reporting is very interesting due to the fact that students should

collect some information about any topic, as well as they can ask

somebody or read a newspaper or magazine.

After, they report all the information recollected to their classmates

such as the most interesting news also students can share their

experiences in their daily life.

Playing Cards

Playing cards is a good activity because it allows students develop

their oral expression in a dynamic and entertained way. In this activity the

students can form small groups of 4 and each group will have a topic

selected by themselves or by their teacher. It is recommendable that the

teacher has different topics for students have more opportunities to

choose one.

Then, each student in a group will choose a card. And each one of

them will write 4 or 5 questions about topic selected to ask the other

students in the group, so in this way all students will participate.

To conclude, it is necessary that students ask open – ended

questions to each other so that their classmates reply in complete

sentences, since that if they do yes-no questions, the students get little

practice in spoken language production.

Picture Narrating

Picture narrating is about several sequential pictures. In this activity

the students tell a story based on several pictures which are ordered in a

sequential way.

In the picture narrating, the students should be able to develop their

imagination and creativity to perform the activity and should have a

vocabulary about the topic which can use to tell their story.

The teacher must give students a rubric which it allows students

pay attention to the specific points that should content their speech. The

rubric should contain specific points according to the level of the students,

it can consider vocabulary or structures the students need to apply while

they narrate.

Picture Describing

Another way to make use of pictures in a speaking activity is to give

students just one picture and having them describe what it is in the picture.

For this activity students can form groups and each group is given

a different picture. Students discuss the picture with their groups, then a

spokesperson for each group describes the picture to the whole class.

This activity fosters the creativity and imagination of the learners as well as

their public speaking skills.

Find the Difference

In this activity, the students can perform in pairs since that each one

of them should say, share, give or exchange opinion, ideas about the

picture given.

For example, the teacher give two different picture to each couple,

one picture can be about children playing soccer and another picture

about children playing basketball. In this case, students should discuss the

differences or similarities in the pictures, it depends of the decision of the

teacher.

Linguistic Foundation

In the linguistic foundation, it was based on (Pulverness and Al,

2012) in which he concluded that grammatical competence refers to

accurate knowledge of sentence formation and vocabulary as well as is

the ability to produce and understand language in different social context

with the purpose the enhance the effectiveness of communication.

It can be infer that is a good option, to suggest activities to

introduce and practice extensively vocabulary before involving students in

their speaking tasks.

Furthermore, (Harmer, 2007) explains that ―when speaking, we

construct words and phrases with individual sounds, and we also use pitch

change, intonation, and stress to convey different meanings.‖ (P. 29).

It can be said that into the classroom when students practice

speaking follow a specific instructions with the purpose that they construct

their ideas, put intonation to the different expression, change intonation

when it is necessary.

Nowadays, different linguistics and English teachers agree that

learners develop their speaking in the second language in an interacting

way. The best ways for this objectives are Communicative language

teaching and collaborative learning.

Communicative language teaching is the most applied into the

classroom since that it is based on different real – life situations in which it

requires communication with other people. With this method, learners

have the opportunity to communicate with other in the target language.

To conclude, it is important and necessary that teachers create a

classroom environment where learners real - life communication, or

authentic activities which promote oral expression skill. It can occur when

students perform an interview or discussion since that they should interact

with other people.

According to Nunan (2003) mentioned by Kayi in her project

Teaching speaking: activities to promote speaking in second language

said these aspects:

Produce the English speech sounds and sound patterns

Use word and sentence stress, intonation patterns and the rhythm

of the second language.

Select appropriate words and sentences according to the proper

social setting, audience, situation and subject matter.

Organize their thoughts in a meaningful and logical sequence.

Use language as a means of expressing values and judgments.

Use the language quickly and confidently with few unnatural

pauses, which is called as fluency.

Moreover, (Nogués, 2013) in her investigation about Enhancing

expression in English as a foreign language through Task – Based

Learning and dynamic assessment mentioned to (Corder, 1967) who

claimed that ―learners develop their own linguistic system based on a

universal built – in syllabus that guides their development and pointed to a

transitional competence that had to be studied longitudinally‖ (p. 43).

To conclude, it was also based on it was based on Pulverness et Al

(2012) and Canale & Swain (2012) in which they concluded that

grammatical competence refers to accurate knowledge of sentence

formation and vocabulary as well as is the ability to produce and

understand language in different social context with the purpose the

enhance the effectiveness of communication, it can be infer that is a good

option, to suggest activities to introduce and practice extensively

vocabulary before involving students in their speaking tasks.

According to (Krashen and Terrell, 1995) in their research about

The Natural Approach Language Acquisition in the Classroom mention

that the best form to acquire the knowledge in a spontaneous way, it can

be said naturally, due to the fact that the human beings increase and learn

new vocabulary in different communicative situations in their daily routine.

It means that students can acquire a second language through

three steps which first they are exposed in an environment where all

people who surrounded them speak in English and learners try to

understand that people say. Then, the students try to produce messages

very short to communicate with others and finally with the daily routine the

students will learn more vocabulary and they put in practice all that and

they will development their speech with fluency and precision.

Moreover, it can mention to (Rahman, 2010) who in his analysis

about Communicative Language teaching CLT or Communicative

approach mentions that CLT emphasizes interaction and makes use of

real life situations which learners need to communicate, and it will vary

according the reactions and answers of the activity since that a real – life

simulations change day to day and the topics can vary depending the

lesson.

It can be inferred that communicative method can be used in the

development of the oral skill since that the main object of its application is

to help to learners to create short phrases for that they develop their

communicative competence in the second language.

In another way, this method can help to students to develop their

knowledge about formal aspects and sociolinguistics too with the purpose

of communicating in a correct way since that the teacher is the person

who establish the different conditions to the learning, besides he or she

organizes, plans the development of the class and elaborates the diversity

activities to search an effective communication among the learners into

the classroom.

Furthermore, the teacher helps to the students to develop and

improve their pronunciation through different ways into the class. Some

ways that develop in class can be in couple or small groups where they

can interact with their classmates. They can try give ideas, try to

communicate without take care out of errors, it is try to communicate real

meaning which they want to say or express.

In addition to this, it can be mention that a good way to practice oral

through communicative approach, is practicing answer and questions, one

form is by asking students to find out some information or personal

information about their classmates based on daily routine.

To conclude it, it can summarize that communicative approach is a

good way to develop and improve oral skill since that it allows to

communicate through small phrases with or without errors since that the

main objective is to produce a real communication, and it can based on

personal information about daily routine, for that reason, it is important this

research project since that the purpose of this investigation is to

implement a system of activities based on daily routine vocabulary to help

learners to develop and improve their level of oral expression..

Legal Foundation

According to legal feasibility, this research project is based on

(Constitution of Ecuador, 2008) section five about education in the article

26 which mentions that

Education is a right of persons throughout their lives and an

unavoidable and mandatory duty of the State. It constitutes a

priority area for public policymaking and state investment, the

guarantee of equality and social inclusion and the indispensable

condition for the good way of living. Persons, families and society

have the right and responsibility to participate in education. (P. 27).

In addition to this it was supported on the article 343, which stated

that

The national education system shall be aimed at developing the

population’s individual and collective capabilities and potential,

enabling learning and the generation and use of knowledge,

techniques, wisdom, arts and culture. The system shall have as its

core focus the learning subject and shall function flexibly and

dynamically, with an inclusive, efficient and effective approach. The

national education system shall incorporate an intercultural vision in

line with the country’s geographical, cultural, and linguistic diversity

and respect for the rights of the communities, peoples and nations.

(P. 160).

That means that students should develop collective capabilities and

potential, as well as the use of knowledge, techniques, subject and shall

function and dynamically.

In other hand in the (National Curriculum Guidelines, 2014) about

the curriculum overall objectives the high school graduates students at the

B1 level in the different educational establishment will be able to:

Deal with most situations likely to arise while travelling in an

area where the language is spoken (i.e. basic social language).

Enter unprepared into conversation on topics that are familiar, of

personal interest, or pertinent to everyday life.

Connect phrases in a simple way in order to describe

experiences and events, dreams, hopes, and ambitions.

Give brief reasons and explanations for opinions and plans; and

Describe their reactions to the plot of a book or film.

Furthermore, on the (Organic Law Intercultural Education, 2013)

LOEI which mentioned the actions of the intercultural and educational

circuits of the bilingual territories offer services to the citizenry on an

equality and inclusive manner.

In addition to this, in the chapter 6. Rights and Responsibilities of

the Educational Community in the Article 15, it establishes that the

educational community is the set of actors directly linked to a determined

educational institute, with the sense of membership and identity, made up

of authorities, teachers, students, parents or legal representatives and

administrative staff. The educational communicative actors and citizen

security for the development of their actions and common wealth.

Furthermore, in the second chapter of the state obligations about

the right to the education, chapter seven, subsection x, mentions that "It

guarantees that the plans and initial education programs, elementary and

secondary school, expressed in the curriculum, promote the development

of skills and capacity to create knowledge and promote the incorporation

of citizens into the working world" (p. 13).

Finally, according to educational policy, this research project was

based on the (National Good Living Plan’s, 2013) in the Objective 4 which

assures that

Knowledge is reinforced throughout life, starting at birth, through

everyday life and through formal and non-formal education. Human

talent is also nourished from existing kinds of knowledge, from daily

life, from inquiry and from a constant feedback of new knowledge.

In this model, educating becomes a constant dialogue in which

learning and teaching are continuous practices for social actors.

The quality of teachers and students is not the only factor to take

into account, but the quality of society as well (p.59).

It can be said that students should strengthen citizen capacities and

potential throughout life through everyday life and through formal and non

- formal education.

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION

Methodological Design

The methodological design is an activity which is aimed to obtain new

knowledge which can give a solution to scientific problems. This helps to

research about the development of daily routine vocabulary and the speaking

skill, the strategies and activities used during the process of teaching and

learning to be able to design a system of activities with vocabularies of daily

routines.

This research is about a mixed nature because there is no dichotomy

between the quantitative and qualitative information, also there is an analysis

of its cause and effect. In this research there are quantitative and qualitative

aspects and it develops the acquired information in function of the population

which is the objective of study: the students of 8th year General Basic

Education at Alonso Veloz Malta high school.

This research aims to develop a system of daily routines vocabulary

activities; this system of activities has as objective for the student to develop

their speaking skill.

Types of Research

This research project has the following types:

Descriptive

The goal of the descriptive research is to characterize the conflict

situation in the speaking skill through the use of vocabulary of the students of

8th year General Basic Education, to understand the prevailing situation

through the precise description of the activities and processes because it

is characterized in the language.

Explicative

The research is according to an explicative nature because it

associates elements and clarifies problems which is the insufficiency of

the use of daily routine vocabulary in the speaking skill, and it allows to

reach an explanation of why some facts and causes which happens inside

the research.

Proactive

The study is proactive because it elaborates an assessment and

has as a goal a system with vocabulary activities of daily routines and

strategies to reach the needs or deficiencies inside the classroom. This is

made inside the proposal to overcome the current imperfections found

when the research problems where described.

Applied

It is an applied research since it uses the knowledge that is

acquired through the research about speaking skill and it applies it.

Population and Sample

It is a group of elements which has a similar characteristic in the

research process in regards of the speaking skill and desires to improve in

the English language. The sample is a representation of the population

The population and sample are forty students of 8th year General

that is going to be investigated.

Basic Education and one English teacher from ―Alonso Veloz‖ high

scool.

N Details Population

1 Students 40

2 Teacher 1 41

N Details Sample

1 Students 40

2 Teacher 1 41

CHAPTER N 1 CHAPTER N 2

Source: Alonso Velóz Malta High School Source: Alonso Velóz Malta High School

CHART N° 3

VARIABLES OPERATIONALIZATION CHART

VARIABLES DIMENSIONS INDICATORS

Ludic

VOCABULARY

STRATEGIES

Realia

Dramatizations

DAILY ROUTINE

VOCABULARY

VOCABULARY

ACQUISITION

Incidental

Intentional

Vocabulary that is all

about words — the

words or a special

set of words in the

language that you

are trying to learn.

VOCABULARY

METHODOLOGY

Explicit

Presentation

Immediate

Practice

Social Application

Usual

VOCABULARY LEVELS Common

Fundamental

SPEAKING SKILL

Speaking is an

COMPONENTS OF

SPEAKING

Fluency

accuracy

Pronunciation

oral productive skill.

Like the other skills, it

is more complicated

than it seems at first

and involves more

than just pronouncing

words.

ELEMENTS OF

COMUNICATION

Source

Message

Receiver

ACTIVITIES TO

IMPROVE SPEAKING

SKILLS

Roles Play

Simulation

Brain Storming

Story Telling

INVESTIGATION METHODS

The theoretical methods used in this thesis were:

Inductive-Deductive: This method works from a specific problem

like the one in this research project to a more general theory. This is

sometimes seemed as a Bottom-up approach.

Analysis synthesis: These are two complementary activities, since

this project analyzed the information gathered in this thesis and later

synthetized the theories in the theoretical framework.

Historical logical: This is a historical-logic method since it used

previous research projects and works to set a starting point for this thesis.

System-structural-functional: This method was used to create the

proposal with an integrating view.

The empiric techniques used in this thesis were the survey, the

interview and the class observation.

The statistical methods in this thesis were: The squared-Chi and

the variant.

INSTRUMENTS OF INVESTIGATION

The observation

This technique consists in watching an action and registering the

facts to investigate the problem and to understand the research topic.

The interview

It gives information about the interviewee to gather information

about a community. The chosen interviewee is the English teacher of the

8th year at Alonso Velóz Malta High school.

Survey

The survey is an interrogative process which is used to know the

student’s opinion about a problem like the Influence of daily routine

vocabulary in speaking skills. Surveys are used with the Likert scale which

is the most used in current times by researchers.

OBSERVATION ANALYSIS

In this case, it is normal that teacher begins the class greeting in

English and attendance control but it was notorious that she does not start

the class with a dynamic activity, but she start making a review to the last

class. In some cases, the students do not feel motivated to stay quiet

paying attention to the teacher so they starts to do other activities.

The students have many difficult to express doubts in English, so

they do not ask questions related to the class in this language. It is evident

that students do not practice many activities with some specific vocabulary

since that the hour of the class is short and the teacher has many students

but teacher try to monitor the activity performed since that they do not

have enough time to evaluate each student so it is performed in group.

Totally disagree

Disagree

Indifferent

Agree

Totally agree

50%

38%

0% [PORCENTAJE]

7%

ANALYSIS AND INTERPRETATION OF RESULTS

CHART N° 1

I cannot communicate in English when I have doubts in class.

CODE CATEGORIES FREQUENCIES PERCENTAGES

Ítem 1

Totally disagree 0 0 %

Disagree 2 5 %

Indifferent 3 7 %

Agree 20 50 %

Totally agree 15 38 %

Total 40 100 %

Source: Students of 8th year G.B.E at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María

GRAPHIC N° 1

Source: Students of 8th year GBE at Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria

Analysis: As a result of the students surveyed, 20 students agree in that

they cannot communicate in English when they have doubts in class, 15

totally agree, meanwhile 3 are indifferent 2 disagree, it means they are not

able to ask question to clarify their doubts about the topic explained.

Totally disagree

Disagree

Indifferent

Agree

Totally agree

35% 53%

10%

0% 2%

CHART N° 2


language.


Ítem

2


Disagree 1 2 %

Indifferent 4 10 %

Agree 14 35 %


Total 40 100 %


GRAPHIC N° 2


Analysis: Most of the students consider that speaking skill is necessary to

practice in class the English language, 4 are indifferent 1 disagree. It can

be said that students considered very important to practice English into the

classroom with the purpose of improving oral expression.

Indifferent

Agree

Totally agree

63%

Disagree 25%

8% Totally disagree

2% 2%

CHART N° 3



Ítem

3


Disagree 1 2 %

Indifferent 3 8 %

Agree 10 25 %


Total 40 100 %


GRAPHIC N° 3


Analysis: 25 students totally agree with the statement, meanwhile that 10

students agree and they would like to practice English orally in every

class, 3 students are indifferent, 2 students disagree. It can be inferred

that students considered very important to practice through different ways

oral expression with the purpose of improving their speaking skill.

Totally agree

Indifferent

Agree

33%

Disagree 48%

Totally disagree 7%

2% 10%

CHART N° 4



Ítem 4


Disagree 4 10 %

Indifferent 3 7 %

Agree 13 33 %


Total 40 100 %


GRAPHIC N° 4


Analysis: After the tabulation of the results, the majority of the students

affirm that is very important and interesting the speaking skill activities, 3

are indifferent and 1 student totally disagree. It means that students of this

educational establishment have priority and many interest in speaking

activities since that they consider the fundamental base for learning other

language.

7% 13% Totally disagree

38%

Disagree

20% Indifferent

Agree 22%

Totally agree

CHART N° 5


Ítem

5


Disagree 9 13 %

Indifferent 15 20 %

Agree 8 22%

Totally agree 5 38%

Total 40 100 %


GRAPHIC N° 5


Analysis: Most of the students consider that the way that the teacher

starts the class motivate them to communicate in English, 20 are

indifferent 13 disagree and 7 totally disagree. It can be said that students

considered very important the motivation to improve their speaking into the

classroom.

It motivates me to communicate in English the way that the teacher

starts the class

Totally agree

Indifferent

Agree

63%

Disagree 33%

Totally disagree

0% 2% 2%

CHART N° 6

The vocabulary activities of daily routines helps the speaking skill.


Ítem

6


Disagree 1 2 %

Indifferent 1 2 %

Agree 13 33 %


Total 40 100 %


GRAPHIC N° 6


Analysis: As a result of the data obtained from the survey most of the

students considered that vocabulary activities help them to communicate

in class, 1 is indifferent and 1 disagree. It means that students consider a

good source the vocabulary activities based on daily routine since that

through acquisition of some vocabulary, they get more information when

they interact with others.

0% 2%

18% Totally disagree

Disagree

55% 25%

Indifferent

Agree

Totally agree

CHART N° 7



Ítem

7


Disagree 1 2 %

Indifferent 7 18 %

Agree 10 25 %


Total 40 100 %


GRAPHIC N° 7


Analysis: After to the statistical results obtained from the survey, 32 of the

students totally agree that they have problems when they try to express in

English by themselves, 7 students are indifferent 1 disagree. It can be said

that many students have some problems to express their ideas or opinions

into the classroom due to the fact they do not have the vocabulary

necessary to explain the topic or any situation presented in that moment.

Activities with daily routines vocabulary will help me to express myself

better and with more fluency.

Totally agree

Indifferent

Agree

63%

20%

Totally disagree

Disagree

10% 5%

2%

CHART N° 8


Ítem 8


Disagree 2 5 %

Indifferent 4 10 %

Agree 8 20 %


Total 40 100 %


GRAPHIC N° 8


Analysis: Most of the students agree that activities with daily routines

vocabulary will help them to express better, 4 are indifferent, 2 students

disagree and 1 learner totally disagree. It means that students state that

activities or exercises with daily routine vocabulary will help them to

improve their speaking skill and get more fluency at the moment to explain

their ideas, mind, opinions, and so on.

2%

5% 5% 38%

Totally disagree

Disagree

50% Indifferent

Agree

Totally agree

CHART N° 9

When the class starts with the vocabulary, it helps me to participate in

oral activities.


Ítem 9


Disagree 1 2 %

Indifferent 2 5 %

Agree 20 50 %


Total 40 100 %

Source: Students of 8th year GBEat Alonso Veloz Malta High school. Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria

GRAPHIC N° 9


Analysis: After to the tabulation of the results, 35 students surveyed

agree about when the class starts with the vocabulary, it helps them to

participate in oral activities, 2 are indifferent and 3 disagree. It can be

inferred that most of the students mention that it is very important starts

the class with some vocabulary about the topic to treat since that it allows

them to know and they can participate in the following activities.

Totally agree

Agree 68%

Totally disagree

Disagree

Indifferent

27%

0% 5%

CHART N° 10


routines vocabulary


Ítem 10


Disagree 0 0 %

Indifferent 2 5 %

Agree 11 27 %


Total 40 100 %


GRAPHIC N° 10


Analysis: As a result of the survey, the majority of students feel motivated

when the teacher presents didactic material about daily routine vocabulary

2 are indifferent. It can inferred that students feel comfortable when some

didactic material is showed in front of the class because it allows them to

have knowledge about the top

ic presented.

38%

Indifferent

Agree

Totally agree

27%

Totally disagree

Disagree

10% 23%

2%

CHART N° 11




Ítem 11


Disagree 4 10 %

Indifferent 11 27 %

Agree 15 38 %


Total 40 100 %


GRAPHIC N° 11


Analysis: 24 of the students surveyed agree about they are more

confident when they can express themselves in English with topic related

to daily routines, 11 are indifferent, 4 of the students disagree and one of

them totally disagree. It means that students feel more confident with topic

about daily routine because they are themes to acquire some vocabulary

easily.

2% 7% Totally disagree

28%

25% Disagree

Indifferent

Agree

38% Totally agree

CHART N° 12

Activities like dramatizations about daily routines can help me learn new

words and its uses.


Ítem 12


Disagree 3 7 %

Indifferent 10 25 %

Agree 15 38 %


Total 40 100 %


GRAPHIC N° 12


Analysis: The majority of the students assure that activities like

dramatizations about daily routines can help them learn new words and its

uses, 10 of the student are indifferent, 3 disagree and one of them totally

disagree. It can be said that students surveyed agree about dramatization

will help them to improve their oral expression skill.

Totally agree

Agree 63%

Disagree

Indifferent

35%

Totally disagree 0%2%

CHART N° 13


participative.


Ítem 13


Disagree 0 0 %

Indifferent 1 2 %

Agree 14 35 %


Total 40 100 %


GRAPHIC N° 13


Analysis: The majority of the students surveyed (39) consider that a

booklet with activities about daily routines will make the class more

participative, only one is indifferent. It means that they agree in that

activities which contain daily routines vocabulary, it will become the bored

class into a participative class. For that reason, it is important to change

the activities or to put in practice some options with the purpose.

2% 2% 20% 13%

Totally disagree

Disagree

Indifferent

Agree

Totally agree

63%

CHART N° 14

Games and songs will improve the interaction in the classroom


Ítem 14


Disagree 1 2 %

Indifferent 5 13 %

Agree 25 63 %


Total 40 100 %


GRAPHIC N° 14

Source: Students of 8th year GBE at Alonso Veloz Malta High school Elaborated by: Copa Yupanqui Fanny, Triana Matamoros Maria

Analysis: 33 students considered activities like games and songs will

improve the interaction in the classroom, 5 are indifferent and two of the

students disagree. It can assure that games and songs are good

motivation for students since that it allows improve the environment and

student will become more confident at the moment to perform some

activity related to the topic.

Totally agree

Agree 38%

Indifferent 50%

Totally disagree

Disagree

10% 0%2%

CHART N° 15



CODE CATEGORIES CATEGORIES PERCENTAGES

Ítem 15


Disagree 1 2 %

Indifferent 4 10 %

Agree 15 38 %


Total 40 100 %


GRAPHIC N° 15


Analysis: To conclude, the middle of the students surveyed in this

educational establishment think doing vocabulary activities about daily

routines will improve the ability to express in class and in the social life

since that 20 students totally agree with this, 15 agree, 4 students are

indifferent, one of them disagree. It means that students of this high school

will improve their speaking skill with different activities which contains

topics about daily routine.

ENGLISH TEACHER’S INTERVIEW

1

.

Which is the development level of the students in regards to the

speaking skill?

The students do not have the level according to the grade where

they are and in this year, developing their level has been difficult.

2

.

How do you help the students in their speaking skill? Which

learning techniques do you use?

The time in the different classes are short and it is not enough to

develop a specific technique because not all students put in practice it.

3

.

Which resource do you use to develop the oral expression in

class?

The repetition of vocabulary is one of the resource which a teacher

can use for that everybody speak.

4

.

How often do you practice the speaking skill in the classroom?

The majorities of the days, the students practice through the

repetition but, I consider that it is not good for them because they

should do other speaking activities but there is not resources.

5

.

Which ludic activities do you do to improve the speaking skill in

the students?

The CD player is the activity which is used in the majorities of the

class which students listen and repeat conversations.

6

.

How do you start the class to motivate the participation of the

students in the class?

It is difficult starting the class with an activity because the time goes

fast, so I only do a look through about the last class to continue with

the next.

7

.

Which methodology do you use to introduce new vocabulary in

class?

In this establishment, the repetition is the methodology applied for

students.

8

.

Do you believe that a system of activities of vocabulary about

daily routines will improve the speaking skill in the students?

Why?

Yes, because it is some different since that it can contain some

activities which teacher put in practice into the class and it can be

used to motivate student to do some exciting.

9

.

Which learning techniques do you use for the vocabulary

acquisition of the students?

It can be used the repetition of the vocabulary or the repetition of

readings with the purpose that student imitate sounds and memorize

them.

10. How do you evaluate the speaking skill in the students?

It is very difficult for the amount of the student but the class can be

divided into two or three group and they are evaluated one time into

the month, or each three weeks.

THE SQUARED-CHI

The squared-Chi was applied to corroborate the relationship

between the independent and dependent variables of this research

project.

CHART N°16- Items of the squared-Chi

Source: Survey to students Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María

CHART N° 17- Results of The squared-Chi

Source: Survey to students

Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María

GRAPHIC N° 16

Source: Survey to students Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María

It can be observed in that table with a value less than 0.05 the

relationship between the independent variable and dependent variable. It

can be mentioned that it has been established that there effectively is a

correlation between them being the Pearson correlation equal to, 000.

CONCLUSIONS

It was notable and results states that the students of this

educational establishment have deficiency in oral expression due to

the fact that they do not express their ideas or opinions clearly.

It was evident that students cannot speak correctly, they do not

have good pronunciation and intonation since that speak and do not

correct that, so they feel ashamed and they prefer do not participate

in activities of this skill.

It was obviously that students feel nervous when they speak in front

of the class or doing another task, for these reasons they prefer do

not participate in any activity.

It was remarkable that in the educational establishment do not have

a material updated or efficient which students can develop their oral

expression and improve to the level that they should have.

RECOMMENDATIONS

It is important and essential that in the educational establishment

give students different activities related to oral expression with the

objective that they have some vocabulary and can use to express

their opinions or ideas clearly in a correct way.

It is necessary that students feel relaxed in class and they can

practice more time their pronunciation since that only with the

practice they can improve and it is also essential that the teacher

monitors that moment with the goal of helping to clarify some

unknown word or difficult of pronouncing for student.

It is essential that there is a good environment into the classroom

and students feel confident to motivate them to participate in the

different activities with the purpose of that they practice their oral

expression and improve it.

In practice, a good option to help students to develop the oral

expression can be the application of a system of exercises with

some daily routine vocabulary which it allows to the teacher gives

them a creative class and they can acquire some vocabulary, put in

practice and improve their level of oral expression.

CHAPTER IV

THE PROPOSAL

TITLE

A system of daily routine vocabulary activities for students

JUSTIFICATION

This proposal arose from a diagnosis performed at ―Alonso Veloz

Malta‖ High School through the implementation of different empirical

instruments of investigation, such as, the use of an observation sheet, a

survey and an interview which corroborated the deficiency of speaking

skills of the students of the high school before mentioned. For those

reasons, it was decided to design a proposal that is the design of a system

of activities that will allow students of eight grade of General Basic

Education of the ―Alonso Veloz Malta‖ High School to develop at A1.1

basic user level in the oral expression.

OBJECTIVES

GENERAL OBJECTIVE

To develop the domain of speaking skill through a system of

activities based on daily routine vocabulary to improve the communication.

SPECIFIC OBJECTIVES

To strengthen the oral expression through the use of different types

of daily routine vocabulary.

To establish the speaking skills development according to the

A1.1basic user level

To increase the rhythm, coherence and volume through several

types of activities based on daily routine vocabulary.

THEORETICAL ASPECTS

For the following proposal, it was taken these theoretical aspects.

PEDAGOGICAL FOUNDATION

From the pedagogical foundation point of view, this research project

was based on Thornbury (2012), Scrivener (2015), and Brinton et al

(2014) in which they stated that students should have constant and deep

instruction in vocabulary and its development since early ages since that

they need to know a 98 percent of words in an oral text to comprehend it.

DIDACTIC FOUNDATION

From the didactic foundation point of view, this research project

was based on Burk (1998) and Kayi (2006) in which they agree that

teaching English should be different the methodology and do not allow

that students memorizing long text or dialogues and reproduce it like a

Cd player, on the contrary they should be able of interact each other

without follow a text, and be able to share information, thoughts,

knowledge or ideas in the best way possible for that their partners or

classmates can understand them.

PSYCHOLOGICAL FOUNDATION

In the psychological foundation, it was based on Thornbury (2012),

Nation (2009), and Marzano (2013) who assured teachers introduce,

explain, practice, and assess language, so the intentional regards

vocabulary teaching is the best way for form, collocation and word class

because students feel more confident, enthusiastic and motivated with the

lessons as well as attractive resources are introduced in the lesson.

LINGUISTIC FOUNDATION

In the linguistic foundation, it was based on Pulverness et al (2012)

and Canale & Swain (2012) in which they concluded that grammatical

61

competence refers to accurate knowledge of sentence formation and

vocabulary as well as is the ability to produce and understand language in

different social context with the purpose the enhance the effectiveness of

communication, it can be infer that is a good option, to suggest activities to

introduce and practice extensively vocabulary before involving students in

their speaking tasks.

FEASIBILITY OF ITS APPLICATION

According to the feasibility aspect, the creation and implementation

of this proposal is feasible due to the fact that the financial resources used

are minimal. Besides, the technical feasibility, this proposal does not need

any technological resource. In addition to this, according to human

feasibility, it is supported on the human resources of the ―Alonso Veloz

Malta‖ High School due to the fact that it is beneficial for the teacher

because she will receive a system of activities that is going to develop the

student´ speaking skill and it is beneficial for students since that they will

have a good training in the development of oral expression.

In other hand, according to legal feasibility, it was supported on the

Constitution of Ecuador (2011) in the article 343, which stated that

students should develop collective capabilities and potential, as well as the

use of knowledge, techniques, subject and shall function and dynamically.

Furthermore, it is also supported on the Organic Law Intercultural

Education (2013) LOEI which mentioned the actions of the intercultural

and educational circuits of the bilingual territories offer services to the

citizenry on an equality and inclusive manner.

Finally, according to educational policy, this research project was

based on the National Good Living Plan’s (2013) in the Objective 4 which

assured that students should strengthen citizen capacities and potential

throughout life through everyday life and through formal and non - formal

education.

62

DESCRIPTION

This proposal was designed to develop the oral expression of the

students of eight year of General Basic Education, of the ―Alonso Veloz

Malta‖ High School to A1.1basic user level through of a system of

activities based on daily routine vocabulary which were selected according

to the student’s book of the public institution with the purpose of

strengthening and improving the rhythm, volume and intonation in oral

expression.

The period of educational in the Coast region is based on two

quimesters; each quimesters contains three partials, so, it can be said that

this proposal will be applied for the teacher during the development of the

end of each unit during the period of the two quimester. In the

development of each section based on daily routine vocabulary, it will

contain specific activities for each unit that will help to the student to

reinforce their knowledge and over all to improve their speaking skill.

To conclude, in this booklet will have an introduction that is going to

refer to the aspect based on the structure and methodological

recommendations for the teacher. And to the end of it, it will find the

answers of the each one of activities and the references where were

obtained that information.

CONCLUSIONS

The design of this proposal will help to students of eight year

General Basic Education at ―Alonso Veloz Malta‖ High School to develop

at A1.1 basic user level in the oral expression.

In addition to that, the students will strengthen the previous

knowledge acquired in the classroom and increase the vocabulary

learned, and also with the activities on speaking.

63

Moreover, the students improve their pronunciation, rhythm,

intonation and maybe fluency with the different activities selected during

the development of the speaking class.

64

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ENCUESTA A ESTUDIANTES

Title: A system of daily routine vocabulary activities for students

Source: Students of 8th year GBE at Alonso Veloz Malta High school Elaborated by: Copa Yupanqui Fanny, Triana Matamoros María

80

ENTREVISTA A LA PROFESORA DE INGLÉS

Title: A system of daily routine vocabulary activities for students


81

OBSERVACIÓN Title: A system of daily routine vocabulary activities for students


82

OBSERVATION

Guide sheet

1

The teacher begins the class greeting in English and

attendance control.

2

The teacher starts the class with a dynamic activity

associated to the topic.

3

The teacher starts the class with vocabulary about the

topic.

4

Students feel motivated when they see teacher´s

didactic resources in front of the class.

5 Students ask questions in English related to vocabulary.

6

The teacher shows examples before students’

performance.

7

Students practice vocabulary activities to develop

speaking skills.

8

The teacher learning techniques are certain to improve

speaking skills.

9

Students do activities using vocabulary easily monitored

by teacher.

10 The teacher evaluates each student's speaking skills.

84

Yes no

Teacher’s interview

1

Which is the development level of the students in regards to the

speaking skill?

2

How do you help the students in their speaking skill? Which

learning techniques do you use?

3

Which resource do you use to develop the oral expression in

class?

4

How often do you practice the speaking skill in the classroom?

5

Which ludic activities do you do to improve the speaking skill in the

students?

6

How do you start the class to motivate the participation of the

students in the class?

7

Which methodology do you use to introduce new vocabulary in

class?

8

Do you believe that a system of activities of vocabulary about daily

routines will improve the speaking skill in the students? Why?

9

Which learning techniques do you use for the vocabulary

acquisition of the students?

10

How do you evaluate the speaking skill in the students?

85

SURVEY TO THE STUDENTS

OBJECTIVE: To determine the influence of daily routine vocabulary in

speaking skill.

SPECIFIC INSTRUCTIONS: Mark on the answer which you consider the

most appropriate in every single statement.

5 - Totally agree 4 - agree 3 - indifferent 2 - disagree 1- Totally

disagree

5 4 3 2 1

1. I cannot communicate in English when I have

doubts in class.

2. I consider that speaking skill is necessary to

practice in class the English language.

3. I would like to practice English orally in every

class.

4. I consider interesting the speaking skill

activities.

5. It motivates me to communicate in English the

way that the teacher starts the class.

6. The vocabulary activities of daily routines

helps the speaking skill.

7. I have problems when it comes to express

myself in English.

8. Activities with daily routines vocabulary will

help me to express myself better and with more

fluency.

9. When the class starts with the vocabulary, it

helps me to participate in oral activities.

86

10. I feel motivated when the teacher presents

didactic materials about daily routines vocabulary.

11. I am more confident when I have to express

myself in English with topics related to daily routines.

12. Activities like dramatizations about daily

routines can help me learn new words and its uses.

13. A booklet with activities about daily routines

will make the class more participative.

14. Ludic activities like games and songs will

improve the interaction in the classroom.

15. Doing vocabulary activities about daily

routines will improve my ability to express myself in

class and in my social life.

87

8TH

year

Zoraida Triana Matamoros&

María Copa yupanqui

INTRODUCTION

―Enjoy your speech‖ is the result of a research project about oral

expression which was created to the students who start to learn English as a

Second Language (ESL) and develop speaking skill.

This material is divided in six units; each one contains a daily routine

vocabulary with a variety of exercises in which the students will have to develop

their capacity in the speaking skill, such as the intonation, pronunciation and

rhythm. To the teacher, it contains some recommendation to prepare the

activities how to develop each activity.

It will be useful to the students who desire develop their level of

knowledge in speaking skill by themselves because each activated is related

with the exercises of English textbook.

1

TABLE OF CONTENT

Cover

Introduction ................................................................................... 1

Table of content ............................................................................ 2

Teachers’ Recommendation ......................................................... 4

UNIT 1

UNIT 2

UNIT 3

Daily routine on holidays… ......................................... 5

Discussion ................................................................... 5

Vocabulary ................................................................... 6

Planning and exposition: exercise #3A ...................... 7

Exercise # 3B ............................................................... 8

Daily routine’s members of family .............................. 9

Discussion ................................................................... 9

Vocabulary ................................................................. 10

Role-play .................................................................... 11

Daily routine with leisure activities ..........................12

brainstorming ............................................................ 12

dramatization ............................................................. 13

role-play ..................................................................... 14

2

UNIT 4

UNIT 5

UNIT 6

Daily routine on street life… ..................................... 15

Discussion ................................................................. 15

Guessing the activity. ................................................ 16

Planning and exposition ........................................... 17

Daily routine in amazing places… ............................ 18

Discussion ................................................................. 18

Vocabulary ................................................................. 19

Planning and Exposition .......................................... 20

Daily routine in a regular day… ................................ 21

Vocabulary ................................................................ 21

Interview .....................................................................22

Planning and exposition ........................................... 22

Bibliography ................................................................................ 23

TEACHERS’ RECOMMENDATION

“Enjoy your speech” is a system of activities with a diversity of

exercises which will help the students to develop oral expression.

To continue, it shows you some suggestions that you could put in

practice over the course.

3

First, it is important and necessary explain them the content of this

workbook, say them about speak, oral expression and daily routine concept with

the purpose that they familiarize with it.

To start the activities:

1. You can start with some questions of discussion.

2. You can help with pictures or flash cards.

To continue the activities:

1. Introduce them the definitions list. This activity is good for activating

existing vocabulary or revising vocabulary studied in previous lessons.

2. Let them to ask about unknown words.

3. Students have to repeat the pronunciation and rhythm of each word.

4. Introduce the activity of speaking, explain it step by step.

5. Give an example.

6. Students should prepare their speech individually.

7. Monitory them all the time while they do the exercise.

8. Students present their activity.

To conclude the activity:

1. Indicate to the students some or common mistakes in their speech.

2. Tell students to work in pairs some questions about their personal life.

4

UNIT 1 Daily routine on holidays

EXERCISE #1

DISCUSSION

LOOK AT THE PICTURE AND TALK ABOUT WHAT THEY DO EVERY DAY

5

EXERCISE # 2

VOCABULARY

LOOK AT THE PICTURE AND EXPLAIN WHAT DO YOU DO IN YOUR VACATION?

6

EXERCISE #3A

PLANNING AND EXPOSITION

Students can let their imagination run wild to design a fanciful 6 day

adventure holiday and narrate it in front of the class describing each day.

Example:

Australian adventure holiday

Day 1: photographing kangaroos

Day 2: surviving in the desert

Day 3: skiing on Uluru

On the first day of this holiday, each person is given a camera and a

motorbike and drives around photographing kangaroos. On the second day, the

motorbike is taken away and they are left to survive in the desert. They either

survive or die; a very exciting day! You can show the class a postcard depicting

Uluru, a dry red rock in central Australia (also known as Ayres Rock). The third

day of the holiday is skiing on Uluru, except that of course there is no snow so

you just ski down the rock.

7

Adventure holiday

Day 1:

Day 2:

Day 3:

Day 4:

Day 5:

Day 6:

EXERCISE #3 B

Present to the class your own adventure holiday.

8

UNIT 2

Daily routine’s members of family

EXERCISE 1

DISCUSSION

Answer the questions orally

Who can do those activities?

Can children do those activities?

What do you think about it?

9

EXERCISE #2

VOCABULARY

Associate the picture with the words and tell us some sequenced

sentences

1. Sleep 7. Take a bath 12. Get up

2. Make the bed 8. Put on makeup 13. Shave

3. Get dressed 9. Floss my* teeth 14. Take a shower

4. Go to bed

5. Wash my* face

10. Comb my* hair

11 brush my teeth

15. Get undresses

6. Get undressed *my, his, her, our, your, their

10

Clean the house - Do the laundry – feed the baby - study - piano classes

- Walk the dog - pay the rent - fix the car

You have an important meeting with your friends on weekend but your

mother wants you stay at home to clean the house, prepare the dinner

and feed your little brother because she has to travel to another

country for business.

EXERCISE #3

ROLE - PLAY

Choose a group of phrases about the vocabulary learned and work in

pairs (or groups of 3) to present the situation in front the class.

11

UNIT 3 Daily routine with leisure

activities

EXERCISE #1

BRAINSTORMING

Look at the picture and ask and answer about what you observe.

12

EXERCISE #2

DRAMATIZATION

Read the dialogue about leisure activities and act it in front of the class.

13

EXERCISE #3

ROLE - PLAY

Choose a group of phrases about the vocabulary learned and work in

groups of 5 to explain the pictures. Their partner must guess the word they are

defining through a kinesthetic moving or definitions. Each team has 1 minute to

define as many words as possible.

14

UNIT 4

Daily routine on street life

EXERCISE #1

DISCUSSION

Look at the pictures and describe what they are doing and what

they are wearing

15

EXERCISE #2

GUESSING THE ACIVITIES

Look at the picture and describe what they are doing

16

EXERCISE #3


Describe your neighborhood

• What are the places in your neighborhood?

• What do you like most of your neighborhood?

• How do people dress in your neighborhood?

.

17

UNIT 5

Daily routine in amazing places

EXERCISE #1

DISCUSSION

1. What places can you see? 4. Where do your parents save the money?

2. What is your favorite place? 5. What can you do in each one?

3. What place do you like most?

18

EXERCISE #2

VOCABULARY

CHOOSE A PLACE AND CREATE A DIALOGUE IN GROUP OF THREE.

PRESENT IT IN FRONT OF THE CLASS

19

EXERCISE #3


Draw your neighborhood and explain it in front of the class.

20

UNIT 6

Daily routine in a regular day

EXERCISE #1

VOCABULARY

Look at the picture and talk about your daily routine

21

EXERCISE #2

INTERVIEW

Interview your classmates and discover his or her lifestyle

Answer the following questions.

Do you get up at 5:00 AM?

Do you take a shower at 5:30 AM?

Do you surf on the internet?

What do you do at school?

What do you do at home?

What do you do in the afternoon?

What time do you have dinner?

EXERCISE #3


DISCOVERING DAILY ROUTINE OF FAMOUS

PEOPLE

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Bibliography

British Council. (2015). ESOL Nexus. Speaking. Retrieved from:

https://esol.britishcouncil.org/content/learners/skills/speaking-0

Holmes David. (2004). Speaking Activities for the Classroom. Retrieved from:

http://www.finchpark.com/courses/tkt/Unit_08/speaking_activities.pdf

Klippel Friederike. (1985). Keep Talking. Communicative fluency activities for

language teaching. London. Cambridge. Retried from:

https://epub.ub.uni-muenchen.de/8649/1/8649.pdf

Learn English Teens. Daily routine exercises. Retrieved from:

https://learnenglishteens.britishcouncil.org/sites/teens/files/daily_routine_

-_exercises.pdf

M. Chronic Pain & Fatigue Research Center. (2016). Lifestyle Activity &

Exercise. Retrieved from:

http://www.med.umich.edu/painresearch/patients/life.html

One Stop English.com. Solution for English Teaching. (2002). First Class

Activity. Retrieved from:

http://www.onestopenglish.com/skills/speaking/lesson-plans/pdf-

content/speaking-skills-lesson-plans-first-day-worksheet/teachers-notes-

all-levels/149727.article

Teaching English. Motivating and speaking activities lower levels. Retrieved

from: https://www.teachingenglish.org.uk/article/motivating-speaking-

activities-lower-levels

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http://www.finchpark.com/courses/tkt/Unit_08/speaking_activities.pdf



http://www.onestopenglish.com/skills/speaking/lesson-plans/pdf-

https://www.teachingenglish.org.uk/article/motivating-speaking-activities-lower-levels

https://www.teachingenglish.org.uk/article/motivating-speaking-activities-lower-levels

EXERCISE 1

Possible answer

PROPOSAL

ANSWER KEY

UNIT 1

Daily routine on holidays

MONDAY TUESDAY WEDNESDAY TRURSDAY FRIDAY

Baking day Field trip

outing

Pool day and

picnic with

friends

Arts and

crafts day

Out for a treat

Sift through

cookbooks,

and pick a

new treat to

bake together

for our

Monday

evening

family night

Children´s

zoo, bowling

or skating,

something

different every

day

We hop from

pool to pool

and pack a

lunch or get

pizza

Go to my

Pinterest

page and

decide on

kids’ activity.

Do a service

for someone

writing cards

Yogurt, sno

cones,

donuts: travel

around town

to different

new places

EXERCISE 2

Possible answer

1. We travel by train, we go to a village, we sleep in a tent and we grill

2. we travel by plane, we go to the beach, we sleep in a hotel and we surf

3. we travel by horse, we go to the forest, we sleep in a cabin and we camp

4. we travel by ship, we go to the seaside, we sleep in a cruise ship and we

have a sun bathing

5. we travel by bike, we go to the mountain, we sleep in a caravan and we

take photos

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EXERCISE 3A

Possible answer

1. we have an amazing holiday, we ride in a motor bike and take pictures to

the painter kangaroos,

2. we walk in the desert without water and food,

3. we find a lake and we wet our lips,

4. we are exciting with the enormous red rock in the central of Australia,

5. we go to the mountain, we try to ski down the rock without snow

6. we return home

EXERCISE 3B

Possible answer

We travel around France, We have an exciting weekend at the beach, we do a

lot of fun of things there, like swimming, play volleyball and pick up shells in the

sand, at night we go to dance with our cousins but early we return to the hotel

Next day we go shopping and eat the typical food Burgundy snails later we visit

the tourist places like Eiffel tower, one of the most visited places of France.

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UNIT 2

Daily routine’s members of family

EXERCISE 1

Possible answer

1. my sister has to clean the floor

2. my father doesn’t have to iron his shirt

3. my mother has to do laundry

4. my little brother doesn´t have to prepare breakfast

5. my grandfather doesn´t have to wash the dishes

EXERCISE 2

Possible answer

1. He gets up, he takes a shower later he gets dressed

2. She put on makeup, she combs her hair and later she makes the bed

3. He takes a bath, he goes to bed and then he sleeps

EXERCISE 3

Possible answer

Mother: hello dear….

You: hello mom …. How are you?

Mother: I’d like you help me this weekend

You: sorry mom! But I have an important meeting with my friends

Mother: you must help me with the housework because I have to travel to

Colombia for business

You: ok but I only prepare the breakfast the dinner we eat out

Mother: you also clean the house and feed your brother

You: ok mom.................. I can´t go to the movie

Mother: what do you say?

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You: nothing mom… I help you.

UNIT 3

Daily routine with leisure activities

EXERCISE 1

1. What is he doing? He is sailing in the ocean 2. Where are they dancing? They are dancing in a disco 3. Why is she resting? Because she works hard 4. How long is he playing bowling? 4 hours

EXERCISE 2

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EXERCISE 3

Choose a group of phrases about the vocabulary learned and work in groups of

5 to explain the pictures. Your partner must guess the word they are defining

through a kinesthetic moving or definitions

1. Play the guitar

2. Read a book

3. Play soccer

4. Ride a bike

5. Visit a friend

6. Work in the computer

UNIT 4 Daily routine on street life

EXERCISE 1

1. They are playing, they are wearing sport clothes

2. He is cooking , he is wearing an apron

3. They are running , they are wearing sport clothes

4. She is swimming, she is wearing swimsuit

5. He is laughing, he is wearing a shirt and pants

6. He is reading, he is wearing light clothes

7. He is sleeping, he is wearing pajamas

EXERCISE 2 Possible answer

He is skiing he is climbing

He is diving she is swimming

He is riding a horse she is playing the guitar

She is riding her bike she is playing the violin

They are skipping he is playing the piano

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They are sailing She is rollerblading

He is surfing He is surfing the net

EXERCISE 3

Possible answer

I live in a stylish area of Guayaquil. I love my house because it is located in

a very good place in the city. My house is in the north of the City and it is a very

peaceful area. There are no commercial buildings near my house only shops and I

am very happy because of this because we can wear sport or light clothes The

thing which I like the most is that there is a small park right across the street, so

whenever feel like walking or jogging I simply got to the park and get some fresh

air.

UNIT 5

Daily routine in amazing places

EXERCISE 1

4. What places can you see?

I can see a restaurant, a theater, a bank and a zoo

5. What is your favorite place?

My favorite place is theater

6. What place do you like the most?

7. I like the most visit the Zoo

8. Where do your parents save the money?

They save the money in the bank

9. What can you do in each place?

In the restaurant I can eat, in the theater I can enjoy a work, in the bank I

can save money and in the Zoo I can see amazing animals

EXERCISE 2

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EXERCISE 3

Possible answer

STUDENT A: Excuse me, is there a library in your neighborhood?

STUDENT B: yes, there is. Go straight, and it's next to the bank.

STUDENT A: Thank you!

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UNIT 6

Daily routine in a regular day

EXERCISE 1

EXERCISE 2

Do you get up at 5:00 AM?

No, I am not. I get up at 6:00 am

Do you take a shower at 5:30 AM?

No I am not. I take a shower at 6:30 am

Do you surf on the internet?

Yes, I do

What do you do at school?

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I copy the class and I practice English

What do you do at home?

I help my mother in her housework

What do you do in the afternoon?

I do the homework

What time do you have dinner?

I have dinner at 7:00 o´clock

EXERCISE 3

MICHAEL JORDAN'S DAILY ROUTINE

First of all in the morning, Michael has a shower. After that he brushes his teeth and has

breakfast.

At midday, he pickes up his two sons from school. Then he drives them to his house

and cooks them a lunch. He lives them in the living room to let them study. He loves to

watch basketball videos so he sits into his sofa and relaxes watching some repeated

matches from time ago.

SHAKIRA ´S DAILY ROUTINE

Shakira should get up at 8 o'clock, brush her teeth and take a good bath. Then, she

eats breakfast at 8:30 and she eats properly chopped fruits, she drinks a cup of

coffee, plus an orange juice, sliced toasted bread Integral, and eggs. After having

breakfast at 9 o'clock she goes to her exercise classes with her personalized

teacher where she practices a series of workouts and exercises to stimulate her

body, at 10 o'clock practice her essays for her stage performances her dances and

movements must practice them very well.

MAYKEL ´S DAILY ROUTINE

Hi! I'm Maykel .I'm a regular teen and this is my daily routine I hate getting up early in

the mornings. I think I'm allergic to mornings After battling with my pillow, I finally

get up,take a shower and brush my teeth Mmm.. I love breakfast.. What do you think I

have for breakfast? Off to school I go. It´s 8.30.am Then I get dressed. My favorite

white t-shirt, black cap and jeans. at 12.30 I have lunch with my buddies at the school

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