UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY,...

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS EDUCATIONAL

PROJECT

TOPIC:

HOW DOES THE BASIC VOCABULARY IMPACT IN THE DEVELOPMENT OF THE

SPEAKING SKILL

PROPOSAL:

TO DESIGN A HANDBOOK WITH INTERACTIVE ACTIVITIES WITH BASIC

VOCABULARY IN ORDER TO IMPROVE THE SPEAKING SKILL.

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF

LECENSING IN SCIENCES OF EDUCATION, MAJOR IN LANGUAGE AND

ENGLISH LINGUISTICS.

RESEARCHER:

CHAGUAY LUZURIAGA LUZ AND FLORES GODOY MARY

DIRECTED BY

MSC. EDUARDO TORRES

GUAYAQUIL - ECUADOR

2017

ii

UNIVERSIDAD DE GUAYAQUIL

Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Linguística

DIRECTIVES

Msc. Silvia Moy-Sang Castro Msc. Wilsón Romero Dávila

DEAN UNDER DEAN

Msc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARY

iv

Msc.

SILVIA MOY-SANG CASTRO, Arq.

DECANA DE LA FACULTAD DE FILOSIFÍA,

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:

Tema: Influencia del vocabulario básico en el desarrollo de la habilidad

lingüística

Propuesta: Diseño de un pequeño libro con actividades interactivas con

vocabulario básico para desarrollar la habilidad lingüística.

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

Atentamente,

Chaguay Luzuriaga Luz And Flores Godoy Mary

v

UNIVERSIDAD DE GUAYAQUIL

Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Linguística

PROYECTO

TEMA: INFLUENCIA DEL VOCABULARIO BÁSICO EN EL DESARROLLO DE

LA HABILIDAD LINGÜÍSTICA

PROPUESTA: DISEÑO DE UN PEQUEÑO LIBRO CON ACTIVIDADES

INTERACTIVAS CON VOCABULARIO BÁSICO PARA DESARROLLAR LA

HABILIDAD LINGÜÍSTICA.

APROBADO

………………………………………

Tribunal N° 1

……………………………………… ……………………………..

Tribunal N° 2 Tribunal N° 3

vi

EL TRIBUNAL EXAMINADOR OTORGA AL PRESENTE

TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

_

vii

DEDICATION

To my beloved and unforgettable mother, who always praid to my Holly God for me and was so proud because of my courage to restart my studies in the High School and after to the University for getting my Degree in Education.

Chaguay Luzuriaga Luz

ACKNOWLEDGEMENT

First of all to my Almighty God, without his support and strength I couldn’t reach

this important goal.

To my unforgettable and dear mother who always encouraged me to continue my studies.

To my sweet daughter who is the reason and activation of my daily endeavor.

To my dear teachers from the school to the University because they taught me not only improving my academic performances they inspire me to become a teacher like them.

To my classmates who always helped me especially in technology tasks.

Finally, to my Tuthor Msc. Eduardo Torres who guided me in this difficult path with his patience and experience to reach this goal in my career.

Chaguay Luzuriaga Luz

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DEDICATION

We dedicate this thesis to our parents for support us all the time, in good and bad moments.

Flores Godoy Mary

ACKNOWLEDGEMENTS

First of all, we are completely grateful with GOD for our life, for our family, for our friends.

A huge thanks to our academic consultant for support us all the time that we needed her help.

Thanks to our teachers in the seminar that guided us in the process of our thesis.

Flores Godoy Mary

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TABLE OF CONTENT

FRONT PAGE………………………………………………………………………………………………………………..i

DIRECTIVES………………………………………………………………………………………………………………….ii

DEDICATION…………………………………………………………………………………………………………….…vii

ACKNOWLEDGEMENT………………………………………………………………………………………………..viii

TABLE OF CONTENT…………………………………………………………………………………………………..…ix

LIST OF TABLES…………………………………………………………………………………………………………...xii

LIST OF GRAPHICS…………………………………………………………………………………………………….…xiv

REPOSITORY……………………………………………………………………………………………………………..…xv

ABSTRACT…………………………………………………………………………………………………………………..xvii

INTRODUCTION……………………………………………………………………………………………………………...1

CHAPTER I……………………………………………………………………………………………………………………...2

The problem……………………………………………………………………………………………………………………….3

Context of the research………………………………………………………………………………………………………2

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

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

Causes………………………………………………………………………………………………………………………………..4

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

OBJECTIVES…………………………………………………………………………………………………………………………5

General……………………………………………………………………………………………………………………………….5

Specifics………………………………………………………………………………………………………………………………5

Questions of the investigation…………………………………………………………………………………………….6

Justification…………………………………………………………………………………………………………………………6

CHAPTER II ………………………………………………………………………………………………………………….…8

Theoretical framework……………………………………………………………………………………………………….9

x

INDEPENDENT VARIABLE………………………………………………………………………………………………….10

Definition ………………….……………………………………………………………………………………………………..10

Importance ………………………………………………………………………………………………………………………10

Types of vocabulary…………………………………………………………………………………………………………..12

Facilities ……………………………………………………………………………………………………………………………12

DEPENDENT VARIABLE ………………………………………………………………………………………………………13

Definition……………………………………………………………………………………………………………………………13

Importance ………………………………………………………………………………………………………………………..13

Categories ………………………………………………………………………………………………………………………….14

Facilities………………………………..…………………………………………………………………………………………….15

FOUNDATIONS ………………………………………………………………………………………………………………..16

Psychological foundation …………………………………………………………………………………………………….16

Sociological foundation ………………………………………………………………………………………………………..17

Pedagogical foundation ……………………………………………………………………………………………………...18

Legal foundation ………………………………………………………………………………………….………………………18

CHAPTER III…………………………………………………………………………………………………………………..….20

The Methodology…………………………………………………………………………………………………………………20

Types of the investigation…………………………………………………………………………………………………….20

Levels of this investigation …………………………………………………………………………………………………..21

Procedure of the investigation ………………….………………………………………………………………………...21

Population …………………………………………………………………………………………………………………………...22

Sample ………………………………………………………………………………………………………………………………...22

Operationalization of variables ………………………………………………………………………………………….…23

Instruments of the investigation…………………………………………………………………………………………..24

METHODS ….………………………………………………………………………………………………………………………...24

Observation ………………………………………………………………………………………………………………………….25

Interview ………………………………..…………………………………………………………………………………………….25

xi

Survey …………………………………………………………………………………………………………………………………25

ANALYSIS OF THE RESULT…………………………………………………………………………………………………..2

Observation …………………………………………………………………………………………………………………………26

Interview ………………………………………………………………………………………………………………………….….26

Survey to the students ………………………………………………………………………………………..……………....28

Dialogue with the students …………………………………………………………………………………..………………29

Conclusion ……………………………………………………………………………………………………………………….……43

Recommendation ………………………………………………………………………………………………………………….44

CHAPTER IV ………………………………………………………………………………………………………………..……..46

Justification ………..……………………………………………………………………………………………………………..….46

OBJECTIVES…………………………………………………………………………………………………………………………….47

General objective …………………………………………………………………………………………………………………..47

Specific objective……………………..………………….………………………………………………………………………...47

Theory aspects ……………………………………………………………………………………………………………………...49

Factibility ….…………………………………………………………………………………………………………………………...51

Description …….……………………..………………….…………………………………………………………………..……...50

Conclusion ……………….…………………………………………………………………………………………………………...50

Bibliography ….……………………………………………………………………………………………………………………...52

xii

LIST OF TABLES

Table N° 1: Population and Sample ………………………………………………………………………….22

Table N° 2: OPERAZIONALITATION OF VARIABLES………………………………………………….…23

Table Nº 3 ITEM 1: Managing basic vocabulary will improve the performance of the

speaking competence …………………………………………………………………………………..…………..28

Table Nº 4 ITEM 2: Knowing basic vocabulary will help students’ participation in

class…………………………………………………………………………………………………………………………..29

Table Nº 5 ITEM 3: Applying basic vocabulary will help to develop speaking

production………………………………………………………………………………………………………………...30

Table Nº 6 ITEM 4: Practicing basic vocabulary in dialogues will help the students to

express their ideas and thoughts……………………………………………………………………………….31

Table Nº 7 ITEM 5: Using basic vocabulary will improve students’ communication and

their speaking ability in a conversation………………………………………………………………………32

Table Nº 8 ITEM 6: Teachers’ motivation is an important component for students

speaking…………………………………………………………………………………………………………………….33

Table Nº 9 ITEM 7: Students do not participate in class because they are afraid about

their pronunciation and grammar structure mistakes……………………………………………..…34

Table Nº 10 ITEM 8: Speaking skill is the most important skill to develop in a class than

the other skills because it promotes students production……………………………………….…35

Table Nº 11 ITEM 9: Developing speaking production will help the students to express

their ideas and thoughts fluently…………………………………………………………………………….…36

Table Nº 12 ITEM 10: Speaking is the reason why languages exist around the world that

is the reason that teachers are supposed to develop this skill with their students……..37

Table Nº 13 ITEM 11: Interactive activities will help to improve students’ basic

vocabulary………………………………………………………………………………………………………………….38

Table Nº 14 ITEM 12: Practicing basic vocabulary in different activities will consolidate

students’ knowledge …………………………………………………………………………………………………39

Table Nº 15 ITEM 13: Applying short dialogues in class will increase students’ speaking

ability………………………………………………..……………………………………………………………………….40

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Table Nº 16 ITEM 14: Basic vocabulary is a core component for the students to

participate in class……………………………………………………………………………………..………………41

Table Nº 17 ITEM 15: Developing basic vocabulary will help the students’ academic

performance………………………………………………………………………………………………………….42

Table N° 18: Analysis of the relationship between the independent and dependent

variable through chi-square testing: question………………………………………………………..43

xiv

LIST OF GRAPHICS

GRAPHIC N° 1: Managing basic vocabulary will improve the performance of the

speaking competence…………………………………………………………………………………………….…27

GRAPHIC N°2: Knowing basic vocabulary will help students’ participation in class…….28

GRAPHIC Nº 3: Applying basic vocabulary will help to develop speaking production…29

GRAPHIC Nº 4: Practicing basic vocabulary in dialogues will help the students to

express their ideas and thoughts ……………………………………………………………………………...30

GRAPHIC Nº 5: Using basic vocabulary will improve students’ communication and their

speaking ability in a conversation……………………………………………………………………………….31

GRAPHIC Nº 6: Teachers’ motivation is an important component for students

Speaking ………………………………………………………………………………………………………………..…32 GRAPHIC Nº 7: Students do not participate in class because they are afraid about their

pronunciation and grammar structure mistakes…………………………………………………………33

GRAPHIC Nº 8: Speaking skill is the most important skill to develop in a class than the

other skills because it promotes students production………………………………………………..34

GRAPHIC Nº 9: Developing speaking production will help the students to express their

ideas and thoughts fluently………………………………………………………………………………………..35

GRAPHIC Nº 10: Speaking is the reason why languages exist around the world that is

the reason that teachers are supposed to develop this skill with their students ……….36

GRAPHIC Nº 11: Interactive activities will help to improve students’ basic

vocabulary………………………………………………………………………………………………………………….37

GRAPHIC Nº 12: Practicing basic vocabulary in different activities will consolidate

students’ knowledge………………………………………………………………………………………………….38

GRAPHIC Nº 13: Applying short dialogues in class will increase students’ speaking

ability………………………………………………………………………………………………………………………..39

GRAPHIC Nº 14: Basic vocabulary is a core component for the students to participate in

class…………………………………………………………………………………………………………………………..40

GRAPHIC Nº 15: Developing basic vocabulary will help the students’ academic

performance……………………………………………………………………………………………………………..41

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REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Influencia del vocabulario básico en el desarrollo de la habilidad lingüística

Diseño de un pequeño libro con actividades interactivas con vocabulario básico para desarrollar la

habilidad lingüística.

AUTORA: CHAGUAY LUZURIAGA LUZ AND FLORES GODOY MARY

TUTOR: Msc. Eduardo Torres

REVISORES: INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística. FECHA DE PUBLICACIÓN: No. DE PÁGS:

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

ÁREAS TEMÁTICAS: Lengua Inglesa.

PALABRAS CLAVE: Influencia – listening comprehension – short dialogues- interactive activities.

RESUMEN: Esta investigación considera la influencia del vocabulario básico en el desarrollo de la

habilidad oral en los alumnos de 8º año del colegio “Francisco Huerta Rendón” 2016-2017, quienes presentaron deficiencias en su producción oral. El marco teórico recoge información sobre la variable independiente: vocabulario básico y la variable dependiente: habilidad de habla basada en el enfoque comunicativo, investigando la terminología pertinente en diversos campos científicos como las fundaciones Psicológicas, Sociológicas, Pedagógicas y Jurídicas que apoyan la influencia del vocabulario básico en la Desarrollo de la habilidad linguistica. Los datos empíricos fueron compilados a través de la entrevista y la observación de la clase. Además, setenta y tres estudiantes completaron una encuesta con quince declaraciones aplicando la escala de Likert. Se trata de una investigación descriptiva, explicativa y exploratoria cuyo objetivo fue averiguar que la aplicación de vocabulario básico con actividades interactivas desarrollará la habilidad de hablar en los alumnos de 8º EGB en el colegio "Francisco Huerta Rendon", se recogieron datos con población y muestra De setenta y tres estudiantes durante 2016. A través de este estudio fue claro que los estudiantes tienen una deficiencia en la producción oral debido a que no comprenden una instrucción sencilla dada por el profesor porque no reconocen el vocabulario básico aplicado en una clase. Los primeros beneficiarios de este proyecto son los estudiantes de 8º año porque obtendrán el nivel A.1.1, se les animará a aplicar el vocabulario básico y lo aplicarán para desarrollar la habilidad linguistica, por lo tanto su logro académico mejorará.

No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web): x ADJUNTO PDF: SI NO

CONTACTO CON AUTORA Teléfono:

E-mail:

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad Teléfono: E-mail:

x

NATIONAL REPOSITORY SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM TITLE AND SUBTITLE:

Influence of the basic vocabulary in the development of the speaking skill.

Design a handbook with interactive activities with basic vocabulary in order to improve the speaking skill.

AUTHOR: CHAGUAY LUZURIAGA LUZ AND FLORES GODOY MARY

TUTOR: Msc. Eduardo Torres

REVISORES: INSTITUTION: UNIVERSITY OF GUAYAQUIL

FACULTY: FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION.

CARREER: Languages and Linguistics DATE OF PUBLICATION: No. of PAGS:

DEGREE: BACHELOR OF SCIENCE IN EDUCATION, MAJOR IN ENGLISH LANGUAGE AND LINGUISTICS THEMED AREAS: English Language KEYWORDS: Influence – listening comprensión – short dialogues – interactive activities ABSTRACT: This resarch considers the influence of the basic vocabulary in the development of the

speaking skill in the students of 8th grade at “Francisco Huerta Rendón” High School, school year 2016- 2017 who presented deficiency in their speaking production. The theoretical framework collected information about the independent variable: basic vocabulary and the dependent variable: speaking skill based on the communicative approach researching relevant terminology on various scientific fields such as Psychological, Sociological, Pedagogical and Legal foundations that support how the basic vocabulary influence in the development of the speaking skill. Empirical data was compiled through the interview and the observation of the EFL class. In addition seventy-three students completed a survey with fifteen statements applying the Likert skale. This is a descriptive, explanatory and exploratory research whose objective was to find out that applying basic vocabulary with interactive activities will develop the speaking skill in the students of 8th EGB at “Francisco Huerta Rendon” high school, data was collected with a population and sample of seventy-three students during 2016. Through this study was clear that the students have a lack of their production ability due to they do not comprehend a simple instruction given by the teacher because they do not figure out the basic vocabulary taught in a EFL class. The first beneficiaries of this project are the students in 8th grade because they will get the A.1.1 level, they will be encouraged to apply the basic vocabulary and they will apply it to develop the speaking skill, therefore their scholar accomplishment will increase.

No. REGISTRATION (Data base): No. CASIFICATION: DIRECTION URL (thesis in the web):

x ADJUNTO PDF: SI NO CONTACTO CON AUTORA Teléfono:

E-mail:

INSTITUTIONAL CONTACT: NAME: Secretary of the School of Languages and Linguistics

Telephone: (03)2848487 Ext. 123 E-mail: [email protected]

mailto:[email protected]

xvi

ABSTRACT

This research considers the influence of the basic vocabulary in the

development of the speaking skill in the students of 8th grade at

“Francisco Huerta Rendón” High School, school year 2016-2017 who

presented deficiency in their speaking production. The theoretical

framework collected information about the independent variable: basic

vocabulary and the dependent variable: speaking skill based on the

communicative approach researching relevant terminology on various

scientific fields such as Psychological, Sociological, Pedagogical and

Legal foundations that support how the basic vocabulary influence in the

development of the speaking skill. Empirical data was compiled through

the interview and the observation of the EFL class. In addition seventy-

three students completed a survey with fifteen statements applying the

Likert skale. This is a descriptive, explanatory and exploratory research

whose objective was to find out that applying basic vocabulary with

interactive activities will develop the speaking skill in the students of 8th

EGB at “Francisco Huerta Rendon” high school, data was collected with a

population and sample of seventy-three students during 2016. Through

this study was clear that the students have a lack of their production ability

due to they do not comprehend a simple instruction given by the teacher

because they do not figure out the basic vocabulary taught in a EFL class.

The first beneficiaries of this project are the students in 8th grade because

they will get the A.1.1 level, they will be encouraged to apply the basic

vocabulary and they will apply it to develop the speaking skill, therefore

their scholar accomplishment will increase.

xvii

RESUMEN

Esta investigación considera la influencia del vocabulario básico en el

desarrollo de la habilidad de hablar en los estudiantes de 8 ° grado en

la escuela preparatoria "Francisco Huerta Rendón", año escolar 2016-

2017, quienes presentaron deficiencia en su producción oral. El marco

teórico recogió información sobre la variable independiente:

vocabulario básico y la variable dependiente: habilidad del habla

basada en el enfoque comunicativo que investiga la terminología

relevante en diversos campos científicos tales como fundamentos

psicológicos, sociológicos, pedagógicos y legales que respaldan cómo

el vocabulario básico influye en el desarrollo de la habilidad de hablar.

Los datos empíricos se compilaron a través de la entrevista y la

observación de la clase EFL. Además, setenta y tres estudiantes

completaron una encuesta con quince declaraciones aplicando el Likert

Skale. Esta es una investigación descriptiva, explicativa y exploratoria

cuyo objetivo fue descubrir que aplicando el vocabulario básico con

actividades interactivas desarrollará la habilidad de hablar en los

estudiantes de 8º EGB en la escuela secundaria "Francisco Huerta

Rendon", se recolectó información con una población y muestra de

setenta y tres estudiantes durante 2016. A través de este estudio

quedó claro que los estudiantes tienen una falta de capacidad de

producción debido a que no comprenden una instrucción simple dada

por el profesor porque no descifran el vocabulario básico enseñado en

una clase de EFL . Los primeros beneficiarios de este proyecto son los

estudiantes de 8º grado porque obtendrán el nivel A.1.1, se les alentará

a aplicar el vocabulario básico y lo aplicarán para desarrollar la

habilidad de hablar, por lo tanto, sus logros académicos aumentaran.

1

INTRODUCTION

According to the National Curriculum Guidelines (2016) “English is

unquestionably the world’s Lingua franca at present” In order to face such

challenge, the Ecuadorian Ministry of Education expects that each EFL

student in the public educational system will be able to communicate and

interact such as a world citizen. The problem is that the students in 8th

EGB do not develop their speaking production as they are supposed to do

it due to they are just receptive learners.

The first chapter explains the problem in context of 8th EGB

students at “Francisco Huerta Rendon” high school and the ideas under

which the project is on the grounds of feasibility, clarity, evidential, relevant

and originality.

The second chapter is about the theoretical background were the

thesis researcher grounded her investigation on several authors about the

dependent variable: speaking skill and the independent variable: basic

vocabulary as well as Psychological, Pedagogical, sociological and Legal

foundations.

The third chapter refers to the theoretical, empirical and statistical

methodologies, techniques and instruments used to gather data. It also

shows the analysis-synthesis of the results gotten from the data obtained

by the application of the instruments to confirm the theoretical conclusions

made in chapter two.

The fourth chapter is about the proposal of this thesis, its

objectives to clarify what is the goal to this project, some theory aspects

according to the second chapter and its feasibilities for the teacher, and

the students who will be the most important beneficiaries of this project.

2

CHAPTER I

THE PROBLEM

CONTEXT OF THE RESEARCH

The institution considered by the author to base this research is the

public high school “Dr. Francisco Huerta Rendón”. It was created on May

1971 and there are approximately one hundred nine thousand ninety

students. The principal is Msc. Jacqueline Calero de Mora and the vice-

principal is Miss. Azucena Rivera de Espinel.

After a long time without any principal, it was easy to evidence that

this public institution had the necessity of new academic and

administrative changes, on October 2014; Msc. José Alban was named as

the principal at “Dr. Francisco Huerta Rendón” high school.

All these problems led authorities seek a trained person who was

able to manage as the director properly.

Today this high school has three laboratories of computer science;

unfortunately any of them for the English area. In the morning there are six

English teachers for basic and some teachers in the different subjects.

They have five English hours per week and their English teachers

are provided with different resources such as worksheets, teacher´s guide,

student´s book, and some flashcards by the authorities.

The author of this project has observed attentively and also realized

that students in the 8th grade of Basic General Education have had

serious deficit in the speaking skill because they have not even known the

basic vocabulary which is necessary to understand what the teacher is

talking about in an English class, such as school subjects, school objects,

3

places, orders or instructions. That means they need to begin learning

these basic vocabulary in order to start talking and understanding simple

instructions in an English class.

After observing this deficit in the speaking skill the author discussed

this problem with the Principal of this institution Msc. Jacqueline Calero de

Mora, and proposed a possible solution through this educational project

which develops a proposal, design a handbook with interactive activities to

improve the knowledge of basic vocabulary to develop the speaking skill

with the students of 8th grade.

Finally she was interested in the development of this project in the

institution because as a Public High School they need to improve their

students’ knowledge in the foreign language. Besides they are an

Institution who offers to the community an education with quality and

warmth according to the Ecuadorian Constitution.

CONFLICT SITUATION

Today the students of General Basic Education of eight year at “Dr.

Francisco Huerta Rendón” High school show a poor interest to develop

the speaking skill.

When they are going to talk they only think about grammar, what is

the correct structure that they have to apply according to the tense, also

they are a little afraid about the pronunciation, what is the correct

intonation or where the stressed syllable is in a word.

It could be that their English teachers do not teach phonetics in their

classes, so is difficult for the pupils to know what is the correct

pronunciation of each word.

4

Another problem is caused by the deficiency of basic vocabulary;

students need to know this important topic because they are supposed to

participate in class and how they will do it if they do not understand a

simple instruction or an order in the English class. The author has

observed and realized as an English teacher in 8th grade that most of the

books in this level start teaching this type of vocabulary. If there are a lot

of texts starting with these topics it could be that basic vocabulary is so

important to learn as a foreign language in order to develop and improve

students speaking skill.

For these consequences, English teachers need to apply a new

methodology to help their students in the knowledge about basic

vocabulary if they want active and collaborative students in their classes.

SCIENTIFIC FACT

The deficiency in the speaking skill in the students of 8th year

Basic Education at “Dr. Francisco Huerta Rendón” high School, zone 8,

district 6, Province Guayas, Guayaquil city, circuit 09D03C04_b, Parish

Tarqui, school year 2016-2017.

CAUSES

Deficiency of basic vocabulary.

Excessive grammar content in class.

Low motivation in the speaking skill.

Low speaking activities in class.

5

FORMULATION OF THE PROBLEM

¿How does the students´ basic vocabulary impact in the

development of the speaking skill in the students of 8th grade at “Dr.

Francisco Huerta Rendón” high School, zona 8 district 6, Province

Guayas, Guayaquil city, circuit 09D03C04_b, Parish Tarqui school year

2016-2017?

OBJECTIVES

GENERAL

To examine the influence of the basic vocabulary in the

development of the speaking skill trough a bibliographical and statistical

study, to design a handbook with interactive activities to improve the

knowledge of the students´ basic vocabulary in the English class.

SPECIFICS

To analyze the insufficiency of the Speaking skill through a brief

informal discussion, by asking and answering simple questions

applying basic vocabulary.

To examine the level of the speaking skill through a bibliographical

and statistical survey to the students and an interview to the English

teacher.

To design a handbook with interactive activities with basic

vocabulary in order to improve the speaking skill through a

bibliographical and statistical study.

6

QUESTIONS OF THE INVESTIGATION

Is Communicative language teaching important to apply in an English

class?|

Is it necessary to learn the basic vocabulary to develop the speaking skill?

How will the vocabulary be taught in the handbook?

JUSTIFICATION

This government is focused in the improvement of the quality in the

Ecuadorian education so English students are supposed to get excellent

classes in order to develop the language fluency to communicate verbally

with others.

According to the Ecuadorian constitution, article N 4.“Son titulares

del derecho a la educación de CALIDAD, laica, libre y gratuita en los

niveles inicial, básico y bachillerato, así como a una educación

permanente a lo largo de la vida, formal y no formal, todos los y las

habitantes del Ecuador”.

Quality is an important part in The Ecuadorian constitution; this is a

right for each person in this country so every teacher is supposed to

improve their methods to help their students’ knowledge in an English

class.

According to Plan Nacional del Buen Vivir (2013)

“In the knowledge and education field, one of the immediate

challenges is to consolidate efficient mechanisms of translation of the

knowledge to the generation of new product and means of production, to

simulate the social innovation by means of the dialogue of the knowledge”

7

Teaching English class is mandatory from 2nd EGB to 3rd BGU, and

they are divided into three groups: Pre-basic user, Basic user and

Independent user, the students in the 8th year of EGB must be in the A.1.1

level of proficiency (National Curriculum Guidelines in the EFL for subnivel

superior, 2016).

According this curriculum as learners enter the sublevel EGB

Superior, it is important to remember that language is principally about

interacting with others and expressing meanings. English is an important

communication tool in today’s globalized world, one which allows learners

to communicate beyond their own linguistic and geographical boundaries.

Learners in EGB Superior are becoming more mature and more

expressive, and being able to communicate in the international language

of English will prepare them for a myriad of career opportunities,

responsibilities and experiences they will surely encounter in the coming

years.

The first beneficiaries of this project are the students in 8th grade

because they will get the A.1.1 level, they will be encouraged to apply the

basic vocabulary and they will apply it to develop the speaking skill,

therefore their scholar accomplishment will increase.

The parents will notice the academic improvement of their students

with better grades in exams. Besides the teachers will have support to

fulfill the necessary advance of their program satisfactorily. Besides the

institution will have a great improvement in the English area that will

motivate the Principals to continue holding and supporting other projects.

8

CHAPTER II

THEORETICAL FRAMEWORK

Along the history of foreign language teaching and learning,

speaking has always been considered as the most essential skill to be

mastered. In the National Curriculum Guidelines English is mentioned as

EFL (English as a Foreign Language) that means they practice just in the

class because in the country this is not the language that they speak daily.

According to the National Curriculum Guidelines (2016), “English is

unquestionably the world’s Lingua franca at present” (p.1).

In order to face such challenge, the Ecuadorian Ministry of

Education expects that each EFL student in the public educational system

will be able to communicate and interact such as a world citizen.

The use of English as an international language plays an important

role in globalization era. Nowadays it is required to be able to

communicate in English.

The information was found in the Library of the school of languages

at University of Guayaquil. Also magazines as well as websites, articles

like “Basic Vocabulary Instruction: Teaching Strategies or -Teaching

Words?” “Foreign Language Classroom” “School vocabulary” “Students’

Perception on EFL Speaking Skill Development” international thesis such

as “Second Language Teaching Methods” “What constitute a Basic

Vocabulary for spoken communication?” and books like “English

Language Teaching” to verify the importance of this investigation, it is

necessary to mention that in the Languages School library was found a

project with the same topic of this investigation but different in content. All

the vocabulary proposed in this project is based in the Ecuadorian

curriculum for 8th grade General Basic Education in Public English

Education.

9





superior, 2016).










years.

Unfortunately according to the (Acuerdo Ministerial) N° 406 English

was not a compulsory subject for 2nd to 7th year EGB (2011).

Furthermore according to the National Curriculum Guidelines in the

EFL for subnivel superior (2016) it is possible that some of learners

entering EGB Superior have not had exposure to or instruction in

English. For this reason, the curriculum has been developed so that

8th year EGB learners start in level A1.1. Learners in 9th year EGB

will continue on in A1.2, in which it is applied that an A1 language

competence will be reached. Learners in the 10th year, the last year

of EGB, will work their way through level A2.1. This branching

approach to language learning is meant to give time to 8th year

learners to catch up to those who have had learning experiences

with English at an earlier age. (pg 2)

Realizing the high importance to communicate in English, this

research is focused on the development of the speaking skill based on

10

credible studies through a Psychological, Epistemological, Sociological,

Pedagogical and a Legal foundation.

INDEPENDENT VARIABLE: BASIC VOCABULARY

DEFINITION

According to Horbin (As cited in Pujiningsih 2010) “vocabulary is

the total number of words which make up language with rules for

combining them” (p.12).Vocabulary is a group of words that is used to

develop the communicative skill. Therefore Nopiani found (2014)

“Vocabulary is a set of lexemes including single words, compound words

and idioms” (p. 17).

Vocabulary knowledge implies knowing a word in the spoken form

of the word and the spoken form can be recognized and understood it in

and out of context rather than guessed (Fortes, 2007).

Some scholars argue that is essential to teach vocabulary learning

strategies. Teaching strategies to learn vocabulary will help students to

communicate effectively and accurately because they will develop a

productive vocabulary in their speech and not only a receptive one

(Regina and Goebel 2001).

EFL learners have to recognize these words not only as receptive

vocabulary; they have to identify them as productive vocabulary.

IMPORTANCE

Vocabulary is one of the inner part components in learning English

in order to express by yourself fluently and accurately. According to

Vermeer (2001) “vocabulary learning has become one of the core

components of language learning in the last twenty five years” (p. 19). EFL

11

learners need to communicate and interact productively and efficiently with

other people in today’s globalized world.

According to Morin and Goebel (2001) vocabulary is central to

language and is of great significance to language learners. Words

are the building blocks of a language since they label objects,

actions, ideas without which people cannot convey the intended

meaning. The prominent role of vocabulary in EFL has been

recently recognized by theorists and researchers in the field. (pg

89)

In addition vocabulary knowledge is the heart of a language

comprehension and use. EFL learners need to develop their vocabulary

repertoire in order to understand a simple instruction given by the teacher.

They are supposed to know this central part of a language to comprehend

and use it (Widdowson and Mckeown cited in Fortes, 2007).






According to Jonklova (2009) “teaching vocabulary is one of the

most important components of any language class” (p. 46). Vocabulary is

the essence in different languages, so through an important quantity of

vocabulary to comprehend and communicate the meaning. Vocabulary

knowledge is one of the best indicators of verbal ability (Sternberg and

Terman cited in Graves, 2010)

According to Laufer and Nation (1995) as teachers and researchers

have come to understand the role of the lexicon in language learning and

communication, the increased attention to vocabulary teaching has

become more important (pg 124).

12

EFL students soon discover that their lack of vocabulary knowledge

impedes the ability to express themselves clearly in English. According to

Schmitt (2000) notes that “students need approximately two thousand

words to maintain conversations, three thousand word families to read

authentic texts, and as many as ten thousand words to comprehend

challenging academic texts” (p. 273)

TYPES OF VOCABULARY

Vocabulary has been divided into two parts: Receptive vocabulary

and Productive vocabulary. Receptive vocabulary is a word that learners

understand when another person uses it. According to Fortes (2007)

“receptive vocabulary is easier to learn than productive vocabulary

because a student´s receptive vocabulary is typically larger than

productive” (p. 59).

Productive vocabulary, are words that students use in their speech

and apply frequently in their oral production. Corson found (cited in Samir

Larabe, 2007) “there are two types of vocabulary active and passive to

refer productive and receptive vocabulary” (p. 64).






FACILITIES

According to Exforsys (2007) “Speaking with a poor vocabulary can

cause people to look down on you” (p. 75). Vocabulary is an element that

people will use to judge your intelligence. When you speak to someone,

and you properly use words that are not spoken daily by the average

person, you will convey the impression that you are a person that is

13

educated and well read. You will also show that you are great at carrying

on a conversation.

Lee and Mouncie (2006) found that “vocabulary size is an important

indicator of general language ability” (p. 295). However according to

Schmitt (2000) notes that “students need approximately two thousand

words to maintain conversations, three thousand word families to read

authentic texts, and as many as ten thousand words to comprehend

challenging academic texts” (p. 273). It is not surprising that learners see

language acquisition as the greatest language problem because they need

to learn a lot of new words to express themselves clearly (Green and

Meara, 1995).

DEPENDENT VARIABLE: Speaking Skill

DEFINITION

According to Rizvi (as cited in Li Hui, 2010) Speaking is an

interactive communicative process that involves speakers and listeners. In

communicative process, speakers need to learn to adapt their talk to the

listeners; use a range of ways to express themselves. (p. 58)

Speaking is an interactive communicative skill because involve

speakers and listeners in this process to clarify their ideas and sustain

their talk to develop thinking and reasoning.

Also speaking skill is defined as the ability to express students´

ideas through utterances by doing conversation in the class (Nopiani,

2014). It is a skill that learners express their thoughts through dialogues

into real life situation, so this skill is an interactive process of constructing

meaning that involves producing and receiving to process information

(Burns and Joyce, 1997).

14

IMPORTANCE

Mastering speaking skill has been dramatically increased due to the

strengthening position of English as a language for international

communication. According to Nazara (2011) “Its use as the working

language in 85% of international organizations” (p. 78). Speaking is

necessary to manage because of the position of English in international

organizations.

According to the Common European Framework of Reference for

Languages (CEFR), learners at level B2, which is upper-intermediate,

should already be able to “interact with a degree of fluency and

spontaneity that makes regular interaction with native speakers”.

Also speaking is a multi-sensory activity because it involves

paralinguistic features such as eye contact, facial expression, body

language, tempo, pauses, voice quality changes, and pitch variation

(Thorn Bury as cited in Nazara, 2011).

More over according to Hemerka (2009) “Communication is

unexceptionably the most common and significant function of any

language that is exactly why languages come to existence” (p. 84). People

have always felt the need to express themselves and to set up

communication among each other.

In view of that, it could deduce that communication is an important

function in different languages that is the reason why languages exist

around the world.

CATEGORIES

Speaking ability can more or less be divided into two categories:

accuracy and fluency. Accuracy focuses on the correct use of grammar,

vocabulary, and other skill. Students practice a pattern, and use the

language in context. On the other hand Fluency is the ability to speak

15

smoothly and clearly. With advanced students, it also refers to the ability

to participate rather than react to a conversation (Cotter Hue Li Hui, 2010).

According to Fulcher and Davidson (as cited in Nopiani, 2014)

“There are five components of speaking skill that can be defined as

follows: Pronunciation, grammar, vocabulary, fluency and comprehension”

(p. 79).

Florez (1998) found that pronunciation can be one of the most

difficult parts of a language to master. Nevertheless, with careful

preparation and integration, pronunciation can play an important

role in supporting learners’ overall communicative power. (p. 4)

Accuracy and fluency are two factors which can determine

the success of English language students in the future. Essentially

accuracy is the ability to produce correct sentences using correct

grammar structures and vocabulary. On the other hand, fluency is

the ability to produce language easily and smoothly. Generally

accuracy is the complement to fluency (Sheppard, 2016).

FACILITIES

Communication is used to evaluate a various aspects

simultaneously such as pronunciation, grammar, vocabulary, fluency,

comprehension (Li Hui, 2010).

A speaking class, most of the time, is in silent, because students

are neither willing to participate nor speak. When the teacher asks them to

answer questions after they read the content , students usually look at

their friends and are unwilling to stand up to answer teacher´s questions,

(Li Hui, 2010).

According to Li Hui (2010) speaking can be particularly difficult

because, unlike reading or writing, speaking happens in “real time”

16

it requires the simultaneous use of a number of abilities which often

develop at different rates. (p. 51)

Therefore, there are two reasons why speaking skill is difficult for

students. First, the cause is the students are lack of motivation in learning

English, another reason is caused by the inappropriate techniques used

by the teacher in teaching speaking skill. Students need motivation to

learn English and teachers require applying them with effective learning

methods, techniques, language games, or activities that promote the

speaking skill (Nopiani, 2014).

FOUNDATIONS

PSYCHOLOGICAL FOUNDATION

Vygotsky said (1978) “Learning is more of the acquisition to think”

(p 79-91). According this quotation learning is the first step when the

students start learning, but this is not only the goal to achieve, they have

to develop their knowledge in order to improve their abilities. That is the

reason that this project will develop the students speaking ability because

they are supposed to put in practice the EFL that they have learnt in each

class in the school year.

In addition according to educational Psychologists, language

learning situations are characterized by a very important factor which is

motivation. The latter is defined as being the reason or the cause that

stimulates someone to do something. Richards, J. Platt and H. Platt (cited

in Laraba, 2007) found “motivation as the factors that determine a

person´s desire to do something” (p. 73).

As far as vocabulary instruction is concerned, teachers have a

crucial role to play in motivating their students and accompanying them,

they need to generate interest in the study thus creating a desire for

17

learning. According to Corder (cited in Laraba, 2007) “Given motivation, it

is inevitable that a human being will learn a language if he is exposed to

the language data” (p. 71).

Motivation is important enabling conditions. Without the

engagement and aroused attention of the learners, there can be little

opportunity for other learning conditions to take place.

Another Psychological problem encountered by students is

inhibition the majority of students are afraid of speaking, and therefore, do

not participate in discussions in the classroom.

In addition Elaine, Michael and Cope (2012) “anxiety can have

profound effect on many aspects of foreign language learning” Anxiety

effects most of language learners because they become nervous when

they are applying communicative skill, and they reported many of the

psychological symptoms commonly associated with anxiety like

tenseness, trembling, perspiring, palpitation and sleep disturbance (p. 49).

SOCIOLOGICAL FOUNDATION

According to Vygotsky (cited in Lantolf and Appel, 1997) that

conceived of the child as learning from society those activities (for

example work, play, education, literacy and so on) that society has

constructed and placed value on. This sociocultural environment present

the child with a variety of tasks and demands and engages the child

primarily though not exclusively through the use of language, itself a

socially constituted and historically developed artifact.

According to Lawrence (2011) the sociology of education is the

study of educational structures, processes and practices from a

sociological perspective. This means that the theories, methods and

the appropriate sociological questions are used to better

understand the relationship between the educational institutions

and the society, both at the micro and macro levels (p. 2).

18

Students who have been well trained in sociology know how to think

critically about human social life, and how to ask important research

questions. Most generally, they have learned how to think, evaluate, and

communicate clearly, creatively, and effectively.

Authorities, teachers, parents and students, represents the social

institution they have to be connected between them because they are so

important in this social institution.

PEDAGOGICAL FOUNDATION

According to Merino(2012) pedagogy as the knowledge that is

oriented towards education, is understood as a phenomenon that

belongs to the humans and is develop in a social way, and

furthermore is an applied science that has the education as a main

interest of study. (p. 81)

Pedagogy is the science and art of education, is defined as many

different types and variations of teaching. There are many different ways

in which students learn and teachers teach. Some of these ways are

inclusive of discovering learning, group learning, hands learning, distance

learning, and independent study.

Language acquisition a similar process, is not identical, to the way

children develop ability in their first language. Language acquisition is a

subconscious process; language acquirers are not usually aware of the

fact that they are acquiring language, but are only aware of the fact that

they are using the language for communication. The result of language

acquisition, acquired competence, is also subconscious. We are generally

not consciously aware of the rules of the languages we have acquired.

Instead, we have a "feel" for correctness. Grammatical sentences "sound"

right, or "feel" right, and errors feel wrong, even if we do not consciously

know what rule was violated (Krashen, 1989).

19

LEGAL FOUNDATION

According to the Ecuadorian constitution section fifth, article 26-29

(2008) the education is a right for each person and is a priority for its

government, assuring the equality and social inclusion, it is also a relevant

condition for the “buen vivir”, this means that the education is focused in

the human being, not only quality in its education, warmth is another

important fact to teach in each classroom.

The Education in Ecuador is also a right for each person and

community to communicate and participate in a society that is continue

learning, LOEI chapter three, article 7.

According to the National Curriculum Guidelines (2016) “English is

unquestionably the world’s Lingua franca at present” In order to face such

challenge, the Ecuadorian Ministry of Education expects that each EFL

student in the public educational system will be able to communicate and

interact such as a world citizen.





superior, 2016).










years.

20

Realizing the high importance to communicate in English, this

research is focused on the development of the speaking skill using basic

vocabulary with the students of eight grade at Huerta Rendon High

School.

21

CHAPTER III

THE METHODOLOGY

The methodology follows in this project is one of the core

components for the preparation of the topic considering some steps and

techniques which will be consider conducting better the investigation and

reaching the proposed objective.

The research of this project will be developed according to the field

form, since it is focused to the place, where the problem was detected, at

“Francisco Huerta Rendón” public high school.

The problem is performed under the parameters showed on the first

chapter in this thesis, it uses enough tools, and its application is in the

development of the English education as a foreign language. In addition it

is planned to give a possible solution to the problem concerning about

basic vocabulary. This project is an action investigation, because it is

focused to solve a real problem in this public high school.

TYPES OF THE INVESTIGATION

This research gets the next typologies:

For its nature, it is explanatory and descriptive

This research is explanatory because it is not difficult to explain and it

has been designed for a student that can handle it easily.

It is descriptive because it describes the English learning problem of

the students to look for a solution to solve it.

For its application

It is feasible because the author obtained the necessary resources to

apply the instruments to collect data.

22

LEVELS OF THIS INVESTIGATION

This research will be considered into three levels:

- Exploratory

- Descriptive

- Explicative

The research is exploratory because it has an objective to clarify

definitions and establish preferences to get a relation with the researched

topics in order to facilitate the approach to the problem. In this level the

author started with the antecedents of the study trying to the compilation of

theoretical framework material.

In the second level this research is descriptive because the author

described some characteristics and the relationship among the elements

and components of the object to be studied. With this, the author has been

able to identify some characteristics of the problem.

The third level of this research is explicative because it contributes

with the development of the scientific knowledge when doing an analysis

of the causes of a problem and its consequences.

PROCEDURES OF THE INVESTIGATION

The mechanism as well the necessary criteria for this analysis is the

following:

- Formulation of the problem

- Development of the theoretical framework

- Design of the investigation

- Application of the instruments

- Analysis of the results

- Conclusions and recommendations

23

Population

The population is the set of elements with common characters in a

determined space and time, when it is possible to make observations.

They are all the people among English teacher and students at

“Francisco Huerta Rendon” Public school.

Sample

This investigation technique is used to collect information from a

representative group of the population. It is necessary to choose a sample

from the total of the population.

For this research the author has selected the English teacher, and a

subjective sample that represents 73 students of 8th year of General Basic

Education.

Table N° 1: Population and Sample

Population Sample

Authority 1 1

Teacher 1 1

Students 348 73

Total 350 75

Researchers: Chaguay Luzuriaga Luz And Flores Godoy Mary.

24

Table N° 2: OPERAZIONALITATION OF VARIABLES

VARIABLES DIMENSIONS INDICATORS

Basic vocabulary Definition Concept.

Importance Core

Component.

Verbal ability.

Types Productive.

Receptive.

Facilities Communication.

Carrying on a

conversation.

SPEAKING SKILL Definition Concept.

Importance International

communication

fluency and

spontaneity

Classification Accuracy

Fluency

Facilities

Evaluate

pronunciation

and vocabulary

Researcher: Chaguay Luzuriaga Luz And Flores Godoy Mary.

25

INSTRUMENTS OF THE INVESTIGATION

Methods

Methods are procedures in order to accomplish the goal, and they

are adapted to improve the teaching.

In this project the author has applied different methods for the

research and the most important have been:

Observation

This method helps to identify the problem declaring the formulation

of the problem and showing the objectives and variables. It starts by

observing classes in eight grades where the teacher explain some

grammar tenses and the students can´t understand a simple instruction

given by the teacher and they don´t want to participate on it.

Scientific

Because the author gathers the necessary information based by

observing classes, interviews the English teacher and a survey to the

students which gave her enough information to obtain the conclusions and

recommendations.

Didactic

It is the way of teaching to the students that will allow them to

improve their knowledge and develop their abilities and motivation with the

basic vocabulary with interactive activities to improve students’ vocabulary

knowledge.

26

Techniques

The instrument of formal character is used to study and analyze

when a problem has been detected with a clearly objective to apply the

appropriate technique for the students, such as survey, interview,

questionnaire and sampling.

Survey

The survey is a detail study of an area to gather data on opinions by

a section of the population. It was also individual because they were

applied student by students. This technique allows the author to obtain

information and understand how much is the need of the educative level to

improve the techniques and methods.

The students will analyze fifteen declarative statements about the

independent variable, the dependent variable and the proposal, then they

will say if they strongly disagree, disagree, are neutral, agree and strongly

agree, according to LLikert scale.

Interview

An interview is a conversation between two or more people where

questions are asked to obtain information. It is done with the opinions of

the English teacher in 8th grade at Francisco Huerta Rendon High School.

In this interview the English teacher will answer ten open questions

about the dependent variable (speaking skill), independent variable (basic

vocabulary) finally the proposal (to design a handbook with interactive

activities to improve the knowledge of the students´ basic vocabulary in

the English class)

27

ANALYSIS OF THE RESULT

Observation

During the observation applied by the researcher the teacher starts

the class explaining grammar tense and asks some questions about the

topic but the students do not want to answer any questions. They just copy

from the board and the teacher asks again more questions but they do not

raise their hands to participate in class, although they ask him to translate

the explanation because they do not understand any word.

In addition the researcher analyzed the insufficiency of the speaking

skill through a brief informal discussion, by asking and answering simple

questions such as what’s your name/ how old are you/ what’s your favorite

subject/ what’s your favorite free time activities? Unfortunately they

couldn’t answer the questions using basic vocabulary. They only laughed

and they seemed nervous, the students asked to translate the questions to

their partners in order to understand what the researcher is talking about.

According the observation made by the researcher it could say that

the students do not understand a simple instruction given by the teacher.

First of all, they do not recognize the vocabulary that the teacher applies

on the other hand, they are afraid to communicate their thoughts because

they think just in grammar structures.

Interview

In the interview the teacher agrees to answer some questions in

order to develop this project effectively.

According to the English teacher the basic vocabulary is a core

component to learn for each EFL student if they can identify each word

they will understand what is the teacher talking about in the classroom and

obviously they are not going to ask him to translate any word.

Speaking a foreign language is a hard goal but you can do it if you

practice daily and frequently, the first step is to be focus on accuracy, you

28

have to learn grammar and unless the basic vocabulary, after that you

have to practice your speaking to get fluency. The EFL student can start

by playing short dialogues with their partners and participating more in the

EFL classes, it doesn’t matter if the students make some mistakes on

accuracy because the real goal when you learn a new language is to

communicate each other, this is the main reason that language exist

around the world.

If the EFL student applies the basic vocabulary learnt in short

dialogues, they will learn it into real life situation. Some students are

excellent in accuracy they can complete some grammar tests effectively

but they cannot order a coffee in a restaurant.

29

SURVEY TO THE STUDENTS

Table Nº 3 ITEM 1: Managing basic vocabulary will improve the performance of the speaking competence.

Nº3

TABLE OF FREQUENCY

ALTERNATIVES

FREQUENCY

PERCENT

Totally disagree 0 0%

Disagree 1 1%

Indiferent 2 3%

Agree 10 14%

Totally agree 60 82%

TOTAL 73 100%

GRAPHIC 1

3% 1% 0%

14%

82%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE

Source: 8th EGB “Francisco Huerta Rendón”

Comment:

Students are totally in agreement that managing a basic vocabulary will improve their performance of the speaking competence properly in their EFL classes.

30

Table Nº 4 ITEM 2: Knowing basic vocabulary will help students’ participation in class.

Nº4

TABLE OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENT


Disagree 2 3%

Indiferent 2 3%

Agree 13 18%


TOTAL 73 100%

GRAPHIC 2

3% 3% 0%

18%

76%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Students thought that knowing basic vocabulary will help them to participate in class more because they will understand what their teacher is talking about.

31

Table Nº 5 ITEM 3: Applying basic vocabulary will help to develop speaking production.

Nº5

TABLE OF FREQUENCY



Disagree 1 1%

Indiferent 0 0%

Agree 11 15%


TOTAL 73 100%

GRAPHIC 3

0% 1% 0%

15%

84%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Students agree that applying basic vocabulary will help to develop their speaking production properly and accurately.

32

Table Nº 6 ITEM 4: Practicing basic vocabulary in dialogues will help the students to express their ideas and thoughts.

Nº6

TABLE OF FREQUENCY



Disagree 2 3%

Indiferent 0 0%

Agree 14 19%


TOTAL 73 100%

GRAPHIC 4

19%

0% 0% 3%

78%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Students thought that practicing basic vocabulary in dialogues will help them to express their ideas and thoughts clearly.

33

Table Nº 7 ITEM 5: Using basic vocabulary will improve students’ communication and their speaking ability in a conversation.

Nº7

TABLE OF FREQUENCY



Disagree 3 4%

Indiferent 3 4%

Agree 17 23%


TOTAL 73 100%

GRAPHIC 5

4% 4% 3%

23%

66%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Students thought that using basic vocabulary will improve them their communication and their speaking ability in a conversation with their partners in the classroom.

34

Table Nº 8 ITEM 6: Teachers’ motivation is an important component

for students speaking.

Nº8

TABLE OF FREQUENCY



Disagree 2 3%

Indiferent 3 4%

Agree 17 23%


TOTAL 73 100%

GRAPHIC 6

4% 3% 0%

23%

70%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

According this result it is clear that students need motivation to

develop their speaking skill in each EFL class.

35

Table Nº 9 ITEM 7: Students do not participate in class because they are afraid about their pronunciation and grammar structure mistakes.

Nº9

TABLE OF FREQUENCY



Disagree 2 3%

Indiferent 3 4%

Agree 18 25%


TOTAL 73 100%

GRAPHIC 7

4% 3% 1%

25%

67%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Students agree that they do not participate in class because they

are afraid about their pronunciation and grammar structure; they just think

about accuracy and do not apply fluency.

36

Table Nº 10 ITEM 8: Speaking skill is the most important skill to develop in a class than the other skills because it promotes students production.

Nº10

TABLE OF FREQUENCY



Disagree 4 6%

Indiferent 3 4%

Agree 19 26%


TOTAL 73 100%

4%

26%

GRAPHIC 8 1%

6%

63%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Students thought that speaking skill is the most important skill to

develop in a class than the other skills because it promotes their

production ability which is difficult for them.

37

Table Nº 11 ITEM 9: Developing speaking production will help the students to express their ideas and thoughts fluently.

Nº11

TABLE OF FREQUENCY



Disagree 3 3%

Indiferent 5 0%

Agree 17 19%


TOTAL 73 100%

23%

4% 0%

7%

GRAPHIC 9

66%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

According to the results the 66% of the students thought that

developing speaking production will help them to express their ideas and

thoughts fluently and clearly.

38

Table Nº 12 ITEM 10: Speaking is the reason why languages exist around the world that is the reason that teachers are supposed to develop this skill with their students.

Nº12

TABLE OF FREQUENCY



Disagree 4 5%

Indiferent 0 0%

Agree 21 29%


TOTAL 73 100%

GRAPHIC 10

29%

0% 3%

5%

63%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Accuracy is important in any languages around the world, but

students thought that speaking is the reason why languages exist around

the world that is the reason that teachers are supposed to develop fluency

with them.

39

Table Nº 13 ITEM 11: Interactive activities will help to improve students’ basic vocabulary

Nº13

TABLE OF FREQUENCY



Disagree 3 4%

Indiferent 2 3%

Agree 11 15%


TOTAL 73 100%

3% 4% 4%

GRAPHIC 11

15%

74%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Interactive activities will help to improve their basic vocabulary

knowledge in order to apply it in their speaking daily.

40

Table Nº 14 ITEM 12: Practicing basic vocabulary in different activities will consolidate students’ knowledge.

Nº14

TABLE OF FREQUENCY



Disagree 2 3%

Indiferent 5 7%

Agree 7 9%


TOTAL 73 100%

GRAPHIC 12

3% 3%

7% 9%

78%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Students thought that practicing basic vocabulary in different

activities will consolidate their knowledge in order to remember it.

41

Table Nº 15 ITEM 13: Applying short dialogues in class will increase students’ speaking ability.

Nº13

TABLE OF FREQUENCY



Disagree 2 3%

Indiferent 0 0%

Agree 14 19%


TOTAL 73 100%

19%

GRAPHIC 13

0% 3% 0%

78%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Applying short dialogues in class will help to increase their speaking

ability because they can interact with their partners.

42

Table Nº 16 ITEM 14: Basic vocabulary is a core component for the students to participate in class.

Nº16

TABLE OF FREQUENCY



Disagree 2 3%

Indiferent 0 0%

Agree 8 11%


TOTAL 73 100%

GRAPHIC 14

0% 3% 3%

11%

83%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Basic vocabulary is a core component for the students to participate

in class because this the way that they can understand what is the teacher

talking about.

43

Table Nº 17 ITEM 15: Developing basic vocabulary will help the students’ academic performance.

Nº17

TABLE OF FREQUENCY



Disagree 1 1%

Indiferent 5 7%

Agree 27 37%


TOTAL 73 100%

GRAPHIC 15

1% 1%

7%

37%

54%

TOTALLY AGREE

AGREE

INDIFERENT

DESAGREE.

TOTALLY DISAGREE


Comment:

Academic performances are very important for the students and

they thought that developing basic vocabulary will help them on it.

44

CHI-SQUARE ANALYSIS

Basic vocabulary * Speaking skill Crosstabulation

Speaking skill

Total

Totally agree

Agree

Indiferent

Disagree

Totally disagree

Basic

vocabulary

Totally agree

Agree

Indiferent

Disagree

Totally disagree

Count

Expected Count

% of Total

49

7

0

0

0

56

37,6 13,8 2,3 1,5 ,8 56,0

67,1% 9,6% ,0% ,0% ,0% 76,7%

Count

Expected Count

% of Total

0

10

0

0

0

10

6,7 2,5 ,4 ,3 ,1 10,0

,0% 13,7% ,0% ,0% ,0% 13,7%

Count

Expected Count

% of Total

0

1

3

1

0

5

3,4 1,2 ,2 ,1 ,1 5,0

,0% 1,4% 4,1% 1,4% ,0% 6,8%

Count

Expected Count

% of Total

0

0

0

1

0

1

,7 ,2 ,0 ,0 ,0 1,0

,0% ,0% ,0% 1,4% ,0% 1,4%

Count

Expected Count

% of Total

0

0

0

0

1

1

,7 ,2 ,0 ,0 ,0 1,0

,0% ,0% ,0% ,0% 1,4% 1,4%

Total Count

Expected Count

% of Total

49 18 3 2 1 73

49,0 18,0 3,0 2,0 1,0 73,0

67,1% 24,7% 4,1% 2,7% 1,4% 100,0%

For the purpose of making sure through statistical means that there is a

relationship between the independent variable (basic vocabulary) and the

dependent variable (speaking skill) the collected data of the opinion about

15 statements from the survey given to the students of 8th EGB at

“Francisco Huerta Rendón” high school which expressed: “The basic

vocabulary influences in the development of the speaking skill” and “There

are deficiencies in the development of speaking production”; through the

IBM SPSS Statistics 22 Program provided by the Mathematical

department in the Faculty of Philosophy, Letters and Educational

Sciences; the Chi-square test expresses that under the range between

45

0,00 – 0,05, the variables of this thesis do have a relationship, thus it is

pertinent to design a handbook with interactive activities with basic

vocabulary in order to improve the speaking skill.

Table N° 18: Analysis of the relationship between the independent and dependent variable through chi-square testing.

Chi-Square Tests

Value

df

Asymp. Sig. (2-

sided)

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

196,390a

79,890

59,772

73

16

16

1

0,000

0,000

0,000

a. 22 cells (88.0%) have expected count less than 5. The minimum

expected count is .01.

Source: IBM SPSS Statistics 22 Program provided by the Mathematical

department in the Faculty of Philosophy, Letters and Educational

Sciences.

Author: Chaguay Luzuriaga Luz And Flores Godoy Mary.

CONCLUSION



communicate in English. Realizing the high importance to communicate in

this language, this research is focused on the development of the

speaking skill based on credible studies citing some authors on the

second chapter.

Different authors found that vocabulary is a core component to

speak a new language because words are the tool we use to think and

communicate to each other clearly and naturally.

46


strategies. They will help students to communicate effectively and

accurately because they will develop a productive vocabulary in their

speech and not only a receptive one.

On the other hand mastering speaking skill has been dramatically

increased due to the strengthening position of English as a language for

international communication. EFL students need to improve the

communicative approach in order to get fluency.

According some authors a speaking class, most of the time, is in

silent, because students are neither willing to participate nor speak. When

the teacher asks them to answer questions after they read the content ,

students usually look at their friends and are unwilling to stand up to

answer teacher´s questions

Unfortunately the researcher agrees with the authors, after the

observation of the class, the interview to the teacher and the survey to the

students it can say that the students of eight grades need to practice more

the basic vocabulary to improve their knowledge in order to develop their

speaking abilities finally they will participate in class and improve their

academic performances.

RECOMMENDATIONS

According to the results it could say that the students do not

understand a simple instruction given by the teacher so, there is the

necessity to apply more activities to practice the basic vocabulary in their

books in order to get a productive student, that means a student who can

understand the new word and use it in their daily vocabulary naturally and

fluently.

Another way to have this type of students is to motivate them to talk

even when they make some mistakes because the most important thing in

47

this basic level is to use this vocabulary learnt in class and they are

supposed to apply it naturally. It could say that applying short dialogues

using the basic vocabulary taught in class they will consolidate their

knowledge.

The students have to allow the teacher applying these techniques in

order to get fluency, in the handbook proposed in this project they will find

some exercises to practice the basic vocabulary learnt and finally using

the same vocabulary taught in two short dialogues in each unit.

If this research is used by more researchers they could investigate

more vocabulary such as phrasal verbs, idiomatic expressions,

collocations to help the students to speak naturally into real life situations

but with short and understandable dialogues.

48

CHAPTER IV

TITLE OF THE PROPOSAL

Design a handbook with interactive activities to improve the knowledge of

basic vocabulary.

JUSTIFICATION

According to the Ministry of Education (2012) teaching English

class is optional before 8th year in public schools also the students from 8th

year in elementary level must be in the A.1.1 of the CFR. The goals for

English proficiency from eight year are mandated by the National English

Curriculum and are based on CFR reference levels in the Ecuadorian

Educational system.

All the basic vocabulary in the handbook proposed in this research

is based in the Ecuadorian curriculum for the students in 8th year. The

vocabulary that is supposed to be applied in each class for each teacher in

a public high school to develop student’s proficiency in this language.

According to the National English Curriculum the students in this

level must manage this basic vocabulary to get the appropriate A.1.1.

Level.

Therefore the first beneficiaries of this project are the students in

8th grade because they will get the A.1.1 level, they will be encouraged to

apply the basic vocabulary and they will apply it to develop the speaking

skill, therefore their scholar accomplishment will increase.

49

GENERAL OBJECTIVE

To improve their speaking ability to communicate each other in a

class applying this basic vocabulary according to the National English

Curriculum.

SPECIFIC OBJECTIVES

To apply the same vocabulary learnt in each class according to the

book for 8th year but with different activities in order to put in practice this

basic vocabulary.

To improve their speaking skill using this basic vocabulary

applying in shorts dialogues by the students.

To provide a didactic and useful material for the English teacher to

improve the basic vocabulary.

THEORY ASPECTS


unquestionably the world’s Lingua franca at present” (p.1).

In order to face such challenge, the Ecuadorian Ministry of

Education expects that each EFL student in the public educational system

will be able to communicate and interact such as a world citizen.







50


superior, 2016).










years.






EFL learners have to recognize these words not only as receptive

vocabulary; they have to identify them as productive vocabulary.

In addition vocabulary knowledge is the heart of a language

comprehension and use. EFL learners need to develop their vocabulary

repertoire in order to understand a simple instruction given by the teacher.

They are supposed to know this central part of a language to comprehend

and use it (Widdowson and Mckeown cited in Fortes, 2007).

Theoreticians insisted that dialogues is the way to teach English

because EFL students will acquire proficiency in the language after

developing the accuracy in grammar and vocabulary.

Vocabulary has been divided into two parts: Receptive vocabulary

and Productive vocabulary. Receptive vocabulary is a word that learners

51

d

understand when another person uses it. According to Fortes (2007)

“receptive vocabulary is easier to learn than productive vocabulary

because a student´s receptive vocabulary is typically larger than

productive” (p. 59).

On the other hand, mastering speaking skill has been dramatically

increased due to the strengthening position of English as a language for

international communication. According to Nazara (2011) “Its use as the

working language in 85% of international organizations” (p. 78). Speaking

is necessary to manage because of the position of English in international

organizations.

Also speaking is a multi-sensory activity because it involves

paralinguistic features such as eye contact, facial expression, body

language, tempo, pauses, voice quality changes, and pitch variation

(Thorn Bury as cited in Nazara, 2011).

More over according to Hemerka (2009) “Communication is

unexceptionably the most common and significant function of any

language that is exactly why languages come to existence” (p. 84). People

have always felt the need to express themselves and to set up

communication among each other.

FACTIBILITY

The handbook proposed by this research will help students’

proficiency with the vocabulary therefore they will improve their speaking

ability.

Money is not a problem for the students or the teacher because this

is a little handbook and they can make copies to apply in their classes to

practice the basic vocabulary that is mandatory to learn according to the

National English Curriculum.

52

Furthermore, the teacher will not need any technology such as CD

player, projector, computer, etc. to apply this proposal in the EFL class

due to this is a handbook only to practice the vocabulary in order to

improve students’ speaking skill, they can play each dialogue without

listening the pronunciation.

The parents will notice the academic improvement of their students

with better grades in exams. Besides the teachers will have support to

fulfill the necessary advance of their program satisfactorily. Besides the

institution will have a great improvement in the English area that will

motivate the Principals to continue holding and supporting other projects.

DESCRIPTION

In the proposal the EFL teacher will consolidate in their classes the

vocabulary taught in the book, in addition the students will develop their

speaking ability due to at the end of each unit there are two short

dialogues in order to apply the basic vocabulary learnt in the book.

In the first page there is the name of the unit, then a little review about the

vocabulary in order to remember it, after that there are two exercises in

order to practice it, finally there are two short dialogues where the students

will apply the basic vocabulary taught in the book, due to the main purpose

of this research is to improve the oral communication using basic

vocabulary.

CONCLUSION

Along the history of foreign language teaching and learning,

speaking has always been considered as the most essential skill to be

mastered.

53


unquestionably the world’s Lingua franca at present” (p.1). In order to

face such challenge, the Ecuadorian Ministry of Education expects that

each EFL student in the public educational system will be able to

communicate and interact such as a world citizen.




An Ecuadorian EFL student in 8th year is supposed to communicate

in English using the basic vocabulary taught in the classroom, according to

the level of A1.1, but even the government recognize a lack of English

according to the Curriculum for subnivel Superior (2016) “it is possible that

some of the learners entering EGB Superior have not had exposure to or

instruction in English” (pg 2). Due to the fact that before 2016 teaching

English was not a mandatory subject for 2nd to 7th year EGB.

In view of that, this research will consolidate the vocabulary taught

in order to practice it, due to the 8th EFL student need to develop his

speaking ability in order to communicate in English fluently and accurately.

54

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Source: University of Guayaquil – Language and Linguistic School

Elaborated by: Chaguay Luzuriaga Luz And Flores Godoy Mary

Source: University of Guayaquil – Language and Linguistic School

Elaborated by: Chaguay Luzuriaga Luz And Flores Godoy Mary

IN THE TUTORIALS


FACULTY OF LETTER AND SCIENCE OF EDUCATION

LANGUAGES SCHOOL

INTERVIEW TO THE ENGLISH TEACHER

1- What do you think about applying basic vocabulary to develop the

speaking ability with fluency?

2- How often students practice speaking in class?

3- Do you think that is easy for students speaking in class?

4- What do you do to promote speaking in class?

5- What do you think about this proposal?

6- Interactive activities will help to improve students’ basic vocabulary?

7- Practicing basic vocabulary in different activities will consolidate

students’ knowledge?

8- Applying short dialogues in class will increase students’ speaking

ability?

9- Basic vocabulary is a core component for the students to participate

in class?

10-Developing basic vocabulary will help the students’ academic

performance?



LANGUAGES SCHOOL

SURVEY TO THE STUDENTS

(1) Totally disagree

(2) Disagree

(3) Indifferent

(4) Agree

(5) Totally agree

No STATEMENTS 1 2 3 4 5 1 Managing basic vocabulary will improve the performance of the

speaking competence.

2 Knowing basic vocabulary will help students’ participation in class.

3 Applying basic vocabulary will help to develop speaking production.

4 Practicing basic vocabulary in dialogues will help students to express their ideas and thoughts.

5 Using basic vocabulary will improve students’ communication and their speaking ability in a conversation.

6 Teachers’ motivation is an important component for students speaking.

7 Students do not participate in class because there are afraid about their pronunciation and grammar structure mistakes.

8 Speaking skill is the most important skill to develop in a class than the other skills because it promotes students production.

9 Developing speaking production will help the students to express their ideas and thoughts fluently.

10 Speaking is the reason why languages exist around the world that is the reason that teachers are supposed to develop this skill with their students.

11 Interactive activities will help to improve students’ basic vocabulary knowledge.

12 Practicing basic vocabulary in different activities will consolidate students’ knowledge.

13 Applying short dialogues in class will increase students’ speaking ability.

14 Basic vocabulary is a core component for the students to participate in class.

15 Developing basic vocabulary will help the students’ academic performance.



LANGUAGES SCHOOL

CLASS OBSERVATION

Totally disagree (1)

Disagree (2)

Agree (3)

Totally agree (4)

No STATEMENTS 1 2 3 4

1 Create a spectated and confidence climate to begin the class

2 Ask some questions to the students to analyze the experience with the topic

3 Present an introduction and motivated class

4 Explain the basic knowledge to the students to start managing the new topic.

5 Develop the content in logic consequence.

6 Motivate the students to develop their speaking production.

7 Apply a basic vocabulary in the development of the class.

8 Ask questions to help the students to develop their ideas and thoughts.

9 Apply evaluation activities to feedback their knowledge

10 Interrupt the students when they make some grammar mistakes.

11 Accuracy is more important than fluency.

12 Use extra didactic materials to explain the topic and not only the text book.

13 Motivate the students to participate in class.

14 Apply correctly the methodological techniques.

o

ºoo Good

ç

afternoon H'lt.

Good Hello!

morn1ng•

o o o

UNIT 1 GREETINGS

o o

UNIT 1 GREETINGS

1- Go to the last page and cut to paste the picture according to the

greeting.

2. H __

UNIT 1 GREETINGS

2- Look at the chart and write next to the picture the correct greeting.

1.- Good morning 2.- Hello 3.- Bye - bye 4.- HI

5.- Bye

6.- Good afternoon

7- Good evening

8.-Good night

1. H

3. B - 4. B

UNIT 1 GREETINGS

YOUR TURN!

DIALOGUE 1 1.- Play de dialogue in pairs.

Rosa: Good morning Peter! Peter: Good morning! What’s going on? Rosa: I’m fine and you? Peter: Great! Thanks. What about your new school, do you like it? Rosa: Yes, I like it! I have lots of friends, they are friendly. Peter: Great! Rosa: Nice to see you Peter, have a nice day! Peter: Nice to see you too, bye Rosa.

DIALOGUE 2 2.- Play de dialogue in pairs and replace the underline words with another greeting.

Mom: Hi my dear! How are you? Daughter: Good evening mom! I’m fine Mom: Did you finish your homework? Daughter: Yes, only my science teacher sent us an easy homework. Mom: Great! Turn off the TV and brush your teeth to go to sleep because tomorrow you have to go to school. Daughter: Can I watch TV five more minutes please? Mom: No! Turn off the TV right now! Daughter: OK mom, good night. Mom: Good night sweet heart, I love you.

UNIT 2 CLASSROOM LANGUAGE


CLASSROOM LANGUAGE


1- Go on page to the last page and cut the command to paste it in the correct picture.

2- Look at the chart, who says this, the teacher or the student? Write next to the

picture according to the correct language classroom.

Pay attention please.

May I go to the toilet, please?

Open your books on page 9

Have you finished?

May I come in?

I don’t understand.

Can you help me, please?

Listen and repeat.

Close the door, please.

Could you repeat, please?

Raise your hand, please

May I sharpen my pencil?


YOUR TURN!

DIALOGUE 1 1.- Play de dialogue in pairs.

Teacher: Have you finished? Student: No, no yet. I don’t understand. Can you help me please? Teacher: Yes, of course. Open your book on page 74 exercise 2 Student: Could you repeat, please? Teacher: Open your book on page 74 exercise 2 Student: Thanks so much my teacher. Teacher: In the last class you completed this exercise without helping and this is the same that you don’t understand now. Analyze it carefully and I am so sure that you are going to do it very well. Student: I got it, thanks so much for helping Miss. Chaguay And Flores.

DIALOGUE 2 2.- Play de dialogue in pairs and replace the underline words with

another classroom language. Teacher: What is the Japanese city where the first atomic bomb blew up in 1945 during the Second World War? Student: Hiroshima! Hiroshima! Teacher: Raise your hand before you speak, that is another important rule in this class. Student: I´m sorry Miss. Chaguay And Flores I forgot it. Teacher: Don´t worry, remember for the next time Student: Thanks so much my teacher. May I go to the restroom, please? Teacher: Yes, you can go, but hurry up because I´m going to dictate something.

UNIT 3 CLASSROOM OBJECTS

UNIT 3 CLASSROOM OBJECTS

YOUR TURN!

DIALOGUE 1

1.- Play de dialogue in pairs.

John: Hi Rebecca! Can you help me please?

Rebecca: Yes, of course!

John: I need a pencil, could you borrow me, please?

Rebecca: I´m sorry I don`t have any pencil, I have a pen

John: It doesn´t matter, I need just something to write

Rebecca: ok, take it!

John: Thanks so much.

DIALOGUE 2:

Play de dialogue in pairs and replace the underline words with another classroom object.

Customer: I need five pencils.

Seller: Anything else?

Costumer: I need a notebook.

Seller: Do you need a pen?

Customer: No. I already have a pen.

Seller: Do you need a calculator?

Customer: No. The teacher doesn't permit calculators.

Seller: How about a dictionary?

Customer: No, we have a big dictionary in the classroom.

Seller: Well, I guess that's it.

Customer: Yes, that's all I need for now.

(

·e

UNIT 4 SCHOOL SUBJECTS

.


Flashcards ... ".. ....

. School Subjects © www.kids·pages.com

: liJ m

. fg

Apple

Bird

Carrot

English

.:

.

Biology

Mathematics : :

Geography

Computer

Science

Chemistry

~:.

Music

;. ""' , . .,,

Sport

t "" ,,,,,. .,, •

Art

,,. ,.,.. ,,,,,, .... ,..

http://www.kids/

Biird ~~i

Apple

• • • • • • • • • i" - - - •••..•• - - - - . - - - •••.• - - - ••

Q)

\


1.- WRITE THE CORRECT NUMBER IN FRONT OF EACH SCHOOL SUBJECT.

-- - - .. @ @

His·to .-y·---- e he1m·is1trr y. _

Philosoplhy

Art

Spo.-t 1Reli9i<0n1

IBiiology

C,ornpurteir Scijence·-----·

Geogira1phy Music IE1n9lilsh Martt h ern,at:ics

2.- COMPLETE THE CROSSWORD ACCORDING TO THE KEYS ABOVE.

1

2

3

4

7

8

9

Horizontal 2. The science of living things

3. The study of events in the past

Created with TheTeachersCorner.net Crossword Puzzle Generator

Vertical 1. The study of computers a nd how they can be

used.4. The study of ali the countries of the world, and

ofthe surface ofthe earth.

6. The study of the structure of natural things and

the way that they behave

S. You can lea rn numbers

9. An a ctivity involving physica I exertion a nd skills.

5. A foreign language.

7. The making ofthings such as paintings or

drawings.

S. The art of combining sounds a ble to be

produced by the human volee or by instruments.


YOUR TURN!

DIALOGUE 1

1.- Play de dialogue in pairs.

Peter: What class is next?

Louie: Math. I like Math class.

Peter: Emm… I don’t like math.

Louie: What´s your favorite subject?

Peter: My favorite subject is P. E. I like sports. I like basketball. I play it every day.

Louie: I like basketball too, but I can’t play very well.

Peter: Don’t worry. I can help you.

Louie: Really?

Peter: How about playing basketball after school?

Louie: that’s a good idea!

DIALOGUE 2:

2.- Play de dialogue in pairs and replace the underline words with another classroom subject.

Domenica: What was the most difficult subject for you in the last year?

Stephany: Science of course because there are some topics that I couldn’t

figure out. What about you. What was the easiest subject for you Dome?

Domenica: Computer science. You know, I love technology, surfing on internet you can find from the simplest thing such as the tic-tac toe game or your favorite comics to the most complicated thing such as the evolution of the human kind. In addition Internet is very useful to do homework.

Stephany: I totally agree. I can’t imagine our lives without internet. I don’t know how our grandparents could live without Facebook, Instagram, Whatsapp or Snapchat.

Domenica: Me too. It´s impossible to imagine that!

UNIT 5 FAMILY MEMBERS


1- Complete the following sentences according to the Simpsons’ family

Homer Simpson is Marge´s

Lisa is Marge´s

Lisa is Bart´s

Mona is Lisa´s

Marge is Homer´s

Marge is Bart´s

Abraham is Bart´s

Homer is Lisa´s

Bart is Homer´s

Bart is Patty´s

Lisa is Herb´s

Selma is Maggie´s

Homer is Ling´s

Lisa is Patty´s


YOUR TURN!

1- Introduce your own family.

My father´s name is…., my mother´s name is…., I have a sister, her name is….I

have a brother, his name is…, I have two cousins, their names are…., my

favorite uncle´s name is…


Mark’s family.

2- Play de dialogue in pairs and replace the underline words with another family member.

Mark: Come in.

Lisa: Your house is amazing.

Mark: Thanks.

Lisa: That’s a big photo

Mark: It’s my family photo.

Lisa: Is that you?

Mark: Yes it’s me.

Lisa: You look cute.

Mark: Thanks.

Lisa: Who’s that?

Mark: It’s my dad.

Lisa: Is this your mom?

Mark: Yes she is.

Lisa: Are these your grandparents?

Mark: Yes, they are.

Lisa: You all look cute on this photo.

Mark: Thanks.

UNIT 6 THE ALPHABET

UNIT 6 THE ALPHABET

1- Write the missing letters according to the alphabet.

UNIT 6 THE ALPHABET

2- Put each line of words into alphabetical order. Look at the first letter.

a) dog you bean animal lion

, , _, ,

b) just grab kneel cat east

, , , ,

c) house out island queen farm

, , , ,

YOUR TURN!

DIALOGUE 1

1- Play de dialogue in pairs.

Klerk: Next, please. How can I help you?

Leo: Hello. I would like to sign up for the driver test.

Klerk: Ok. What’s your name?

Leo: John Leo Crawford

Klerk: Could you repeat your last name?

Leo: Sure. Crawford

Klerk: Could you spell it, please?

Leo: C-R-A-W-F-O-R-D

Klerk: Thanks. Here is the paperwork you need to fill out.

UNIT 6 THE ALPHABET

DIALOGUE 2

1- Play de dialogue in pairs and replace the underline words.

Teacher: You’ll need to remember the alphabet because at the end of this partial you are going to participate in the spelling bee about the vocabulary that you have learnt.

Student: Great! I would like to participate on it.

Teacher: Excellent you can do it, but you have to practice.

Student: I already know all the words in this unit, I’ll spell without mistakes.

Teacher: OK. Could you spell the word Psychologist?

Student: Psychologist P-S-Y-C-H-O-L-O-G-I-S-T

Teacher: Excellent job, you will do the spelling bee very good

UNIT 2 CLASSROOM COMMANDS

ENJOY AND CUT

UNIT 2 CLASSROOM COMMANDS

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