university of guayaquil faculty of philosophy,...

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION

SCIENCES SCHOOL OF LANGUAGES AND LINGUISTICS

EDUCATIONAL PROJECT

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

BACHELOR OF EDUCATION IN ENGLISH LANGUAGE AND

LINGUISTICS DEGREE

TOPIC

INFLUENCE OF PARTICIPATORY TECHNIQUES IN THE

DEVELOPMENT OF THE SPEAKING SKILL.

PROPOSAL

DESIGN OF A DIDACTIC GUIDE DIRECTED TO THE TEACHERS

FOR SPEAKING.

RESEARCHERS

DOMINGUEZ MONTIEL LEILA

HARO GUERRERO LOURDES

ACADEMIC CONSULTANT

MSC. ANA MARÍA ZAMBRANO

GUAYAQUIL, 2017

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FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION

SCIENCES SCHOOL OF LANGUAGES AND LINGUISTICS

BOARD OF DIRECTORS

_

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

DEAN SUB DEAN

_

MSC. Alfonso Sánchez Ávila Ab.Sebastián Cadena Alvarado

DIRECTOR SECRETARY

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Msc.

SILVIA MOY-SANG CASTRO, Arq.

DECANA DE LA FACULTAD DE FILOSOFIA,

LETRAS Y CIENCIAS DE LA EDUCACION

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: Lengua Inglesa y

Lingüística, el día 6 de septiembre del 2017

Tengo a bien informar lo siguiente:

Que las integrantes Leila Gabriela Domínguez Montiel con C.C.

0929009546, y Lourdes Karina Haro Guerrero con C.C. 0919748392,

diseñaron el proyecto educativo con el tema: Influence of the participatory

techniques in the speaking skill. Propuesta: Design a didactic guide with

participatory techniques directed to the teacher. 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 que procedo a la APROBACIÓN del proyecto,

y pongo a vuestra consideración el informe de rigor para los efectos legales

correspondientes.

Atentamente,

………………………………………….

Msc. Ana María Zambrano García

Consultora Académica

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MSC.

SILVIA MOY-SANG CASTRO Arq.

DECANA 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 the

participatory techniques in the speaking skill. Propuesta: Design of a

didactic guide with participatory techniques directed to the teacher.

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

Atentamente,

Leila Gabriela Domínguez Montiel Lourdes Karina Haro Guerrero C.I 0929009546 C.I. 0919748392

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UNIVERSIDAD DE GUAYAQUIL

Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Lingüística

PROYECTO

TEMA: INFLUENCE OF PARTICIPATORY TECHNIQUES IN THE

SPEAKING SKILLS.

PROPUESTA: DESIGN OF A DIDACTIC GUIDE WITH PARTICIPATORY

TECHNIQUES DIRECTED TO THE TEACHER.

APROBADO

…………………………………

Tribunal No 1

……………………………. ………………………

Tribunal No. 2 Tribunal No 3

Leila Gabriela Domínguez Montiel Lourdes Karina Haro Guerrero

C.I. 0929009546 C.I. 0919748392

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EL TRIBUNAL EXAMINADOR OTORGA AL

PRESENTE TRABAJO

LA CALIFICACION DE:

EQUIVALENTE A:

TRIBUNAL

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DEDICATION

We dedicate this study work to God, and our family:

Eleodoro Dominguez Palma, Hilda Montiel Coello, Hilda Dominguez, Rosa

Dominguez, Elda Dominguez, Eder Dominguez, Yndemburg Balseca.

Heleodoro Ruperto Haro, Jacinta Guerrero Arbeláez, Christian Rodríguez

Game, Luciana Rodríguez Haro.

Leila Gabriela Domínguez Montiel

Lourdes Karina Haro Guerrero

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ACKNOWLEDGEMENT

We are grateful to our family, for all support. Moreover we acknowledge

the generous help and assistance of the teacher that made possible the

development of this research project through their suggestions, guidance and

recommendations:

Ana María Zambrano García, Msc.

Eneida Matos Hernández, PhD.

María José Barragán, Msc.

Lorna Cruz Rizo, PhD.

Leila Gabriela Domínguez Montiel

Lourdes Karina Haro Guerrero

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General Index

Preliminary Pages

Cover Page .....................................................................................................i

Board Of Directors........................................................................................ii

Letter Of Approval .......................................................................................iii

Intellectual Property Rights. .......................................................................iv

Tribunal´S Approval .....................................................................................v

Tribunal´S Grade..........................................................................................vi

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

Acknowledgement .....................................................................................viii

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

Tables .........................................................................................................xiii

Figures .......................................................................................................xiv

National Repository ...................................................................................xvi

Abstract .....................................................................................................xvii

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

Chapter I

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The Problem

Research Problem: .......................................................................................4

Conflict Situation ..........................................................................................4

Scientific Fact ...............................................................................................4

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

Formulation Of The Problem........................................................................5

Objectives Of The Investigation ..................................................................5

General Objective .........................................................................................5

Specific Objectives:......................................................................................6

Questions Of The Investigation ...................................................................6

JUSTIFICATION.............................................................................................6

Chapter II

Theoretical Framework

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

Theoretical Basis ........................................................................................11

Philosophical Foundation ..........................................................................11

Sociological Foundation ............................................................................13

Linguistic Foundation ................................................................................18

Pedagogical-Didactic Foundation .............................................................20

Legal Foundation........................................................................................28

Chapter III

Methodology,Process Analysis,Results and Discussion

Methodological Design...............................................................................30

Research Types ..........................................................................................30

Descriptive Research .................................................................................30

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Explicative Research ..................................................................................31

Purposeful Research ..................................................................................31

Population And Sample..............................................................................31

Population ...................................................................................................31

Sampling .....................................................................................................32

Operational Matrix Chart of the Variables .................................................32

Research Methods ......................................................................................33

Analytic-Synthetic Method .........................................................................33

Inductive-Deductive Method ......................................................................33

Statistical Method .......................................................................................33

Historical-Logical Method ..........................................................................33

Systemic-Structured Functional Method ..................................................34

Tecniques And Research Instruments ......................................................34

Analysis And Data Interpretation ..............................................................36

The Teacher´S Interview.............................................................................52

Observation Sheet ......................................................................................53

Triangulation Comment: ............................................................................54

Pearson Chi Square Test: ..........................................................................55

Correlation Between Variables: .................................................................57

Conclusions And Recommendations........................................................58

Conclusions: ...............................................................................................58

Recommendations: ....................................................................................58

Chapter IV

Proposal

Title ..............................................................................................................59

Justification ................................................................................................59

Objectives ...................................................................................................59

xii

General Objective .......................................................................................59

Specific Objectives .....................................................................................59

Theoretical Aspects....................................................................................60

Feasibility For Its Application ....................................................................61

Financial ......................................................................................................61

Legal ............................................................................................................61

Technical .....................................................................................................61

Human Talent ..............................................................................................61

Political........................................................................................................62

Description of The Proposal ......................................................................62

Methodological Recommendations...........................................................62

Conclusions: ...............................................................................................63

References ..................................................................................................64

Bibliography................................................................................................66

Annex I…………………………………...………………………………………...68

Annex II...…………………………………………………………….…………….75

Annex III……………..……………………………………………………..……...78

Annex IV………………..……………………………………..…………………..84

Annex V…………………..…………………………………………………...…..92

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TABLES

Table 1: Population distribution ................................................................31

Table 2: Operational Matrix Chart of Variables.........................................32

Table 3: Item 1-The English subject is easy .............................................37

Table 4: Item 2-The English class is interesting .......................................38

Table 5: Item 3-I have facility to speak in English ....................................39

Table 6: Item 4-I can enhance my speaking skill ......................................40

Table 7: Item 5-I like to participate in English class .................................41

Table 8: Item 6-The teacher applies group activities ...............................42

Table 9: Item 7-I like to work in group activities .......................................43

Table 10: Item 8-I practice the English language in another place. ........44

Table 11: Item 9-My teacher dominates the subject .................................45

Table 12: Item 10-It is important that teacher uses a didactic guide with

participatory techniques ............................................................................46

Table 13: Item 11-My teacher is show enthusiastic to the teaching........47

Table 14: Item 12-My teacher promotes the student`s participation .......48

Table 15: Item 13-My teacher reinforces their classes .............................49

Table 16: Item 14-I have to difficulty to talk in English and ask for help to

the teacher ..................................................................................................50

Table 17:Item 15-My teacher uses different types of didactic

resources ....................................................................................................51

Table 18: Chip Square analysis .................................................................55

Table 19 Abstract to the case process ......................................................56

Table 20 Chip Square test ..........................................................................56

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FIGURES

Figure 1: Item 1-The English subject is easy ............................................37

Figure 2: Item 2-The English class is interesting .....................................38

Figure 3: Item 3-I have to facility to talk in English ..................................39

Figure 4: Item 4-I can enhance my speaking skill ....................................40

Figure 5: Item 5-I like to participate in English classes ...........................41

Figure 6: Item 6-The teacher applies group activities ..............................42

Figure 7: Item 7-I like to work in group activities .....................................43

Figure 8: Item 8-I practice the English Language in another place .........44

Figure 9: Item 9-My teacher dominates the subject .................................45

Figure 10: Item 10-It is important that teacher uses a didactic guide with

participatory techniques ............................................................................46

Figure 11: Item 11-My teacher is show enthusiastic to the teaching ......47

Figure 12: Item 12-My teacher promotes the students`participation ......48

Figure 13: Item 13-My teacher reinforces their classes ...........................49

Figure 14: Item 14-I have difficulty to talk in English and ask for help to

the teacher ..................................................................................................50

Figure 15: Item 15-My teacher uses different types of didactic

resources ....................................................................................................51

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REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS TÍTULO Y SUBTÍTULO: Influencia de las técnicas participativas en la producción oral. Diseño de una guía didáctica con técnicas participativas dirigidas al docente.

AUTOR/ES: Domínguez Montiel Leila Gabriela Haro Guerrero Lourdes Karina

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: No. DE PÁGS:

TÍTULO OBTENIDO: Licenciatura en Lengua Inglesa

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Producción oral, técnicas participativas

RESUMEN: La principal razón de este estudio es analizar el problema que tienen los estudiantes de 10mo año paralelo ―F‖

de Educación General Básica del Colegio Experimental Rita Lecumberri. El objetivo de este proyecto era

determinar si el docente aplicaba las técnicas participativas en la producción oral, en tal caso, el problema sería

que los estudiantes no practican la producción oral con el docente. Para establecer las bases teóricas se han

consultado otros proyectos que estén relacionados con este tema. Diferentes métodos fueron utilizados, tales

como análisis-síntesis, inductivo-deductivo, lógico-histórico, sistemático-estructural-funcional, métodos

estadísticos, además técnicas empíricas como: guía de observación, encuesta y entrevista. Estas técnicas

llegaron a ser instrumentos; los mismos que se aplicaron a la población estudiada. Con base a los resultados, las

investigadoras determinaron que el nivel de producción oral no es fuerte en los estudiantes. Por esta razón, las

autoras recomiendan un recurso didáctico dirigido al docente, esta es una guía didáctica con técnicas

participativas.

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 Teléfonos: 0979654796 0967086988

E-mail: [email protected] [email protected]

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]




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NATIONAL REPOSITORY SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITTLE AND SUBTITTLE: Influence of the participatory techniques in the speaking skill. Design a didactic guide with participatory techniques directed to the teacher.

AUTHOR/ES: Leila Gabriela Domínguez Montiel Lourdes Karina Haro Guerrero.

TUTOR: Msc. Ana María Zambrano García.

REVISORES:

INSTITUTION: University of Guayaquil FACULTY: Faculty of Philosophy, Letters and Science of the Education

CAREER: Languages and Linguistics

Date OF Publication: No. OF PÁGS:

DEGREE: Bachelor of Education in English Language and Linguistics.

THEMATIC AREAS: English Language

KEYWORDS: Speaking skill, Participatory Techniques

ABSTRACT:

The principal object of this study is analyze the problem of students in tenth year General Basic Education

section ―F‖ at Rita Lecumberri Experimental High School. The objective of this research was to determine if

the teacher applies the participatory techniques in speaking skill, in this case, the problem was that students

do not practice the speaking skill with the teacher. To establish the theoretical basis, the researchers had

been advise other thesis that are connect with this topic. Different methods are including in this project, such

as: analysis-synthetic, inductive-deductive, logical-historical, systematic-structural-functional, statistical

methods, moreover empirical techniques as: observation guide, survey and interview. These techniques

became instruments, and they were applied to the population studied. On the basis of the findings, the authors

conclude that the speaking skill is not hard in the students. For this reason, they recommend an educational

resource directed to the teacher, this is a didactic guide with participatory techniques.

No. OF REGISTRATION (Database): No. DE CLASIFICATION:

DIRECCIÓN URL (tesis en la web):

ATTACHED PDF: YES NO

CONTACT WITH AUTHOR/ES Telephones: 0979654796 0967086988

E-mail: [email protected] [email protected]

INSTITUTIONAL CONTACT: Name: School of Languages Secretary‘s Office

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]





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FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES SCHOOL

OF LANGUAGES AND LINGUISTICS

ABSTRACT

This research project analyzed a speaking problem found in students from Rita

Lecumberri High School, morning shift, tenth year GBE, due to the underutilization of

activities that promote the students ‗participation in English Classes and in this way,

they have the opportunity to communicate with the teacher and their partners.

This study, was carried out through a field study, bibliographical research and a statical

analysis. In order to solve the problem, it was reviewed literature about participatory

techniques in speaking skills, for example the use of collaborative strategies to lead

students to speak in an effective way through dynamics. Moreover the research

instruments applied were an observation guide, the survey questionnaire and the

interview, with a population of 42 people (students and teacher). The results obtained

through the data collection and theoretical basis

indicated that the students present a low development of the speaking skills and

teacher do not have a didactic guide as a support moreover of the government`s

English book. For this reason it was necessary to create a didactic guide with

participatory techniques directed to the teacher that promote the students ‗oral

participation in English class. These techniques can helps to the teacher to

communicate with their students and in this way, they can use the English as a medium

of oral communication between them.

Key words: Speaking skill, participatory techniques, and didactic guide.

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FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES SCHOOL

OF LANGUAGES AND LINGUISTICS

RESUMEN

Este proyecto de investigación analizó un problema de habla encontrado en estudiantes de

Rita Lecumberri High School, turno de la mañana, décimo año GBE, debido a la

subutilización de actividades que promueven la participación de los estudiantes en las clases

de inglés y de esta manera, tienen la oportunidad de comunicarse con el maestro y sus

socios.

Este estudio se llevó a cabo a través de un estudio de campo, investigación bibliográfica y un

análisis estadístico. Para resolver el problema, se revisó la literatura sobre técnicas

participativas en habilidades orales, por ejemplo, el uso de estrategias de colaboración para

que los estudiantes hablen de manera efectiva a través de la dinámica. Además, los

instrumentos de investigación aplicados fueron una guía de observación, el cuestionario de

la encuesta y la entrevista, con una población de 42 personas (estudiantes y docentes). Los

resultados obtenidos a través de la recopilación de datos y la base teórica

indicó que los estudiantes presentan un bajo desarrollo de las habilidades de expresión oral

y que el docente no tiene una guía didáctica como apoyo, además, del gobierno

Libro de inglés. Por esta razón, fue necesario crear una guía didáctica con técnicas

participativas dirigidas al docente que promuevan la participación oral de los alumnos en la

clase de inglés. Estas técnicas pueden ayudar al docente a comunicarse con sus alumnos y

de esta manera, pueden usar el inglés como medio de comunicación oral entre ellos.

Palabras clave: habilidad oral, técnicas participativas y guía didáctica.

INTRODUCTION

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The following research project facilitates the information related to the

development of the speaking skills through participatory techniques. These

techniques are directed by the communicative approach and supported by

cooperative language learning to solve the problem found through the observation

guide in the English Classes; thus, this study is allowed to elaborate a proposal on

how enhance the speaking activities in students.

This project is relevant because the Good Living National Plan (2013) is

established that: the government should promote the continue actualization of the

teacher`s knowledge and to strengthen their pedagogic capacities for the integral

development of the student, in the frame of an integral and international education.

In addition, this study work will analyze the participatory techniques in the

students ‗speaking skill. On the other hand this project is based on a mixed

methodology through a field, statistics and bibliographical research to analyze the

problem getting to the resulting data obtained.

Chapter I: describes the problem in context, scientific facts and principal

causes, objectives and questions of this research.

Chapter II: contains the theoretical framework which includes the theories

and aspects that grounds the foundations of this research.

Chapter III: deals with the methodological section and techniques applied

as well as data collection, analysis, interpretation and results.

Chapter IV: includes the proposal, its justification and practicable

application as well as its description and conclusions.

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CHAPTER I

THE PROBLEM

RESEARCH CONTEXT

The present project has been selected the Rita Lecumberri Experimental

High School, which is located at Guayaquil City, with the purpose of giving a

solution to the problem that comes across the students of 10th year General

Basic Education in the morning shift of the already mentioned institution

Academic year 2017-2018.

The origin of the name of this educational institution is to honor the

teacher and poet Rita Lecumberri Robles, who was born on November 14,

1831; their parents were the Colonel Ignacio Lecumberri and Rita Robles y

Garcia, the president Francisco Robles‘ sister (1811-1893). From an early age,

she showed interest in the study and the mastership. When she was 18 years

old, she gave classes for teenagers, in the period that women only were taken

for the domestic work.

Because of the lack of possibilities that teenagers have, on May 6th in

1906, was created the national school, Rita Lecumberri Robles, it was

established as the first school for women in Guayaquil City.

On June 19th in 1906, during the second administration of the president

Eloy Alfaro Delgado, the educational institution was registered in the official

register and started to work with 256 students. Rita Lecumberri died on

December 23rd in 1910. In her burial, the students paid tribute to her illustrious

patroness, showing their love and respect.

Its first structures were in a building near the Guayaquil town hall. In

1912, it was moved to a place located in the streets 9 de octubre and Chanduy,

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now called García Moreno. Six years later, it was moved to a building across

the church ―La Merced‖. After a year of functioning there, they moved it back

where this High School first started.

During the government of the Dr. Rodrigo Borja Cevallos, through

ministerial agreement No. 1280, dated on April 4th in 1991, it‘s changed the

educative modality of the High School and Normal Institute Rita Lecumberri to

Rita Lecumberri Experimental High School, with the specialties of Mathematic

Physic, Biologic Chemistry, Social Sciences and Informatics (nowadays this

was been replaced for Accounting).

After nearly two decades of be working in that place, it moved to the

place where it works currently located in the streets (García Moreno 1003

between Velez and Hurtado). This educative plantation corresponding to the

District: 09D03, Zone 8, Circuit: 09D03C04-b, Parish: Guayaquil, Canton:

Guayaquil. The educative institution counts with two working days morning and

afternoon hours, the rector´s name is Miguel Angel Vaca Andrade, by mention

that this public institution had only been for women, now the educative

institution is mixed.

The Rita Lecumberri Experimental High School has as mission to form

the students with integral manners, international mentality, with quality and

warmth, potentializing, through the process of teaching-learning centered in the

reflection, the development of the critic thinking, the construction of the science

knowledge, the culture, the practice of sport and the access to the information,

for his personal development and his community, that allowed an excellent

performance in the studies and the productive field, turned into a citizen of the

world that contributes to the construction of a better society for all.

The vision of the Rita Lecumberri Experimental High School is to project

such as an educative community strengthened in values, as in their physique

5 5

and intellectual capacities to generate pedagogic changes in the base of

scientific studies, cultural and technologies, to the benefit of the planet society,

that has an educative project, that offers the Diploma Program of the

International Baccalaureate, with the philosophy and the Pedagogic principles

of this Organization.

RESEARCH PROBLEM:

CONFLICT SITUATION

In the Rita Lecumberri Experimental High School, through an

observation guide, it evidenced deficiencies in the development of the speaking

skill in the students of 10th year GBE morning shift constitutes in the conflict

situation of this research.

In the public institution, there is an inadequate use of participatory

techniques in speaking skills and teacher does not use these techniques in an

effective because they do not have a pedagogic actualization to the teaching-

learning process.

Other reason is the limited didactic resources in which students can

interact with their social environment. And finally, teachers need a didactic

actualization about the different speaking activities that develop the students in

the English Classroom.

SCIENTIFIC FACT

From the observation guide made it was conclude that the Educational

Fact is: The deficiency of the speaking skill of the students in the 10th year GBE

6 6

morning shift at Rita Lecumberri Experimental High School corresponding to

Zone: 8, District: 3, Circuit: 09D03CO4-b, Province: Guayas, Canton:

Guayaquil, Parish: 9 de Octubre in 2017-2018 Academic year.

CAUSES

Inside the possible causes of the deficiency of the participatory

techniques in the speaking skill in the English language at Rita Lecumberri High

School to consist in that there is:

Inadequate use of the participatory techniques in the speaking skill

Limited didactic resources that point to the communicative interaction

Need of a didactic actualization for the use of the participatory

techniques that promote the group interaction.

FORMULATION OF THE PROBLEM

How does the use of participatory techniques influence in the speaking

skill in the students of 10th year Basic General Education from Rita Lecumberri

Experimental High School, morning shift corresponding to Zone 8 District:3

Province: Guayas Canton: Guayaquil Parish: 9 de octubre in 2017-2018

Academic year?

OBJECTIVES OF THE INVESTIGATION

GENERAL OBJECTIVE

To assess the influence of participatory techniques in the development

of speaking skill through a field, bibliography and statistical analysis to design

a didactic guide directed to the teacher to develop the speaking skill.

7 7

SPECIFIC OBJECTIVES:

To analyze the participatory techniques through a field,

bibliography and statistical research.

To characterize the speaking skill through field, bibliography and

statistical research.

To design a didactic guide with participatory techniques directed

to the teacher to develop the speaking skill through the

interpretation of the obtained data.

QUESTIONS OF THE INVESTIGATION

1. How does the use of participatory techniques affect in the

speaking skill?

2. How does theoretical foundations support the development of the

speaking skill from the influence in the use of the participatory techniques?

3. What does the proposal allow to develop the speaking skill from

the use of the participatory techniques?

JUSTIFICATION

The present project is relevant because, according to the Good Living

National Plan (2013) p. 171 objective 4.6 literal b, it establishes the following:

to promote the continue actualization of the academic knowledge of the

teacher, to strengthen their pedagogic capacities for the integral development

of the student, in the frame of an integral and international education.

The principal reasons that motivate this research project through the

bibliographical field, is that the authors consulted have concluded that there is

8 8

a deficient use of the participatory techniques and limited exercises of

communicative interaction for the development of the speaking skill.

According to the Intercultural Organic Law of Education (2015) it is

established in Chapter IV of the obligations and rights of the teachers Art. 11,

Literal i: To give pedagogical support, for getting over the difficulties in the

teachings for the development of competences, capacities, abilities and skills.

However, in the tenth year of General Basic Education Rita Lecumberri High

School, the participatory techniques are not being used in an effective way.

In the same way, the Common European Framework of Reference for

Languages (2002) establishes that the students must achieve the level A2,

thus, students will able to use a series of phrases and sentences to describe in

simple terms their family and other people, living conditions, their educational

background and their present or most recent job.

On the other hand, the National Curriculum Guidelines (2014) the

students in the end of the 10th year must acquire the level A2.1 and they will be

able to use simple phrases to communicate within the personal and educational

domains.

According to the book techniques and resources for the development

of the classes (1991) from the author Carrasco José Bernardo, participatory

techniques are teaching resources that can be used to specify a time unit, it

can be said that the methods are implemented through the techniques.

The process of the speaking skill is interactive and dynamic in which

individuals take alternative roles of sender and receiver that include verbal and

non-verbal communication. The main goal in the teaching of communicative

9 9

interaction is the introduction of participatory techniques so that students can

express themselves in a reasonable, understandable and accurate way.

It is necessary that teachers acquire a broad vision of education, through

the design of a didactic guide with participatory techniques in which students

meet and interact with greater ease and safety with their social environment

and ultimately improve the language.

It is considered that the current research project will benefit teachers to

develop a variety of dynamic activities through the design of a didactic guide

within which the speaking skill will be enhanced and so, in a progressive form,

the English Language will be better up.

10 10

CHAPTER II

THEORETICAL FRAMEWORK

BACKGROUND

The present research project has been mentioned in the thesis from the

author (Leon , 2014, p.18) she studied the participatory techniques and their

relationship with the pronunciation, the fluency and the comprehension in the

speaking skill.

In this thesis, the application of participatory techniques promote several

theories about collaborative learning in which students constitute small group

after they had received the teacher instructions. Each team interchange

information and work in a labor until all members have been understood

through the collaboration.

The participatory techniques have been promoted in Cuba in 1994,

when teachers, researches, social workers etc. defined that the main objective

of the participatory techniques is: to perform the experiences and dynamics

during the teaching-learning process.

The author in this thesis, defined that the use of participatory techniques

become the learning-teaching process in an interactive English Class, but the

most important thing is that students can build new knowledges with the

purpose to influence the human values and ethic codes. The use of

participatory techniques is a relevant process in which students perform a

protagonist role in the speaking skill.

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The researches have different types of participatory techniques for

example: role-plays, brainstorming, buzz group, questions and answer, round

tables. For this purpose, the present study is only focuses in the students‘

collaboration and the effective way use of participatory techniques in the

teaching-learning process.

In fact, the collaborative participation is a way that students can enhance

their vocabulary. In some thesis the participatory techniques are used in

different subjects, but all have the same objective.

The advantages of the participatory techniques are:

Facility the integral evaluation.

Stimulate the students‘ participation.

Develop the creativity.

In the following research, the authors found other thesis in which apply

the participatory techniques in the teaching learning-process from the author

(Sotelo, Participatory techniques in teaching process English Language, 2013,

p.12) and he defined that ―The participatory techniques have a very important

role because it‘s considered as a methodology component, it can be said that

there are interactive elements in any participatory methodology‖.

The participatory techniques have a variable and flexible application, it

could adapted the student`s participation. The author of this thesis determined

that the main objective of the participatory techniques are: to analyze the

student participation in English Classroom and in this way, to eliminate the

traditionalist education.

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In the present research project, the researchers had studied the

participatory techniques in collaborative learning, because it was necessary to

know how teachers apply the participatory techniques in speaking skill, for

example, the main objective of this project is: to develop the speaking skills in

several activities, in which, students and teacher can participate.

The participatory techniques are connected with the speaking skill

because develop the principal ideas in which students can speak more fluency

and without preoccupations.

THEORETICAL BASIS

PHILOSOPHICAL FOUNDATION

In the journal (Tomar, 2014, p.52): “The axiology focus in questions

what ought to be. In this theory, its include the moral values and character

development. On the other hand, the ethics are concerned to the moral‖.

The axiology is the science in which the main objective is develop the

personality of a child by the teacher, these human values are teaching at home

through parents and the high school, students apply the human values in their

social environment. Teacher must never impose ethical codes and standers of

behavior that allow to evaluate the students‘ behavior.

In the public institutions, students have problems with teachers for the

deteriorate of the human values. According to the experience in teaching

practice, students do not respect to the teachers but in other terms, this

situation is general because in the principal public institution in our country, a

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lot of students do not have a parental model, in some cases, parents always

work and they do not impose ethical codes.

The present research project focuses in the axiology and human being.

The main problem of the present time is `deterioration of human beings`.

Corruption is increasing day by day. Nobody is careful about maintaining the

values. When we go through newspapers, T.V and other agencies, we come

to know about many crime activities, which are very much shocking for the

human beings. There are so many challenges, but some of these are

mentioned here:

Parents do not have time for their children.

Today technology is the way that children find a solution for their

problems.

The video games, television and music lyrics deteriorate the human

values.

Lack of refresh programs about culture and costumes that existed in our

country.

Nowadays, students use the technology and in some case they find

solution for their problems, for example the use of video games cause that they

want to learn more violence and this is a fundamental factor to develop their

behavior.

In other case they do not show interest in culture programs. They prefer

to watch other king of TV programs. Nowadays it is necessary that students

learn about Ecuador`s culture because this term is a part of their knowledge.

The most important thing that can enhance the human beings is the

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collaborative student`s participation and the introduction of the ethical codes to

educate them.

SOCIOLOGICAL FOUNDATION

Vygotsky`s sociocultural theory stresses the interaction of

interpersonal (social), cultural-historical, and individual factors as the key to

human development quoted by (Tudge & Scrimsher, 2003, p.242): ―The

interaction of interpersonal cultural historical is the principal element to human

development‖.

The interactions with people in the environment stimulate developmental

processes and the cognitive growth. But these interactions are not useful in a

traditional sense of providing children with information. Children transform their

experiences based on their knowledge, characteristics and they reorganize

their mental structures.

The cultural-historical aspects of Vygotsky ‗theory illuminate the point

that: Learning and development cannot be dissociated from their context. The

way that students interact with their words-with the persons, objects, and

institutions in it-transforms their thinking. The meanings of concepts change

as they are linked with the world quoted by (Gredler, Sociocultural Theory,

2009, p.242)

The aspects of the cultural-historical from Vygotsky ‗theory identified the

point that learning and development can`t be dissociated from their context.

Students interact with their words with people, objects and institutions

transform their thinking. The change of the meaning`s concepts are linked with

the world.

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The cultural historical from Vygotsky can develop the students oral

participation, for example when they have an oral exposition, in some cases

they have problems with the grammar or the vocabulary, because they do not

enhance their experiences expressing their ideas with other partners. In other

words the cultural historical theory is the study of the student`s social

interactions in their social environment.

The social interactions are connected with the participatory techniques,

because the present study, want to introduce these techniques in some public

and particular institutions, the participatory techniques are used in the speaking

activities.

According to the book Learning Theories the Zone of Proximal

Development`s Vygotsky Theory quoted by (Schunk D. , 2012, p.243): "The

distance between the actual developmental 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".

Lev Vygotsky views interaction with peers as an effective way of

developing skills and strategies. He suggests that teachers use cooperative

learning exercises where less competent children develop with help from more

skillful peers - within the zone of proximal development.

This theory is mentioned in the sociological foundation because

students can develop skills activities through adult guidance and when work in

groups enhance the social interaction communicative.

https://www.simplypsychology.org/vygotsky.html

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In the book Manual of Participatory from the authors (Artavia , Duran, &

Zamora, The classification of the participatory techniques, 2012, p.20), “the

group work is important to the construction of new knowledge`s and the

development of the skills, changes of attitudes and behavior using the

participant`s experiences‖.

The researches mention this activity because when students work in

groups, they interact with their social environment through their experiences,

and they can enhance their abilities. The interaction in a group is essential, the

students can know the culture and costumes in another people.

This conclusion creates a process in which:

To establish the action limits and admissible attitudes in the study and

working ambit.

Success evidence and mistakes with respect.

To allow the individual opinion and the group construction.

Teacher analyzes and interpret the group dynamic. This last concept is

input by the social psychology and make reference the development of the

group.

A fundamental exercise to learn the dynamic group is understand and listen

the people motivation to respect the different point of views, always is located

inside the right human principles. The retro alimentation allows the get

information about participant attitudes during the formation process, specify the

feelings, tiredness, boring, motivations, problems, difficulties and another factor

which influence in the learning.

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PSYCHOLOGICAL FOUNDATION

Piaget`s theory is about human development cognitive since child born

until he become in adult. This theory is characterized by four stages:

sensorimotor stage (birth to 2 years), preoperational stage (2-7 years),

concrete operational (7-11 years) and formal operational (11-adult) quoted by

(Schunk D. , 2012, p.243).

The stages established from Piaget`s theory, the sensorimotor start

when a child born until 2 year children‘s actions are spontaneous and represent

an attempt to understand the world. The second stage is 2-7 years, they

imagine the future and reflect the past, and they are less egocentrics. The

following stage is the concrete operational in which children they demonstrate

abstract thinking and finally the formal operational children be able to think in

hypothetical situations (p. 242).

This project is focused in the Piaget`s theory because it is necessary to

know the students ‗cognitive and the development of the human intelligence.

This project mentioned this theory because the researches will know how

students receive the English class, for example the idea on the Piaget`s theory

is evaluate the different viewpoint in each student.

Nevertheless, students and teacher will work in the student`s cognition

because in the present day, it is necessary how students can develop their

intelligences.

Vygotsky`s theory zone of proximal development quoted by (Schunk

D. H., 2012, p.240) proposed that: ―Each period of childhood should be

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characterized abstractly by a psychological structure, a set of integral relations

among psychological functions for example the perception, voluntary memory,

speech, and thinking‖.

The researches defined this theory because the main idea is studied the

cognitive development in students. But this theory not is only a description of

the qualities of the child in the following foundation, we mention the same

theory, but in the point of view sociological.

In psychology, the Vygotsky ‗theory study the human interactions and

the memorization process, for example it is not necessary that students

memorize a text nowadays, because the institutions require they give opinions.

The present research project want to study the perception about the

topics, for example students have a different ways to retain information when

they learn new things.

Meaningful Learning`s Theory quoted by (Ausubel, 1986, p.86)

―Propose to defend and practice the teaching, this theory cause a change in

the students‖.

Meaningful learning can be contrasted with rote learning. The latter can

incorporate new information into the pre-existing knowledge structure but

without interaction. Rote memory is used to recall sequence of objects for

example the phone numbers.

In line with Ausubel`s theory (1986) the meaningful learning, teachers

say new knowledge to relevant concepts they already know. The knowledge

interacts with the student`s knowledge structure.

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The researchers used this theory because the principal purpose of it is

work with students pre-existing knowledges that came back with new learning

techniques that teachers can develop in speaking activities.

For example the participatory techniques are activities that maybe in an

old time were used, this activities will be back with different ideas that the

didactic guide contained.

LINGUISTIC FOUNDATION

From a viewpoint linguistic foundation, the researches mention the

Common European Framework of Reference for Languages (2002) that

establishes: Students can achieve the level A2 corresponding to the Basic User

learners can understand sentences used familiar expressions related to the

areas of most immediate relevance. Can communicate in simple and routine

tasks requiring a simple and direct exchange of information on familiar or

routine matters and they must will be able to use a series of phrases and

sentences to describe their families, their social environment, their recent job,

etc. (p.26).

In the English Students Book from the Government (2017), the activities

that students should realize according to the level A2.1 (p.4, 5) in the speaking

skills are the following:

Talk about hobbies and leisure activities.

Express agreement or disagreement about controversial topics.

Talk about rules, express advice and emphatic opinions.

Determine main ideas, supporting information, and examples in

a reading.

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Talk about achievements.

describe personal`s characteristics and abilities.

Talk about occupations and professions.

Building conversations using sets of ideas following key concepts

or ideas to focus the content of the message.

In relation to (Armstrong, 2009; p. 6) ―the linguistic is the capacity to use

words effectively; whether orally (e.g., a storyteller, orator or politician)‖. This

intelligence includes the ability to manipulate the syntax or structure of

language, the phonology or sounds of language and the explanation in which

students can use the language to inform and finally the metalanguage that

minds the ability to talk about themselves.

This foundation is focused in the eight multiple intelligences but the

authors selected the linguistic because is connected to the speaking skill.

In the sociolinguistic competence in agreement to the National

Curriculum Guidelines, students at the end of 10th year will be able to perform

and respond simple language functions, such as exchanging information and

request (p.17).

The principal objective in linguistic is that students can pronounce the

syllables and the vowel sounds and in this way, they can develop their

knowledge about the pronunciation. The common reference for language

indicate the level and the activities that students can achieve according the

skill, each skill have different levels.

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PEDAGOGICAL-DIDACTIC FOUNDATION

Constructivism`s theory is a psychological and philosophical

perspective contending that: ―Individuals form or construct much of what they

learn and understand‖ (Brunning & et al, 2012, p.229).

A major influence on the rise of constructivism has been theory and

research in human development, especially the theories of Piaget and

Vygotsky.

The constructivism was used in this project because is important that

the researches evaluate how students learn. They build their knowledge

according to their experiences. The general idea about the constructivism

theory is know the student`s participation, this theory can develop in some

speaking activities.

For example, the researches want to evaluate the collaborative

participation in English classroom and the teacher‘s motivation. In different

public institutions, the authorities promote the teacher`s actualization.

In relation to the thesis from the author (Sotelo, Participatory techniques

in teaching process English Language, 2013, p.12), ―the constructivism is a

study in which it tries to explain what the human knowledge environment is‖.

It can be said that the constructivism is used in some speaking activities

for example the role plays and the debate are interaction activities because

students and teachers can express their ideas in an accurate way.

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It is necessary that the students nowadays can give opinions using the

fluency and the principal ideas about different topics. Before, students only

repeat the words in a notebook and they do not develop their speaking skills

because the government does not require the use of the English language as

a second language after Spanish language, but the Cambridge University have

implement books in those which, it promote the use of the speaking activities.

Interpreting the results (Castillo, 2007-2008, p.181) defined that:

“Speaking is the essential form of human sociocultural interaction. It

is an activity that allows them to satisfy their cognitive, affective and

social need from a series of verbal and non-verbal resources that

must be interpreted to be comprehended‖.

Speaking skill is an essential form of human interaction, in this activity

students can allow to satisfy their cognition through a series of verbal and non-

verbal resources which must interpreted by the comprehension. Speaking skill

is one of the skill in which students can communicate with the teacher and their

social environment. This activity can enhance with role-plays, debate and

brainstorming.

The speaking skill is a social human interaction, in which students can

express their ideas and the relationship between students and teacher can be

better up through the oral communication.

The main elements in speaking skill according to the authors from the

book Oral and Write Communication (Fonseca & et, al, 2005, p.9) are:

The source: Is the origin of the message, for example any person or

institution can produce a message to transmit.

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Emitter: A person that emits or sends the message. The source and the

emitter are considered a one element, when the person create the same

idea, reproduce the message.

Receiver: A person that receives or is intended to receive something.

The receptor is the person that decodes the message and he can

answer the message.

Message: A communication that is emitting from the emitter.

Canal: The resource that the emitter and the receiver use to send the

message.

The activities that students should develop are:

One-on-One Speaking (Student-Student or Student-Teacher)

Small-Group or Team-Based Oral Work

Full-Class Discussions (Teacher- or Student-Led)

In-Class Debates and Deliberations

Speeches and Presentations

Oral Examinations

In all speaking activities must develop in the English Classroom when

teacher ask about a some topic, for example the role-plays is the dialogue

between two students and both create a conversation in which, they include

different viewpoint with different ideas. In the small group participate a group

work with 4 o 5 students, they participate in an oral exposition, in this way

teacher can evaluate the collaborative learning. The English Language has a

relevant character because in the present day, it is necessary that students

learn this language for example, in the public institutions the English is

recognized such the second language.

The following activities that students develop the speaking skills are the

full-class discussions in which, student and teacher participate in a mini-debate

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between them. This activity is similar to the debate and deliberation with a

difference that teacher do not talk in students debate.

In the fluency is referred to how well students communicate meaning

rather than how many mistakes they make in grammar, pronunciation and

vocabulary. Fluency is compared with accuracy, which is concerned with the

type, amount and seriousness of mistakes made.

In relation to (Keyton, 2011) Communication can be defined as the

process of transmitting information and common understanding from one

person to another. The word communication is derived from the Latin word,

communis, which means common. The definition underscores the fact that

unless a common understanding results from the exchange of information,

there is no communication.

In English Classroom, teacher help to develop the fluency focused on

communication, for example discussions, speaking, games, presentations,

task work

The Participatory techniques in relation to the authors (Moreno, 2003,

p.64) in the Manual for the introduction of genre and youth ‗perspective to the

rural development: The participatory techniques are instruments to use in

informative determinate process, consulters, decisions, etc. and it applies to

acquire knowledges from the practice, it can be said the people`s knowledge,

experiences, and feelings that in many situations origin so the problems and

difficulties in our environment.

The participatory techniques are didactic tools in which students and

teachers work together. The transformation of a monotonous class in an

interest class, motivate the learning-teaching process. The development of the

25 25

participatory techniques in English class can help to the classroom

environment, in these techniques the authors mentioned that participatory

techniques are participatory interaction, the different techniques will help to the

teachers to enhance their English class. In the participatory methodology, the

techniques constitute didactic important tools that achieve the learning`s

objectives, the construction of a comfortable group and respectful, the new

knowledge‘s, the capacity`s stimulation. The radical and adequate use achieve

that educational process to enhance the analysis and the reflection group.

According to the book Methods and Participatory techniques from the

author (Garcia, 1997):‖ It can use techniques in formation activities with

children, teenagers, adults, in scholarship actions, in popular education, district

organization, health community activities‖, etc. (p50).

The participatory techniques are techniques in formation with students

in scholarship actions, in popular education, district organization, and health

community activities. (Garcia, 1997).

It is possible to apply with all type of group and topic`s diversity. But the

more important thing is not forget that in this way teaching-learning in which

correspond with a democratic ideological style, with a liberty and independence

sense with their protagonists.

Likewise it is necessary take in account the implementation of the

technique. There is prepared to measure during the process until where does

it come in with the mobilization with the extern and intern reflection. In the same

way, it visualize at the moment in which the emotional climate is facilitate the

learning. The authors Gili and O`Donnell defined that the game in a group come

in the participant`s excitation.

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Steps the participatory techniques in relation to the Manual for the

introduction of genre and youth ‗perspective to the rural development from the

authors (Moreno, 2003, p.64) are:

To apply a participatory technique, you have clear the objective

that want to accomplish.

Before, to apply a participatory technique, it is necessary to know

when, how it use and in which way carry out.

When do you develop a topic is appropriate to use more one. It

is necessary to search techniques that complement itself, to

reorganize all directed to a common objective and it allows to

deepen in the topic in a systematic and orderly way.

Its application allows the imagination and creativity`s

development, so it is good that all group can use and adapt a new

conditions.

It is important to work with small or sub groups, because facilities

the people participation and especially in people that have

difficulties to show in high groups. It is ideal to create spaces

more accessible.

The Classification of participatory techniques determined by

(Artavia , Duran, & Zamora, The classification of the participatory techniques,

2012) (p.21) are classifying according to the senses in the communication and

the principal objective in:

*The senses in the communication:

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Dynamic experiences: Its characterize to create a fictitious fact, which

people interact and adopt spontaneous attitude. These techniques are

to animate or realize an analysis.

Action techniques: The main element is the body language through

represent facts, behaviors, critical thinking, for example (role-plays,

narrative tales, etc.).

*According to the objectives:

Analyses techniques: In this group, it‘s include a series of experience,

action, audiovisual and visual techniques. The main characteristic is the

possibility to analyze the knowledge‘s a determinate topic, so the

opportunity to develop their ideas.

Evaluation techniques: These techniques allow to evaluate some

indicators in a development event with the purpose to improve the

organization of similar events. Among the indicators which are evaluate

through these techniques figure the people participation, the methods

and techniques, the people action, the clarity and the topic`s

comprehension and the interest.

.

The Activities in participatory techniques based in the book

(Education, Participatory teaching and learning, 2004, p4) and learning

determined that:

Question and answer: Question and answer is defined by Mtunda and

Safuli as a method both for teaching and oral testing based on the use of the

questions to be answered by the pupils‖. When conducting a class or group

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discussion, teachers should be aware of the impact of turning down a pupil´s

response. By not accepting a response in a positive way, the teacher may

discourage pupils from answering further questions.

Another teaching technique is the buzz group. This technique is

commonly known as group work. During a lesson, the class can break into

groups to discuss one or two specific questions or issues. The room soon fills

with noise as each group buzzes in discussions.

If possible, one member from each group should report its findings to

the whole class. Buzz groups can be in pairs, trios or more, depending on the

activity. While they are buzzing, pupils are able to exchange ideas drawn from

their collective abilities, knowledge and experiences. (p.5)

Brainstorming: is a technique in which every pupil‘s response that:

Applies to a given topic is acceptable. It is important not to evaluate ideas but

accept and record each idea on the chalkboard or a piece of paper as it comes.

Pupils need to know that they will not be required to justify or explain any

answer. After a period of brainstorming (which should not be too long), time for

reflection on or prioritizing of the list should be allowed. The brainstorming can

be done as a whole class or in groups. If in groups, it is good to let the high

ability pupils take a leading role. (pp.6, 7).

Role-plays students use their own experience and creativity to imitate

a real life situation. When done well, role play increases pupils` self-confidence,

gives them the opportunity to understand or feel empathy for other people‘s

viewpoints or roles, and usually encourages them to come up with practical

answers, solutions or guidelines on various issues. (p.7).

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According to the thesis (Sartika, 2014) round table is one of cooperative

learning technique which led the students to work together in a small group by

taking turns in a round table.

According to (Kari & Hayriye , 2006) Describing Picture is an activity

where the 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.

In short words, this investigation study the collaborative learning

because students and teacher can work several speaking skill techniques in

English Classroom. The researches want to evaluate the students‘ participation

in groups for example: the speaking skill enhance the vocabulary and the

personal opinion that each student have it.

The group work develop the collaborative participation in English

Classroom, in this way students and teacher can interact themselves. In the

public institution had been saw how teacher and student create a social

environment in which both parts do not have problems at the moment to

express their ideas in a speaking activities.

LEGAL FOUNDATION

This research work was based on the article 26, from the Ecuadorian

Constitution about education which determined that:

La educación es un derecho de las personas a lo largo de su vida y

un deber ineludible e inexcusable del Estado. Constituye un área

prioritaria de la política pública y de la inversión estatal, garantía de la

igualdad e inclusión social y condición para el buen vivir. Las

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personas, Las familias y la sociedad tienen el derecho y la

responsabilidad de participar en el proceso educativo. (...).

Constituent Assembly, 2008, p.26).

Therefore, this study is based in the development of students ‗speaking

skills through the participatory techniques in which, there are collaborative

work, interaction and oral participation.

In relation to the Intercultural Organic Law of Education (2015) it is


Literal i: To give pedagogical support, for getting over the difficulties in the

teachings for the development of competences, capacities, abilities and skills.

In the Good Living National Plan (2013) objective 4.6 literal b: It

establishes the following: To promote the continue actualization of the

academic knowledge of the teacher, to strengthen their pedagogic capacities

for the integral development of the student, in the frame of an integral and

international education. (p.171)

The following book is the National Curriculum Guidelines (2014) and

it established that: Students in the end of 10th year, will must be able to use a

series of phrases and sentences linked onto a list to communicate in simple

and routine tasks within the personal and educational domains. Handle very

short social exchanges within the personal and educational domains even

though they can usually understand enough to keep the conversation going

themselves. (p.18)

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CHAPTER III

METHODOLOGY, PROCESS ANALYSIS, RESULTS AND DISCUSSION

METHODOLOGICAL DESIGN

The present research project is based in a mixed research methods

quali-quantitative because in both investigations, it use the data recollection to

show number and statically characterization with the object to establish the

theories based on the result terms.

This project is quantitative because through a data recollection, number

and statically process the authors can prove theories. It is qualitative because

through a data interpretation applied the research instruments such as the

observation guide, the interview and the survey. Sampieri (2015).

This project applies a field study, bibliographical research, for this

reason the development of this study data has been obtained the information

through Internet.

In conclusion, it applies the statistical analysis to obtain a data

interpretation with the purpose of find out a relationship between the studied

variables the necessary recommendations to future investigations.

RESEARCH TYPES

DESCRIPTIVE RESEARCH

In relation, to the gnoseological aim, in this research are described the

characteristics that influence the development of the speaking skill in students

of 10th year GBE at Rita Lecumberri Experimental High School for the purpose

of using participatory techniques to find a solution. This has been realized

32 32

through the data collection using the quantitative and qualitative research,

applying the survey to the students, the interview to the teacher and the

observation guide in an English Class.

EXPLICATIVE RESEARCH

This project has an explicative character because explain the causes

that affect the problem found in the speaking skill and in this way, get a

conclusion with the purpose to analyze different theories that based this

research project.

PURPOSEFUL RESEARCH

The present research project is propositional because through the data

interpretation, it is necessary to find a solution for the deficiency of speaking

activities by designing a didactic guide with participatory techniques.

POPULATION AND SAMPLE

POPULATION

The population that was selected for this research project, are the

students of 10th year GBE in the ―Rita Lecumberri‖ Experimental High School

Academic year 2017-2018. The sample is 41 students of 10th year GBE section

―F‖, morning shift, therefore it was selected one English Teacher too. The

distribution of the population has been determined in the following table:

Table 1

Population Distribution

Nº Details People

1 English Teachers 1 2 Students 41

Total 42

Source: Students from 10th year GBE, Rita Lecumberri High School.

Developed by: Leila Dominguez Montiel & Lourdes Haro Guerrero.

33 33

Sampling

It was not necessary to obtain a probabilistic or non-probabilistic selection because

the population is not above of 100 people.

Table 2

Operational Matrix Chart of the Variables

Dimensions Indicators

Independent Variable

Participatory techniques

Importance of the

participatory techniques

Used in the psychologist line. For group work.

The teacher becomes dynamic.

Types of participatory techniques

According to the sense in the communication:

Dynamic experiences (fictitious fact)

Action techniques (role-plays, narrative tales)

In relation to its objectives:

Analysis techniques ( experience and action)

Evaluation techniques (the comprehension).

Activities in participatory techniques

Role play Brainstorming

Questions and answer

Buzz group

Round table Describing picture

Dependent variable

Speaking skill

Elements

of speaking skill

Emissary/receptor

Code

Message

Canal

Activities in speaking skill

One-on-One Speaking (Student- Student or Student-Teacher)

Small-Group or Team-Based Oral Work

Full-Class Discussions (Teacher- or Student-Led)

In-Class Debates and Deliberations Speeches and Presentations

Oral Examinations

Source: Chapter II, Theoretical Framework Foundations

Developed by: Leila Dominguez Montiel&Lourdes Haro Guerrero

34 34

RESEARCH METHODS

The methods applied in the present research project are the following:

ANALYTIC-SYNTHETIC METHOD

This method allow to see the causes, the environment and the effects.

In other words the researchers use this method with the main objective to know

the results, the students‘ behavior and the new theories through of the three

instruments that it‘s were used.

INDUCTIVE-DEDUCTIVE METHOD

The Inductive-Deductive method allows to study a particular case to find

a general conclusions. In this case, the present research want to study the

speaking skills and the participatory techniques it is necessary to consider a

diagnosis through an observation guide at the ―Rita Lecumberri‖ Experimental

High School, this observation help to detect the problems and analyze the

techniques that the researches applied them.

STATISTICAL METHOD

In the statistical method it is used the quantitative research to get the

interpretation of data analysis and moreover this method proposes a pertinent

solution to the problem found in the speaking skill.

HISTORICAL-LOGICAL METHOD

The Logical Historical method contributes in this project in a direct way

because it was could a previous analysis in which other investigators had been

35 35

realized or not realized researches similar to this project, then it has seen two

works in which the authors mention the same variable: the participatory

techniques, but it is considered the aspects that influence in the development

of the same and the elaboration of a didactic guide with participatory

techniques directed to the teachers.

SYSTEMIC-STRUCTURED FUNCTIONAL METHOD

This method allows to explain the proposal, and the researches

established the elaboration of a didactic guide with participatory techniques

with the object to develop the students speaking skill in English Language and

through the different analysis it came back to the conclusion that there is an

lack of students` participation and limited exercises to the development of the

same.

The Empiric Methods are not applied in this project.

TECNIQUES AND RESEARCH INSTRUMENTS

In the present research project, does not apply the empirical methods,

but the researches use the empirical techniques such:

The observation guide

Interview

Survey

OBSERVATION GUIDE

In the observation guide, it was necessary to evaluate the problematic

in the speaking skills in English learning-process in students of 10th year at

GBE at Rita Lecumberri Experimental High School.

36 36

From the research‘s project viewpoint, the observation was structured

due to the lack of freedom to choose facts that would be part of it and also due

to the observers‘ decision taken in advance about what would be the focus of

the observation; it was because they already knew the relevant aspects to

consider.

From the role of the observer, it is non-participant because the

researchers did not interact with the population at the moment of the

observation.

From the number of observers‘ viewpoint, it was done in group due to

the intervention of two researchers who were the observers of the

phenomenon.

From the viewpoint of place, it was a field-observation because it was

done in a ―real‖ social context which is Rita Lecumberri Experimental High

School.

The observation was done by using an instrument of investigation; it was

an observation sheet in class. Researchers evaluated an English speaking

class through it and determined the use of participatory techniques from the

English teacher.

The observation sheet consisted of 10 statements; those could be

answered by using the Likert scale of quality to evaluate the development of

the English class.

AN ENGLISH TEACHER`S INTERVIEW

The purpose to interview to the English teacher will give to know about

the techniques that the teacher uses to explain an English Class and moreover

37 37

it will show the students ‗deficiencies in the speaking skills. The English

interview contained ten statements in which the English teacher related the

development during the English class.

A STUDENT`S SURVEY

This instrument was elaborated with fifteen items, those are based in

the variables and the last one is focused in the proposal. The survey is

designed by the Likert scale of quality, frequently and difficulty.

ANALYSIS AND DATA INTERPRETATION

The transcendent information obtained from the survey, interview and

observations carried out, is going to be presented through information tables,

statistical charts and comments with its respective analysis and data

interpretation.

38 38

Table 3

The English Subject is easy

Code

Category

Frequency

Percentages

Item 1

Totally agree

6

15%

Agree 0 0%

Indifferent 0 0%

Disagree 14 34%

Totally Disagree

21

51%

Totals 41 100% Source: Students from 10th year GBE, Rita Lecumberri High School Developed by: Leila Domínguez Montiel & Lourdes Haro Guerrero

Figure 1

The english subject is easy.

15% 0%

51%

34%

Totally agree Agree Indifferent Disagree Totally Disagree

Source: Students from 10th year GBE, Rita Lecumberri High School. Developed by: Leila Dominguez Montiel & Lourdes Haro Guerrero.

Comment: The 85% of students are disagree and consider that English

subject is not easy, 15% are agree. This mean that students do not understand

the English subject very well.

39 39

Table 4

The English Classes are interesting

Code Category Frequency Percentages

Item No2

Totally agree 3 7%

Agree 0 0%

Indifferent 0 0%

Disagree 27 66%

Totally Disagree 11 27%

Totals 41 100%


Source: Students from 10th year GBE, Rita Lecumberri High School

Figure 2


Comment: The 93% of students disagree with the English classes are

interesting, however only 7% of students are agree. This means that pupils

consider the English classes are not interesting.

40 40

Table 5

I have facility to speak English.


Item No 3

Totally agree

2

5%

Agree 8 20%

Indifferent 2 5%

Disagree

13

32%

Totally Disagree

16

39%

Totals 41 100%

Source: Students from 10th year GBE, Rita Lecumberri High School Developed by: Leila Dominguez Montiel & Lourdes Haro Guerrero

Figure 3

I have facility to speak English.

39%

5% 19%

5%

32%

Totally agree Agree Indifferent Disagree Totally disagree


Comment: The 71% of students disagree to speak facility the English

language, 25% agree and 5% are indifferent. This means that students do not

speak in English very well.

41 41

Table 6

I think, I can enhance my speaking skill.

Code

Category

Frequency

Percentages

Item No 4

Totally agree 3 7%

Agree 13 17%

Indifferent 16 39%

Disagree 7 32%

Totally Disagree 2 5%

Totals 41 100% Source: Students from 10th year GBE, Rita Lecumberri High School Developed by: Leila Domínguez Montiel & Lourdes Haro Guerrero

Figure 4

I think, i can enhance my speaking skill.

32%

5% 7% 17%

39%



Comment: 39% of students are indifferent, 24% agree, and the 7% disagree.

This means that students do not think they can enhance their speaking skill.

42 42

I like to participate in English Classes

Code

Category

Frequency

Percentages

Item No 5

Totally agree

2

5%

Agree 4 10%

Indifferent 0 0%

Disagree 18 44%

Totally Disagree

17

41%

Totals 41 100%

Table 7

Source: Students from 10th year GBE, RL High School

Developed by: Leila Domínguez Montiel & Lourdes Haro Guerrero

Figure 5

I like to participate in English Classes

41%

5% 10% 0%

44%



Comment: The 85% of students disagree about the participation in English

classes, 15% agree. This implies that students do not like to participate in

classes.

43 43

Table 8

The teacher applies group activities inside her classes.


Item No 6

Totally agree

0

0%

Agree 13 34%

Indifferent 0 0%

Disagree 20 53%

Totally Disagree

5

13%

Totals 41 100%

Source: Students from 10th year GBE, Rita Lecumberri High School Developed by: Leila Domínguez Montiel & Lourdes Haro Guerrero

Figure 6

The teacher applies group activities insider her classes.

53%

13% 0% 34%

0%



Comment: The 66% disagree about teacher applies group activities in classes

and 34% agree. This means that students do not feel motivated to work in

group activities.

44 44

Table 9

I like to work in group activities, that individual activities.

Code

Category

Frequency

Percentages

Item No 7

Totally agree

28

68%

Agree 8 20%

Indifferent 4 10%

Disagree 0 0%

Totally Disagree

1

2%

Totals 41 100% Source: Students from 10th year GBE, RL High School


Figure 7

I like to work in group activities, that individual activities.

0% 2%

10%

20%

68%


Source: Students from 10th year GBE, RL High School


Comment: The 88% agree about to work in group activities, the 10% are

indifferent and 2% disagree. The students like to work in groups and this means

that they can speak with their social environment.

45 45

Table 10

I practice the English Language in another place.

Code

Category

Frequency

Percentages

Item No 8

Totally agree

6

15%

Agree 7 17%

Indifferent 6 15%

Disagree 14 34%

Totally Disagree

8

20%

Totals 41 100% Source: Students from 10th year GBE, Rita Lecumberri High School

Developed by: Leila Dominguez Montiel & Lourdes Haro Guerrero

Figure 8

I practice the English Language in another place.

19% 15%

17%

34%

15%



Comment: The 53% disagree about to practice the English in another place,

the 32% agree and 15% are indifferent. The students do not practice the

English language in another place.

46 46

Table 11

My teacher dominates the subject.

Code

Category

Frequency

Percentages

Item No 9

Totally agree

23

56%

Agree 0 0%

Indifferent 0 0%

Disagree 18 44%

Totally Disagree

0

0%

Totals 41 100% Source: Students from 10th year GBE, Rita Lecumberri High School.

Developed by: Leila Domínguez Montiel & Lourdes Haro Guerrero.

Figure 9

My teacher dominates the subject.

0%

44% 56%

0%



Comment: The 56% agree and the 44% disagree about teacher dominates the

English subject. This signify that the teacher have problem with the teaching-

learning process at the moment to explain a class.

47 47

Table 12

It is important that teacher use a didactic guide with participatory

techniques.

Code

Category

Frequency

Percentages

Item No 10

Totally agree

22

54%

Agree 12 29%

Indifferent 5 12%

Disagree 0 0%

Totally Disagree

2

5%

Totals 41 100%

Developed by: Leila Domínguez Montiel & Lourdes Haro Guerrero Source: Students from 10th year GBE, Rita Lecumberri High School

Figure 10

It is important that teacher use a didactic guide with participatory techniques.

29%

0%

12% 5%

56%




Comment: The 85% agree about it is important that teacher use a didactic

guide with participatory techniques, 12% are indifferent and 5% disagree. The

majority of students think that is relevant that teacher use a pedagogic support

as a didactic guide with participatory techniques.

48 48

Table 13

My teacher is shown enthusiastic to the teaching.


Item No11

Totally agree

23

56%

Agree 3 7%

Indifferent 1 2%

Disagree 14 34%

Totally Disagree

0

0%



Figure 11

My teacher is shown enthusiastic to the teaching.

0% 34%

3%

7%

56%




Comment: The 63% agree about teacher is showed enthusiastic to the

teaching the 34% disagree and the 3% are indifferent. The teacher

demonstrate an enthusiasm in her English classes. The majority of students

are motivating to the teacher`s aptitude.

49 49

My teacher promotes the students ‘participation.


Item No12

Totally agree 38 93%

Agree 3 7%

Indifferent 0 0%

Disagree 0 0%

Totally Disagree

0

0%

Totals 41 100%

Table 14

Source: Students from 10th year GBE, Rita Lecumberri High School Developed by: Leila Domínguez Montiel & Lourdes Haro Guerrero

Figure 12

My teacher promotes the students`participation. 0% 0%

7%

93%


Source: Students from 10th year GBE, RL High School.


Comment: The 100% agree about teacher promotes the students ‗participation

and she qualifies the students ‗participation in a group work or in each activity

that involucrate the speaking skill.

50 50

Table 15

My teacher reinforces her classes.

Code

Category

Frequency

Percentages

Item No 13

Totally agree

34

83%

Agree 6 15%

Indifferent 1 2%

Disagree 0 0%

Totally Disagree

0

0%



Figure 13

My teacher reinforces her classes.

0% 0%

15% 2%

83%




Comment: The 98% agree about teacher reinforces her classes and 2% are

indifferent. The teacher reinforces their classes through a little feedback every

day and in this way, students can understand the English classes.

51 51

Table 16

I have difficulty to speak in English and ask for help to the

teacher.

Code

Category

Frequency

Percentages

Item No 14

Totally agree

17

41%

Agree 10 24%

Indifferent 9 22%

Disagree 4 10%

Totally Disagree

1

2%

Totals 41 100%



Figure 14

I have difficulty to talk in English and ask for help to the 2t%eacher.

10%

22% 42%

24%




Comment: The 66% agree about to have difficulty in speak English, 22% are

indifferent and 12 % disagree. The students have difficulty to speak in English

and they show shyness when they have a doubt, because they feel afraid to

ask for help.

52 52

My teacher use different types of didactic resources.

Code

Category

Frequency

Percentages

Item No. 15

Totally agree

37

90%

Agree 1 2%

Indifferent 3 7%

Disagree 0 0%

Totally Disagree

0

0%

Totals 41 100%

Table 17



Figure 15

My teacher uses different types of didactic

3% 0% 0% resources.

7%

90%



Comment: The 93% agree about teacher use different types of didactic

resources and 7% are indifferent. The teacher uses different types of didactic

resources for example, flashcards, charts, etc. in their English classes.

53 53

THE TEACHER´S INTERVIEW

1. What are the main difficult that the students present in the

process of learning English?

One of the main difficult that the students have is a low or lack of

motivation. Although they sometimes do not want to learn.

2. Which are the weaknesses and strengths that the students have

at the moment of speaking?

Weakness –low confidence

3. How do you considerer your student’s speaking skill level is?

I think that they have a low level (elementary).

4- According to you, Why is important the uses of new strategies to

the speaking skills?

The uses of new strategies to the speaking skills are very important due

to this will help to increase their skills, to have more confidence and to

know more vocabulary.

5- What do you think about group activities?

I think that it is a good strategy but it is handled in a good way.

6- How often do you apply group activities?

Sometimes.

7- What are the characteristic that the students present in the group

work?

They are more motivated.

54 54

More confidence.

8- How do you asses the speaking skill in your students?

I use rubrics.

9- Do you apply any other resources beside the textbook provided by

the Government for teaching the Speaking skill?

Of course. I use another techniques sort of from websites, books

10- Do you think that a didactic guide with participatory techniques will

help you, why?

I totally agree. It‘s important to have another resource with good

strategies because the current book do not have enough material for it.

Comment:

Considering this interview, the teacher indicated that the group work is

a good strategy to develop the speaking skills. She admitted that students

have a lack or low of motivation and sometimes they do not want to learn.

In some cases, students have low confidence as a weakness to express

their ideas in an effective way.

The teacher indicates that students have an elementary level in English

subject. She considers that the use of new strategies are very important to

increase the skills and that the students can know new words. She think

that the didactic guide is another resource with new strategies because the

current book do not have enough material for it.

OBSERVATION SHEET

1. The environment inside the classroom is harmonious.

2. Students show interest at the beginning of the class.

55 55

3. Teacher uses strategies for learning in group work.

4. The instructions given by the teacher are clear and precise.

5. The teacher interact with the students.

6. Teacher promotes group activities to develop speaking skill.

7. The teacher facilitates and supports the development of collaborative

activities.

8. A cooperative environment allow to speak students ‗fluency.

9. The students express their ideas in the class, attending, participating

and asking questions.

10. Teacher uses adequate didactic resources for the speaking skill.

Comment:

According to the observation guide in class done by the researches, the

students show interest at the beginning of the class. The teacher use

several strategies to develop the group work. She use clear and precise

instructions and interacts with their students. Hardly ever, she applies the

collaborative activities in the speaking skill through an oral exposition.

During the observation guide, the researchers noted that students do

not speak English when they have a question and teacher do not use

adequate didactic resources for the development of the speaking skill.

TRIANGULATION COMMENT:

From the data collection through the survey, observation sheet and the

interview; this project get a conclusion that the students at Rita Lecumberri

morning shift from 10th year section ―F‖ academic year 2017-2018 do not

talk in English with their teacher and the teacher need a support to the

improvement of their English classes in the students ‗speaking skill.

56 56

PEARSON CHI SQUARE TEST:

Objective:

To determine statically if the studied variables have a relationship between them:

Independent variable: Participatory techniques.

Dependent variable: Speaking skill.

Table 18

chi square analysis

Observed

Likert

value

item 4

item 10

Total

Totally agree

5

5%

15%

20%

Agree 4 32% 17% 49%

Indifferent 3 39% 15% 54%

Disagree

2

20%

34%

54%

Totally Disagree

1

5%

20%

25%

Total 100% 100% 200%

expected

Likert

value

item 4

item 10

Total

Totally agree

5

5%

15%

20%

Agree 4 32% 17% 49%

Indifferent 3 39% 15% 54%

Disagree

2

20%

34%

54%

Totally Disagree

1

5%

20%

25%

Total 100% 100% 200%

57 57

For the Chi Square, statement number 4 ―I think, I can enhance my

speaking skill. ― is going to address the dependent variable while statement

number 10 ―It is important that teacher use a didactic guide with

participatory techniques.― is going to address the independent variable. The

results about this analysis are the following:

Table 19

Abstract of the cases ‘process

Cases

Valid

Lost

Total

N

Percentage

N

Percentage

N

Percentage

I think, I can enhance my

speaking skill. * It is

important that teacher use

a didactic guide with

participatory techniques

41

100.0%

0

0.0%

41

100.0%

Table 20

Chi square test

Statistics

Value

Gl

Sig. asintótica

(bilateral)

Pearson chi square

Likelihood ratio

Lineal by lineal association

N of valid cases

54.370a

48.504

25.751

41

12

12

1

.010

.025

.002

58 58

CHI SQUARE ANALYSIS

Analysis As the value of P is less than 0.400, the researchers of this

study assert that there is a relation between the two variables. Therefore, the

use of participatory techniques are effective on speaking skills.

CORRELATION BETWEEN VARIABLES:

One of the objective of this project was to determine the students ‗oral

participation through the survey, the results indicated that students do not use

the English language when they have a question.

Objective 2

The second objective was to evaluate the use of participatory techniques

in speaking skills and the survey let the teacher use these techniques in group

activities but she do not use a support to enhance their English classes.

Objective 3

The third objective was the design of a didactic guide with participatory

techniques directed to the teacher to enhance the students ‗speaking skills.

The applied instruments of the investigation demonstrated the relationship

between variables. Through the survey, the researchers could note that

students do not speak in English with the teacher.

59 59

CONCLUSIONS AND RECOMMENDATIONS.

CONCLUSIONS:

As a consequence after applying the research instruments the researches

may conclude that:

The students need to practice the speaking skill with the teacher.

Students are not motivated to learn the English subject.

The teacher uses didactic resources to explain the topic.

To design the didactic guide with participatory techniques.

RECOMMENDATIONS:

The authors of this project suggest:

Students should work in more speaking activities.

Teacher need to use new strategies to increase the students‘ confidence

and enhance the speaking skill.

Students can use another type of resource to speak English, for

example: websites, books etc.

The authors of this proposal have been considered by the teacher as

another good resource with good strategies.

60 60

CHAPTER IV

THE PROPOSAL

TITLE

Designing a didactic guide to develop the speaking skills directed to the

teacher.

JUSTIFICATION

This proposal is the result of survey applied on students of 10th year

GBE at Rita Lecumberri Experimental High School during the 2017-2018

Academic year. In addition, once the observation was performed, this allowed

us to identify speaking skills as one of the major difficulties that students cannot

develop in English Classroom.

In this proposal, the researchers design a didactic guide with

participatory techniques directed to the teachers. These techniques will

become from monotonous English Class to an interest class.

Nowadays, it is important that teacher enhance the speaking skills in

several techniques, for this reason this didactic guide to enhance the teacher`s

pedagogic.

It is the result of this investigation in which the researches apply

foundations.

OBJECTIVES

GENERAL OBJECTIVE

To enhance the development of the speaking skills in students through didactic

guide directed to the teacher.

SPECIFIC OBJECTIVES

To facilitate the teacher with the use of participatory techniques to work

with students in debate, brainstorming and role-plays.

61 61

To enhance the speaking activities to develop the oral competences.

To encourage the teacher to use more speaking activities.

THEORETICAL ASPECTS

Pedagogical/Didactic

The proposal was designed by the constructivist`s theory from (Brunning

& et al, 2012, p.229) quoted by Schunk from the book Learning Theories in

which, the researchers evaluated the student`s participation in English

Classroom. The present study wanted to know the speaking activities used by

the teachers.

Sociological

The following theory that the researchers used was Zone of Proximal

Development from Vygotsky quoted by (Schunk D. H., 2012, p.240) and the

observation sheet allowed the students` interaction with their social

environment.

Linguistic

In the linguistic competence the authors used the Armstrong`s theory

(Armstrong, 2009; p. 6) ―the linguistic is the capacity to use words effectively;

whether orally (e.g., a storyteller, orator or politician)‖.

Psychological

In the psychological foundation the researches considered the

Vygotsky`s theory zone of proximal development because the researches

evaluate the students ‗perception through the teacher`s explanation in English

Classes.

62 62

Philosophical

In philosophical foundation the authors observed the students` moral

values and character development. On the other hand, the ethics are

concerned to the moral.

FEASIBILITY FOR ITS APPLICATION

The proposal was feasible in every sense. In this part, different aspects

were considered.

FINANCIAL

In the financial part, the proposal had a low-cost application. The

financial cost were reasonable, for example in this case, the authors of this

project divide the cost of print the didactic guide and the copy of this context.

LEGAL

In relation to the Intercultural Organic Law of Education (2015) it is


Literal i.

TECHNICAL

In this part, the authors do not apply technical resources to elaborate

the proposal.

HUMAN TALENT

The researches worked in this research project because they got a

different competences during their formative student-teachers. The authors of

this proposal to suggest a solution to solve the present problem.

63 63

POLITICAL

The Good Living National Plan (2013) p. 171 objective 4.6 literal b.

DESCRIPTION OF THE PROPOSAL

INTRODUCTION

This proposal is designed to enhance the development of the speaking

skills in students from 10th year morning shift section ―F‖ GBE at Rita

Lecumberri Experimental High School. For this reason it is designed through

the English Book level A2 2017-2018 according to the topics, language

functions and the units of this Book.

This proposal contained 6 units and each unit is divided in 4 activities

for each one, which are created and adapted in relation to the participatory

techniques to enhance the teacher`s knowledge. With 41 students in this

course, it is necessary that teacher read the didactic guide`s instructions and

in this way, the English class will be more interesting and participative.

Methodological Recommendations

Likewise recommendations were necessary that students develop their

oral activities by the introduction of participatory techniques. In this case the

oral participation is a daily evaluation but in this way, students can enhance

their vocabulary and the fluency when they speak with their social environment.

The main idea to create a didactic guide was the introduction of a verbal

and no verbal resources. The researches want to develop the speaking skills

without preoccupations. All speaking activities do in English Classroom.

The activities that are designing in the didactic guide are: role-plays,

brainstorming, roundtable, questions and answers, and buzz group this

speaking activities enhance students ‗speech participation.

64 64

In role-plays, students work in pairs and each one determine different

options about a topic or general term that they want develop in class with other

pairs.

The following activity is brainstorming, in which students can give

different opinions in group of 3 or 4 students.

The buzz group is similar to the debate but the difference is that students

support an idea in group but at the end of the activity, one student in each

group, explain the opinions that they have talked with their partners.

Questions and answers, in this activity the students talk about

themselves and their family according to the question that teacher or partners

ask.

Finally, the roundtable is a technique in which students work together in

a small group.

CONCLUSIONS:

The authors of this project might conclude that:

It is feasible considering the Financial, non-technical and human

resources were necessary for this application.

Its contain was structured from the theoretical basis related to the

variables studied.

It contribute the solution of the problem found because the authors

analyzed the students‘ necessities observed after applying the empirical

techniques of investigation.

The didactic guide with participatory techniques have been designed to

reinforce the students ‗speaking skill in English classes, but this didactic

guide can help another students in a public Ecuadorian Institution.

64 64

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Tomar, B. (Abril de 2014, p.52). The axiology. Axiology in teacher education,

págs. 51-54.

Tudge, & Scrimsher. (2003, p.242). Sociocultural Theory. En D. H. Schunk,

Learning Theories. Boston: Pearson.

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Armstrong, T. (2009; p. 6). Multiple intelligences . Virginia. Retrieved from:

WWW.ASCD.ORG

Artavia , Duran, & Zamora. (2012). The classification of the participatory

techniques. Manual to the introduction of the young and genre. Retrieved from:

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Ausubel. (1986, p.86). Meaningful Learning. Retrieved from:

www.fpmipa.upi.edu/data/report_activity/9875881844.pdf

Brunning, & et al. (2012, p.229). Retrieved from: www.pearsonhighered.com

Castillo. (2007-2008, p.181). Speaking skill. Caracas: Instituto Pedagógico de

Caracas.Retrieved from:

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Education, M. I. (2004, p4). Participatory teaching and learning. Retrieved from:

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Fonseca , & et, al. (2005, p.9). Retrieved from: www.elsolucionario.net

Garcia, D. (1997). The use of participatory techniques. Retrieved from:

www.cepsifotocopiadora.com.ar

Gredler. (2009, p.242). Sociocultural Theory. En D. H. Schunk, Learning

Theories. Boston: Pearson. Retrieved from: www.pearsonhighered.com

Gredler, & et al. (2012; 229). learning theories. Boston. Retrieved from:

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Kari, H., & Hayriye , K.-A. (11 de noviembre de 2006). The Internet TESL

Journal. Retrieved from: http://iteslj.org/Techniques/Kayi-

TeachingSpeaking.html

Keyton. (2011). The communication. Retrieved from: www.nationalforum.com

Leon , G. (2014, p.18). Participatory techniques to enhance the speaking skill .

Trujillo, Peru: Retrieved from:

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http://www.ina.ac.cr/asesoria_genero/manual_tecnicas_participativas_1.pdf

http://www.fpmipa.upi.edu/data/report_activity/9875881844.pdf

http://www.pearsonhighered.com/

http://www.redalyc.org/articulo.oa

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http://www.equip123.net/equip1/.../ParticipatoryTeachingLearning.pdf

http://www.elsolucionario.net/

http://www.cepsifotocopiadora.com.ar/



http://iteslj.org/Techniques/Kayi-

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Moreno. (2003, p.64). Participatory techniques. Retrieved from:

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exo2.pdf

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improve students`speaking. Salatiga. Retrieved from:

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Language. Ibarra, Imbabura, Ecuador. Retrieved from:

http://repositorio.utn.edu.ec/handle/123456789/1732

Tomar, B. (Abril de 2014, p.52). The axiology. Axiology in teacher education,

págs. 51-54. Retrieved from: www.iosrjournals.org

Tudge, & Scrimsher. (2003, p.242). Sociocultural Theory. En D. H. Schunk,

Learning Theories. Boston: Pearson. Retrieved from:


http://www.iirsa.org/admin_iirsa_web/Uploads/Documents/ease_taller08_m6_anexo2.pdf

http://www.iirsa.org/admin_iirsa_web/Uploads/Documents/ease_taller08_m6_anexo2.pdf

http://www.perpus.iainsalatiga.ac.id/docfiles/fulltext/1330538638.pdf




http://repositorio.utn.edu.ec/handle/123456789/1732

http://www.iosrjournals.org/


ANNEX I

68

LEGAL DOCUMMENTS

69

ANNEX II

75

CERTIFICATES

76

ANNEX III

78

79 79

PHOTOGRAPHIC

EVIDENCE

80 80

Tittle: At Rita Lecumberri Experimental High School

81 81

Authors: Leila Dominguez &Lourdes Haro

82 82

Tittle: Surveying to students

Source: Students from 10th year at Rita Lecumberri High School

83 83

Authors: Leila Dominguez &Lourdes Haro English Teacher : Lcda. Karin Alejandro

84 84

Tittle: Observation sheet

Tittle: Academic Vice Rector Msc. Laura Perez

Authors: Leila Dominguez & Lourdes Haro

85 85

Title: Receiving tutorials with our Academic Consultant Msc. Ana Maria Zambrano Garcia.

Authors: Leila Dominguez & Lourdes Haro

ANNEX IV

84

85 85

University of Guayaquil

Faculty of Philosophy, Letters and Science Education

School of Languages and Linguistics

Institution:

Grade:

Section:

Area:

OBSERVATION SHEET

Please mark with an X the level that it is considered pertinent.

Description Yes No

1. - The environment inside the classroom is harmonious.

2. - Students show interest at the beginning of the class.

3. – The teacher uses strategies for learning in group work.

4. - The instructions given by the teacher are clear and precise.

5. - The teacher interacts with the students.

6. - Promotes group activities to develop speaking skill.

7. - The teacher facilitates and supports the development of collaborative activities.

8. - A cooperative environment allow speak to the students fluency.

9. - Students express an interest in the class, attending, participating, and asking questions.

10.-Uses adequate didactic resources for the Speaking skill.

Researchers: Lourdes Haro Guerrero & Leila Dominguez Montiel

86 86

Universidad de Guayaquil Facultad de Filosofía, Letras y Ciencias de la Educación


Guía de Observación

Institución:

Curso:

Sección:

Area:

Porfavor marque con una X el nivel que considere pertinente.

Descripción: Yes No

1.- El ambiente dentro del salón de clases es armonioso.

2. - Los estudiantes están interesados al inicio de las clases.

3. – El profesor utiliza estrategias para el aprendizaje en grupo.

4. - Las instrucciones dadas por el docente son claras y precisas.

5. - El maestro interactúa con los alumnos.

6. - Promueve actividades grupales para desarrollar la producción oral.

7. - El docente facilita y apoya el desarrollo de actividades colaborativas.

8.- Un ambiente cooperativo permite hablar a los estudiantes con fluidez.

9. - Los estudiantes expresan interés en la clase, asistiendo, participando, haciendo preguntas.

10.-Usa recursos didácticos adecuados para la producción oral.

Investigadoras: Leila Domínguez Montiel

Lourdes Haro Guerrero

87 87

Universidad de Guayaquil

88 88

Facultad de Filosofía, Letras y Ciencias de la Educación Escuela de Lenguas y Lingüística

ENCUESTA

Encuesta dirigida a los estudiantes de Décimo año de Educación Básica

General paralelo ― F ―del Colegio Rita Lecumberri.

Objetivo: Determinar la incidencia de las técnicas participativas en el

desarrollo de la producción oral.

Escala de Likert

Totalmente de acuerdo (5)

De acuerdo (4)

Indiferente (3)

Desacu erdo (2)

Muy en desacue rdo (1)

5 4 3 2 1 1- La materia de inglés es fácil.

2- Las clases de inglés son interesantes,

3- Tengo facilidad para hablar en inglés.

4- Creo que puedo mejorar mi habilidad oral.

5- Me gusta participar en las clases de inglés.

6- El docente aplica actividades grupales dentro de sus clases.

7- Me gusta trabajar en actividades grupales.

8- Practico el idioma inglés en otros lugares.

9- Mi profesor domina la materia.

10-Es importante que el profesor utilice una guía didáctica con técnicas participativas.

11- Mi profesor se muestra entusiasta para la enseñanza.

12- Mi profesor promueve la participación de los estudiantes.

13- Mi profesor de inglés refuerza sus clases.

14 -Tengo dificultad para hablar en inglés y pido ayuda al maestro.

15- . Mi profesor de inglés utiliza diferentes tipos de materiales didácticos.

89 89


90 90



SURVEY

Survey directed to 10th grade students General Basic Education at

Rita Lecumberri shift ―F ―Public High school.

Objective: To determine the incidence of the participatory techniques

in the development of speaking skill.

Likert scale

Totally agree (5)

Agree (4)

Indifferent (3)

Disagree (2)

Strongly disagree

(1)

Statements 5 4 3 2 1 1- English subject is easy

2- The English classes are interesting.

3- I have facility to speak English.

4- I think. I can enhance my speaking skill.

5- I like to participate in English classes.

6- The teacher applies group activities inside her classes.

7- I like to work in group activities .

8- I practice the English language in another place.

9- My teacher dominates the subject.

10- It is important that the teacher use a Didactic guide with participatory techniques.

11- My teacher is shown enthusiastic to the teaching.

12- My teacher promotes the students´ participation.

13- My teacher reinforces her classes.

14 - I have difficult for speaking skill and I ask for help to the teacher.

15- My teacher use different types of didactic resources.

89

90




INTERVIEW

This interview is directed to the English teacher of the 10th General

Basic Education Shift ―F ‖at ―Rita Lecumberri ‖ Public High School.

Objective:

To determine the incidence of the participatory techniques in the

speaking skill.

1- What are the main difficult that the students present in the process of

learning English?

2- Which are the weaknesses that the students have at the moment of

speaking?

3- How do you considerer your student‘s speaking skill level is?

4- According to you, Why is important the uses of new strategies to the

speaking skills?

5- What do you think about group activities?

6- How often do you apply group activities?

7- What are the characteristic that the students present in the Work

group?

8- How do you asses the speaking skill in your students?

9- Do you apply any other resources beside the textbook provided by the

Government for teaching the Speaking skill?

10-Do you think that a didactic guide with participatory techniques will help

you, Why?

Interviewers: Lourdes Haro Guerrero

Leila Domínguez Montiel

Universidad de Guayaquil Facultad de Filosofía, Letras and Ciencias de la Educación


ENTREVISTA

Esta entrevista está dirigida a la profesora de inglés del Décimo año de

Educación Básica General Paralelo ―F‖ del Colegio "Rita Lecumberri‖.

Objetivo: Determinar la incidencia de las técnicas participativas en la

habilidad de hablar.

1- ¿Cuáles son las principales dificultades que los estudiantes presentan en

el proceso de aprendizaje del inglés?

2- ¿Cuáles son las debilidades que tienen los estudiantes en el momento de

hablar?

3- ¿Cómo consideras el nivel de la producción oral de sus estudiantes?

4- Según usted, ¿Por qué es importante el uso de nuevas estrategias para la

producción oral?

5- ¿Qué piensas de las actividades grupales?

6- ¿Con qué frecuencia aplica actividades grupales?

7- ¿Cuáles son las características que los estudiantes presentan en el grupo

de trabajo?

8- ¿Cómo evalúas la producción oral en tus estudiantes?

9- ¿Se aplican otros recursos al lado del libro de texto proporcionado por el

Gobierno para enseñar la producción oral?

10- ¿Crees que una guía didáctica con técnicas participativas te ayudará,

¿Por qué?

Entrevistadoras: Lourdes Haro Guerrero

Leila Domínguez Montiel

91

ANNEX V

92

Didactic guide

Development of

Participatory

Techniques for

Speaking Skills

Aligned with English Level A2.1 10th year GBE Rita Lecumberri High School

Written by: Leila Dominguez Montiel Lourdes Karina Haro Guerrero Consulting Reviewer and Thesis Advisor: Msc. Ana María Zambrano García

1

Teach the content before using it.

Explain the activity.

Break the class up in groups.

Give an example with a group of learners.

Start with the exercises when the teacher says.

INSTRUCTIONS

Objective: To make clear the purpose and use of PARTICIPATORY TECHNIQUES.

Type of exercise : Participatory Techniques

Name : Exercises for the development of speaking skills through the

use of participatory techniques

Skills : Speaking

Description :

This is a group and individual task focused on different types

of activities that are explained with the instructions to follow in

order to make sentences, practice structure or communicate

properly.

Objective :

To use exercises to motivate students and improve their

speaking skill.

Instructions :

Resources : Flashcards, markers and sheets, vocabulary charts, wall

charts, etc.

Rules :

Learners have to listen carefully to the teacher‘s rules.

One student in the group has to raise his/her hand to start

the activity or answer with the correct sentence or answer

once he/she finishes and is asked to do so by the teacher.

If the student does not answer properly, another group will

have the chance to do it.

Suggestions :

In order to develop speaking skills in conversations, learners

can address themselves the words and dialogues found in all

the groups in their notebooks.

TABLE OF CONTENT

Cover Page

Instructions………………………………….1

Table of content…………………………….2

Introduction and Recommendations …….3

Unit 1 Science and technology

Activity 1 A changing World………..5

Activity 2 Creative Ideas in History..6

Activity 3 Inventions All around…....8

Activity 4 Accidental inventions…..10

Unit 2 Travel and Adventure

Activity 1 Vacation Time……….…..…13

Activity 2 Extreme Vacation……….…15

Activity 3 Holiday Activities…...…….. 16

Activity 4 Describe a place……………18

Unit 3 Hobbies, Leisure and

Entertainment

Activity 1 Hobbies…………………..21

Activity 2 Leisure activities……..….22

Activity 3 Choice and Commitment.23

Activity 4 Daily routine……………..25

Unit 4 The World is the Limit Activity 1

Amazing Facts Around the

world..................................................….27

Activity 2 Some Countries and Their

Records…..……….……………………....28

Activity 3 Guinness World Records…….29

Activity 4 Superlative………….…………30

Unit 5 Jobs and Occupations

Activity 1 Unusual Occupations……32

Activity 2 Career Choices…………..33

Activity 3 the Job Market…………...34

Activity 4 Creative Thinking……..….35

Unit 6 Life Achievements Activity 1

Inspirational Young

People………………………………..37

Activity 2 A life of achievements…..38

Activity 3 Inspirational Lifelong

Learners……………………………...39

Activity 4 A moment of truth………..40

2

3

INTRODUCTION

The following guide will help Students improve the Learning Process

about the English Language and catch the interest. The guide is easy

and understandable; it‘s also based on participatory techniques which

are useful to create a good environment in the classroom. The guide

provides the teachers many techniques that can motivate them into

feeling comfortable and confident to engage in conversations and adapt

to speaking skills, but there are some items which teachers need to take

into consideration to make students reach utter understanding. It is

extremely important to follow some recommendations.

Teachers need to consider

o Knowing the learners level and vocabulary proficiency.

o Motivating learners to do each active strategy.

o Dividing the class into groups when it is necessary.

o Explaining learners what they are going to do.

y

U

N

I

T

Breakthroughs in 1

Science and Technolog

4

Project:

A Changing World

Activity # 1 Objective: To give accounts of past events. Time: 10 minutes Participants: 4 or 6 students Types of techniques: Buzz group

Step 1: -Work in groups and associated ideas with ―virtual reality‖ for 2 minutes. Spend another 5 minutes or less discussing the words in ideas together.

Step 2

www.bbc.com

Do you agree in computers and technology?

Step 3

Discuss: What might be some other reasons for computer simulations? Why

do you think so? Brainstorm three possible ideas and share them with a

group of students. Decide which are the most likely to take place and their

interest?

Vocabulary:

Use the verbs in simple past

Do take make type run copy paste search let

allow

Touch analize print scan move activate inactive

Get together in groups. Research an inventor or invention you think is

interesting.

Find relevant information and share with the rest of the class.

5

http://www.bbc.com/

Creative Ideas in History

Activity # 2

Objective: To ask for and give information.

Time: 10 minutes

Participants: 2 students.

Type of technique: Role-plays

Step 1: In this activity students tell the story about Facebook.

www.educacion.gob.ec

Dialogue:

de.123rf.com

Student A: Do you have a Facebook account?

Student B: Yes, I do. Do you have one?

Student A: Yes. What is yours like? Are you using your

name or an alias?

6

http://www.educacion.gob.ec/

https://de.123rf.com/photo_53227900_gruppe-von-freunden-h-ngen-unter-ihnen-mit-einem-laptop-in-einem-caf-heraus-gl-ckliche-junge-leute-i.html

Student B: I am using my name as the title of my account

so people could find me easier.

Student A: I am the same way. I hate when people use alias

and even have a different picture on their profiles.

Student B: Yes, I know. It is pretty annoying.

Student A: Yes, it is.

Now talk about the information in the reading with your

partner. Create a dialogue like the one above.

Student

A:

Student B:

Student A:

Student B:

Student

A:

Student B:

Student A:

Student B:

Step 2

Students can tell the purpose or reasons for the invention.

Step 3

Talk to your partner about your Facebook experience in your

own words

7

Inventions All Around

Activity # 3

Objective: To use question words.

Time: 15 minutes

Participants: 4 students

Type of technique: Question and answer.

Step 1: This is a worksheet for students where they will have to talk about

the inventions.

www.teachingtruffles.com/pre-intermediate-lessons.

Step 2: READ ABOUT THE FOLLOWING INVENTORS AND ANSWER

THE QUESTIONS:

With the KODAK Camera in 1888, George Eastman put down the

foundation for making photography available to everyone. Pre-loaded with

enough film for 100 exposures, the camera could be easily carried and

handheld during operation. It was priced at $25. After exposure, the whole

camera was returned to Rochester.

Randice-Lisa "Randi" Altschul (born 1960) is an American toy inventor

based in Cliffside Park, New Jersey. She is an inventor of the first

disposable cellphone. She began inventing in 1985 and by age 26 became

a millionaire.

8

http://www.teachingtruffles.com/pre-intermediate-lessons

The inventor of the World Wide Web and one of Time Magazine‘s ‗100 Most

Important People of the 20th Century‘, Sir Tim Berners-Lee is a scientist

and academic whose visionary and innovative work has transformed almost

every aspect of our lives. He invented the Web in 1989.

Typists who are prone to making mistakes when using old-fashioned

typewriters or word processors have Bette Nesmith Graham to thank for

creating one of the most simple, yet lifesaving inventions in all of office-

supply history: Liquid Paper.

Inventors: Inventions: George Eastman Liquid paper Randi Altschul WORLD WIDE WEB

Tim Berners Lee Camera Bette Nesmith Graham Disposable cell phone

Vocabulary:

Question words: Where What Why Who When How

Project:

Get together in groups. Research an inventor or invention you think is

interesting.

Find relevant information and share with the rest of the class.

9

http://webfoundation.org/about/vision/history-of-the-web/

Accidental Inventions

Activity # 4

Objective: To use time expressions.

Time: 15 minutes


Type of technique: Describing picture .

Step 1: Students can tell a short story about the pictures according to what

they see. Do not forget to introduce some connectors so that they can start

talking about it to the class or their partners.

www.rumsey.com/article/ www.slipperbrick.com

www.arizonfoothills.com www.officedepot.com

10

http://www.rumsey.com/article/

http://www.rumsey.com/article/

http://www.arizonfoothills.com/

http://www.arizonfoothills.com/

Students can use the following connectors

to tell the story about Inventors.

First

Then

Next

Finally

Step 2

Explain the following inventions in pairs. They can choose any

invents from this list and they should explain the positive and the

negative effects. Students should talk in two minutes about each

invention.

The Internet 1969

Light bulb 1906

Telephone 1876

Refrigerator 1850

Braille 1829

Thermometer 1593

Microscope 1590

Printing 1440

11

'

Travel and Adventure

12

U

N

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T

2

'

Vacation Time

Activity # 1

Objective: To tell past experiences.

Time: 25 minutes


Type of technique: Questions and answers.

Step 1: -In this exercise, notice that you can talk about what is their

favorite place spend their vacation.

www.pinterest.com

13

http://www.pinterest.com/

Step 2: In groups, students retell their favorite place to spend a good vacation.

Questions: Where will you go first? Where after that? And last?

How will you get to each place? What kind of transportation will you use?

When will you go? What will the weather be like then?

How long will you be staying in each place?

Where will you stay in each place — in a hotel or hostel, with friends or family, or at a campground?

What fun activities will you do? What landmarks will you visit?

What kind of food are you going to eat? Will you cook your own food, or eat in restaurants?

What should you pack? What will you need to bring with you?

How much money do you think you will need for food, lodging, and other expenses?

What will you bring back home with you, as souvenirs or presents?

14

Extreme Vacation

Activity # 2

Objective: To narrate past anecdotes and unfortunate happenings.

Time: 10 minutes


Type of technique: Brainstorming

Step 1: Students can speak about the effects of extreme vacations.

Vocabulary:

Climb a rock

Crash into a tree

Wait for the doctor

Put a cast on

Step 2: Students should order the story using the following sequence

connectors to determine the order of events:

After that First Finally

Then

15

Holiday Activities

Activity # 3

Objective: To talk about holiday activities.

Time: 10 minutes

Participants: Pairs

Type of technique: Role plays

Step 1: In this activity students can talk about the holiday activities.

Answer the following questions about holidays in your country:

1. What are the most remarkable holidays in your country?

2. How are these remarkable holidays celebrated in your town?

3. Are they also celebrated in other parts of the world?

4. Are there any type of special food prepared for any type of

holiday in your country?

5. Are there any types of traditions or customs that people follow

in any particular holiday in Ecuador?

6. Which places in Ecuador would you recommend tourist to visit

and on which dates?

16

Step 2:

Teacher prepare the activities and explain the rules.

Students should prepare an oral exposition in which includes the holiday

activities and they can use images in wall charts from their vacations.

Vocabulary:

Swim

Ride

Hike

Camping

17

Describe a place

Activity # 4

Objective: To describe a place.

Time: 15 minutes


Type of technique: Picture description

Step 1: Students can describe the following place.

Step 2:

Students should describe their favorite place expressing their

ideas in details:

Describe a place that you enjoy visiting.

You should say:

Where the place is

What you can see and do there

How it has changed since you first visited it and explain

why you enjoy visiting this place.

Example:

I love going to Central Park in Manhattan, the city better

known as New York City. I love going there because in the

18

summer time it is a jungle inside a city. It has many places

to go to that are naturally preserved. There are games for

children, ponds and lakes, hiking routes and even a

bicycle track all around the park. It is a special habitat of

its own. There are also shows that are in a wide variety,

from musicals, musicians playing their own instruments,

comedians, puppet shows and other types of

performance. There are also snack bars and other place

where all types of special food is sold. It is my special

place to visit when I am in New York.

19

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3

20

Hobbies

Activity # 1 Objective: To talk about hobbies.

Time: 25 minutes

Participants: 2 students Types of techniques: Questions and answers-Role plays

Step 1: Compare and contrast: In this activity you must have introduced the

connectors ―and‖, ―but‖ to connect the ideas, in this case students are going

to compare the hobbies with their partners. .

Teacher should prepare the following:

Take one minute to prepare a talk on the following subject.

Take notes if you like and remember to include reasons and

examples.

You should then speak for between one and two minutes.

Describe a hobby you enjoy.

You should say:

How long you have been doing it

How often you do it

What benefits you get from it and explain why you enjoy it.

Step 2:

In the following speaking activity, students work in pairs but in this

exercise, the role play is about the famous person‘s Hobbies/Free

time activities. The interviewer should start with greeting the famous

person and then lead the conversation toward hobbies and free time

activities. As half of the class are prepared for the interviewer‘s role

and the other half for the Famous Person‘s role, you can randomly

choose two students from each role and pair them up with two

students from the other role.

21

an indoors activity

Leisure activities

Activity # 2

Objective: To talk about leisure activities.

Time: 15 minutes


Type of technique: Questions and answers.

Instruction: Students can also ask about their leisure activities.

Step 1

What is your hobby? And why?

Speak about how much you like your hobby

Give reasons for your preferences

Make comparisons between your preferences and your partner‘s

Talk about consequences

Vocabulary:

a film

a book

a song/piece of music

a picture

a TV program

a game/sport

an indoors activity

an outdoors activity

22

Choice and Commitment

Activity # 3

Objective: To express agreement or disagreement about controversial

topics.

Time: 10 minutes.

Participants: 2 students.

Type of technique: Role plays.

Step 1: In this activity, students are discuss in pairs about a

controversial topic.

Student A:

You are a scientist. You believe in the Big Bang Theory. Spend a minute

thinking of reasons why science is the best explanation for life on earth.

Your partner will start the conversation.

Student B:

You don‘t believe science can explain this wonderful universe. The world

was clearly designed by someone. Spend a minute thinking of reasons to

support your argument. Start the debate by asking your partner what

he/she thinks of the Big Bang Theory.

23

Step 2:

Student A:

You repair cars as a hobby. Your neighbor wants to speak with you.

Student B:

Your neighbor moved to the neighborhood a two months ago.

Since then, he has filled his yard with old car parts and broken

machines. He has old cars in his driveway and parked on the street.

He also doesn‘t cut his grass. His yard is a mess, and it makes the

neighborhood look really bad. Knock on his door and try to

convince him to clean it up.

www.pinterest.com

24


25

Daily routine

Activity # 4

Objective: To tell about daily routine.

Time: 10 minutes



Step 1: Students can tell their daily routine and share their ideas with the

rest of the class.

26

U

N

The World is the I

Limit t

4

27

Amazing Facts around the World

Activity # 1

Objective: To talk about landmarks and compare them.

Time: 20 minutes


Step 1: Students will be able to make comparisons about places and

people.

Type of technique: Round table

Step 2: Students in group, you should talk about amazing fact around the

world. Eg. The highest mountain in the world or the longest river in America.

Step 3:

To develop the activity, students can use informal conversations going, use

expressions like you know, look, like this, etc.

Get together as a group. Decide to talk about one of the following topics

from the chart.

Sport person

Movie star Person in history

A scientist A politician

Some Countries and Their Records

Activity # 2

Objective: To talk about countries and their records.

Time: 20 minutes


Type of technique: Round table

Step 1: Students can talk about some countries and their world records.

Step 2:

Students analyze in groups Mount Everest. They should answer the

following questions:

In what country is mount Everest located?

What side of the mountain should you climb on?

How long does it take to climb Mount Everest?

How many people have died climbing Mount Everest?

28

29

Guinness World Records

Activity # 3

Objective: To have informal conversation making comparisons.

Time: 15 minutes



Step 1: Once your students finish any particular activity, ask your students

to summarize the activity with their own words and make a picture of what

they understood about it.

Step 2:

Students can explain about the Guinness Record and they can remember

the most popular Records around the world.

They can use the comparison words:

Exciting

Interesting

Relaxing

Popular

Extremely

Amazing

Outstanding

Unique

Notorious

Special

Distinguished

Superlative

Activity # 4

Objective: To use superlative in answers

Time: 10 minutes


Type of technique: Questions and answers).

Instruction: In this speaking activity student can use the following

questions to develop with their social environment

Step 1: Answer the following questions using the superlative.

30

U

Jobs and Occupations N

I

t

5

31

2

Unusual Occupations

Activity # 1

Objective: To talk about occupations and professions.

Time: 20 minutes

Type of technique: Buzz group

Instruction: Students should in buzz group and express ideas about jobs

and occupations.

Step 1:

In this activity, students should form teams of 4 to 6 students.

Procedure: Ask group members to exchange ideas in response to the

prompts.

3

Career Choices

Activity # 2

Objective: To talk about career choices.

Time: 15 minutes


Type of technique: Questions and answers

Instruction: Students may work in groups and analyze their career

choice.

Step 2:

Students might create a dialogue and have all the group members

participate and develop the activity with the following questions:

What job do you like?

What about you? What job do you like?

They can build answers using:

I think being a _

It is really (superlative)

Because you…..

In addition, you……

You should…………..

For example, you…….

33

4

The Job Market

Activity # 3

Objective: To talk about experience in job market.

Time: 10 minutes



Instruction: Students should talk about job market.

Step 1:

According to the Jonathan`s story, students can create a simulation about

someone which have a market in house and analyze the possible

advantages and disadvantages about to work with the family.

Step 2:

Next class, each group should form a graphic with percentages that

includes the following items:

Logical reasoning

Language skills.

Social skills.

Creative skills

This is an oral exposition, and they can talk 5 minutes in front of the

class.

3

Creative Thinking

Activity # 4

Objective: To make predictions.

Time: 10 minutes



Instruction: Students can use the future ―will‖ to make predictions or

announce decisions.

Step 1:

In group of four students, they talk about the career using the question:

What will you probably study in the future? I will probably study……………..

Where do you see yourself in 5 years?

What type of occupation will you have in 5 years?

Step 2:

If students answer in negative form, they should use:

I will not-I won`t

You will not- you won‘t

She/he/it will not- She/he/it won‘t

We will not- we won‘t

They will not- They won‘t

35

U

N

I

t

6

Lifetime

Achievements

36

Inspiring Young People

Activity # 1

Objective: To talk about inspiring young people

Time: 15 minutes


Type of technique: Picture describing.

Instruction: Students associate words with pictures to remember them

better.

Step 1:

In picture describing, students work in groups and each student describes

the picture about inspiring young people. This activity is similarly with role-

plays, but in this case, they use a picture.

The rest of the students can identify the picture and they answer why do

they admire this person? And what that person has achieved in the life?

37

A Life of Achievements

Activity # 2

Objective: To talk about achievements

Time: 25 minutes


Type of technique: Buzz group

Instruction: Find information about Nobel Prize Winners.

Vocabulary:

Use the verbs in past participle

For example: Mother Teresa of Calcutta won the Nobel Peace Prize in

1979. She was born in Macedonia. She has helped poor people.

38

9

Inspirational Lifelong Learners

Activity # 3

Objective: To describe people personal characteristics and abilities.

Time: 15 minutes



Instruction: Organize the events of your Nobel Prize Winner. (Project)

Step 1:

Express the dates and place of his birth and death.

Information about family

What did he do in his life?

Major events and accomplishments

What did he discover/create or invent?

Interesting information about life.

Step 2:

Use the reflect grammar:

Subject pronouns (I, You, He, She, It, We, And They)

Object pronouns (me, you, him, her, it, us, and them)

3

40 40

Possessive adjectives (my, your, his, her, its, our, their)

A Moment of Truth

Activity # 4

Objective: To talk about school life.

Time: 10 minutes


Type of technique: Picture describing.

Instruction: Students can talk about their school life

Step 1:

Students show pictures about their school life.

Step 2:

They can talk about:

Their characteristics, their favorite subject, their favorite teacher

Their abilities in school, their friends, their classes

Their goals, their after school plans, university

41 41

Possible Answers

Activity 1

Unit 1

1. Do you agree in computers and technology?

Yes/no depending of the viewpoint in each student.

2. What might be some other reasons for computer simulations?

Why do you think so?

Print-scan-copy-search

3. Find information about inventor and invention using the verbs

in simple past.

Activity 2:

Students tell about Facebook.

Express their ideas about the co-creator of Facebook.

Activity 3:

1. George Eastman- Camera

2. Randi Altschul-Disposable cellphone

3. Tim Bernes Lee-World Wide Web

4. Bette Nesmith Graham-Liquid paper

Activity 4:

1. Light bulb-Thomas Alva Edison

2. Radio-Guillermo Marconi

3. Coca cola-John Stith Pemberton

4. Liquid paper-Bette Nesmith Graham

5. The internet-Tim Berness Lee

6. Telephone-Alexander Graham Bell

7. Refrigerator-Jacob Perkins

8. Braille-Louis Braille

9. Thermometer-Galileo Galilei

10. Microscope-Zacharias Jansen

11. Printing-David Edward Hughes

42 42

Activity 1:

Unit 2

Work in groups and talk about their favorite place to spend

vacations.

Use short and long answers.

Activity 2:

First, he climbed a rock then, he crashed into a tree. After that, he

waited for the doctor and finally, the doctor puts a cast on his arm.

Activity 3:

1. What are the most remarkable holidays in your country?

The most remarkable holidays in my country are……………..

2. How are these remarkable holidays celebrated in your town?

These remarkable holidays celebrated in my country…………….

3. Are they also celebrated in other parts of the world?

Yes/No answers.

4. Are there any type of special food prepared for any type of

holiday in your country?

Yes, there are special food in holiday.

5. Are there any types of traditions or customs that people follow

in any particular holiday in Ecuador?

Yes, there different types of traditions and customs in holiday.

6. Which places in Ecuador would you recommend tourist to visit

and on which dates?

Salinas, Montañita, Cuenca, Quito-in vacations.

Activity 4:

Describe the most interesting place that you have visited in the past.

Tell past experiences using verbs in simple past.

Met-Knew-Visited

43 43

Activity 1:

Unit 3

Connect the ideas using and or but and explain their hobbies.

Prepare a role-plays about hobbies and interchange the role.

Activity 2:

Talk about leisure activities.

Use questions words and short answers.

Activity 3:

Create a controversial dialogue with your partner and find a solution

to the problem.

Activity 4:

Daily routine:

Wake up-Take a shower-Have a breakfast-Walk for the dog-Have

lunch-Have dinner-Work.

Activity 1:

Unit 4:

Decide what students interpret this people in a dialogue.

Sport person

Movie star Person in history

A scientist A politician

Activity 2:

In what country is Mount Everest located?

It is located in the Himalaya in the Asiatic Continent.

What side of the mountain should you climb on?

Nepal.

How long does it take to climb Mount Everest?

8 hours and 10 minutes.

How many people have died climbing Mount Everest?

44 44

240 people.

Activity 3:

The world Guinness Record is a reference book published annually

about human achievements and the extremes of the natural world. In

this year, the book had been published in 100 countries and 23

languages.

The most amazing Guinness Record is the tallest man and the short

man in the world. Their names are: Sultan Kosen and Chandra

Bahadur Dangi. They had been met on November 13th 2014 in the

Hospital St Thomas in London, in the sixtieth birthday of the Record

Guinness.

Activity 4:

Use the superlative form to answer the questions.

The most generous person you had met……..

The most expensive restaurant you had been……………

The best film you had ever seen……………………..

The worst book you had ever read………………………

Activity 1:

Unit 5

Talk about unusual jobs and professions.

Teacher

Engineer

Doctor

Nurse

Supervisor

Actor

Actress

45 45

Activity 2:

What job do you like?

I think being a doctor/nurse/singer etc.

What about you? What job do you like?

I think being a _

It is really (superlative)

Because you…..

In addition, you……

You should…………..

For example, you…….

Activity 3:

Job market.

Advantages Disadvantages

Experience Earn money Independence

Few time to study Not have free time To mix the family business with the personal life.

Activity 4:

What will you probably study in the future?

I will probably study……………../I will not

Where do you see yourself in 5 years?

I will see myself in a…………………..

What type of occupation will you have in 5 years?

I will be in 5 years……..

46 46

Activity 1:

Unit 6

Will Smith was born in Philadelphia, Pennsylvania, in 1968. He starred

on the sitcom The Fresh Prince of Bel-Air. He was felicitated with the

Blockbuster Entertainment Award in the favorite actor category, for

Independence Day, Men in Black and Enemy of the State.

Activity 2:

In 1950, she founded the Missionaries of Charity, a Roman Catholic

religious congregation which had over 4.500 sisters and was active in

133 countries. Mother Teresa received a number of honors, including

the 1962 Ramon Magsaysay Peace Prize and 1979 the Nobel Peace

Prize.

Activity 3:

Albert Einstein was born on March 14th in 1879. He was a German

mathematician and physicist who developed the special and general

theories of relativity. He grew up in a secular Jewish family. His father,

Herman Einstein, was a salesman and engineer who, with his brother

founded Elektrotechnische Fabrik J. Einstein. Albert`s mother, the

former Pauline Koch, ran the family household. Einstein had one

sister, Maja, born two year after him.

He is one the most influential physicists in the 20th century. He won

his Nobel Lecture on July 11th in 1923 in Gothenburg, Sweden. He died

on April 18th in 1955 in Princeton, New Jersey, Usa.

Activity 4:

Subject: Maths, History, Science, English, Geography……..

Favorite teacher:……………………………..

Friends…………………………………………

Goals……………………………………………

BIBLIOGRAPHY

Cover:

www.educagratis.cl

Cover Unit 1

www.famousinventors.org

Cover Unit 2

www.toitravel.com

Cover Unit 3

www.dreamstime.com

www.fotolia.com

www.abs-cbnlifestyle.com

www.adobestock.com

www.adobestock.com

www.portadadsimplelife.com

Cover Unit 4

www.livewallpapers.mob.org

www.wordpress.com

Cover Unit 5

www.pinsdady.com

Cover Unit 6

www.elpaís.com

www.sport.es

www.prensalibre.com

www.granadahoy.com

www.cvclavoz.com

www.rockinswarm.com

http://www.educagratis.cl/

http://www.famousinventors.org/

http://www.toitravel.com/

http://www.dreamstime.com/

http://www.fotolia.com/

http://www.abs-cbnlifestyle.com/

http://www.adobestock.com/

http://www.adobestock.com/

http://www.portadadsimplelife.com/

http://www.livewallpapers.mob.org/

http://www.wordpress.com/

http://www.pinsdady.com/

http://www.elpaãs.com/

http://www.sport.es/

http://www.prensalibre.com/

http://www.granadahoy.com/

http://www.cvclavoz.com/

http://www.rockinswarm.com/

www.bbc.com www.studyblue.com

www.LOS40.com

www.pinterest.com

www.bbc.com/mundo/noticias/

www.pinterest.com

www.westgatereservations.com/es

www.daysoftheyear.com/days/take-a-hike-day

www.google.com

www.jack.org/ride

www.rockclimbinggym.net

www.dailymail.com

www.artizans.com/image

www.youtube.com/watch?v=uQZWTD_WVA&psig=AFQjCNEXzlaJ9O_EQ

tyBTpQWiT59MHsDGw&ust=1503617172703407

www.pinterest.com

www.britannica.com

www.kathmandupost.ekantipur.com

www.losandes.com.ar

www.cristinacabal.com/speakinggrammar/questionsuperlatives.pdf

www.educacion.gob.ec/librosdetexto/

www.funstuff.com

www.biografiasyvidas.com/biografia/e/eastman_george

www.wipo.int/pct/en/inventions/inventors/altschul

www.qeprize.org/createthefuture

http://www.bbc.com/

http://www.studyblue.com/

http://www.los40.com/


http://www.bbc.com/mundo/noticias/


http://www.westgatereservations.com/es

http://www.daysoftheyear.com/days/take-a-hike-day

http://www.google.com/

http://www.jack.org/ride

http://www.rockclimbinggym.net/

http://www.dailymail.com/

http://www.artizans.com/image

http://www.youtube.com/watch?v=uQZWTD_WVA&psig=AFQjCNEXzlaJ9O_EQtyBTpQWiT59MHsDGw&ust=1503617172703407

http://www.youtube.com/watch?v=uQZWTD_WVA&psig=AFQjCNEXzlaJ9O_EQtyBTpQWiT59MHsDGw&ust=1503617172703407


http://www.britannica.com/

http://www.kathmandupost.ekantipur.com/

http://www.losandes.com.ar/

http://www.cristinacabal.com/speakinggrammar/questionsuperlatives.pdf

http://www.educacion.gob.ec/librosdetexto/

http://www.funstuff.com/

http://www.biografiasyvidas.com/biografia/e/eastman_george

http://www.wipo.int/pct/en/inventions/inventors/altschul

http://www.qeprize.org/createthefuture

www.lemelson.mit.edu/resources/bette-nesmith

www.blogthinkbig.com/internet-and-the-world-wide-web

www.delfi.lt/archive/vienkartiniai-mobilieji-telefonai-gera-mintis

www.neotres.com/corrector-frasco-liquid-paper-

www.theenghishstudent.com

www.quoteshunter.com

www.citizengo.com

http://www.lemelson.mit.edu/resources/bette-nesmith

http://www.blogthinkbig.com/internet-and-the-world-wide-web

http://www.delfi.lt/archive/vienkartiniai-mobilieji-telefonai-gera-mintis

http://www.neotres.com/corrector-frasco-liquid-paper-

http://www.theenghishstudent.com/

http://www.quoteshunter.com/

http://www.citizengo.com/