University of Guayaquil

FACULTY OF PHILOSOPHY, LETTERS AND

EDUCATIONAL SCIENCES

School of Language and Linguistics

EDUCATIVE PROJECT
Previo a la obtención del Título de Licenciado
Mención en Lengua y Lingüística Inglesa
TOPIC
BASIC GRAMMAR TEACHING TECHNIQUES IN
ORDER TO PROMOTE THE ELEMENTARY
ENGLISH LEARNING
PROPOSAL
DESIGN OF A HANDBOOK WITH EXERCISES
ABOUT BASIC ENGLISH GRAMMAR
AUTHOR:
VICENTE FERNANDO MEDINA BARREIRO

TUTOR:
MSc. ALFONSO SÁNCHEZ

Guayaquil – Ecuador
2018
 UNIVERSIDAD DE GUAYAQUIL

Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Lingüística

Directivos

MSC. Silvia Moy-Sang castro MSc. Wilson romero Dávila

DECANA SUBDECANO
DE LA FACULTAD DE FILOSOFIA DE LA FACULTAD DE FILOSOFÍA

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena

DIRECTOR DE LA ESCUELA DE LENGUAS SECRETARIO GENERAL
 DEDICATION

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

support and motivation and because they are the reason

of my life.

To my father: Francisco Vicente Medina Reyes and

My family who are the motivation to reach my goals

To my dear Directors: Lcda.Raquel Yagual Cochea

and to my new boss Josó Moran Cajías who gave me

reliance and their friendship.

Vicente Medina

III
 ACKNOWLEDGEMENT

To God for His great blessings, wisdom and his

daily protection, to my family because they

support me in each step of my life.

To my tutor Msc.Alfonso Sánchez who guided me

during the development of this research and

shared his knowledge and wisdom with me.

To my English teacher, MSc, Glenda Morales for

her help and teachings to always excel in my

career.

Vicente Medina Barreiro

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3
4
 EDUCATIVE PROJECT

DEDICATION

ACKNOWLEDGEMENT

CONTENTS

INTRODUCTION

CHAPTER 1: THE PROBLEM

Location of the problem in context

Problem situation

Causes and consequences

Delimitation of the problem

Formulation of the problem

Variables

Evaluation of the problem

General objectives

Specific objectives

Questions of the investigation

Justification

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CHAPTER 2: THE THEORETICAL FRAME

Antecedents

Theoretical foundation

Epistemological foundation

Pedagogical foundation

Sociological foundation

Legal frame

Contextual frame

Administrative aspect

Human talents

Glossary

CHAPTER 3: METHODOLOGY

According with the objectives

For its purpose

Types of investigation

Levels of the investigation

The procedure of the investigation

Instruments of the investigation

Methods

Observation

Inductive

Deductive

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Heuristic

Scientific

Analytical

Techniques

Direct Observation

Interview

Survey

Population

Sample

Surveys

Statistics

Conclusions

Recommendations

Analysis of results

Resources

Human talent

Materials

Electronics

Expenses

Chronogram

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CHAPTER 4: THE PROPOSAL

Antecedents

Justification

Diagnostic synthesis

The fundamental problem

General objectives, Specific objectives

Importance, Feasibility

Description of the proposal

Application of the proposal

Human and economic resources

Material

Location

Legal aspect, Sociological aspect

Pedagogical aspect, Psychological aspect

Vision, Mission, Policies

Beneficiaries

Social impact

Glossary

Bibliography

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

This Project is focused in solving the lack of learning about basic English
grammar in the students of eighth and ninth course of basic education
at Paraiso de la Flor public high school,now called 26 de noviembre
public high school, the students of this instituction the year before school
year 2013-2014 they did not receive English lessons because of
government policy .They were not taught English subject in their primary
years , for that reason most of them flunked and they did not approve the
school year 2012-2013.So the lack of motivation and the low economic
situation of their relatives made the situation got worse. It is a lot of
importance that English teacher try to motivate and apply new teaching
techniques about basic grammar, at the moment when I made the
investigation about the problem of not learning of Elementary English in
those students of those basic years .That is why I decide to design a
handbook with exercises about basic grammar with the same topics
about the new English books of the government .So I suggested to the
English teachers to start applying the new methods and strategies to use
better the English handbook .for better results thinking about the new
methods and strategies used nowadays about the needs of using the
English as second language in Ecuador. According to the Common
European framework used in Europe and USA.

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

RESUMEN

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

aprendizaje de gramática básica que tenían los estudiantes del octavo y
noveno año de educación básica en la Unidad educativa fiscal Paraíso de
la Flor, ahora llamada Unidad educativa Fiscal 26 de Noviembre, en cuya
institución los estudiantes por motivo de política gubernamental en los
años previos al periodo escolar 2013-2014 ellos no habían recibido la
asignatura de inglés en los años de educación básica elemental y por
cuya razón muchos de ellos reprobaron el año escolar 2012-
2013.Ademàs de la falta de motivación, y el bajo nivel económico de sus
padres empeoraron la situación. Por lo que es de mucha importancias que
los docentes de inglés de la institución traten de motivar y aplicar nuevas
técnicas de enseñanza de gramática básica, ya que al momento de
realizar la investigación del problema pude darme cuenta cual era el
problema de no aprendizaje del inglés elemental en esos años
bàsicos.Razòn por la que decidí proponer el diseño de un manual de
gramática básica con los mismos temas gramaticales a ver en esos años
básicos de acuerdo a los nuevos libros del gobierno. Además se sugirió
que los docentes de inglés empezaran a usar los métodos y estrategias
que cité en el proyecto para mejor aplicación del manual de gramática
elemental por que las nuevas necesidades de enseñanza del inglés como
segunda lengua en el Ecuador lo amerita según el marco común de
referencia de los niveles de enseñanza de este idioma en Europa y USA.

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 INTRODUCTION

The present research project is valuable because it contributes to the

assimilation of the use of the language in local context, incorporating the
new levels of English according to the European framework in the
Ecuadorian education. Level A.1.2, Focusing in basic grammar simple
tenses about that level in the ninth basic year.
In that Institution there was not any project applied in the field of
developing grammar skills in English, which present to me the problem of
the students of that institution to understand to solve exercises about
Basic English grammar in simple tenses. So they did not have grammar
resources to support their class activities and homeworks.The students
who had the support of some grammar material like mine, they can learn
at the same rhythm like students from private institutions.

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

aspects such as research context, research problem, causes, problem
formulation, objectives, questions and rationale.
Chapter II, in the theoretical framework develops the background of the
study, the foundations; theoretical bases that support the theories focused
on the variables and on analysis of the citations.
Chapter III, the methodology is the study of the analysis and discussion of
results, types of research, population and sample, methods, techniques
and research instruments, conclusions and recommendations.
Chapter IV, the proposal, contains a didactic guide that includes title,
rationale, objectives, feasibility, and the description of activities and ways
to apply in the learning process.

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 CHAPTER I
THE PROBLEM

OUTLINE OF THE PROBLEM

CONTEXT OF THE RESEARCH

The scarce Grammar material in English for working the grammar

comprehension was the principal cause that origin the low development of
written comprehension abilities in “Paraíso de la Flor public high school”,
now called 26 de Noviembre public high school, which was causing the
boring of the students of ninth grade in English class.

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

the eight year of basic education of this institution located in the North of
Guayaquil at Cooperativa “Paraíso de la Flor”.

CONFLICT SITUATION OF THE RESEARCH

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

public high school” in that time. It was because students suffered the lack
of some basic knowledge of that subject in the elementary school for that
reason it was hard for them to understand the simple grammar tenses in
the eight basic year and most of them flunked.

Scientific fact
Deficiency of grammar comprehension in the students of ninth grade “A” of
the Paraiso de la Flor public high school, Area 8, District 8 Pascuales of
Guayaquil canton,Parroquia Pascuales school year 2013-2014.

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CAUSES
Students were not interested for the learning English.
There was not enough English didactic material.
Teacher Activities were not well supported enough.
Difficult exercises according to the new government English book
Low economic situation.

CONSEQUENCES

The scholastic accomplishments were low.

A bad grade in the development of the grammar exercises activities.
Scarce motivation of the students.
Students did not use English dictionary.

DELIMITATION OF THE PROBLEM

Field: Educative
Area: Foreign language English
Aspect: High School
Topic: Basic grammar teaching techniques in order to
promote the Elementary English learning approach to
Proposal: Design of a handbook with exercises about Basic
English grammar.

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FORMULATION OF THE PROBLEM
What is the benefit when we apply some grammar teaching techniques in
order to promote the elementary English learning of the students of eighth
year “A” and ninth year “A “of Basic education at “Paraíso de la Flor public
high school” now called (26 de Noviembre public high school Area 8,
District 8 Pascuales of Guayaquil canton,Parroquia Pascuales school year
2013-2014?

VARIABLES
Independent
Application of Basic Grammar Teaching Techniques.

Dependent
When students are motivated they participate through grammar
techniques, they learn faster to promote the elementary English learning.

EVALUATION OF THE PROBLEM RATIONALE

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

written on understandable grammatically component
with easy vocabulary and there will have an
additional glossary to help the reading to understand
it clear it.
Evident Why it was evident? It was evident because the
problem concerned to the not liking grammar most of
them students flunked. The didactic material that I
elaborated became property of the high school in
order to help them to solve this problem.
Feasible I had the support of the students, teachers, parents of
the institution who gave me the facilities, and the
financial was with my economic resources and the

14
 authorities of the institution allowed me to use the
infrastructure.
Relevant Why it was relevant? It was relevant with the
application of this proposal I tried to improve the
grammar comprehension abilities of the students.
Original Why it was original? When I looked up the library at
the school of language about this topic. I could notice
that was not any work similar to mine. Until this
moment, in the institution nobody had investigated
about this topic.
Limited The proposal was applied the 2013 and 2014 years
with the students of eighth and ninth basic year “A” of
the Paraiso de la Flor High School, now called 26 de
Noviembre high school.

OBJECTIVES
General
To determine the effects of the design of a handbook with exercises about
Basic English grammar. In order to improve some basic English grammar
techniques to the students of eighth and ninth basic year “A” at Paraíso de
la Flor” Public high school, now called 26 de Noviembre public high
school.

Specifics
To diagnose the interest of the students to learn to solve some basic
grammar English exercises.
To determine the didactic resources necessities in the Institution.
To determine the importance the grammar resources.
To apply some basic grammar teaching techniques.
To support the solving of basic grammar exercises in simple tenses.

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QUESTIONS OF THE INVESTIGATION
Where is the project going to be performed?
Will the problem be able to be solved?
Will the goals be fulfilled?
What is the importance of grammar resources?
What methodologies will be applied in this project?
Who will be the beneficiaries?
Will the beneficiaries apply the proposal?

JUSTIFICATION (RATIONALE)

This project will motivate the students to learn to solve some basic
grammar exercises through four English teaching techniques in a funny
and easy way through a handbook which will support to them, by
improving their self- stream through the implementation of adequate
dynamic teaching strategies for the development of linguistic activities of
basic Education students according to the A.1.2 level of the European
Common framework.

The children of the eighth and ninth course “A” will have the opportunity to
use an easy way to learn grammar and they will be the first beneficiaries
because the Basic English Grammar Techniques will be taught in a
pleasant way, it will permit to improve the motivation and also the English
Teacher will work with active students because they will do their classwork
and homework easily.

The institution will feel grateful to have a didactic resource in the English
language and it also will get more prestige, students will be more
motivated because they will see a helpful method, which they will be able
to get a better an easy way to learn to solve basic grammar exercises in
simple tense through a handbook since my proposal.

16
Through this project, students will improve the Basic English grammar
competences and the comprehension abilities according to the European
common framework. The teacher will have some easy techniques and a
handbook to improve the elementary English learning.
This educational project will be executed in the Paraíso de la Flor Public
high school”, now called 26 de noviembre Public high school and the
execution of the project and the fulfillment of the objectives and purposes;
it will reinforce the relationship between all members of the educational
community.

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 CHAPTER II

THE THEORETICAL FRAME

ANTECEDENTS

There are many benefits of the "Handbook “of teaching to solve grammar
basic exercises in simple tenses, over the more traditional methods that
have been used constantly. The reasons for this are quite simple as it
relates to the way children; and even adults; learn in the natural world.

Using this work with this technique of teaching grammar in basic tenses
helps us to capture the attention and stimulate the imagination of the
students.

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

grammar to native speakers. This short guide points to important
questions that you should ask yourself to prepare to teach grammar in
your own classes.
Compare this to the traditional methods that comparatively seem very two
dimensional and you might agree that it is a very beneficial method of
teaching the English language.
When I looked up at the library of the faculty of philosophy some works
about this topic, I noticed that there were two similar ones, but they have
been focused on other point of view in order to support this descriptive
investigation I will use different foundations as follow theoretical
Epistemological, Pedagogical and Sociological.

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 THEORETICAL FOUNDATION

Grammar
(The study or use of) the rules about how words change their form and
combine with other words to make sentences .Source: Cambridge The
whole system and structure of a language or of languages in general,
usually taken as consisting of syntax and morphology (including
inflections) and sometimes also phonology and semantics.

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

single thing you know may be flux, in a sort of jelly without much
consistency. In a nutshell, grammar provides you with the structure you
need in order to organize and put your messages and ideas across. It is
the railway through which your messages will be transported. Without it, in
the same way as a train cannot move without railways, you won’t be able
to convey your ideas to their full extension without a good command of the
underlying grammar patterns and structures of the language.

Grammar is often misunderstood in the language teaching field. The

misconception lies in the view that grammar is a collection of arbitrary
rules about static structures in the language. Further questionable claims
are that the structures do not have to be thought, learners will acquire
them on their own, or if the structures are taught, the lessons that ensue
will be boring. This thesis on comparative approach tries to make a brief
analysis of necessity of grammar teaching before it gives a relatively
objective description of its function and significance in language teaching.
It argues that, grammar teaching is necessary in language teaching.

This English Language curriculum is designed for students in Educación

General Básica (2nd to 10th) and Bachillerato General Unificado (1st to
3rd), whose mother tongue is not English. Since the Ecuadorian
population is comprised of groups from different cultural and linguistic
backgrounds, this curriculum acknowledges that not all learners in

19
Ecuador are L1 Spanish speakers and there are varying degrees of
bilingualism across communities. In keeping with the needs of a
linguistically and culturally diverse population, this curriculum presents a
rationale and framework for learning English while acknowledging
authentic, culturally relevant production and practices in order to facilitate
educational inclusion of learners regardless of their L1. This curriculum is
built with monolingual and multilingual learners in mind, including those
who speak Spanish and those who have little or no Spanish. It aims to
support the policy of developing citizens in Ecuador that can communicate
effectively in today’s globalized world. The curriculum also supports
general educational goals of justice, innovation, and solidarity, by
developing thinking, social, and creative skills in the context of language
learning. These are the skills Ecuadorian learners will need to engage
successfully in local and international communities in the 21st century.

Boosted by oil production and a democratic government, Ecuador is

developing a strong national identity. The country has seen periods of
political and economic upheaval, alternating between military rule and
democracy. Today, the country is pursuing stability by diversifying away
from oil into new priority sectors, such as tourism. Historically, quality
education has only been available to the wealthy, and while this is
changing, the gap between the rich and the poor still needs to be
addressed. The current government, headed by economist Rafael Correa,
is prioritizing English language learning as a means of raising the country’s
profile further on the international stage, and public sentiment towards
English is generally positive as it is linked with prosperity and better
employment prospects.

20
Teaching English language in Ecuador

This study sought to shed light on the relationship between communicative

activities and their impact on students ‘motivation to learn English as a
Foreign Language (EFL). A total of 180 senior high school learners (86
male and 94female) and 8 EFL teachers in a town of the Amazon region of
Ecuador completed a questionnaire. A sample of these students and all of
the teachers participated in a face-to-face interview. Both instruments were
applied to obtain data concerned with use of communicative activities in
the classroom and their relation with motivation. The data gathered was
analyzed using a mixed-method approach, comprising quantitative and
qualitative methods. Results showed that students and teachers believe
that communicative activities are motivating. Furthermore, students feel
highly motivated when participating in communicative activities because
these enhance their fluency, pronunciation, and performance in the use of
English in a realistic and enjoyable way since students are confident when
they help each other during interaction in activities.

Teaching and Learning Approach in Ecuador

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

language teaching approach is a theoretical view of what language is, and
of how it can be learnt. An approach gives rise to methods, the way of
teaching something, which use classroom activities or techniques to help
learners learn example:

The communicative approach is the best-known current approach to

language teaching. Task-based teaching is a methodology associated with
it. Other approaches include the cognitive-code approach, and the aural-
oral approach (audio lingual method).In the classroom

Learners in the modern language classroom often learn through

techniques drawn from a variety of methods/approaches in what has been
labelled an ‘eclectic approach'. Teachers select techniques from various
approaches according to the different needs of their learners.

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Task-Based Grammar Learning
One approach to teaching language that has attracted a lot of attention
over the past twenty-five years is a task based approach to learning and
teaching. In task-based approaches, the focus of classroom activities is on
the task, and ultimately on meaning (for more on Task Based Teaching
and Learning, see the Methodology section). In Jane Willis’ flexible model
for task-based learning, learners begin by carrying out a communicative
task, without specific focus on form. After they have done the task, they
report and discuss how they accomplished this, perhaps listening to a
fluent speaker doing the same task. Only at the end is there a specific
focus on features of language form.
The advantage of the task-based approach, according to its advocates, is
that during the task the learners are allowed to use whatever language
they want, freeing them to focus entirely on the meaning of their message.
This makes it closer to a real-life communicative situation.
One danger of task-based approaches is that focus on meaning could
come at the expense of focus on form. Learners become quite fluent, but
their utterances are not often accurate. In addition, they develop strategies
to complete the tasks quite quickly, cutting corners in their language use
and form. Nevertheless, the task-based model is an attractive and
liberating one, especially if you and your learners have been accustomed
to a Presentation – Practice – Production model.

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STRATEGIES FOR LEARNING GRAMMAR

Language teachers and language learners are often frustrated by the

disconnect between knowing the rules of grammar and being able to apply
those rules automatically in listening, speaking, reading, and writing. This
disconnect reflects a separation between declarative knowledge and
procedural knowledge.

Declarative knowledge is knowledge about something. Declarative

knowledge enables a student to describe a rule of grammar and apply it in
pattern practice drills.

Procedural knowledge is knowledge of how to do something. Procedural

knowledge enables a student to apply a rule of grammar in
communication. For example, declarative knowledge is what you have
when you read and understand the instructions for programming the DVD
player. Procedural knowledge is what you demonstrate when you program
the DVD player.

Procedural knowledge does not translate automatically into declarative

knowledge; many native speakers can use their language clearly and
correctly without being able to state the rules of its grammar. Likewise,
declarative knowledge does not translate automatically into procedural
knowledge; students may be able to state a grammar rule, but consistently
fail to apply the rule when speaking or writing.

To address the declarative knowledge/procedural knowledge dichotomy,

teachers and students can apply several strategies.

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1. Relate knowledge needs to learning goals.

Identify the relationship of declarative knowledge and procedural

knowledge to student goals for learning the language. Students who plan
to use the language exclusively for reading journal articles need to focus
more on the declarative knowledge of grammar and discourse structures
that will help them understand those texts. Students who plan to live in-
country need to focus more on the procedural knowledge that will help
them manage day to day oral and written interactions.

2. Apply higher order thinking skills.

Recognize that development of declarative knowledge can accelerate

development of procedural knowledge. Teaching students how the
language works and giving them opportunities to compare it with other
languages they know allows them to draw on critical thinking and
analytical skills. These processes can support the development of the
innate understanding that characterizes procedural knowledge.

3. Provide plentiful, appropriate language input.

Understand that students develop both procedural and declarative

knowledge on the basis of the input they receive. This input includes both
finely tuned input that requires students to pay attention to the
relationships among form, meaning, and use for a specific grammar rule,
and roughly tuned input that allows students to encounter the grammar
rule in a variety of contexts. (For more on input, see Teaching Goals and
Methods.)

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MULTIPLES INTELLIGENCES

Intelligence is broken down into nine different types, also called the nine
domains of intelligence. This categorization of intelligence was first
theorized by developmental psychologist Howard Gardner in his 1983
book, Frames of Mind: The Theory of Multiple Intelligences. Since then,
the Multiple Intelligences theory been used as one of the primary models
for research that has gone on concerning human
cognition. Gardner argues that there is no one true way to measure
intelligence and that the human brain is wired with a wide range of
cognitive abilities. Framing intelligence in the way Gardner does disrupts
the old mold of thinking in which intelligence was ultimately a measure of
(what Gardner would call) logical-mathematical intelligence. The premise
of Gardner’s theory is that someone can be extremely bad at math yet be
the best of the best in another field, such as music. Thus limiting the
definition of intelligence is detrimental to our understanding of how the
human brain works. So without further ado, I present to you the nine
different types of intelligence:

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 1.
NATURALISTIC INTELLIGENCE

2. MUSICAL INTELLIGENCE

3. LOGICAL-MATHEMATICAL INTELLIGENCE

4. EXISTENTIAL INTELLIGENCE

5. INTERPERSONAL INTELLIGENCE

6. BODILY-KINESTHETIC INTELLIGENCE

7. LINGUISTIC INTELLIGENCE

8. INTRA-PERSONAL INTELLIGENCE

9. SPATIAL INTELLIGENCE

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LEVEL A.1 OF THE “CEFR”

A1 can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask and answer questions about
personal details such as where he/she lives, people he/she knows and
things he/she has. Can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.

GRAMMAR ENGLISH TEACHING TECHNIQUES

Techniques for Teaching Grammar

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

communication purposes. This goal has three implications:

a) Students need overt instruction that connects grammar points with

larger communication contexts.

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

only those that are relevant to the immediate communication task.

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

Over Grammar Instruction

Adult students appreciate and benefit from direct instruction that allows
them to apply critical thinking skills to language learning. Instructors can
take advantage of this by providing explanations that give students a
descriptive understanding (declarative knowledge) of each point of
grammar.

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

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

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

27
 especially for lower level students whose ability to sustain attention
can be limited.

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

needs of students with different learning styles.

An important part of grammar instruction is providing examples. Teachers

need to plan their examples carefully around two basic principles:

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

present the language appropriately, be culturally appropriate for the
setting in which they are used, and be to the point of the lesson.

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

particular theme or topic so that students have more contact with
specific information and vocabulary.

Relevance of Grammar Instruction

In the communicative competence model, the purpose of learning

grammar is to learn the language of which the grammar is a part.
Instructors therefore teach grammar forms and structures in relation to
meaning and use for the specific communication tasks that students need
to complete.

Compare the traditional model and the communicative competence model

for teaching the English past tense:

28
Traditional: grammar for grammar's sake

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

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

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

• Do pattern practice drills for -ed

• Do substitution drills for irregular verbs

Communicative competence: grammar for communication's sake

• Distribute two short narratives about recent experiences or events,

each one to half of the class

• Teach the regular -ed form, using verbs that occur in the texts as
examples. Teach the pronunciation and doubling rules if those
forms occur in the texts.

• Teach the irregular verbs that occur in the texts.

• Students read the narratives, ask questions.

Error Correction

At all proficiency levels, learners produce language that is not exactly the
language used by native speakers. Some of the differences are
grammatical, while others involve vocabulary selection and mistakes in the
selection of language appropriate for different contexts.

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

to focus on error correction to the detriment of communication and
confidence building. Teachers need to let students know when they are

29
making errors so that they can work on improving. Teachers also need to
build students' confidence in their ability to use the language by focusing
on the content of their communication rather than the grammatical form.

Teachers can use error correction to support language acquisition, and

avoid using it in ways that undermine students' desire to communicate in
the language, by taking cues from context.

• When students are doing structured output activities that focus on

development of new language skills, use error correction to guide
them.

Example:
Student (in class): I buy a new car yesterday.
Teacher: You bought a new car yesterday. Remember, the past tense of
buy is bought.

• When students are engaged in communicative activities, correct

errors only if they interfere with comprehensibility. Respond using
correct forms, but without stressing them.

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

Lev Vygotsky views interaction with peers as an effective way of

developing skills and strategies. He suggests that teachers use
cooperative learning exercises where less competent children develop
with help from more skillful peers - within the zone of proximal
development.

Vygotsky believed that when a student is in the ZPD for a particular task,
providing the appropriate assistance will give the student enough of a
"boost" to achieve the task.

30
STRATEGIES TO TEACH GRAMMAR IN SIMPLE TENSES

Bilingualism

Bilingualism provides a perspective on linguistic and cultural diversity. The

value of becoming bilingual or multilingual extends to intercultural
communication and confers the ability to make peace.

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

developmental path. The goal was therefore identified as bilingual
functioning to a useful extent according to the needs of the individual.

This paper shows how bilingualism clarifies the effectiveness of language

teaching approaches, bilingual development at different ages, the
viewpoint of students, the societal context of language teaching, and
language acquisition.

Types of Language Acquisition

Bilingual acquisition is also called bilingual first language acquisition (De

Houwer, 2009, p. 2), but using the word "first" is awkward, and research
increasingly shows that two different language systems form in the brain.
The two languages have been called La and Lb, but it is still difficult to

31
counteract the common assumption that one language is primary. Thus
the idea of two native languages is presented here to describe bilingual
acquisition in a way that does not privilege one language over the other.
Even if the two languages are not balanced, there can be two native
languages if there is enough input in both languages during the period of
innate aptitude for native language acquisition from age zero to three or,
given enough input and interaction, possibly later.

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

their native language to their children from birth, and try to lift up the
weaker language for balanced bilingualism. However, it often happens that
a child needs to speak only one of the two languages, and thus appears to
be monolingual, because speaking a language is confused with its
acquisition.

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CODE SWITCHING GRAMMAR STRATEGIES

BILINGUALISM IN ECUADOR

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

That being said, I have been trying to understand how Spanish and
English work here. All of the private schools I have visited promote
becoming bilingual. The public schools, from what I have heard, also
promote bilingualism, but at a completely different level. Here’s the
interesting observation I have made. Rarely, if ever, do I hear locals
speaking English. In fact, I sense a level of discomfort interacting in
English. It’s as if English is a tool with a certain purpose. The purpose
being several ones: travel, business, or to speak with someone from
another country.

There is something about Spanish and English that definitely stands out.
People here code-switch or it could be a form of language mixing (which I
can explain in another post). For example, I was speaking to another
parent about sleep training her children when she said, “No fue fácil. Tenía
los dos mellizas durmiendo en el mismo cuarto o como dicen los gringos,
‘it wasn’t a piece of cake.”

33
There is English everywhere we go. You will see it as the name of
business, like Sweet & Coffee. Though I think it should read: Sweets &
Coffee. Which leads me to my next observation. Sometimes the
translations are off like a store in the mall advertising: joyas de boda. In
English they wrote, marge jewelry. Huge mistake.

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

amazing. I look forward to sharing more about those experiences in future
posts as well. Our daughter has certainly improved how to associate
people with language. She switches between Spanish and English almost
flawlessly. I think we are on track in raising a prolific code switcher
and someone who is proud to know more than one language. Just the
other day she said, “En Austin hablamos español y in Ecuador we speak
English!”

Elementary English Learning

Learning is acquiring new or changing existing knowledge, behaviors,

skills, values, or preferences and may involve synthesizing different types
of information. The ability to learn is possessed by humans, animals and
some machines.

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

training. It may be goal-oriented and may be aided by motivation. The
study of how learning occurs is part of neuropsychology, educational
psychology, learning theory, and pedagogy.

Learning may occur as a result of habituation or classical conditioning

seen in many animal species, or as consequence of more complex
activities such as play, seen only in relatively intelligent animals. Learning
may occur consciously or without conscious awareness.

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There is evidence for human behavioral learning prenatally, in which
habituation has been observed as early as 32 weeks into gestation,
indicating that the central nervous system is sufficiently developed and
primed for learning and memory to occur very early on in development.

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

learning. According to (Vyotsky), “children play, experiment with the world,
learn the rules, and learn to interact. Play is pivotal for children's
development, since they make meaning of their environment through
play”.

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TYPES OF LEARNING

Students learn using different methods.

People take in and process information in different ways. A learning style is the
method a person uses to learn. By knowing a student's learning style, a teacher
can use teaching methods that maximize student learning. Students can use
recognition of their individual learning styles to find what study methods,
environment, and activities help them learn best.

Students working together

There are many different learning styles. They can be determined by looking at
how a student's personality influences the way they receive and process
information, how they interact with classmates and the type of learning
environment and methods they prefer.

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Visual Learning Style

Visual learners like silent reading.

The visual or spatial learning style is preferred by students who like to use
pictures, maps, colors and images to organize and communicate information to
others. Students who use the visual learning style usually have a good sense of
direction and enjoy drawing and doodling. They learn best using flash cards,
written instructions, graphics, computer assisted learning, sight words and silent
reading.

Auditory Learning Style

Teacher reading a story

Auditory learners prefer to listen, take notes, discuss, memorize and debate.
Students who use the auditory learning style can recall what they hear, follow oral
direction and speak effectively. They repeat words out loud to memorize and like
to hear stories. They learn best in learning groups, discussions and listening to
tapes or CDs.

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Tactile Learning Style

Little girl with painting

The tactile learning style is often grouped with the kinesthetic learning style, but it
is more moderate. Students who use the tactile learning style learn by touching
and moving objects. Also called hands-on learning, tactile learning involves
learning by doing. Tactile learners like to write directions and practice following
them. They learn best from demonstrations, drawing, writing, tracing and building
models.

Kinesthetic Learning Style

Little girl playing hopscotch

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Students who use the kinesthetic learning style like to use their whole body to
learn. They express themselves through movement. They use large hand
gestures when talking and use body language to communicate. They need to
actively explore the physical world around them. Kinesthetic learners use their
bodies and sense of touch to learn. They have a good sense of balance and
good eye-hand coordination. They learn by getting their hands on objects, taking
them apart, and putting them together. They enjoy making models, working
jigsaw puzzles, dancing and sports.

EPISTEMOLOGICAL FOUNDATION

Definition

Epistemology
Is the study of the nature and scope of knowledge and justified belief. It
analyzes the nature of knowledge and how it relates to similar notions
such as truth, belief and justification. It also deals with the means
of production of knowledge, as well as skepticism about different
knowledge claims. It is essentially about issues having to do with
the creation and dissemination of knowledge in particular areas of
inquiry.
Epistemology asks questions like: "What is knowledge?", "How is
knowledge acquired?", "What do people know?", "What are the necessary
and sufficient conditions of knowledge?", "What is its structure, and what
are its limits?", "What makes justified beliefs justified?", "How we are to
understand the concept of justification?", "Is justification internal or
external to one's own mind?"
The kind of knowledge usually discussed in Epistemology is propositional
knowledge, "knowledge-that" as opposed to "knowledge-how" (for
example, the knowledge that "2 + 2 = 4", as opposed to the knowledge of
how to go about adding two numbers).

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Knowledge

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

general erudition:

Knowledge of many things

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

g

A knowledge of accounting was necessary for the job.

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

A knowledge of human nature.

The fact or state of knowing; the perception of fact or truth; clear andcertai
n mental apprehension.

Awareness, as of a fact or circumstance:

He had knowledge of her good fortune.

Something that is or may be known; information:

He sought knowledge of her activities.

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

Types of Knowledges:

There is so much disagreement over what are, exactly, the different types
of knowledge that an agreed upon “master list” simply does not exist. This
is because knowledge is purely philosophical; debates span centuries,
arguments supersede fact and everyone has a different opinion about
what is, or is not, knowledge.

40
What follows is a master list (although, of course, it won’t be agreed upon)
of the different types of knowledge and theories of knowledge that are out
there. Turn this new-found “knowledge” on yourself with this
awesome class on how to take inventory of yourself and gain authentic
self-knowledge.
1. A Priori
A priori and a posteriori are two of the original terms in epistemology (the
study of knowledge). A priori literally means “from before” or “from earlier.”
This is because a priori knowledge depends upon what a person can
derive from the world without needing to experience it. This is better
known as reasoning. Of course, a degree of experience is necessary upon
which a priori knowledge can take shape.
Let’s look at an example. If you were in a closed room with no windows
and someone asked you what the weather was like, you would not be able
to answer them with any degree of truth. If you did, then you certainly
would not be in possession of a prior knowledge. It would simply be
impossible to use reasoning to produce a knowledgeable answer.
On the other hand, if there were a chalkboard in the room and someone
wrote the equation 4 + 6 =? On the board, then you could find the answer
without physically finding four objects and adding six more objects to them
and then counting them. You would know the answer is 10 without
needing a real world experience to understand it. In fact, mathematical
equations are one of the most popular examples of a priori knowledge.
Interested in learning more about philosophy? Check out this five-star
course on an introduction to philosophy and its different schools of
thought.
2. A Posteriori
Naturally, then, a posteriori literally means “from what comes later” or
“from what comes after.” This is a reference to experience and using a
different kind of reasoning (inductive) to gain knowledge. This kind of
knowledge is gained by first having an experience (and the important idea

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in philosophy is that it is acquired through the five senses) and then using
logic and reflection to derive understanding from it. In philosophy, this term
is sometimes used interchangeably with empirical knowledge, which is
knowledge based on observation.
It is believed that a priori knowledge is more reliable than a
posteriori knowledge. This might seem counter-intuitive, since in the
former case someone can just sit inside of a room and base their
knowledge on factual evidence while in the latter case someone is having
real experiences in the world. But the problem lies in this very fact:
everyone’s experiences are subjective and open to interpretation. This is a
very complex subject and you might find it illuminating to read this post on
knowledge issues and how to identify and use them. A mathematical
equation, on the other hand, is law.
3. Explicit Knowledge
Now we are entering the realm of explicit and tacit knowledge. As you
have noticed by now, types of knowledge tend to come in pairs and are
often antitheses of each other. Explicit knowledge is similar to a
priori knowledge in that it is more formal or perhaps more reliable. Explicit
knowledge is knowledge that is recorded and communicated through
mediums. It is our libraries and databases. The specifics of what is
contained is less important than how it is contained. Anything from the
sciences to the arts can have elements that can be expressed in explicit
knowledge. Get a taste of explicit knowledge for yourself with this top-
rated course on learning how to learn and knowing how to tap into your
inner genius.
The defining feature of explicit knowledge is that it can be easily and
quickly transmitted from one individual to another, or to another ten-
thousand or ten-billion. It also tends to be organized systematically. For
example, a history textbook on the founding of America would take a
chronological approach as this would allow knowledge to build upon itself
through a progressive system; in this case, time.

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4. Tacit Knowledge
I should note that tacit knowledge is a relatively new theory introduced
only as recently as the 1950s. Whereas explicit knowledge is very easy to
communicate and transfer from one individual to another, tacit knowledge
is precisely the opposite. It is extremely difficult, if not impossible, to
communicate tacit knowledge through any medium.
For example, the textbook on the founding of America can teach facts (or
things we believe to be facts), but someone who is an expert musician
cannot truly communicate their knowledge; in other words, they cannot tell
someone how to play the instrument and the person will immediately
possess that knowledge. That knowledge must be acquired to a degree
that goes far, far beyond theory. In this sense, tacit knowledge would most
closely resemble a posteriori knowledge, as it can only be achieved
through experience.
The biggest difficult of tacit knowledge is knowing when it is useful and
figuring out how to make it usable. Tacit knowledge can only be
communicated through consistent and extensive relationships or contact
(such as taking lessons from a professional musician). But even in this
cases there will not be a true transfer of knowledge. Usually two forms of
knowledge are born, as each person must fill in certain blanks (such as
skill, short-cuts, rhythms, etc.). You can better understand this theory and
other ways we use knowledge with this video textbook on the psychology
of learning.

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5. Propositional Knowledge (also Descriptive or Declarative
Knowledge)
Our last pair of knowledge theories are propositional and non-propositional
knowledge, both of which share similarities with some of the other theories
already discussed. Propositional knowledge has the oddest definition yet,
as it is commonly held that it is knowledge that can literally be expressed
in propositions; that is, in declarative sentences (to use its other name) or
indicative propositions.
Propositional knowledge is not so different from a priori and
explicit knowledge. The key attribute is knowing that something is true.
Again, mathematical equations could be an example of propositional
knowledge, because it is knowledge of something, as opposed to
knowledge of how to do something.
The best example is one that contrasts propositional knowledge with our
next form of knowledge, non-propositional or procedural knowledge. Let’s
use a textbook/manual/instructional pamphlet that has information on how
to program a computer as our example. Propositional knowledge is simply
knowing something or having knowledge of something. So if you read
and/or memorized the textbook or manual, then you would know the steps
on how to program a computer. You could even repeat these steps to
someone else in the form of declarative sentences or indicative
propositions. However, you may have memorized every word yet have no
idea how to actually program a computer. That is where non-propositional
or procedural knowledge comes in.
Now might be a good time to brush up on how we learn with this sweet
course on how to base goals on what you want to learn in order to exceed
your wildest dreams.
6. Non-Propositional Knowledge (also Procedural Knowledge)
Non-propositional knowledge (which is better known as procedural
knowledge, but I decided to use “non-propositional” because it is a more
obvious antithesis to “propositional”) is knowledge that can be used; it can

44
be applied to something, such as a problem. Procedural knowledge differs
from propositional knowledge in that it is acquired “by doing”; propositional
knowledge is acquired by more conservative forms of learning.
One of the defining characteristics of procedural knowledge is that it can
be claimed in a court of law. In other words, companies that develop their
own procedures or methods can protect them as intellectual property.
They can then, of course, be sold, protected, leased, etc.
Procedural knowledge has many advantages. Obviously, hands-on
experience is extremely valuable; literally so, as it can be used to obtain
employment. We are seeing this today as experience (procedural) is
eclipsing education (propositional). Sure, education is great, but
experience is what defines what a person is capable of accomplishing. So
someone who “knows” how to write code is not nearly as valuable as
someone who “writes” or “has written” code. However, some people
believe that this is a double-edged sword, as the degree of experience
required to become proficient limits us to a relatively narrow field of variety.
But nobody can deny the intrinsic and real value of experience. This is
often more accurate than propositional knowledge because it is more akin
to the scientific method; hypotheses are tested, observation is used, and
progress results.
Empiricism

Etymology and usage

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

Filosofia (ed.) Gianni Vattimo et al. 2004), “it derives from the Greek word
ἐμπειρία, which translates to the Latin experientia, from which we derive
the word experience. It also comes from a more specific classical Greek
and Roman usage of empiric, referring to a physician whose skill derives
from practical experience as opposed to instruction in theory”.

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It is a philosophical doctrine that all knowledge comes from experience.
For most empiricists, experience includes inner experience-reflection upon
the mind and its operations-as well as sense perception.

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

innate ideas.

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

knowledge of the physical world can be nothing more than a
generalization from particular instances and can never reach more than a
high degree of probability.

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

e.g., those of mathematics and logic. John Stuart Mill was the first to treat
even these as generalizations from experience. Empiricism has been the
dominant but not the only tradition in British philosophy. Among its other
leading advocates were John Locke, George Berkeley, and David Hume.
See also logical positivism.

Empiricism emphasizes the role of experience and evidence, especially

sensor perception, in the making of ideas, over the notion of innate ideas
or tradition in contrast to, for example, rationalism which relies upon
reason and can incorporate innate knowledge.

Logical Positivism

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

20th century attempt to synthesize the essential ideas of British empiricism
(e.g. a strong emphasis on sensory experience as the basis for
knowledge) with certain insights from mathematical logic that had been
developed by Gottlob Frege and Ludwig Wittgenstein.

46
Some of the key figures in this movement were Otto Neurath, Moritz
Schlick and the rest of the Vienna Circle, along with A.J. Ayer, Rudolf
Carnap and Hans Reichenbach. The neopositivists subscribed to a notion
of philosophy as the conceptual clarification of the methods, insights and
discoveries of the sciences.

They saw in the logical symbolism elaborated by Frege (d. 1925) and
Bertrand Russell (1872–1970) a powerful instrument that might rationally
reconstruct all scientific talking into an ideal, logically perfect, language
that would be free of the ambiguities and deformations of natural
language.

This gave rise to what they saw as metaphysical pseudo troubles and
other conceptual confusions. By combining Frege's thesis that all
mathematical truths are logical with the early Wittgenstein's idea that all
logical truths are simple linguistic tautologies, they came at a twofold
classification of all propositions: the analytic (a priori) and the synthetic (a
posteriori). On this basis, they formulated a strong principle of demarcation
between sentences that have sense and those that do not: the so-called
verification principle.

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

meaning. As a consequence, most metaphysical, ethical, aesthetic and
other traditional philosophical troubles arrived to be considered pseudo
troubles.

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

1930s—any genuinely synthetic assertion must be reducible to an ultimate
assertion (or set of ultimate assertions) that expresses direct observations
or perceptions.

47
In later years, Carnap and Neurath left this sort of phenomenalism in favor
of a rational reconstruction of knowledge into the language of an objective
spatio-temporal physics.

That is, instead of translating sentences about physical objects into sense-
data, such sentences were to be translated into so-called protocol
sentences, for example, "X at location Y and at time T observes such and
such."

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

synthetic distinction, reductionism, etc.) came under sharp attack after
World War 2 by thinkers such as Nelson Goodman, W.V. Quine, Hilary
Putnam, Karl Poppr, and Richard Rorty.

By the late 1960s, it had become evident to most philosophers that the
movement had pretty much run its course, though its influence is still
significant among contemporary analytic philosophers such as Michael
Dummett and other anti-realists.

Pragmatism

Pragmatism as a philosophical movement began in the United States in

the 1870s. Its overall direction was determined by the thought and works
of Charles Sanders Peirce (pronounced / like "purse"), William James, and
Chauncey Wright (members of The Metaphysics Club) as well as John
Dewey and George Herbert Mead.

The first use in print of the name pragmatism was in 1898 by James, who
credited Peirce with having coined the term during the early 1870s.

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

"Illustrations of the Logic of Science" series (including "The Fixation of
Belief", 1877) — especially the second paper, "How to Make Our Ideas
Clear" (1878)

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Pragmatism is to low “the truth to the useful" denying the theoretical
knowledge in changing levels, for the most radical is true that only leads to
individual success, while for others it is only true when it is satisfied with
the facts.

In general, for the various ways of pragmatism, the truth lies in the
usefulness and success, therefore, all knowledge is useful if used for
something, whether it is possible to achieve.

James developed a philosophical epistemology that believed it was

sophisticated enough to make a competition the supremacy of scientific
materialism. The basis of this criticism, and thus the logical outcome of his
study of British empiricism and the pragmatism of CS Peirce, was his
metaphysics of radical empiricism. James's approach was empirical, he
said, because it singled out only the facts of experience. It was radical;
however, that science is not required to ignore any aspect of reality that
could actually be experienced.

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

1899) argued that “children arrive at school as passive clean slate in which
teachers could write the lessons of civilization. When the child reaches the
classroom, and is strong, active mind and the role of education is to take
over and direct this activity”.

When the child starts school, carries with it four "-the innate impulse to
communicate, to build, to investigate and to express more precisely" - that
are "natural resources, capital to invest, which exercise depends on the
active growth of the child "(Dewey, 1899, pg. 30). The child also brings
interests and activities of your home and living environment and the
teacher's task to use this "raw material" to guide efforts to "positive results"
(Mayhew and Edwards, 1966, pg. 41)

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Materialism

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

"materialism" to help students to understand the schools of thought from
which this philosophy emerged. To explain materialism, ask students
whether they believe in concepts like a "soul" or "spirit," or if they believe
that everything is made of matter.

Explain to them that the philosophical concept of materialism states that

everything, including human consciousness, is made of matter.

Dialectics

Demonstrating the dialectic can be turned into a much more interactive

activity for students. Divide the students into groups. Prepare examples of
theses and antitheses and assign one to each group. These can be as
simple as opposite phrases, or entire sentences.

For example, a group can have a thesis like "Complete anarchy" and a
thesis like "Police state." Have each group debate the benefits and
shortcomings of each, and try to arrive at a synthesis of the two, with some
of the positive aspects of each.

Constructivism Theory

Formalization of the theory of constructivism is generally attributed to Jean

Piaget, who articulated mechanisms by which knowledge is internalized by
learners. He adviced that through processes of accommodation and
assimilation, individuals construct new knowledge from their experiences.

When individuals assimilate, they incorporate the new experience into an

already existing framework without varying that framework. According to
the theory, accommodation is the process of reframing one's mental
representation of the external world to fit new experiences.

50
Accommodation can be understood as the mechanism by which failure
leads to learning: when we act on the expectation that the world operates
in one form and it violates our expectations, we often fail, but by
accommodating this new experience and reframing our model of the way
the world works, we learn from the experience of failure, or others' failure.

The constructivism learning theory give a definition that people produce

knowledge and form meaning based upon their experiences. Two of the
key concepts within the constructivism learning theory which create the
construction of an individual's new knowledge are accommodation and
assimilation.

Assimilating causes an individual to incorporate new experiences into the

old experiences. This causes the individual to develop new outlooks,
rethink what were once misunderstandings, and qualify what is important,
ultimately altering their perceptions.

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

experiences into the mental capacity already present. Individuals conceive
a particular fashion in which the world operates.

Constructivism in Education

The job of teachers is very important within the constructivism learning

theory. Instead of giving a reading the teachers in this theory function as
facilitators whose role is to help the student when it comes to their own
understanding.

This takes away about from the teacher and reading and puts it upon the
student and their learning. The resources and lesson plans that must be
begun for this learning theory take a very different approach toward
traditional learning as well. Instead of telling, the teacher must begin

51
asking. Instead of answering questions that only align with their
curriculum, the facilitator in this case must make it so that the student
comes to the conclusions on their own instead of being told.

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

the learning experience that is open to new directions depending upon the
needs of the student as the learning progresses.

Teachers following Piaget's theory of constructivism must challenge the

student by making them effective critical thinkers and not being merely a
"teacher" but also a mentor, a consultant, and a coach.

Constructivism in the classroom

Learning theory of constructivism incorporates a learning process where in

the student gains their own conclusions through the creative help of the
teacher as a guide.

The best way to plan teacher worksheets, lesson plans, and study skills for
the students, is to create a curriculum which allows each student to solve
problems while the teacher monitors and flexibly guides the students to the
correct answer, while encouraging critical thinking.
Instead of having the students relying on someone else's information and
accepting it as truth, the students should be exposed to data, primary
sources, and the ability to interact with other students so that they can
learn from the incorporation of their experiences.
The classroom experience should be an invitation for a myriad of different
backgrounds and the learning experience which allows the different
backgrounds to come together and look and synthetize information and
ideas.

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

constructivism, critical thinking and learning. Having observations take

52
place with a daily journal helps the students to better understand how their
own experiences contribute to the formation of their theories and
observational notes, and then comparing them to another students'
reiterates that different backgrounds and cultures create different outlooks,
while neither is wrong, both should be respected.

Some strategies for classroom applications of constructivism for the

teacher include having students working together and aiding to answer
one another's questions.

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

subject and having them teach the class.

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

controversial topics which they must then present to the class.

PEDAGOGICAL FOUNDATION

Definition

Pedagogy literally means the art and science of educating children and
often is used as a synonym for teaching.

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

pedagogic model, teachers assume responsibility for making decisions
about what will be learned, how it will be learned, and when it will be
learned. Teachers direct learning.

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Theories

Development theory

The Piaget development theory has made a lasting impression on

pedagogical studies, with some nowadays researchers and teachers
continuing to use the theory of the famous Swiss psychologist in today's
world. Jean Piaget worked tirelessly at studying the workings of a child's
brain, and the outcomes he reached from this effort were quite
remarkable, as we are about to see.

It was only after a number of years devoted to studying the workings of the
child's brain through intensive observations that the Piaget development
theory began to form. Jean worked alongside young persons to determine
the right changes they went through during maturity, and it was from this
that he noted the changes in cognitive structure at different stages in one's
childhood.

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

concrete operation to 8-11 year olds, and formal operation to those aged
12 to 15. During the first stage, basic subconscious actions can be made,
before conscious requests for food and attention become known. All of
these things should be done on an almost subconscious grade by the age
of 2.

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

Everything revolves around them, they feel - they are the Centre of
everything. Do not confuse this concept with selfishness - this isn't what it
truly is. It is simply a natural stage that the vast majority of young people
go in advance through as part of their natural development, according to
Piaget.

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Piaget stated that there are some things a child cannot learn under certain
conditions until they reach a particular age. He implied that no matter how
much a young person tried in obtaining new knowledge, this would not be
humanely possible in specific circumstances purely due to the fact that
their brain wasn't ready to go through the next routine change.

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

constructed around. There are other concepts that slot into his
psychological research, including classification, accommodation and
assimilation, but these have little influence on the overall meaning.

The theory has been used as a guide for how the curriculum should be
constructed to connect the needs of students from certain age groups, but
some people are not happy about this. These individuals feel that Piaget's
guidelines are too strict - a claim supported by the sheer number children
who achieve certain things considerably earlier or later than the Swiss
psychologist suggests is the norm. Opponents of the theory continue by
suggesting that Jean's ideas don't take into account the work of other
people in helping young people to learn.

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

a place in nowadays society looks set to continue. However, what we
know for sure is that it has already had a big influence on the ideas behind
pedagogy.

Personal Conclusion

After researching several methods for improving the development of

knowledge, we know there are many ways a teacher can make the
experience of learning English more enjoyable and productive for
themselves and their students. In our school system we have the problem
of a lack of a basic grammar technique that would contribute to better and
more efficient education if they were available.

55
The need to resolve this issue is obvious, but we realize that it will be a
challenge to obtain our handbook applied. As teachers we must always
look for new strategies, methods and techniques for getting the best
results possible to reach our goals and improve learning for our students.

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

students stimulated to learn. Although learning behavior in a general
sense is similar for all, individual students have different abilities to stay
focused. Lack of focus has a very detrimental effect on the student’s ability
to learn, causing many students to feel inadequate and incapable of
learning quickly.

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

about the science behind learning and education. Jean Piaget focused on
what he coined as accommodation and assimilation. Assimilation
describes how we perceive and adapt to new information. Taking in new
information and fitting it into pre-existing cognitive knowledge. This occurs
when we are faced with new or unfamiliar information and refer to
previously learned knowledge to make sense of it.

Alternately, accommodation is the process of taking our environment and

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

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

on current knowledge that anchors all other perspectives. Stimuli that
pertains to that perspective anchor will always assimilate or be learned
easier, while stimuli further from one's perspective anchor takes more
time to assimilate, hence takes longer to learn.

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

This knowledge is precisely why stimulating resources and didactic
teaching methods are so needed.

56
SOCIOLOGICAL FOUNDATION

Definition

Sociology enables us to comprehend the structure and dynamics of

society, and their intricate connections to patterns of human behavior and
individual life changes.

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

organizations, communities, social categories (such as class, sex, age, or
race), and various social institutions (such as kinship, economic, political,
or religious) affect human attitudes, actions, and opportunities.

The discipline also explores how both individuals and collectivities

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

Sociology asks about the sources and consequences of change in social

arrangements and institutions, and about the satisfactions and difficulties
of planning, accomplishing, and adapting to such change.

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

socialization, cooperation, conflict, power, exchange, inequality, deviance,
social control, violence, order and social change.

Educational Psychology

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

Shankar, 2007), “it is the study of how humans learn in educational
settings, the effectiveness of educational interventions, the psychology of
teaching, and the social psychology of schools as organizations”.

Educational psychology is concerned with how students learn and

develop, often basing on subgroups such as gifted children and those
subject to specific disabilities.

57
Although the terms "educational psychology" and "school psychology" are
often used interchangeably, researchers and theorists are likely to be
recognize in the US and Canada as educational psychologists whereas
practitioners in schools or school-related settings are recognized as school
psychologists. This distinction is however not made in the UK, where the
generic term for practitioners is "educational psychologist."

Educational psychology can in part be understood through its relationship

with other sciences. It is informed primarily by psychology, bearing a
relationship to that discipline analogous to the relationship between
medicine and biology.

Educational psychology in turn informs a wide range of specialties within

educational studies, including instructional design, educational technology,
curriculum development, organizational learning, special education and
classroom management.

Educational psychology both draws from and contributes to cognitive

science and the learning sciences. In universities, departments of
educational psychology are usually housed within faculties of education,
possibly accounting for the lack of representation of educational
psychology content in introductory psychology textbooks

Social Constructivism

This has its origins in the theories proposed by Lev Vygotsky, who gave
importance to cultural and social contexts in influencing learning, namely
the role of the community, the people around, significant adults, culture
and language.

58
LEGAL FRAME
The regulation for the design and execution of my educational project was
approved at the meeting on October 11th, 2012. The director council
decided that the educational projects can be carried out up to for two
people who belong to the Faculty.

CONTEXTUAL FRAME
My project work will be carried out at Paraíso de la Flor Public School in
Paraíso de la Flor in a marginal urban zone of the city and it is led by a
Chairwoman.

This school has one floor building and have been reformed with concrete
and metal structure , there are five classrooms, directory’s room office a
bathroom, a small bar, a big yard decorated with plants in addition a
second floor where are five classrooms and a teacher´s room.

ADMINISTRATIVE ASPECT:
There were 347 students in that current school year, the students come to
class by urban transportation or by walking who leave near the institution.

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

59
GLOSSARY
Learning: Active participation in the learning process through group
discussion, cooperative learning, independent studies, etc.

Pedagogy: Instructional activities and assessments (teaching art) that

requires students to achieve high standards of intellectual quality.

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

development of nature, society, and thought

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

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

Cognitive: Thought processes that reflect thinking, watching, and

experimenting.

Cognition: The portion of human experience comprising thought,

knowledge, belief, and inference.

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

terms to things.

Effective learning: A process which demonstrates that learners are

autonomous when they are motivated.

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

moral language is exhausted by its expression, evocation, or endorsement
of powerful human feelings.

Knowledge: Information, understanding and skills you have gained

through learning or experience.

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

background assumptions

60
Philosophy: Literally, love of wisdom. Hence, careful thought about the
fundamental nature of the world, the grounds for human knowledge, and
the evaluation of human conduct.

Pragmatism: An indigenous American philosophical theory that explains

both meaning and truth in terms of the application of ideas or beliefs to the
performance of actions that have observable practical outcomes, Intuition,
or by means of a process of inference.

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

through training or experience. Listening, speaking, reading and writing
are skills in English.

Strategy: Language learning activities that student does in class.

Technique: The systematic procedure by which a complex or scientific

task is accomplished.

Theoretical definition: A proposal for understanding the meaning of a

term in relation to a set of scientifically useful hypotheses.

Understanding: The human capacity for comprehending the nature of

reality

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

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

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

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

support.

61
 CHAPTER III

METHODOLOGY

MODALITY OF THE INVESTIGATION

According to the objectives this Project was designed according the

necessity of Institution since it focused to the place where it had been
developed in the Paraíso de la Flor Public School.

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

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

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

TYPES OF THE INVESTIGATION

For its purpose is necessary an action investigation because attend to

solve a real problem

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

For its nature is exploratory and descriptive.

LEVELS OF THE INVESTIGATION

The first level was exploratory because I had noticed the there was a
problem and I did preference with the investigation phenomenal.

The second level was descriptive because was described the

characteristics and components.

62
The third level was explanatory because I developed the scientific
knowledge then I did an analyze causes and consequences to the
problem.

PROCEDURE OF THE INVESTIGATION

The mechanism to be used in this investigation was following:

Formulation of the problem
Elaboration of the theoretical frame
The design of the Investigation Problem
Application of the Instruments
Analyses and Interpretation of Results
Conclusion and recommendations

INSTRUMENTS OF INVESTIGATIONS

METHODS

Observation
This method was used to identify the problem I had to talk with the
directives and teachers and so search solution to the problem since that I
had observed that there were not resources for encouraging to the
students to the learning English.

Inductive
Inductive learning encourages the learner to “find” the
answers/learning/understanding on their own Inductive is known as a
'bottom up' approach. In other words it has the following stages:
The observation of the English resources like government English book.
The formulation of the hypothesis and verification of the definitive law.

63
Deductive
Deductive is known as a 'top down' approach whereas Deductive learning
presents the information, answers, learning for the learner.

Heuristic
When teacher encourages students to understand before posting, implying
justification or foundation theoretical and logic and can be submitted by
the teacher or researched by the student.

Itinerant
To our investigation we had to visit a many places like cyber especially
University’s Library, where we find it.

Scientific
By process or "scientific method" means those practices used by the
scientific community as valid when proceeding to explain and confirm their
theories. Scientific theories, designed to somehow explain the
phenomenon we observe, they can support or not in experiments to certify
its validity.

Analytical
This method involves the analysis (decomposition), this is the separation
of a tone in parts or in it is an established element. It relies on knowledge
of something that must be divided into its parts.

Synthetic
It is a process whereby the facts apparently be related isolated,
and formula a theory that connect varies elements, Rational meeting
consists varies elements dispersed in as a whole, this be presented more
in the approach of the hypothesis, the researcher synthesize the
improvement in the imagination for establishing a tentative explanation will
be submitted test.

64
Techniques
Definition
According to (Sanchez, 2014), “it is a tool to develop the investigation that
it is used for all activity”. The techniques were used in this investigation
are: Survey, interview, questionnaire.

Questionnaire
Definition
According to (the Britain Encyclopaedia Company Merriam Webster,
2013), “It is to ask (many people) a question or a series of questions in
order to gather information about what most people do or think about
something”.

It is a technical tool used for the survey and the interview. For the survey is
called survey quiz and for the interview is recognized interview guide.

Interview
Definition
It is one of the most used techniques in research. By means of this a
person (interviewer) it request information from others (interview).
The interview is going to be applied to the chairwoman and the English
teacher.

Sampling
Definition
In statistics it is recognized as sampling technique for selecting an
example from a population.

65
Sample
Definition
According to (the Oxford Dictionary 2013), “It is a technique applied
especially when a descriptive investigation is made.”

Population or universe
Definition
They are all the persons between directives, professors and pupils of an
institution.

The universe of this institution represent three hundred forty seven

people. For this investigation has been considered a purposive sample
that represents 38 pupils of 9th course and 10 pupils of 8th course.

CHART 1 DISTRIBUTIVE OF POPULATION

# POPULATION FREQUENCY PERCENTAGES

1 AUTHORITIES 1 0.29 %
2 TEACHERS 22 6.34 %
3 STUDENTS 324 93.37 %
TOTAL 347 100%
Source: 26 de Noviembre Public High School

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

66
The population is given of 347 people, there were three well differentiated
groups that they were: 1 directive, 22 educational and 324 students, of
which has been defined as sample 67 people, by means of the formula of
Dinamed:

N=N
(N-1) E2 +1

Population = N = 347

Sample = n

Error = AND = 0.5%

Error margin to the square = AND = 0.0025

n= 347
(346) 0.0025+1

n= 347
0.865 + 1

n= 347
1.865

n= 186.05
n=186

Chart Nº 2. Distributive of sample

# POPULATION FREQUENCY PERCENTAGE
1 Authorities 1 1.49 %
2 Educational 18 26.87 %
3 Students 48 71.64 %
67 100 %

67
 OPERATIONALIZATION OF THE VARIABLES

VARIABLES DIMENSIONS INDICATORS

Can be introduced easily in a
language classroom
BASIC
Ideal to teach a new language
GRAMMAR
SIMPLE TENSES Physiological aspect in education.

Significant approach to Learning

Contain linguistic information.
Are ideal to create techniques.
Stimulates communication.
Independent
Application of Basic IMPORTANCE
Contain historical and cultural
Grammar Teaching
knowledge.
Techniques in a
handbook
Contain authentic natural
language

Easily acquisition of new words.

CHARACTERIST Simple tenses are easy to learn.

ICS
Are suitable for the interests of
the students.

VARIABLES DIMENSIONS INDICATORS

Receive messages in the

communication process.

68
 IMPORTANCE Became a central concern for
teachers and students

To achieve a successful transfer

or exchange of information

Modes of grammar tenses are

innate and correspond to the
CHARACTERISTI
within of the learner.
CS
Code Switching is the best mode
of learning language
Multiple intelligences
Dependent:
Elementary English Cummins Bilingualism.
Learning.
Vygotsky´s ZPD

TECHNIQUES Task based learning grammar

OF TEACHING language.
GRAMMAR
Easy two or more language to
learn a new one.

Students use and mix grammar

comprehension in two languages.

69
Chart Nº 3
UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO STUDENTS

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

ALWAYS USUALLY OFTEN SOMETIMES NEVER

5 4 3 2 1
N° QUESTIONS 5 4 3 2 1
1 Is it important to use a handbook when we learn English?

2 Is English useful for you?

3 Are the multiples intelligences in the classroom a good tool

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

5 Does your teacher use grammar in context?

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

7 English songs help to develop the listening skills

8 You have difficulty in understanding English songs

9 You would like to learn English through a handbook with

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

70
 YES NO INDIFFERENT
01- Do you like English?

02- Is English useful for you?

03- Does your teacher use books with

grammar exercises for the English
classes?

04- Would you like to learn English in a

different way?

05- Does your teacher use grammar in

context?

06- Does your high school have didactic

material to learn grammar?

07- Is English grammar difficult for you?

08- Can you write sentences correctly?

09- Do you participate in class constantly?

10- Would you like to learn grammar

through a grammar handbook with easy
and amazing exercises?

71
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO THE PRINCIPAL

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

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

school? Why?

Yes, I do. Because English is used throughout the world. It is important for
international relations and business. Learning English will help many
students to have better knowledge in that language. I feel very happy and
proud that the students show more interest in learning English.

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

English improving the ability for the students to learn?

Yes, because using that handbook, the students remember more easily
and they demonstrate their skills much better.

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

I and the English teacher used the time available to guide the students in a
manner to learn the lesson material and the handbook efficiently.

72
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE ENGLISH TEACHER

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

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

class?
Yes, but not completely.
Why?
I feel the learning environment in our class could be improved a great deal.
I would like to implement the use of the English basic grammar handbook.
to make teaching the students easier and improve their interest and
comprehension. By making the lessons more interesting and fun, and
more relevant to their day to day lives, they have a better chance of
retaining what they learn. It would be very helpful if we had that resource
in our institution.

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

motivate the students?

Yes, because it makes learning much easier for the students and it is a
more natural way to improve their retention of what they learn.

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

73
Yes I do. Because it is the most used language globally and therefore a
very important second language. Learning English is a necessity in many
fields. For young people entering the job market, knowing English
increases their value to prospective employers.

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

education?
Rarely. Not nearly as much as I would like to. I would like have the
opportunity to attend seminaries on a regular basis to continually improve
my knowledge and learn new methods of teaching.

5. - Do you have support to the Chairman and staff of the

Institution?

Yes I do. They are happy people and make the job much easier. They
know very well the problems we have regarding the lack of resources.
They are supportive that the students have the opportunity learn English in
an innovative way instead of learning using the tedious traditional
methods.

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

My goal is that the students have the necessary help to work easily the
both books the government book and the handbook.

7. - You only teach English class twice per week. Don’t you think that
is a little difficult?

I am aware there are few hours available for English, so I try to take
advantage of using that handbook. They prove to be very effective and
have provided good results.

74
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE REPRESENTATIVE PARENTS

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

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

Yes I would, I want our children have the support of this material to
accomplish with the English homework, because it is difficult for us to help
in English home works.

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

How?

All people in the community should realize that the public schools are
forced to work at a lower level. The government has not responded to the
directors and the teachers request for help with money for the school
system. The union must have fortitude, and we like parents, must be
aware that we should all help raise money using various fund to photocopy
the English handbook in order to help our students. We will raise money
so I can support this project.

75
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 1: It is important to use a handbook when we learn English ?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 36 68%
No 3 8%
Indifferent 9 24%
Total 48 100%

GRAPHIC

24%
Yes
8%
68% No
Indiferent

COMMENT:
From 48 students surveyed, 36 answered YES it means 68%; 3 answered
NO it is 8% and 9 are indifferent.
It is necessary to take advantages of these applying good didactic
materials.

76
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 2: Is English useful for you?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 41 82%
No 4 10%
Indifferent 3 8%
Total 48 100%

GRAPHIC

10% 8%
Yes
No
82%
Indiferent

COMMENT:
From 48 students surveyed, 41 answered YES it means 82%; 4 answered
NO it is 10% and 3 are indifferent.
Students considered that English is useful for them. It is necessary to
develop new strategies to develop the learning process properly.

77
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 3: Are the multiples intelligences in the classroom a good tool
for learning EFL?

CHART OF FREQUENCY

FREQUENCY PERCENTAGE
ALTERNATIVES
Yes 5 13%
No 37 71%
Indifferent 6 16%
Total 48 100%

GRAPHIC

16% 13%
Yes
No
71%
Indiferent

COMMENT:
From 48 students surveyed, 5 answered YES it means 13%; 37 answered
NO it is 71% and 6 are indifferent.
Students considered that applying multiples intelligences in the classroom
is good technique to learn English? But it is necessary to develop an extra
grammar material to learning better.

78
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 4: Would you like to learn English in a different way?
CHART OF FREQUENCY

FREQUENCY PERCENTAGE
ALTERNATIVES
Yes 39 76%
No 7 19%
Indifferent 2 5%
Total 48 100%

GRAPHIC

5%
19%
Yes
No
76%
Indiferent

COMMENT:
From 48 students surveyed, 39 answered YES it means 76%; 7 answered
NO it is 19% and 2 are indifferent.
Most of the students would like to learn English language in a different
way. It is necessary to use more didactic materials in class.

79
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 5: Does your teacher use grammar in context?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 30 81%
No 15 14%
Indifferent 3 5%
Total 48 100%

GRAPHIC

5%
14%
Yes
No
81%
Indiferent

COMMENT:
From 48 students surveyed, 30 answered YES it means 81%; 15
answered NO it is 14% and 3 are indifferent.
Students agree the idea of learning grammar using complementary book.

80
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 6: Does your high school have didactic material to learn
grammar?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 3 8%
No 43 87%
Indifferent 2 5%
Total 48 100%
GRAPHIC

8%
Yes
87% No
5%
Indiferent

COMMENT:
From 48 students surveyed, 3 answered YES it means 8%; 43 answered
NO it is 87% and 2 are indifferent.
Most of the students think that their school does not have didactic material
to learn grammar. For this reason our grammar activities program will help
both teachers and students.

81
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 7: Is English grammar difficult for you?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 32 56%
No 3 8%
Indifferent 13 36%
Total 48 100%

GRAPHIC

36%
Yes
56% No
8%
Indiferent

COMMENT:
From 48 students surveyed, 32 answered YES it means 56%; 3 answered
NO it is 8% and 13 are indifferent.
The answers of this question are very important for us because we realize
that the students have not had a real practice or a good schedule of
grammar activities.

82
 ANALYSIS OF RESULTS

Survey to the students

Sample: 48 students
Question 8: Can you write sentences correctly?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 30 66%
No 10 26%
Indifferent 3 8%
Total 48 100%

GRAPHIC

26% 8%

Yes
No
66%
Indiferent

COMMENT:
From 48 students surveyed, 30 answered YES it means 66%; 10
answered No it means 26%; 3 answered NO it is 8% .
According to the results, most of the students would like to do grammar
exercises. As we have seen the students want English practice, for this
reason we propose them a wide and interesting range of activities that it
will help them to be better in the English learning.

83
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 9: Do you participate in class constantly?
CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 10 28%
No 22 31%
Indifferent 16 41%
Total 48 100%

GRAPHIC

28%
41%
Yes
No
31%
Indiferent

COMMENT:
From 48 students surveyed, 10 answered YES it means 28%; 22
answered NO it is 31% and 16 are indifferent.
Students do not have interest in their performance whether it is good or
not therefore we must design a handbook that can improve their
achievement.

84
 ANALYSIS OF RESULTS
Survey to the students
Sample: 48 students
Question 10: Would you like to learn grammar through a grammar
handbook with easy and amazing exercises?

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

Yes 44 89%
No 1 3%
Indifferent 3 8%
Total 48 100%

GRAPHIC

3%
8%
Yes
No
89%
Indiferent

COMMENT:
From 48 students surveyed, 44 answered YES it means 89%; 1 answered
NO it is 3% and 3 are indifferent.
Students think their achievement will improve since our new didactic
material for them.

85
 CHI CUADRADO ANALYSIS
STATISTICAL ANALYSIS OF RESULTS AND CONCLUSIONS

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

Variable No. 2: Would you like to learn grammar through a grammar
handbook with easy and amazing exercises?

COMMENT:

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

Yes, No and Indifferent have a certain grade of coincidence between two
variables. Because of the percentage 0,000 in Sig. asymptotical it was
concluded the data is normal or coincident.

86
CONCLUSIONS AND RECOMMENDATIONS

Conclusions

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

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

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

• The students needed more explanations for the grammar exercises.

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

• The teacher applied techniques efficiently.

• The institution does not have additional grammar resources to

present the contents.of the government book 1.

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

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

able to write sentences in a right form.

• Directives and teachers are pleased for my contribution to the

learning process.

87
• Recommendations

• The teacher has to motivate them.

• The teacher has to encourage and help students because they can
make many mistakes.

• It is recommendable to use new patters and resources to

strengthen the writing skills.

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

resource to make the learning process more interesting.

• It is necessary the teacher should observe to students their

performance

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

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

knowledge.
• It is necessary innovate the grammar material.
• The teachers should to try that students participates more in class
making no boring classes.

88
 CHAPTER IV

THE PROPOSAL

DESIGN OF A HANDBOOK WITH EXERCICES ABOUT

BASIC ENGLISH GRAMMAR
ANTECEDENTS

I noticed that an excellent help to teach English with the English book of
the government it would be better with another resource an English basic
grammar handbook, it boosts the speed of learning the curriculum making
it easy and fun for the students and preventing boredom.

Drawings, exercises and grammar can be created according to the

subject.

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

I had 100% support of this project from the director and staff who work in
the institution; they provided me with all information needed and enabled
me to work some hours with the English teachers to apply the handbook I
had prepared.

All content about grammar were thought in help the students to learn
English easily. It boosted the curiosity of the students a great deal helping
them learn the topics much faster.

I was satisfied that using resources such as these has a big advantage. I
am confident this is the best way to encourage the students and make
exercises easier to complete.

89
 JUSTIFICATION

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

order to help the students who have problem to build sentences and how
differentiate the simple present structures by writing.

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

implementing a corresponding handbook with the same English grammar
themes of the level 1 book of the government

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

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

The students show satisfaction and pride, and they were able to complete
the exercises with less supervision. Teachers felt comfortable using this
material because they were able to act as guides, while the pupils act as
the protagonist.

DIAGNOSTIC SYNTHESIS

The students will perform exercises using written English as a second

language; successfully applying this knowledge in high school.

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

THE FUNDAMENTAL PROBLEM

The fundamental problem was detected in the students, due to the low
motivation and the lack of real grammar didactic materials. To encourage
them to write correctly with the Basic English grammar, so we had to
propose for the students a useful and didactic handbook to try to solve the
problem.

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OBJECTIVES

General

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

the support of corresponding English book, for easier development
without the need for so much help from the teacher.

To strengthen English language skills of students in our school,

developing skills such as understanding, thinking and writing.

To learn Basic English words through a grammar tool.

Specific

To memorize the vocabulary words in English.

To learn to form grammar structures

To complete exercises easier.

To train one of the language skills (writing)

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

IMPORTANCE

This proposal is important because it has resolved a problem

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

The methods, along with using the necessary resources have spiked the
interest of the students.

The grammar handbook has been a great benefit to the teacher and can
be applied throughout the school year and in subsequent years.

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FEASIBILITY

This proposal was applied in the school year 2013-2014 in the second part
of the school year with the eighth course “A” in the afternoon journal and
will have the support of directives, teacher’s staff, students and parents of
the Paraíso de la Flor High School,now called 26 de noviembre.

DESCRIPTION OF THE PROPOSAL

The handbook I created has grammar topics like: The articles, The simple
present of Be, Subject pronouns, Questions with verb to be, prepositions
of place, possessive adjectives, plural of nouns, demonstrative adjectives,
the use of modal verb can, question words, the simple present of verb
have, how much and how many, the simple present tense of other verbs
and with basics vocabulary like: The Simpson family, the fruits, animals,
vegetables and sports. Each topic has some grammar rules and exercises.

The exercises contain tasks such as complete the missing information;

match things that go together; choose the correct answer or picture etc.

This project was developed in the second term of the year (October,
November, half of December, Part of January and the fifteen first days of
February) during the English hours. (Twice per month).

After having completed all the scientific research we need for the
elaboration of this project, we did the tutorial classes planning and
concluded that 20 sessions (each topic 2 sessions) would be required to
apply the handbook with the students.

Once we had the approval of the tutor and the consent of directives and
English teacher of the institution, we started with the application during the
school year 2013-2014.

92
LOCATION OF THE INSTITUTION

This project was performed at “Paraíso de la Flor high school” located at

the cooperativa Paraíso de la Flor, Bloque 6 MZ 314 Solar 11.

LEGAL, SOCIOLOGICAL, PEDAGOGICAL AND PSYCOLOGICAL

ASPECTS

Legal Aspect

The performance of this proposal has the regulation of the national

education rules.

Sociological Aspect

This proposal will help all educative community, because it will allow the
interrelation among them, and in this way the students will respond
positively to the English learning, and parents will feel satisfied with the
learning of their children.

Pedagogical Aspect

Pedagogy is the art and science of educating children, for this reason my
proposal will help teachers to develop it when explaining the Simple
Tenses and when applying exercises related to this tense.

Psychological Aspect

The mission of my proposal is to make motivating the pupils easier for the
teacher, and to encourage the students to become self-motivated as well.

Besides of the application of this resource will be reflected in the

advancement and improvement of the Basic English learning process of
the students.

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VISION, MISSION, POLICIES AND BENEFICIARIES

Vision

My vision is to encourage teachers and directors to search for and use

updated and appropriate methodologies to teach the students to better the
English learning process through practical didactic resources for using the
simple tenses correctly with different types of exercises.

Mission

My mission is to design and apply of an easy grammar handbook with

exercises to develop a high interest for the English learning.

Policies

The institution is interested in changing strategies to boost the speed and

level of learning. This should be considered a necessity for our times to
have a positive effect on our lives and the future.

Beneficiaries

My proposal will benefit students of the eighth course “A” and ninth course
“A”, teachers and parents of “Paraíso de la Flor public high school” now
called 26 de noviembre public high school..

SOCIAL IMPACT

Through my proposal, I hope to involve all the community in the interest

that all the children learn English.

94
 GANTT’S DIAGRAM

The presentation of the topic, the approval of the proposal, the

development of the five chapters and the exposition of the all contents
took almost six months and the following diagram has all the details.

ACTIVITIES OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH

Approval
of the topic X

Tutoring X X X X X X

Formulation X X
of the
problem

Theoretical X X
investigation

Surveys and X X
interviews

Analysis of X
results

Developmen X X
t of the
proposal

Oral X
presentation

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RESOURCES

Human Talents
Students
Teachers
School directives
Tutor
Co-worker
Investigators
Specialist
Librarian
Cyber employee
Computer operator
Parents

Materials
School
Classroom
Didactic material
Text and books
Dictionaries

Office supplies
Copies
Printings
Camera
Transportation

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Electronics and multimedia
Computer
Printer
Scanner
Pen-drive
Digital camera
Internet

Financial Aspect
Didactic material 50.00
Text and books 25.00
Dictionaries 45.00
Office supplies 50.00
Copies 60.00
Printings 100.00
Transportation 40.00
Snacks 30.00

Total $400.00

97
 GLOSSARY
Material: It is anything made of matter, constituted of one or more
substances.

Didactic material: It is an instrumental device that contains an

educational message, so the teacher what has to carry out the teaching-
learning process.

Feasibility: This statement serves as a guide to the organization or

framework guide their actions and desires with the possible.

Beneficiaries: People, group or entity that is favored with benefit or any

transfer, whether express or implied.

Concern: Something that interests you because it is useful or need to you.

Execution: The act of applying; a carrying into effect or to completion;

development; achievement; consummation; as, the execution of a plan, a
job, etc.

Policies: A plan or course of action, as of a government, political party, or

business, intended to influence and determine decisions, facts, and other
subjects.

Reflection: A thought or an opinion as a result from such consideration.

Resource: Something that can be applied for support or help.

Understandable: be apprehended or gotten from knowledge’s.

98
BIBLIOGRAPHY

Herrera, J. (2005). Proyecto Educativo, pág. 38. Editorial Universidad de

Guayaquil, Guayaquil, Ecuador.

Leiva Zea, F. (2007). Nociones de Metodología de Investigación

Científica. Quito. Editorial Cámara Ecuatoriana del Libro - Núcleo de
Pichincha. Sexta Edición.

Pacheco, O. (2003). Proyecto Educativo pag.21 Editorial 45, Quito,

Ecuador.

Schrampfer, B.1997. Fundamentals of English Grammar. Pag. 28-125.

Editorial Prentice Hall, Quito, Ecuador.

Cambridge. English Dictionary Guides you to the

Meaning, 2003

WEB SITES FROM INTERNET

Motivation and learning: http://psu.edu/studyskills/motivation.html

Importance of Motivation:
http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html

Constructivism: http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm

Skinner education theory : www.aldeaeducativa.com

Columbia encyclopedia: http/.bartleby.com/

Teaching strategies techniques and philoshopy.

http://teacher2b.com/strategies/teacherstr.html

http://www.firstschoolyears.com/literacy/word/other/plurals/resources/rules.
htm

http://www.edufind.com/english/grammar/definite_indefinite_article.php

99
http://interteachpsy.org/Resources/EducationalPsychologyTeachingResour
ce

Source:Thoughtco(April,2017)KennethBeare,retrieved
From https://www.thoughtco.com/teaching-grammar-in-esl-efl-setting-
1209075 August 18,2017.
Dictionary(2015),retrieved.from
http://dictionary.cambridge.org/es/diccionario/ingles/grammar

August 19,2017.

Source:Oxford.Dictionary(2016),retrieved.from
https://en.oxforddictionaries.com/definition/grammar August 19,2017.

Source: Julio Foppoli, (2016).Importance of Grammar. Retrieved from

http://www.eslbase.com/teaching/grammar-important-second-language-
learner#comments August 19, 2017.

Source: Jianyun Zhang(2009),Necessity of Grammar teaching retrieved_

from http://files.eric.ed.gov/fulltext/EJ1065690 August 19,2017.

Source:Ministerio de Educación del Ecuador.(2015,p2),Area de

Ingles.English as foreing language retrieved_from
https://educacion.gob.ec/wp-content/uploads/downloads/2016/03/Area-de-
Ingles August 19,2017.

Source: Brithishcouncil.org(2015)( English in Ecuador An examination of

policy, perceptions and influencing factors(May,2015,p4).retrieved_ from

http://englishagenda.britishcouncil.org/sites/default/files/attachments/englis
h_in_ecuador August 19, 2017.

Source: Ochoa, C., Cabrera, P., Quiñónez, A., Castillo, L. & González, P.
(2016). The Effect of Communicative Activities on EFL Learners’
Motivation: A Case of Students in the Amazon Region of Ecuador. Colomb.
Appl. Linguist. J., 18(2), pp. 39-48.

100
Source:British Council (December 2008)Teaching and Learning Approach
retrieved_ from https://www.teachingenglish.org.uk/article/approach
August 25,2017.

Source: Lindsay Clandfield(December,2010) Task-based grammar

teaching.retrieved_from
http://www.onestopenglish.com/grammar/grammar-teaching/task-based-
grammar-teaching/144974.article August 19,2017

Source: nclrc.org(2003),Strategies for learning grammar.Retrieved_from

http://www.nclrc.org/essentials/grammar/stratgram.htm August 19,2017.

Source: smarter-lives(June,2016)Silva Nayanee Gender´s multiples

intelligences retrieved from_ https://www.smarter-
lives.com/2016/06/06/the-theory-of-multiple-intelligences-and-possibilities-
for-its-use-in-education-coaching-and-the-workplace/ August 25,2017.

Source:REnglish profile(2011)lifelonglearning programbooklet The CEFR

for English retrieved from_ http://www.englishprofile.org/ August 26,2017.
Source:The Essential of Language Teaching .N.CLRC,(2004). Goals and
Techniques for Teaching Grammar.retrieved from_
http://www.nclrc.org/essentials/grammar/goalsgram.htm. August 26,2017

Source: Saul McLeod (2012).Simply Phycology,Vygotsky theory of

Z.P.D.Retrieved from_ https://www.simplypsychology.org/Zone-of-
Proximal-Development.html August 27,2017.

Source: Baker, C. (2006). Foundations of bilingual education and

bilingualism (4th ed.). Clevedon, UK: Multilingual Matters.

Steve McCarty.(September,2013)Childresearch.Bilingualism and language

teaching series.retrieved from_
http://www.childresearch.net/papers/language/2013_02.html August
26,2017.

101
Source:Susan Emateus(July,2014).Bilingualism in Ecuador.retrieved
from_ https://suzannemateus.com/2014/07/17/code-switching-in-ecuador/
August 27,2017.
Source: Cathryn Whitehead(2011). Definition of Learning Style.Retrieved
from_ http://classroom.synonym.com/definition-learning-style-
6551473.html September 04,2017.
Source:Mastin luke(2008)Epistemology retrieved from_
http://www.philosophybasics.com/branch_epistemology.html
September 04,2017.
Source: dictionary.com(2013).Knowledge definition retrieved from_
http://www.dictionary.com/browse/knowledge. September 09,2017.

. Source:Gemma Will (May, 2014). The 6 Types Of Knowledge: From A

Priori To Procedural retrieved from_ https://blog.udemy.com/types-of-
knowledge/ September 09,2017.

102
ANNEX
ONE
DOCUMENTS

103
104
105
106
ANTIPLAGIO

107
108
109
 ANNEX
TWO
SURVEYS AND
INTERVIEWS

110
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO THE PRINCIPAL

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

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

school? Why?

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

English improving the ability for the students to learn?

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

111
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE ENGLISH TEACHER

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

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

Why?

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

motivate the students?

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

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

education?

5. - Do you have support to the Chairman and staff of the Institution?

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

7. - You only teach English class twice per week. Don’t you think that is a
little difficult?

112
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE REPRESENTATIVE PARENTS

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

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

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

113
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

ENTREVISTA AL RECTOR

OBJETIVO
Conocer el punto de vista de los directivos acerca de la importancia de las
estructuras gramaticales básicas.

1.- ¿Cree usted que es importante mejorar la enseñanza de inglés en este

colegio? ¿Por qué?

2.- ¿Cree usted que usando un manual de inglés es bueno para mejorar el
aprendizaje de los estudiantes?

3.- ¿Cómo apoyaría usted en la realización de esta propuesta?

114
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

ENTREVISTA AL PROFESOR DE INGLES

OBJETIVO
Conocer el punto de vista del profesor de inglés acerca de la importancia de las
estructuras gramaticales en clase.

1.- ¿Está usted satisfecho con su logro en su clase de inglés?

¿Por qué?

2.- Cree usted que es importante usar un material didáctico para motivar a
los estudiantes?

3.- ¿Considera usted importante aprender inglés?

4.- ¿Con qué frecuencia asiste a los cursos de formación de inglés para la
educación continua?

5.- ¿Tiene usted el apoyo del rector y del personal de la institución?

6.- ¿Qué le gustaría lograr con este proyecto?

7.- Sólo se enseña la clase de Inglés dos veces por semana. ¿No cree
usted que es un poco difícil?

115
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTICA

ENTREVISTA A LOS PADRES DE FAMILIA

OBJECTIVE
Conocer el punto de vista de los padres de familia acerca de la importancia de
la estructura de la gramática básica en clase.

1.-lLe gustaría que sus hijos aprendieran ingles de una mejor manera?
¿Por qué?

2.- ¿Le ayudaría a trabajar en algunas actividades de autogestión?

¿Cómo?

116
 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

ENCUESTA A LOS ESTUDIANTES

OBJETIVO
Conocer el punto de vista de los estudiantes a cerca de la importancia de las
estructuras gramaticales básicas en ingles en clase.

INFORMACION ESPECÍFICA
Escriba una “x” sobre la respuesta que considere la más apropiada en cada
pregunta requerida.

SI NO INDIFERENTE
01- ¿Le gusta el ingles?

02- ¿Es el inglés importante para usted?

03- ¿Su profesor de inglés usa libros con

ejercicios gramaticales en clase?

04- ¿le gustaría aprender inglés de forma

diferente?

05- ¿Su profesor de inglés utiliza la

gramática en contexto?

06- ¿Su colegio tiene material didáctico

para enseñar gramática?

07- ¿Es la gramática inglesa difícil para

usted?

08- ¿Puede escribir oraciones

correctamente?

09- ¿Participa usted en clase

constantemente?

10- ¿Le gustaría aprender gramática a

través de un nuevo manual con ejercicios
fáciles e interesantes?

117
ANNEX
THREE
PHOTOS

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122
 COLEGIO FISCAL MIXTO

"PARAÍSO DE LA FLOR”

Paraíso de la Flor Bloque 6 Mz. 314 Sl. 11

Guayaquil - Ecuador
AÑO LECTIVO 2013 - 2014

QUIMESTRE: PRIMER SEGUNDO

PARCIAL: PRIMER SEGUNDO

DOCENTE:_______________________

ASIGNATURA:__________________________ ______ PARALELO:

ESPECIALIZACIÓN:__________________

Nº NÓMINA
1 ALVARADO CASTRO KERLY TAMARA
2 ALVIA COBOS CRISTINA NICOLE
3 ANCHUNDIA DIAZ ALICIA NORMA
4 ANZULES GOMEZ MICHAEL BRANDON
5 AROCA JIMENEZ YULEXI NICOLE
6 AROCA PRADO JOSELIN ESTEFANIA
7 AULLA CAUJA CRISTHIAN FERNANDO
8 AVILA CHILAN LLERLY MAVEL
9 AVILES MERA FRANCISCO JAVIER
10 BAQUE CHOEZ ANGELA DEL PILAR
11 BARZOLA CHANCAY ALEJANDRO ALEXIS
12 BARZOLA CHANCAY GENESIS DIANA
13 BONNET QUIÑONEZ MELANI DALILA
14 BRIONES AURIA GREGORY NAPOLEON
15 CAICEDO CHICHANDE LICETTE
16 CAMPUZANO MUÑOZ ANDREA MARIA
17 CANCHINGRE ESPINOZA DANIELA
18 CARPIO BARCO KEVIN ALEXANDER
19 CEDEÑO MORA JESUS ALEX
20 CERCADO CAICE DENNY MANUEL
21 EDUARTE SANCHEZ STIVEN SANTIAGO
22 ESPINOZA MACÍAS RICHARD EDUARDO
23 FARIAS HIDALGO MATILDE EUGENIA
24 FERNANDEZ FERNANDEZ ALEXANDER
25 FLORES VALENCIA WENDY HABANA
26 GALARZA PEREZ EDISON MICHAELL
27 GARCIA RODRIGUEZ EDWARD EMANUEL
28 GARCIA TRIVIÑO MARCOS HECTOR
29 GOYES ROMERO JENNELLE ANDREA
30 GUTIERREZ ASCENCIO RICHARD JOSE
31 LOOR GUARANDA SHIRLEY LILIANA
32 MARTILLO SANCHEZ MARIA ELENA

123
33 MERCHAN CHOEZ LUIS MIGUEL
34 MERCHAN MORAN INGRY KATHERINE
35 MOLINA ALAY GENESIS STEFANIA
36 NUÑEZ PINCAY ANGEL JANDRY
37 ORDONEZ TORRES ADONIS JOEL
38 PALMA ALAVA KELLY NICOLE
39 PAREDES ZAVALA RUTH ELIZABETH
40 PLAZA CRUZ STALIN JESUS
41 PLUA PALMA WENDY NAYELI
42 PLUAS MARCILLO CARLOS DEIVI
43 POZO TOMALÁ JOSELYN NAYELI
44 QUIRUMBAY AVILA BRANDON RENÉ
45 QUISPILLO TOTOY BETTY MARISELA
46 REYNA UVE NAYELI NATHALY
47 RIVERA MOREIRA KAREN LISBETH
48 RODRIGUEZ PEÑAFIEL IVAN JOSÉ
49 ROMAN BARZOLA PAUL ANTONIO
50 RONQUILLO HOLGUIN IVAN AURELIO
51 TIGUA SANCHEZ WASHINGTON JOSUE
52 VELASQUEZ QUIROZ JAHIR ARMANDO
53 VELEZ VERA KEVIN ALEXANDER

124
ANNEX
FOUR
PROPOSAL

125
 ENGLISH HANDBOOK

BELONGS TO :VICENTE MEDINA BARREIRO

PROPOSAL TO :UNIDAD EDUCATIVA FISCAL 26 DE NOVIEMBRE

TOPICS: BASIC ENGLISH GRAMMAR TO THE LEVEL A2.2 TO

THE NINTH COURSE

SCHOOL YEAR :2013-2014

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