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Tli 242
Tli 242
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
ABSTRACT
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
fun way. Also, each child can work with other students and
share ideas with others and with the teacher.
Cue words:
CONTENTS
Abstract…………………………………………………………… 1
Contents…………………………………………………………… 2
Responsability. ……………………………………………………. 8
Acknowledgement………………………………………………… 9
Dedications…………………………………………………………. 10
Introduction…………………………………………………………. 12
2
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
1.2.1. Biography………………………………………….. 23
3
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
4
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Classroom…………………………………………………………
5
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
6. CONCLUSIONS………………………………………………… 184
7. RECOMMENDATIONS……………………………………… 188
8. BIBLIOGRAPHY………………………………………………. 191
9. ANNEXES………………………………………………………. 195
6
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN
ESCUELA DE LENGUA INGLESA
AUTORAS:
7
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
8
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
ACKNOWLEDGEMENT
9
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
DEDICATION
I would like to
dedicate this thesis to
my lovely parents,
Telmo and Esilda, who
have been my pillars of
strength, to my great
brothers and sisters for
their love,
encouragement, and
support. I feel so
fortunate that they exist
in my life. This is for
them, with all my love.
Adriana
10
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
DEDICATION
I want to dedicate
this study to my parents,
Carmen and Roberto, for
their unconditional love,
to my husband, Luis, for
his unqualified love,
support, and patience
which made it possible
for me to achieve my
goal; to my daughter,
Samantha, for being the
reason for my existence
and the love of my life,
and to Martha and
Veronica, who are
always next to me
sharing my triumphs and
failures.
Jeanneth
11
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
INTRODUCTION
12
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
13
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
14
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
15
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
CHAPTER I
16
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
17
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
1
Nontrivial way: That is, the learner must analyze the meaning of a word or phrase; for example, if a learner knows that
Ohio, California, and New York are states, it is comparatively trivial to learn that Michigan is also a state, unless one
goes further and recognizes that states are relatively large geographic units and there are only 50 in the United States,
including Alaska and Hawaii. The learner needs to seek to build an organized knowledge structure that moves toward
recognition of the differences between towns, cities, states, and countries.
18
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
20
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Meaningful learning
21
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
are
by by by
worm
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
1.2.1Biography
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
24
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
26
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
2
Brainstorming: It is a quick way to generate a lot of ideas on a subject. The purpose is to make a list of as many ideas
as possible without worrying about how you will use them. The list can include words, phrases, sentences, or even
questions.
27
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
28
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
29
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
33
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
3
Misconceptions. - They are simply concepts, views, facts, and/or knowledge and understandings that students think
they know. Example: You ask a question and find that the answer you get is wrong, often in an odd or unexpected way.
So, you ask a follow-up question, or you ask the student to explain the previous answer, and again you get an odd answer
or explanation. Thus the questions that you have asked, whether in the classroom or in your office, are diagnostic
probes, and the answers that you get are diagnostic signs of the possible presence of a misconception.
34
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Concept
dog
image
is
The dog brown.
35
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
to
For example:
36
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Proposition
37
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
38
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
41
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
j uice box
soup
broccoli
l ikes
likes
l ikes
l ikes l ikes
l ikes l ikes
l ikes
watermel on
l ettuce
bananas
42
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
in Cue nca
l ives
studies at Am erica n
sch ool
Peter
likes
Gallardo
wants to p lay
ba sketball
to b e a n
eco log is t
43
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
me
my
my sister my cousin my cousin
brot her
my u ncle my aunt
my mot her my fat her
my my
grandmot her
grandfat her
My family tree
44
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Evaporates
Heats
Forms
Re turns Falls
45
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
46
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
47
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
For example:
What are the plants?
48
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
For example:
49
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
50
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
find water
need
roots
has
are
has
leaves
Plant needs
has
is
sun
flower can be
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
find
water
roots
need
has
are green
has
leaves
Plant
needs
has
is yellow
sun
can be
flower
52
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
53
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
1. Teaching a topic
54
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
2. Reinforce understanding
4. Evaluation
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
56
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
57
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
CHAPTER II
58
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
60
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
61
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
only half the class. After that, the teacher shows it to the
students in an incomplete concept map, and the other half
of the class has to guess the name of the picture that is on
the back of the picture. In this manner, the concept map will
be completed when the students start to finish it through
their brainstorming.
A birthday
party
there is
is is
funny celebrated
a cake
and
in
2
4 7
and in
5 8
62
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
63
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
64
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
read their activities and try to give some ideas about the
map.
Example:
65
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
66
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
class working with one student after another until they find
their correct texts from the concept map.
67
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
68
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
69
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
70
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
a. Phonics
Example:
71
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
/d d/
/g s/
/k b/
/k t/
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
c. Whole Sentences
73
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
e. Word Association
Example:
FOOD DRINKS
74
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
f. Completing
Example:
radio magazines
2. I ………….. my homework.
(do – make)
75
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
a. Pre-reading activities
76
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
c. Post-reading activities
77
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
78
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
79
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
80
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
81
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
b.- Matching
Example:
_ _He _ _ _ _ _ _ _ _ _ _ _ _
82
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
……………………………………………………….It is used
to…………………………………………………………………..
……………………………………………………………………
83
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
e.-Copying books
f.-Dictation
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
- Be short
breath
gone
Example:
85
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Example:
86
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
87
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Prewriting
1
Publishing Writing aDraft
5 2
4 3
Revising
Editing and Proofreading
a. Pre-writing activities
- Choose a topic.
- Collect information.
- Decide one main point to write about for your
topic.
b. Writing a Draft
88
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
c. Revising
e. Publishing
89
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
90
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
→cave
→dragon
91
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
→mouse
→flower
→elephant
→cave raining
→dragon running
→mouse laughing
→flower eating
→elephant drinking
92
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
93
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Concept
Not
Concept
concepts
94
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
why
Linking
Words what
who
is
how
are
when were
that the
then than
Linking
words
grass is green
bricks are hard
happy when playing
dogs that bark
spring then summer
95
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
96
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
97
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
98
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
CHAPTER III
DIDACTIC GUIDE
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
100
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠Vocabulary
9 Show a picture of a cow and the teacher and students
start to discuss things they know about a cow. For
example: Teacher: …”What does the cow give us”..
Students: (possible answers) “milk, skin, meat,” and so
forth.
9 Put students in two columns “A” and “B”. Column “A”
guesses “what is the flash card about?”. And column
“B” tries to make students confuse.
9 Tell students to read the task instructions. Check
understanding.
9 Tell students to draw and color in the blanks the things
they have said about the cow.
9 Give them enough time to do the task.
9 Have students check the task by comparing their
answers with a partner.
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Writing
9 Divide the class into groups of four students and
display to each group a concept map about a cow.
9 Focus students’ attention on the concept map.
9 Read the task instructions and check understanding.
9 Say: “look at the map and list four things that you can
see in the map”.
9 Call one student to the board to write about one
characteristic of the cow.
9 Invite students to write their thoughts on the worksheet
9 Monitor the task.
9 Give students enough time to do the task.
9 Check their tasks.
♠Constructing a map
9 Work in the same groups.
9 Focus students´ attention on the Useful Words box on
the worksheet. The box contains relevant recycled
102
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
103
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
THE COW
1.- Discuss, write, draw and color: “What does a cow give us?”
______________________
The cow gives us milk.
______________________
______________________
______________________
______________________
“THE COW”
week. The cow lives in a __________ and eats different things such
as grass, , hay, and a special mixture for cows.
104
AUTORAS: ADRIANA DEL ROCIO CUZCO CAJAMARCA
LAURA JEANNETH ZHAGÜI PIÑA
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
3.-Make groups of four students. The students read and write about
the concept map one by one. One student identifies the cow´s
mate?. Another one says what the cow eats, and so on.
Student 2:___________________________________________________________
______________________________________________________________________
Student 3:___________________________________________________________
______________________________________________________________________
Student 4:___________________________________________________________
______________________________________________________________________
105
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
skin
cow milk cheese
bull
machine cream
butter
grass f
jacket corn
arm
s
a special mixture for hoes
hay handbag cows.
106
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
107
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Vocabulary: occupations
Aim: _ To encourage students to use articles
in a simple way.
Group limit: two students
Level: Seventh Level of basic Education
Time: 60 minutes
Materials: worksheets, pencils, color markers,
eraser, pen, board.
Procedure:
108
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Matching information
9 Tell the students to look at the pictures.
9 Put some pictures about occupations on the board.
Point to John Perez and say: He is a…….
9 Focus on the word is which will be used as a linking
word and on occupations as concepts.
9 Encourage students to answer.
9 Tell students to look at the pictures, the linking word,
and the names of the occupation and do the task.
9 Walk around the class checking students´ work. Help
them if needed.
9 Check the information on the board.
♠ Completing
9 Ask students to look at the pictures and ask them to
predict the task.
9 Write on the board a chart or “parking lot”, which will
be used to complete the concept maps.
9 Demonstrate the task with an example. Point at map 1
and the parking lot on the board and say the example.
9 Tell the students to work in pairs taking turns to read.
Say: work in pairs, please. Take turns.
109
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Writing
9 Tell students to look at the pictures and the parking lot
to demonstrate what students have to do. Point to map
1 and write the example: …Andres Quezada lives…
9 Tell students to write according to the other maps.
9 Monitor students´ work. Help them when it is
necessary.
110
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
OCCUPATIONS
2. - In pairs. Look at the pictures and match the names with the
occupation. Use is as a linking word.
111
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
3. - Complete the map about the people in the pictures. Use the
chart for each picture.
Andrés Quezada
Ambato
a teacher
school
Julio Saldaña
Baños
a hairdresser
beauty salon
Yolanda Reinoso
Cuenca
a nurse
hospital
112
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
4. - Write about three people from each map who are described in
activity 3.
Example:
5.- Write the nationality of the following people. Use the cue words
of the box.
Mexican American Spanish Japanese Italian
____________ ______________
113
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
John´s life
Samuel´s life
__Samuel Brown is_____________________
_________________________________________
_________________________________________
_________________________________________
________________________________________.
114
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Time: 60 minutes
Procedure:
♠ Vocabulary
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Making sentences
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Writing
117
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
TOURISM
1.- Can you remember the names of these animals? Select
the number with the words in the box.
giant tortoises ( 5 )
sea lion ( )
dolphins ( )
pelican ( )
penguins ( )
marine iguanas ( )
blue-feet ( )
118
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Today, a lot of tourists from all over the world visit the
Galapagos Islands. There are many reasons to visit this
unique island of the world.
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
………………………………
………………………………
………………………………
………………………………
IN GALÁPAGOS
there are there are
……………………………… …..sea lions ……….
there are
……………………………… …..dolphins…………
……………………………… …..whales…………
………………………………
………………………………
………………………………
………………………………
………………………………
120
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
3.- Look at the pictures and write sentences. Use the plural form
(tortoise) …………………………………………………….
(penguin) ………………………………………………………
(boat) …………………………………………………………
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
4.- Work in pairs. Imagine that you are a tourist guide and you
have to give some advices of the Azuay Province to the tourists in
Azuay Province. Use the map and write a short paragraph about it.
generates work for many people. The most appreciated products are the
____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
122
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Time: 60 minutes
Procedure:
123
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Completing
9 On the board copy the map with the missing concepts.
9 Demonstrate what students have to do by giving an
example.
9 Ask students to do the task.
9 Walk around the class and monitor.
9 Check the task on the board.
124
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Writing
125
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
1.- Look at the picture. Read and complete the text. Use the verbs
of the box.
likes
plays
basketball
watches
Samantha dreams
126
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
3.- Read the Concept Map and write sentences in the simple
present.
4.- Write a short paragraph about your friend´s favorite sport. Write
in simple present.
____Carlos is my best friend. His favorite sport is_______________________
______________________________________________________________________
______________________________________________________________________.
127
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
Vocabulary: My Day
Time: 60 minutes
Procedure:
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
129
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Writing
9 Divide the class into pairs. Have students look at the
pictures about some people.
9 Read the task instructions and check understanding.
9 Point to the times on the board and say: “Pamela gets
up at 10:15. She goes to the hospital by taxi”.
9 Have students write short paragraphs by using the
pictures. One child says the sentences and the other
one records the sentences on the worksheets.
9 Walk around the class and monitor.
♠ Labeling
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Constructing a map
131
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
MY DAY
1.- Read about Diana, Nancy and Gladys. Write the times.
2.- Read again. Write the student´s name under the pictures.
She goes to school by car. She goes to school by bus. She walks to school.
132
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS
IN A FOREIGN – LANGUAGE CLASSROOM.”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.
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4.- Complete the map with the words from the box.
by bike by car
by bus by canoe
by taxi on a horse
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IN A FOREIGN – LANGUAGE CLASSROOM.”
5.- Read Danny´s Scholl Day and complete the concept map. If you
want you can use the following concepts and linking words.
135
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IN A FOREIGN – LANGUAGE CLASSROOM.”
Time: 60 minutes
Procedure:
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IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Matching
9 Tell students to look at the instruction and explain to
them the correct position of the adjective to carry out
the activity.
9 Give a letter to each column. Say: “The first column is
going to be “A” and the other is “B”.”
9 Ask students “A” to read the adjective and students “B”
TO say the correct name of the picture according TO
the adjective. Example: students “A”: an evil person.
Students “B”: queen. And so on.
9 Give students five minutes to match the task.
137
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IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Writing
9 Prepare the students for the activity.
9 Remind students of the meaning of concept and linking
words. Explain that concept is the word we use to
mean some kind of object or event “picture”; example:
138
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IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Completing a Map
9 Draw the students’ attention to cue words and
drawings.
9 Ask them which are concepts and which are linking
words.
9 Tell them to write the words on the map according to
“Snow White” correctly.
9 Cut out the drawings and decide which one is in the
right place. Paste them.
9 Use the opportunity to introduce the map of “Snow
White” in the following way: The teacher says: Snow
White has ………… Students answer: an evil
139
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IN A FOREIGN – LANGUAGE CLASSROOM.”
“SNOW WHITE”
“SNOW WHITE”
Once upon a time there lived a very _evil__ queen
who had a _________ stepdaughter called Snow White.
One day the queen asked her magic mirror to tell her if
she was the most beautiful person in the land. The mirror
said that Snow White was more beautiful than the queen.
141
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IN A FOREIGN – LANGUAGE CLASSROOM.”
A handsome queen
A beautiful prince
A little mirror
A magic man
An evil kiss
142
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IN A FOREIGN – LANGUAGE CLASSROOM.”
3.- Read these words and label them in the correct place.
_____is___________ ______cottage_____
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
4.- Cut some pictures and paste them according to the linking word
to form sentences.
is
is
…..Snow White is happy…………………
are are
…………………………………………………………
is is ………………………………………………………….
143
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IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Getting started
9 Story Map: Display the large concept map about
“Cinderella” (see materials at annexes).
9 Encourage students to give some ideas about
“Cinderella”: Was Cinderella happy? Does Cinderella
have a mother? How many little men are around
Cinderella?
145
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♠ Vocabulary practice
146
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IN A FOREIGN – LANGUAGE CLASSROOM.”
♠Writing
♠Reading
9 Ask students to stand in a circle with the pictures (see
materials in the annexes) from the story “Cinderella”
9 Give the worksheet with the unscrambled sentences.
147
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IN A FOREIGN – LANGUAGE CLASSROOM.”
♠ Making Notes
9 Read the task instructions and check understanding.
Say: “Look at your map in Activity One again”.
9 Put the students in two pairs. Point at student A and
say: “Read the first sentence of the map”. Point at
student B and say: “Make notes on what your partner
has said”.
9 Give the students enough time to do the task.
9 Monitor and give feedback.
148
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IN A FOREIGN – LANGUAGE CLASSROOM.”
“CINDERELLA”
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IN A FOREIGN – LANGUAGE CLASSROOM.”
2.- Look at the pictures and write the actions in past form.
talk dance
_____talked________ _________________
find
think
_________________
__________________
kiss
clean
_________________
_________________
3.- Write the sentences in the past form and use the verbs from
activity two. The first one has been done as an example for you.
1.- _The fairy Godmother talked with Cinderella about the party in the Prince´s Palace._
2.- ___________________________________________________________________
3.- ___________________________________________________________________
4.- ___________________________________________________________________
5.- ___________________________________________________________________
6.- ___________________________________________________________________150
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FOREIGN – LANGUAGE CLASSROOM.”
and stepsisters.
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FOREIGN – LANGUAGE CLASSROOM.”
4. - Write a short story about “Cinderella” in the simple past and use
the map of activity one.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
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FOREIGN – LANGUAGE CLASSROOM.”
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FOREIGN – LANGUAGE CLASSROOM.”
CHAPTER IV
APPLICATION OF THE DIDACTIC GUIDE
4.1 CONTEXTUALIZATION
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FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
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FOREIGN – LANGUAGE CLASSROOM.”
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FOREIGN – LANGUAGE CLASSROOM.”
boys and fourteen girls, whose ages ranged from ten to twelve
years. We applied one activity of our didactic guide on them,
and we dedicated four sessions to develop the project.
158
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FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS IN A
FOREIGN – LANGUAGE CLASSROOM.”
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FOREIGN – LANGUAGE CLASSROOM.”
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FOREIGN – LANGUAGE CLASSROOM.”
The cow:
c. gives us meat.
162
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FOREIGN – LANGUAGE CLASSROOM.”
e. lives on a farm.
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FOREIGN – LANGUAGE CLASSROOM.”
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS IN A
FOREIGN – LANGUAGE CLASSROOM.”
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FOREIGN – LANGUAGE CLASSROOM.”
166
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FOREIGN – LANGUAGE CLASSROOM.”
CHAPTER V
FIELD RESEARCH
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FOREIGN – LANGUAGE CLASSROOM.”
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FOREIGN – LANGUAGE CLASSROOM.”
Yes
No
A little
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FOREIGN – LANGUAGE CLASSROOM.”
e. Other.
5. What skill did you use more in your English class at the moment
you used the concept maps?
Listening
Speaking
Writing
Reading
170
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FOREIGN – LANGUAGE CLASSROOM.”
Confusing
7. Would you like your teacher to use concept maps in the English
classes?
Yes
No
Sometimes
CHART N|1
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FOREIGN – LANGUAGE CLASSROOM.”
GRAPHIC N|1
172
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FOREIGN – LANGUAGE CLASSROOM.”
CHART N|2
GRAPHIC N|2
173
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FOREIGN – LANGUAGE CLASSROOM.”
3.- Did you understand the topic when the teacher used
the concept map?
CHART N|3
174
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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
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FOREIGN – LANGUAGE CLASSROOM.”
GRAPHIC N|3
175
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“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS IN A
FOREIGN – LANGUAGE CLASSROOM.”
CHART N|4
GRAPHIC N|4
176
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“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS IN A
FOREIGN – LANGUAGE CLASSROOM.”
5.-What skill did you use more in your English class at the
moment you used the concept maps?
CHART N|5
SAMPLE ITEM ANSWER %
23 LISTENING 2 4
SPEAKING 3 7
WRITING 23 50
READING 18 39
TOTAL 46 100
177
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GRAPHIC N|5
178
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FOREIGN – LANGUAGE CLASSROOM.”
CHART N|6
179
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“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS IN A
FOREIGN – LANGUAGE CLASSROOM.”
GRAPHIC N|6
180
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FOREIGN – LANGUAGE CLASSROOM.”
CHART N|7
GRAPHIC N|7
181
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182
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CONCLUSIONS
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RECOMMENDATIONS
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BIBLIOGRAPHY
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FOREIGN – LANGUAGE CLASSROOM.”
Internet links:
¾ http://www.classes.aces.uiuc.edu/ACES100/Mind/c-
m2.html
¾ http://www.cmc.ihmc.us/cmc2006Papers/cmc2006-
p108.pdf
¾ http://www.en.wikipedia.org/wiki/Concept_map
¾ http://www.fed.cuhk.edu.hk/~johnson/misconceptions/co
ncept_map/concept_maps.html
¾ http://www.google.com.ec/search?hl=es&q=concept+ma
p+for+children&meta=
¾ http://www.google.com.ec/imgres?imgurl=http://classroo
mtech.files.wordpress.com/2006/08/
¾ http://www.inspiration.com/Parents/Visual-Thinking-and-
Learning
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¾ http://www.labspace.open.ac.uk/
¾ http://www.necsi.org/guide/concepts/
¾ http://www.wired.com/science/discoveries/news/2005/05/
67685
¾ http://cmap.ihmc.us/Publications/ResearchPapers/Theor
yCmaps/TheoryUnderlyingConceptMaps.htm
¾ http://www.graphic.org/concept.html
¾ http://impara.cmappers.net/Espaniol/PaginasIhmc/Detall
eObjetoAprendizaje.aspx?t=1
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Annex 1
Annexe 2
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Annex 2
CINDERELLA MAP
197
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198
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Annex 3
FLASHCARDS
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LASHCARDS
200
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS IN A
FOREIGN – LANGUAGE CLASSROOM.”
FLASHCARDS
201
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS IN A
FOREIGN – LANGUAGE CLASSROOM.”
Annex 4
A SURVEY APPLIED TO THE STUDENTS IN THE
“FRANCISCO ASTUDILLO” ELEMENTARY SCHOOL
AFTER USING CONCEPT MAPS
Yes
No
A little
202
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“THE USE OF CONCEPT MAPS FOR DEVELOPING CHILDREN’S READING AND WRITING SKILLS IN A
FOREIGN – LANGUAGE CLASSROOM.”
j. Other.
12. What skill did you use more in your English class at the
moment you used the concept maps?
Listening
Speaking
Writing
Reading
13. How interesting was your English class while using
concept maps?
Fun
Boring
Confusing
14. Would you like your teacher to use concept maps in the
English classes?
Yes
No
Sometimes
Thank you
203