Universidad Austral de Chile

Facultad de Filosofía y Humanidades

Escuela de Pedagogía en Comunicación en Lengua Inglesa

Profesor Patrocinante:
Eduardo Roldán Yáñez

Teaching speaking in primary schools:

Speaking activities for 5th graders

Seminario de titulación para optar al grado de licenciado en educación y profesor en

comunicación en lengua inglesa

Mirna Valentina Delgado Rudolph

Roberto Matías López Dimter

Valdivia- Chile
2009
Dedicated to our families. They have
given us their unconditional support
to successfully finish this important
stage of our lives.

1
Summary

This is a pedagogical proposal that seeks to serve as supportive material to teachers

of English in primary public schools in Chile. The main purpose of this pedagogical
proposal is to develop student’s oral skills in the target language at a greater degree than
reading comprehension, listening comprehension and writing. As the Chilean Ministry of
Education proposes to formally begin with the teaching of speaking in 5th grade, this
proposal help teachers from that grade in the task of teaching speaking .

So as to develop oral skills in 5th graders, this material is introduced as a collection

of activities that primary teachers of English can access and use as effective as possible.

2
 Table of contents

Introduction................................................................................................................ 4

1. Theoretical background ........................................................................................ 5

1.1 Second language acquisition, spoken language and input ................................... 5

1.2 Theories and Approaches....................................................................................... 9

1.3 The power of speaking and its importance in the Chilean context ....................... 9

1.4 Chilean public curriculum ..................................................................................... 11

2. Objectives ............................................................................................................... 13

3. Methodology........................................................................................................... 14

4. The collection of information on Teachers’ of English context ............................ 14

4.1 Questionnaire......................................................................................................... 15

4.2 Focus Group ........................................................................................................... 23

5. Results and discussion.......................................................................................…... 16

5.1 Questionnaire ...............................................................................................…....…16

5.2 Focus group ......................................................................................................…. 23

5.3 Conclusions .......................................................................…………………….. . 24

6. Proposal .............................................................................................................…. 25

6.1 Proposed activities to emphasize speaking in the classroom …………………... 27

Biliography ............................................................................................................… 39

Appendix .................................................................................................................. 41

3
Introduction

On July 8th, 2008, El Mercurio newspaper published an article containing the results
of a study carried out by both the Chilean Ministry of Education [MINEDUC] and the
Universidad de Chile. The study revealed that only “...8 % of the Chilean population speaks
the English language...” (Obregón, 2008). This percentage clearly shows there is a lot of
work to be done in relation to the teaching of English as a second language in Chile.

One of the possible reasons for this low percentage could be the emphasis on
listening and reading comprehension (receptive skills) in the teaching of English. The
MINEDUC suggests this emphasis through methodological orientations given in the Planes
y Programas for each content subject. On the other hand, the Planes y Programas do not
emphasize the productive skills of speaking and writing from 5th grade (compulsory starting
point for the teaching of English in the Chilean educational system). The orientations given
for this grade regarding the teaching of English are all centered on the receptive skills,
which of course can lead to problems in the production of the language in higher grades.

Notwithstanding, these are just suggestions made by the MINEDUC so it was

necessary to interview teachers of English in order to find out the main objectives they have
in their teaching in primary schools.

After doing this, it was evident that the interviewed teachers showed a great interest
not only in teaching the receptive skills but also in the productive ones, mainly speaking. In
spite of this stress, they do not see much improvements in their students’ speaking abilities.
This contradiction finds its reasons when they also manifest the lack teaching of strategies,
effective activities to teach speaking and English books adapted to their students` level of
English.

Taking into account the primary school teachers` needs in the province of Valdivia,
we decided to adapt speaking activities to help them overcome their problems in the
teaching of this skill.

4
1. - Theoretical Background
1.1 Second language acquisition, spoken language, input and output

Language has regularly been defined as “...a system of communication which

consists of a set of sounds and written symbols which are used by the people of a particular
country or region for talking and writing”. (Cobuild, 2003; 804). In order to encode or
decode these sounds or symbols different language skills are required. As Byrne (1976)
points out the language skills are divided into “...Productive and Receptive skills.
Productive skills are Speaking and Writing, while Receptive skills include Understanding
(which involves listening) and Reading.” (Byrne, 1976; 8). This diagram shows how the
four language skills are related:

Chart 1: Relation among the four language skills

Source: (Byrne, 1976; 8.)

When it comes to second language acquisition, Rod Ellis, Director of the Institute
of Language Teaching and Learning at the University of Auckland, author of “Studies in
Second language Acquisition”(1994), states that somebody has acquired a second language
when he/she has obtained some competence1 in a language different to his/her mother
tongue. When learning a language different from somebody’s mother tongue, this can be
referred as target language.

_____________________
1
The concept of competence, as Noam Chomsky (1965) defines it, is the knowledge someone has of a
language.

5
 As our aim is to facilitate second language acquisition through the oral skills, it is of
prime importance to describe spoken language in its complexity. First of all, “oral
communication is a two-way process between a speaker and listener(s), involving the
productive skill of speaking and the receptive skill of understanding (or listening with
understanding)” (Byrne, 1976: 8).

As Byron supports it, in chronological order, it is impossible to obtain results in

speaking terms (output) if the learner does not receive comprehensible information (input)
in the target language first. Ellis (1994) states in his book The Study of Second Language
Acquisition “...learners need to understand input in order to learn from it” (p. 278).

To the learner, the reception of comprehensible input will allow him/her to later
produce language in a meaningful way (output). In a nutshell, spoken language is not just
about speaking; it rather demands prior understandable input, which facilitates learning.

Ellis in his book talks about numerous researchers who have found that
comprehensible input is an essential factor for second language acquisition. Krashen’s
Input Theory is quoted by Ellis(1994) in order to show its main claims
1) Learners progress along the natural order by understanding input that contains
structures a little bit beyond their current level of competence.
2) Although comprehensible input is necessary for acquisition to take place, it is
not sufficient, as learners also need to be affectively disposed to ‘let in’ the input
they comprehend.
3) Input becomes comprehensible as a result of simplification and with the help of
contextual and extra linguistics clues; ‘fine-tuning’ (i.e. ensuring that learners
receive input rich in the specific linguistic property they are due to acquire next) is
not necessary.
4) Speaking is the result of acquisition, not its cause; learner production does not
contribute directly to acquisition.(p. 273)

6
 In the educational language learning context, one way of guaranteeing
comprehensible input for students is combining mother-tongue maintenance and adaptation
of teacher’s talk. Ellis (1994) quotes Skuttnab-Kangas for the definition of mother-tongue
maintenance in the classrooms. According to Skuttnab-Kangas, this modality used in a
“strong” way is about teaching second language to students “...through the medium of their
mother tongue” (Ellis, 1994;). The author also assures that there is reliable evidence that
supports the success of this modality in different aspects. According to Ellis one of these
aspects is that students that are taught a second language through the use of their mother
tongue are highly stimulated to develop positive self- identity and high intrinsic motivation
towards the L2. In addition to this, Ellis also assures that these students have shown lower
anxiety towards the target language in different studies.

Another way of facilitating students second language acquisition is through the

adaptation of the teacher’s speech in the classroom. Ellis calls it “Teacher Talk”, very
similar to what is known as “Caretaker” or “Foreigner talk”. According to Ellis, teachers
teaching a second language acknowledge to some extent the linguistic competence of their
students, this acknowledgement leads them to adapt their speech so that this can be more
easily understood by the students. In the case of Caretaker Talk, adults tend to simplify
their speech so as to facilitate children’s understanding and learning. Ellis considers the
three main motivations of Caretaker talk through the following claims: “1) to aid
communication- 2) to teach language- 3) to socialize the child” (Ellis, 1994; 250).

Something very similar occurs in the case of Foreigner Talk, when native speakers
of a language also simplify their speech in order to facilitate communication with
foreigners who do not have the same competence on the language. The functions of
Foreigner talk, as sated by Ellis are: “1) to promote communication, 2) to signal... speaker’s
attitude towards their interlocutors... 3) to teach the target language implicitly”. In spite of
not providing exact functions or motivations in the case of Teacher Talk, the author clearly
states that the three cases are closely related; they all involve the aim of teaching the
language.

7
 Broadly speaking, teachers can facilitate students’ second language learning at an
advanced level if they successfully combine the use of mother-tongue maintenance and
comprehensible teacher talk. Both of them used appropriately will not only benefit the
students’ input comprehension, but also their attitude towards the target language.

Output is also highly relevant in this part. Oral output, or Speaking, is not only the
result of having learned a foreign language, but also part of the process of learning it
(Modern Foreign Languages [MFL], 2002). That is why speaking should be employed
throughout this learning period. MFL, (2002) advices second language teachers to teach
their students how to use minimal responses, recognize scripts and language to talk about
language in order to lessen the possible difficulties in the process.

“Minimal responses are predictable, often idiomatic phrases that conversation

participants use to indicate understanding, agreement, doubt, and other responses to what
another speaker is saying.” (MFL, 2002). According to MFL (2002), if the instructor
teaches these to their students they will feel more prepared to say something during oral
interaction even though they are shy.

MFL (2002) defines scripts like a “…predictable set of spoken exchanges.”

Students who are taught how to recognize scripts like “Greetings, apologies, compliments,
invitations, and other functions…” will find it easier to predict the expected responses.

Finally, language to talk about language refers to encourage students to be aware of

the presence of misunderstandings during oral interaction. That is why teachers should
prepare their students to ask for clarification to their conversation partners whenever they
need it (MFL, 2002).

The three strategies combined can serve of great help specially for beginners who
often tend to remain quiet in the classroom. Often, their little language competence of the
foreign language do not make them feel comfortable enough to speak and feel afraid. That
fear can be overcome by the use of these strategies.

8
1.2 Theories and approaches

In relation to theories, the Direct Method could seem the most appropriate for our
proposal because of its tendency to privilege the speaking skill over any other skill (MFL,
2002). Yet, this theory completely rejects the use of the mother tongue in the classroom as
well as the use of the written word (MFL, 2002). It has been previously described how
important and beneficial the proper use of the mother tongue in the second language
learning process is.

Because of these weaknesses the communicative approach contributes in a more

complete way to our proposal. This theory is based “...on language as a medium of
communication. It recognizes that all communication has a social purpose - learner has
something to say or find out.” (MFL, 2002). The contribution of this approach to our
proposal is that it also emphasizes oral work and is not as rigid as the Direct Method. The
Communicative Approach acknowledges that students need to work on spoken language in
order to develop their oral skills; this is proposed by becoming actively involved in real
situations in the classroom (MFL, 2002). In contrast to the Direct Method, this approach
does not propose rigid rules that can hinder students’ learning atmosphere, on the contrary,
it motivates them to become active in the use of the target language.

1.3 The power of speaking and its importance in the Chilean context

Hayriye Kayi (2006) quoting Chaney says that speaking is "the process of building
and sharing meaning through the use of verbal and non-verbal symbols, in a variety of
contexts". In relation to other language skills, it can be said, that speaking involves greater
importance in terms of second language acquisition. As French (1963; 41) points out
“...English must be to enable our pupils to speak the language well, since the purpose of
learning English is to use it as a second language or as an international language, and on
most occasions this implies the ability to speak to someone.”

9
 If there were more English speakers in Chile, our economy would be directly
benefited. In spite of the global recession that is currently affecting most countries
worldwide, researchers say that
...Chile maintains one of the most attractive investment climates in Latin America.
We have seen an increase in foreign portfolio investment flows into Chile towards
the latter stages of 2008, which in the current economic environment reflects the
country’s solid financial and economic fundamentals. (Chile Business Forecast
Report Q2, 2009).

Nevertheless, many of the investors who might consider Chile to invest, find it
impossible to succeed in this country simply because there is not enough bilingual
workforce. In the case of U.S. investors, for example, who usually require multilingual
speakers for outsourcing, Chile is in clear disadvantage in relation to Mexico where there
are enough people to meet the U.S. requirements in this area. (Mundo-contact, 2006). It
seems evident that Chile has to improve the teaching of English from the very beginning in
order to have more speakers of English.

Politicians in Chile often propose the goal of becoming a bilingual country.

However, today’s national sources of information show a clear and worrying reality.
Currently “just the 8% of the Chilean population speaks the English language” (Obregón,
2008).

In contrast to the Government’s aspirations, this goal is by now far from being
achieved. It does mean that it is impossible, but it is clear that there are deficiencies that
need to be detected and solved quickly in order to become a bilingual country. Therefore it
is necessary to identify and correct the flaws present in the teaching of English,
emphasizing spoken language because of its value in terms of development.

10
1.4 Chilean public curriculum

Chilean education is by law governed by The Chilean Ministry of Education

[MINEDUC]. This Ministry takes care of providing guidance and assistance to the
following levels of education: kindergarten, primary, secondary and technical education.
Public, Semi-private and Private Schools are somehow educationally guided by
expectations proposed by this Ministry. The first two types of schools mentioned get free
books for various subjects including English.

In terms on contents, the Planes y Programas, formulated by the Ministry of

Education, give schools and teachers methodological orientations on how to teach and what
to teach in each grade specifically. In the case of foreign languages, the Planes y Programas
provide schools’ Departments of Education [UTP] and teachers of English guidance and
books for each grade. The teaching of English in Chile is compulsory from 5th grade, but
schools are free to start earlier.

The Programa de Estudio (1998) for 5th grade shows a strong tendency to
comprehension skills mostly. This can be more specifically seen in the following
El enfoque del programa de inglés radica en el desarrollo de las habilidades de
comprensión auditiva y lectora, con el propósito de preparar a los estudiantes a
comprender e interpretar con éxito textos orales y escritos. El desarrollo de estas
habilidades posibilita el establecimiento de una base lingüística necesaria para la
generación de lenguaje oral y escrito en etapas posteriores. En el NB3, la
generación de lenguaje se circunscribe a la reproducción de expresiones de alta
frecuencia y de canciones, poemas, cánticos y rimas. La producción de lenguaje no
se excluye, sino que se concibe como una actividad mediadora para el logro de la
comprensión de otras.( Ministerio de Educación,1998; 9)

11
 This stress can be also seen through the distribution of hours proposed for each
skill:

Chart 2: Time distribution for each skill

Source: (Ministerio de Educación, 1998; 10)

It can be concluded then, that this program does not acknowledge the importance of
speaking in the target language meaningfully; it is rather limited to reproduction, which
does not involve active participation.

12
2. Objectives

2.1General objectives:

- To provide sample activities in English that help teachers to develop oral skills for 5th

graders in Chilean public primary schools.

2.2 Specific objectives

- To encourage 5th graders to orally use basic English language in the classroom.

- To provide primary school teachers of English with sample speaking activities that they
can use as models to make new ones according to their students needs.

13
3. - Methodology

Before designing the proposal that aims at helping teachers with teaching speaking
activities, it was vitally necessary to analyze the different dimensions that shape the
teaching of English in Chilean public primary schools. First of all, it was necessary to
review the literature on the topic in order to check the main theories about the teaching of
English as a foreign language and teaching speaking specifically. Secondly, the public
curriculum established by the MINEDUC gives methodological orientations for all
elementary public schools in Chile so a work of analysis of this base was also made.

It was also fundamental to consider and analyze the situation that teachers of
English have to face daily in the province of Valdivia in primary public schools. Identifying
and understanding their needs as teachers of English helped us in the task of designing
appropriate material that can be useful for them when teaching speaking. The information
was collected through both a questionnaire and an open interview carried out among a
group of primary school teachers of English from the Province of Valdivia. The collected
information was carefully analyzed so that later assumptions on their teaching needs could
be concluded.

4. – The collection of information on the Teachers of English context

In order to develop an efficient pedagogical proposal it was necessary to identify the

most meaningful deficiencies that teachers present or face in the classrooms when teaching
the English language. We acknowledge the different and vast variety of teaching realities in
primary schools, as well as a great variety of weak points that these teachers have to deal
with everyday.

A special program has been implemented at the Universidad Austral of Chile whose
main objective is to improve the English language skills of many primary school teachers
of the region. The program was the perfect chance to know the different opinions and

14
perceptions that the teachers of English have regarding the use of the speaking skill in their
lessons.

Two modalities were successfully employed. The first one was a questionnaire that
aimed at detecting what the most used skills by these teachers were, and the reasons why.
The second one was a Focus Group. In the Focus Group the main point was to identify the
current teaching problems they have to face when teaching speaking to their students.

4.1 Questionnaire

October 4th, 2008. First meeting with primary teachers of English from the region at
Universidad Austral

During one of the classes of this program, 30 teachers answered the questionnaire.
The questionnaire was written/answered in Spanish so in that way the teachers would be
able to express their opinions clearer and fully.

The questionnaire included the following questions:

1. Which of the 4 language skills (reading comprehension, listening comprehension,
speaking and writing) do you emphasize most in your classes?
2. Is your previous answer guided by orientations stated by your School’s UTP,
MINEDUC’s orientations or any other source?
3. Which of the 4 skills is easier for you to teach? Why?
4. Point out in which of the skills your students show most progress.
5. How would you define your student’s attitude when speaking English in the
classroom?
6. Do you have appropriate and enough material for your English classes?
7. What is the material you would like to have to teach English?
8. Please point out a) Grade you teach (5th, 6th, 7th or 8th grade)
b) Type of school you work at (private-semiprivate-public)

15
4.2 Focus Group

The focus group was carried out three weeks after the questionnaire was answered.
This time, the aim was to determine the main problems these teachers have to face
constantly in their English classes. The teachers were asked some main questions about the
way their classes were commonly taught. While they were answering, there was notetaking
and their opinions were also tape-recorded for analysis.

5.- Results and discussion

5.1 Questionnaire

From a total of 30 questionnaires, the answers for each question are tabulated as follows:

Question Nº 1

Which of the 4 language skills (Reading Comprehension, Listening Comprehension,

Speaking and Writing) do you emphasize most in your classes?

Figure 1: Answers to question Nº 1

Skills Nº of Percentage
preferences
Speaking and Writing
Speaking and Writing 18 60% 1
11 The 4 Skills
1
The 4 Skills 4 13.3%
Listening C. and
Listening C. and Reading C.
Reading C. 4 13.3% 4
Listening C, Reading
Listening C, Reading C. C. and Writing
and Writing 1 3.3% Listening C. and
18 Reading C.
Listening C. and 4 Reading C.
Reading C. 1 3.3%
Reading C. 1 3.3% Speaking, Writing and
Speaking, Writing and Reading C.
reading C. 1 3.3%
Source: (Questionnaires answers)

- In spite of MINEDUC’s orientations given in the Planes y Programas which suggest that the
receptive skills should be emphasized (Listening and Reading Comprehension), it is clear to

16
see that most teachers show greater interest in the two productive skills; Speaking and Writing
(60%). The receptive skills show the least emphasis. According to the emphasis given by the
teachers, it could be assumed at this point that students should show more progress in the two
Productive skills (Speaking and Writing).

Question Nº 2:

Is your previous answer guided by orientations stated by your School’s UTP, MINEDUC’s
orientations or any other sources?

Figure 2: Answers to question Nº 2

Reason for the previous Nº of Personal orientations
answer preferences Percentage 1
3
Personal orientations 19 63.3% Orientations
suggested by
the MINEDUC
Orientations suggested by
the MINEDUC 7 23.3% Orientations
7
given by the
School
Orientations given by the 19 department of
education
school department of
education 3 10%
Orientations given by
both MINEDUC and
Orientations given by both the department of
education
MINEDUC and the
department of education 1 3.3%
Source: (Questionnaires answers)

- 63.3% of the teachers revealed that their previous answer was the result of orientations
they personally adopted. It can be assumed therefore, that the orientations proposed by the
MINEDUC do not ponder major emphasis on production skills. On the same basis, we can
infer that most Departments of Education do not require them to emphasize any of the
language skills. Somehow, we can conclude that the teachers acknowledge the importance
of the productive skills at this level, and that is probably why they decide to emphasize
them more than the other ones.

17
Question Nº 3

Which of the 4 skills is easier for you to teach? Why?

Figure 3: Answers to question Nº 3

Nº of Speaking and
1
Skills preferences Percentage 2 Writing
Listening C.
Speaking and Writing 9 30% 3 9
Reading C.
Listening C. 8 26.6%
Speaking
Reading C. 4 13.3% 3
The 4 Skills
Speaking 3 10%
Reading C. and
The 4 Skills 3 10% Writing
4 Reading C.,
Reading C. and Writing 2 6.6% Speaking
8
and Writing
Reading C., Speaking and
Writing 1 3.3%
Source: (Questionnaires answers)

- The two major preferences to this question were closely divided. 30% of the teachers
pointed out that speaking and writing were the easiest skills for them to teach. On the other
hand, 26.6% said that Listening Comprehension was the easiest one for them. It can be
inferred then that most teachers do not feel comfortable when teaching Speaking. As it can
be seen on the graphic above, only 10% of them said that this skill is easier for them to
teach. At this point, it is evident that most teachers present problems in teaching Speaking.

18
Question Nº 4

Point out in which of the skills your students show most progress.

Figure 4: Answers to question Nº 4

Nº of
Skills preferences Percentage
1 1 Listening C.
Listening C. 11 36.6% 2 Listening C. and Reading
Listening C. and Reading C.
Reading C.
C. 6 20% 2
11
Reading C. and Writing
Reading C. 3 10% 2 Speaking and Listening
Reading C. and Writing 2 6.7% Speaking
2
Speaking and Listening 2 6.7% Writing

Speaking 2 6.7% 3
It depends on the
students' abilities
Writing 2 6.7% 6 Speaking and Writing
It depends on the students'
abilities 1 3.3%
Speaking and Writing 1 3.3%
Source: (Questionnaires answers)

- In Figure Nº 3 it is clear to see that Listening Comprehension was easy for them to teach,
which concurs with the answer in Figure Nº 4. On the contrary, the second leading answer
(Speaking and Writing) in Figure Nº3 appears in the last place in Figure Nº 4, which
demonstrates that there is a void between what teachers emphasize in their classes and the
students’ progress.

19
Question Nº 5

How would you define your student’s attitude when speaking English in the classroom?

Figure 5: Answers to question Nº 5

Attitude described : Nº of
Students (are) preferences Percentage Positive
Positive toward the toward the
1 language but
language but afraid of
making a fool of afraid of making a
fool of themselves
themselves 17 56.7%
Acknowledge its
importance and
12 eager to learn it
Acknowledge its 17
importance and eager to
learn it 12 40% Do not seem
acknowledge
Its importance

Do not seem to
acknowledge its
importance 1 3.3%
Source: (Questionnaires answers)

- Most students show clear interest in speaking in spite of being afraid of making a fool of
themselves. Only 3.3% said their students are not aware of the importance of speaking
English. The positive attitude, present in most answers, represents a clear advantage for
teachers when teaching Speaking. Unfortunately, the previous answers lead us to the
conclusion that most teachers do not seem to know how to make the most out of this
positive attitude and evidently they fail in the teaching of speaking.

20
Question Nº 6

Do you have appropriate and enough material for your English classes?

Figure Nº 6: Answers to question Nº 6

Nº of preferences Percentage 6

No 24 80% No

Yes Yes

20% 24
6

Source: (Questionnaires answers)

Question Nº 7

What is the material you would like to have to teach English?

Figure 7: Answers to question Nº 7

Nº of 1 Didactic material and
2 teaching strategies
Type of material chosen prefrences Percentage
Didactic material and 3 Audiovisual Aids

teaching strategies 18 60%

Audiovisual Aids 6 20% Technology

Technology 3 10%
6 18 Technology and quality
Technology and quality diccionaries

diccionaries 2 6.7%
None

None 1 3.3%
Source: (Questionnaires answers)

- The results for questions 6 and 7 reflect the teacher’s need of having material and teaching
strategies that facilitate their job. This can lead to the assumption that the Ministry of
Education does not provide these resources effectively and that the lack of them can hinder
the teachers’ performance in different levels.

21
Question Nº 8

Please point out

a) Grade you teach (5th, 6th, 7th or 8th grade)

Figure 8: Answers to question Nº 8 a

Nº of 5
Grades preferences Percentage 5th to 8th grades

13
5th to 8th grade 13 43.3% Both groups

Both groups 12 40% 12 1st to 4th grades

1st to 4th grade 5 16.7%

Source: (Questionnaires answers)

b) Type of school you work at (private-semiprivate-public)

Figure 9: Answers to question Nº 9 b

Nº of
Type of school preferences Percentage 1 1
Semi-private

Semi-private 18 60%
Public
7

Public 7 23.3%
Private

Private 1 3.3% 18
Private and semi-
private
Private and semi-
private 1 3.3%
Source: (Questionnaires answers)

- Finally, the results for question number 8 show that there is no clear pattern to identify
exactly when private, semiprivate and public schools start teaching English. The teachers,
therefore need to be prepared to deal with different realities; their students could or could
not know English in 5th grade.

22
5.2 Focus group
During the discussion most teachers agreed on the following:

• There is a meaningful difference between students who have been taught English prior
to 5th grade (group 1) and those who just begin with the language at this level (group 2).
Students from the first group are able to understand more than those from the second
one. As a result, the same contents cannot be taught.

• 5th graders from the first group produce language more easily than the students from the
second group. In relation to speaking, they can participate in small plays, reproduce
dialogues and say short meaningful sentences. On the other hand, the second group
would just learn minimal response sentences and participate in the reproduction of
songs, for instance.

• Lack of contextualized books provided by the government. Teachers who deal with
students who start learning English in 5th grade, express that the Ministry of Education
does not suit the books given to the students’ level. In brief, they hardly understand
what the book shows and consequently they end up blocking the subject from their
minds.

23
5.3 Conclusions

Both the questionnaire and focus group provided helpful information to elaborate
this pedagogic material. Teachers who begin teaching English to children from 1st grade
may not experience major problems with the level of English of their students. According
to the Critical Period Hypothesis (Scovel, 1988), it is naturally easier for children to learn a
second language since they are younger and their brains are more flexible to “…transfer a
function from one area to another”. “Applied to L2 acquisition, this hypothesis states that
L2 competence becomes increasingly difficult to achieve some time around or after
puberty” (Brown, 1994: 52-53).

In contrast, age can be a difficulty for teachers who begin teaching English to 5th
graders that have never been taught English before. As it has been pointed out previously,
in this case students’ advanced age represents little help for the teacher. This fact added to
the lack of contextualized books, teaching strategies, speaking activities and classrooms
with both advanced and beginner students often make the teachers’ work more difficult.

On the other hand, the questionnaire showed that teachers do stress speaking and
writing even though Planes y Programas from MINEDUC indicate that comprehension
skills are the ones that should be emphasized the most. Surprisingly, in spite of the
students’ interest in speaking, teachers acknowledge that their students do not show
significant improvement on the abilities they stress the most (Speaking and Writing); on the
contrary, they notice major progress on comprehension skills, specifically Listening. This
meaningful incongruity in the teachers’ strategies makes it clear that there is a problem in
terms of the output they expect from their students. Apparently there is enough input but
the process fails and ends up benefiting comprehension skills.

24
6. - Proposal

After having analysed the information obtained from the primary teachers of
English in the province of Valdivia, we have decided to design some material that can help
them overcome problems when planning their English classes.

Taking into account the main problems teachers had, this guiding material suggests
techniques that help them to develop speaking activities that are based on effective and easy
tasks.

The sample activities we are to propose are based upon the basic content units that
the MINEDUC Planes y Programas present for teaching English to 5th graders orientations
in order to have coherent activities for 5th grade; Welcome to English, Our classroom-our
school, At home and Food and Health .

In relation to the English textbook for 5th grade “My World”, provided by
MINEDUC, the unit contents are the same than those found in the Planes y Programas; they
are just arranged differently. The general objectives are the same too, as well as the kind of
activities. The activities suggested for speaking are always based on reproduction and not
production of the language.

The general objectives in the English textbook for 5th grade and in Planes y
Programas are the following
1. Leer y comprender el significado de palabras aisladas y frases cortas,
relacionadas con el campo semántico correspondiente al nivel, uniendo el sonido
con la palabra escrita.
2. Comprender auditivamente órdenes e instrucciones simples, enunciados cortos,
preguntas relacionadas con el lenguaje instruccional de la sala de clases.
3. Discriminar auditivamente sonidos, palabras y oraciones relacionadas con
el campo semántico correspondiente al nivel.
4. Reproducir oralmente manifestaciones musicales y poéticas de la tradición

25
 cultural y expresiones de alta frecuencia imitando sonidos propios de la
lengua extranjera.
5. Descubrir la presencia del idioma extranjero a su alrededor y conocer
algunos aspectos de la cultura de este idioma.” (Ministerio de Educación,1998, p.
17).

The sample activities to be shown next, have been taken and adapted from the
following English text books for beginners: Teacher’s Book 1, Mathematics (2004) by Juan
González and Magdalena Rodríguez, Star Players. Teacher’s Book 1 (2007) by Robin
Newton and Nicole Taylor, Incredible English. Activity book 1(2006) and Activity book 2
(2007) by Michaela Morgan, Sarah Phillips and Mary Slattery. These include finding
differences, picture describing, reporting, playing cards, story completion, brainstorming
and information gaps.

26
6.1 - Proposed activities to emphasize speaking in the classroom

Unit 1 “Welcome to English”

Introducing oneself

Learning outcomes: Students are able to introduce themselves and others.

Pre-activities:
- Ask the class to write their names on cardboard rectangles as big as their hands with big
letters. Collect these cards once they finish. Hold one up one card and say “My name is
(Julia)”as an example for the class. Divide the class into two teams and divide the name
cards into two piles, making sure that each of the piles corresponds to one team. Teams
stand at the back of the classroom. Hold up one name card from each team and say the
names. The corresponding student race to take their card from you and say “My name is
(Fernando)”. The first student to do this wins a point for his/her team. Continue the activity
in this way until all names have been called.

- Show the class how people usually introduce themselves when meeting someone in
Spanish. Ask the students about how they do this with people of their same age. Next, teach
the students common ways of introducing people in English. This can be done by writing
the structures on the board and have them practising them for a while. Example:

1.a. Hello! My name is Peter. What is your name?

b. Hello, my name is Rosita.

2.a. Hi! She/He is Angel(a) and I am Luis. What is your name?

b. Hi! My name is Stella.

Activities:

- Hand out each student a piece of paper with a number written on it. There must be as
many numbers as students in the classroom. Tell the students that the number they have is

27
supposed to be their name during the game. Start the game by using the introductory
structure and asking one of the students in the class: “Hi! My name is ONE. What is your
name?” and then the student will have to ask the same to any other student. Continue the
game until everybody has participated.

- Tell the students to get in pairs. One pair at a time will have the opportunity of
introducing each other to the rest of the class by saying “Hello! This is (Cristobal”). Once
they finish, one of them asks a new student from the class:“What is your name?”. The new
student go to the front with his/her partner taking the place of the first pair. The activity
ends until everybody has participated.

Post-activity: Say the word “name” several times and ask students to pay attention to its
final sound “m”. Tell the students different words that end with the same sound (game,
time, come, same, am, fame, crime and name). Tell the students to repeat words and to hold
the utterance during the sound “m” in order to reinforce endings with this letter.

Follow-up activity: Tell the class to think about an important person in their lives. Give
them time to practise how to introduce this person to their classmates. Assist the students
with new vocabulary they might need (e.g. “she is my sister”). Ask them to bring a picture
of this important person for the next class. By showing the picture to their classmates, each
student will have the opportunity of introducing themselves and their important person
loudly.

Unit 1 “Welcome to English”

Greetings and leave takings

Learning outcome: Students are capable of greeting others acknowledging different social
contexts.

Pre-activity: Explain the class what the activity is going to be about by giving examples of
how people greet around the world. Then, ask the students different ways they greet people

28
at different times of the day. You may ask them how to greet a teacher when she/he enters
the classroom at the beginning of each class or how they greet their classmates so as to
make clear difference between formal and informal register. Next, the teacher can write on
the board different types of greetings in English. (See appendix 1)

Activity:
- Ask six students to leave the room and wait outside. As they walk out, lead the class in
saying “Good-bye! See you soon”. Ask five of the students to come back in. As they come
in, lead the class in saying: “Hi! How are you?”. Lead the group of students in responding
“I am fine, thank you”. Ask the class “Who`s missing”. Students identify which students
have not come back in. Play the game several times with different students leaving the
classroom.

- Show the class different images that help students in guessing what the most appropriate
greeting is. It is a guessing game that can be played by dividing the class into two teams.
Each time you show the class a clue image, the students will have the opportunity of
scoring by saying the greeting aloud. The team who asserts more answers wins. Example:

Answer: Good night

- Say the greetings as clear and slow as possible giving students enough time to repeat. Ask
different rows or groups in the classroom to greet others aloud with correct pronunciation.

Post-activity: Rewrite the sentences from appendix 1 on the board including their intonation
symbols. Explain the purpose of the symbols to the students (e.g. “the symbol ‚ means that

29
that the phrase has a rising intonation”). Then read the sentences loudly one by one and
carefully so that the students can imitate the intonation in a proper way.

Follow-up activity: Ask students to continue greeting in English during the class. This
activity includes the teacher as well as their classmates.

Unit 2 “Our classroom our school”

Frequent expressions in the classroom

Learning outcome: Students make use of oral English by saying different frequent
expressions in the classroom.

Pre-activity: Give each student a handout containing certain expressions that they usually
have to say and hear in the classroom (See appendix 2). Each expression is written right
next to an image that will help them match it with its appropriate situation inside the
classroom. Example:

1. Can I borrow your (pencil)? Answer: Yes, of course

Activity: Divide the class into groups of four. Each group divide itself into pairs. The pairs
take turns miming the expressions in the handout (See appendix 2). The other pair has to
guess the expression saying it aloud. Once the whole class has finished guessing, students
can volunteer to perform their best mimics in front of the class so that they can guess and
say the expressions aloud. Example:

30
 Answer: May I go to the bathroom?

Post-activity: Write every expression guessed by the students on the whiteboard and ask
one of them to say the first word of one of the sentences. Then, ask another student to say
the following word and so on until the whole sentence is completely uttered. Ask the
students to read the entire sentence in order to check and correct pronunciation if necessary.

Follow-up activity: Ask the students to bring signs containing some of the most important
expressions in bright colors to hang them on the walls in the classroom.

Unit 2 “Our classroom, our school”

Telling the time

Learning outcomes: Students distinguish the digital and the analogue time.

Pre-activities:

- Motivate the students by asking them in what objects numbers are essential. Lead them in
responding with the word “clock/s”. Once “clock/s” has been mentioned, review the
numbers in English in order to teach them how to tell the time in English.

- Put 30 pencils in a box, without students seeing. Ask students raise their hands to guess
how many pencils there are in the box. Once all students have guessed, take the pencils out
one by one and count them with the class. Allow a student who guessed correctly to take a
turn at leading the activity by placing supplies in the box.

31
- Make a cardboard clock with movable minute and hour hands. (See appendix 3). The hour
hand can indicate different numbers so that students can practice the numbers and their
pronunciation. After this, teach the class how to say the whole hours for example: “It is six
o’clock”, “It is ten o’clock”, “It is seven o’clock”. By moving the hour hand students can
practise this expression aloud. As soon as the students master the whole hour time they can
move on to half hours and then to quarter hours.

Activity:
- The students are divided into groups of four. Each group needs to have a cardboard clock
with movable hands (See appendix 3). Once they have the clock they can use a handout
(See appendix 4). In section A, one student is in charge of changing the clock hands and
indicating four different hours indicated in the handout. The rest of the group is supposed to
tell the time in English correctly. Once all the members of the groups have been in charge
of indicating the time, they can decide who won the competition. In section B new words
for indicating the time are given. (e.g.: “midday”) Students will have to find out what time
of the day these words indicate by analysing a sequence of images. Once the whole class
has finished with section B, the teacher can ask one concept per group so that each of them
can share their findings aloud.

- Ask the class a sequence of questions regarding their schedule. This can include arriving
time, school break, time at which different classes start, lunchtime, Example:

“At what time do you have lunch?” Answer: “At 1:00 o’clock”
“At what time do you have math class on Mondays?” Answer: “At 11:30”

Post-activity: Write the vowel sounds of the English language on the board (See appendix
5). Then write the numbers up to 12 right beside their corresponding vowel sound (as it is
pronounced). Pronounce the numbers as the students repeat.

Follow-up activity: Ask students to bring the times in different English speaking countries
to compare them with the Chilean time.

32
Unit 3 “At Home”

Parts of the house

Learning Outcome: Students are able to identify the different parts of the house and what
people do in those places.

Pre-activity:

- Divide the class into groups of four or five. Hand out each group a handout containing
actions with their corresponding images (See appendix 6). Students take turns miming
actions for the rest of their group to identify. Mime the actions one by one: sleep, take a
shower, eat, watch TV, wash my teeth, cook. The group guesses the action.

- Tell the students how people can do many things at home, show pictures of people doing
something in a specific place of the house (See appendix 6) and say for instance: “Mother
cooks in the kitchen”, “Johnny sleeps in the bedroom”, “Father eats in the dinning room”.
Then ask students to say some parts of the house in English (Spanish is avoided as much as
possible). Then write what the students say on the board in English.

Example:
Teacher: “Where do you sleep?”
Student: “I sleep in the bedroom”.
Teacher: “Where do you eat?”
Student: “I eat in the dinning room”

- Tell the students to answer the questions “Where do you sleep?” “Where do you have
lunch?” Where do you take a shower?” Then ask them to write those questions and answers
in their copybooks.

Activities:
- Ask students to get in pairs in order to practise a short dialogue. The dialogue consists of
short questions/answer as the ones asked in the Pre-activity (e.g. Where do you sleep? – I

33
sleep in the bedroom) (See appendix 6). Without reading anything, student A asks the
questions while student B answers them loudly in front of the class.

- Tell the class to form small groups. Hand out each group appendix to cut out the words
(See appendix 7). Once they have done this, tell them to separate verbs from parts of the
house so that they can start bending them. Once they have them all bent, ask them to put all
the actions inside of one bag and the parts of the house into a different one. One student
starts by picking one verb and saying “Do you (wash) in …” immediately another student
picks up a part of the house from the other bag and finishes up the question saying the part
out loud “… the bedroom?. The first student has to answer the question appropriately, in
this case he/she would say “No, I don’t. I wash in the bathroom.” All the students in each
group take turns participating. Every time the answers are positive and are correctly said,
the one who answers score one point.

Post- activity: Work on the pronunciation of the words containing the “r” sound like
bedroom, living room and bathroom. Tell them to imitate a dog barking prolonging the
mentioned sound like “rrrruf- rrrruf!”. Then repeat the parts of the house to make sure
there are improvements on pronunciation.

Follow-up activity: Ask students to make a drawing of their house and its parts. Then ask
each of them to show you their drawings and ask them: “What room is that?” And the
students answer: “That is the (bathroom)”.

Unit 3 “At home”

Pets

Learning Outcome: Students are able to differentiate between domestic animals and wild
animals. Students are able to describe orally the different animals taking into account color,
and size.

Pre-activities:

34
- Ask students to say what their favourite animal is. Then display a chart containing several
animals both domestic and wild that you are supposed to read so that students repeat and
practise. (See appendix 8). Ask the students to say what animals they can keep at home and
those that they can not. Then write the answers given by the students on the board. Explain
the difference between wild and domestic animals that people can have as pets.

- Teach students the words grey, red, yellow, blue, orange, pink, green, black and white
showing them the color each of them represent and writing them on the board. Draw a 3x3
greed on the board. Fill it in with the following letters, one in each square: R, Y, G, B, O, P,
B, G and W. Divide the class into two teams: X and O. Teams take turns choosing a letter
and saying a color that begins with that letter. The aim is to get three Xs or three Os in a
row, vertically, horizontally or diagonally.

- Write different words for describing size on the whiteboard: big, small, tall, short, fat,
skinny. Right next to each of them draw an animal of that characteristic (e.g. A tall giraffe).
Then lead the students in using the adjectives by asking them: “Is this board short?”and
they answer: “No, it is not. It is long”. Continue like this until students have used all of the
adjectives.

Activities:

- The teacher asks students to think of an animal in secret and then choose a partner.
Partners take turns asking each other 5 guessing questions such as “Is your animal big?”,
“Is you animal brown”. The one who answers must do it saying: “Yes, it is” or “ No, it is
not”. The one who guesses his/her partner’s animal first wins.

- Display a range of drawings or cutouts of animals in different colors and sizes (e.g. a little
yellow bird, a tall brown giraffe or a skinny white dog ). Give students two minutes to
memorize the animals. Ask students to close their eyes. Take an image away. Students have
to recall the missing animal, its size and color: “It is a fat green parrot ”.

35
Post- activity: Write the adjectives studied previously on the board . Ask students to read
the adjectives loudly. Read the adjectives to show their proper pronunciation and then make
them repeat one more time.

Follow-up activity: Ask the students to bring a picture or a drawing of the pets they have at
home so as to describe them. If they do not have pets, ask them to bring a drawing of the
animal they would like to have and to tell why they would like to have it.

Unit 4 “Food and health”

Healthy food

Learning outcome: Students are able to differentiate between healthy food and chunk food.

Pre-activity: Ask the students to say what kind of food their mother or father cooks at
home. Then ask them to say what they would actually like to eat for lunch. Write the
answers on the whiteboard. Explain the difference between breakfast, lunch and dinner.

Activity:

- Ask students to get in groups of 4 people. Then, show them flashcards with different type
of people: fat people, fit people, skinny people (See appendix 9). Ask students what type of
food they think that the people in the flashcards eat. The groups make a list and go to the
front to say write their answers on the board and say them.

- Ask each student to draw their favourite meal on a page of their notebooks. If they do not
how to say it in English tell them to ask you in secret before the activity starts. Ask the
class to form a circle. Say “I am a greedy monster” and while you show the drawing of
your favourite food say out loud:” I eat ice cream”. As soon as you finish saying this, turn
down the drawing. The student next to you repeat the sentence and adds a food of his/her
own showing his/her drawing: “I am a greedy monster. I eat ice cream and cheese”.
Continue in this way around the circle, adding items until a student forgets an item or
makes a mistake. Then start again.

36
- Distribute one sheet of white paper to each student. Students invent a sandwich with
unusual ingredients. They draw the sandwich and label the ingredients. Display the
sandwiches around the classroom. Invite students to choose a sandwich and ask a classmate
about it: “Do you like (chocolate) and (banana) sandwiches?”. Answer: “No I don`t like”
“Yes, I do”.

- Bring pieces of different food to the classroom in secret bag. Divide the class into teams.
Students take turn going up and closing their eyes. Hold a piece of food below their nose.
They guess what it is. Award point for correct guesses.

Post- activity: Display a picture of a food pyramid (See Appendix 10). Pay attention to the
endings of the words present in the vocabulary. Lead the students in repeating after you and
exaggerating the final sounds as you pronounce them.

Follow-up activity: explain the class why the food in the food pyramid is arranged in that
way. Tell the students to bring pictures of different types of food: healthy/unhealthy. The
pictures could be stuck on the walls in the classroom.

Unit 4 “Food and health”

Sports

Learning outcome: Students say what sports they like, and what sports they dislike, using
the verb “like” and the negative auxiliary “do not like”.

Pre-activity: Show the class pictures of different Chilean sportsmen (e.g. Fernando
González, Alexis Sánchez or Matías Fernandez). Then ask students to say what sports
these famous people play. As students name the sports, the teacher writes them on the
whiteboard. The teacher explains that sports are good for the body and health. Then the
teacher asks students what their favourite sports are.

37
Activity:

- The teacher gives students some handouts (See appendix 11). Each handout has four
sports (football, tennis, basketball and volleyball). The students are asked to rank the sports
according to their preference (1, 2, 3, and 4). Then the teacher asks the students to form
groups of four people. The students have to see the sport that got more votes. Then one of
the students goes to the front of the class to say “The sport we like is…” and the same to
the rest of the groups. Then they are asked to do the same but with the sports they do not
like.

- The teacher asks the students to draw a mind map with a list of sports or sportsmen or
sportswomen. Then the students read and pronounce the sentences they have written (e.g.
“The sport I like is football. The sport I do not like is Volleyball”).

-Draw the hangman. (see appendix). Think of a sport word. Draw a short line to represent
each letter in the word. For example, draw four lines for a four-letter golf: __ __ __ __. Ask
students to guess letters. If the letter is in the sport word, then write it on the corresponding
line. If the letter is not in the word erase one part of the hangman (e.g.). Students` goal is to
guess the word before the poor man is completely erased. The student who guesses has to
say the answer in the following way: “ It is (Golf). I like/do not like (Golf)”.

Post-activity: using appendix lead the students in practising the proper pronunciation of the
words present in sport.

Follow-up activity: Students are asked to bring pictures of famous sportsmen around the
world to build up a poster.

38
Bibliography

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Prentice Hall.

Collins Cobuild (2003). Advanced Learner’s English Dictionary (4th edn.) Great Britain:
Harpercollins Publishers.

Chomsky, N.(1965). Aspects of the Theory, Cambridge: Mass.: MIT Press

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford :Oxford University
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French, G. (1963). Teaching English as an International Language. London: Oxford

University Press.

González, J. Rodríguez, M. (2004). Teacher’s Book 1, Mathematics. Madrid: Santillana

Educación, S.L.

Lazzeri, G. Marsland, S. (2007). My world 5º año básico. Santiago: Pearson Education Ltd.

Ministerio de Educación (1998). Programa de Estudio Inglés Quinto Año Básico.

Santiago: Ministerio de Educación.

Newton, R. Taylor, N. (2007). Star Players. Teacher’s Book 1. Mexico D.F.: Richmond
Publishing.

Pavlik, Ch. Harries, A. (2006). Brainstorm 2. Mexico D.F.: Macmillan de México, S.A.

Phillips, S. Morgan, M. Slattery, M. (2006). Incredible English. Activity book 1. Oxford:

Oxford University Press.

Phillips, S. Morgan, M. Slattery, M. (2007). Incredible English. Activity book 2. Oxford:

Oxford University Press.

Scovel, T. (1988) A time to speak: a Psycholingüistic inquiry into the Critical Period for
Human Language. Rowley, MA: New Buryhouse.

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The Internet TESL Journal, Vol. XII, No. 11. 2006. Retrieved on November 11th,
2008. Available on
http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html

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Marketresearch.com (2009). Chile Business Forecast Report Q2 2009. Retrieved on March
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40
Appendix
Appendix 1

ƒ Greeting and leave takings

Greetings Leave takings

Hello, how are you? Have a nice day!

Good morning See you later

Good afternoon Good bye

Good evening See you soon

Hi* Good night

What’s up!* Bye- bye!*

* Informal greetings.
Appendix 2

Common expressions in the classroom

• Match the following expressions with their corresponding answers. Notice that
more than one option is possible.

1. - May I go to the bathroom? _______ Answer: Yes, of course

2. - Can I borrow your (pencil)? _______ Answer: Ok

3. - Can you repeat please? _______Answer: You’re welcome

3. - Can you speak slower please?

4. - Be quiet _______ Answer: Sure

5. - Thank you. _______ Answer:

Shhhhhhhh
Appendix 3

Cardboard clock

• Copy each part on a piece of cardboard and cut them out. Draw the numbers
where they are supposed to be and then join the hands with a string.

12
11 1

10 2

9 3

8 4

7 5
6

Minute hand

Hour Hand
Appendix 4

A. Show the following hours with your cardboard clock

1) 11:30 2) 00:00 3) 12:00

4) 15:45 5) 11:11 6) 02:15

7) 20:10 8)17:05 9) 07:55

10) 15:33 11) 20:50 12) 19:29

13) 23:11 14) 03:22 15) 05:06

16) 14:18 17) 13:10 18) 22:14

Appendix 5

Pronunciation of numbers
Appendix 6

• Actions with images

Appendix 7

• Cut out the words

Verbs Parts of the house

Eat Bathroom

Cook Living-room

Take a shower Dinning-room

Wash my teeth Kitchen

Watch TV Bedroom

Sleep
Appendix 8

• Wild and domestic animals

Write wild or domestic according to each animal.

Mouse Lion Giraffe Zebra

Pig Chicken Horse Dog

Cat Elephant Snake Turtle

Fish Hamster
Appendix 9

• Types of people

1. Skinny people 2. Well-built people

3. Fat people 4. Fit people

2. Fit people
Appendix 10

• The Food Pyramid

Appendix 11

• Sports

1. Golf 2. Tennis 3. Football

4. Basquetball 5. Volleyball 6. Box

7. Baseball 8. Rugby 9. Snowboard

Appendix 12

Encuesta proyecto de seminario

1. De las cuatro habilidades (skills) del idioma Inglés (Listening

Comprehension, Reading Comprehension, Speaking and Writing), ¿Cuál
prioriza usted en sus clases?

2. Su respuesta anterior obedece a orientaciones dadas por la UTP de su

establecimiento, por las orientaciones del MINEDUC o por otros motivos?

3. ¿Cuál de las habilidades (skills) es más cómoda para usted enseñar?

¿Podría señalar por qué?

4. ¿En cuál de las habilidades sus alumnos muestran mayor progreso?

5. ¿Cómo definiría usted la actitud de sus alumnos a la hora de hablar inglés

en clases?

6. ¿Tiene usted material adecuado y en cantidad suficiente para desarrollar

sus clases de Inglés?

7. ¿Con qué material específico le gustaría contar para realizar sus clases de
Inglés?

8. Por favor indíque: a) El nivel en cual usted enseña Inglés (5º, 6º, 7º, 8º)
b) Tipo de establecimiento (Público, particular,
particular subvencionado)