universidad de guayaquil -...

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA LENGUAS Y LINGÜÍSTICA

EDUCATIONAL PROJECT

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

DEGREE OF LICENCIADA EN CIENCIAS DE LA EDUCACIÓN,

ESPECIALIZACIÓN EN LENGUA Y LINGÜÍSTICA INGLESA.

TOPIC:

“STRATEGIES OF MOTIVATION IN THE TEACHING – LEARNING

PROCESS OF THE ENGLISH LANGUAGE”

COD. LL-T-GY-0041

PROPOSAL

“DESIGN OF A DIDACTIC GUIDE WITH STRATEGIES OF

MOTIVATION IN THE TEACHING-LEARNING PROCESS OF THE

ENGLISH LANGUAGE IN STUDENTS OF 2ND YEAR OF

BACHILLERATO AT UNIDAD EDUCATIVA

“NUMA POMPILIO LLONA”

RESEARCHERS:

CLEMENCIA DEL ROCIO DELGADO PRECIADO CECILIA BEATRIZ TAMAYO PEREZ

PROJECT´S ADVISOR

MSC. LARRY TORRES VIVAR

GUAYAQUIL – ECUADOR 2016

ii

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND EDUCATIONAL SCIENCE

SISTEM OF EDUCATIONAL SUPERIOR SEMIPRESENCIAL LANGUAGE AND LINGUISTICS CAREER

Msc. Silvia Moy-Sang Castro Msc. Wilsòn Romero DECANA SUBDECANO

Msc. Alfonso Sànchez Msc. Larry Torres DIRECTOR SUB-DIRECTOR

ESCUELA DE LENGUAS CARRERA DE LENGUAS

Ab. Sebastián Cadena SECRETARIO GENERAL

Master

iii

SILVIA MOY-SANG CASTRO

DECANO DE LA FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS

DE LA EDUCACION

Ciudad

De mis consideraciones:

En virtud de la disposición de la Autoridad Académica de la Escuela de

Lenguas en la cual se me designó Asesor de Proyectos Educativos de la

Licenciatura en Ciencias de la Educación, especialización LENGUAS Y

LINGÜÍSTICA, tengo a ben informar lo siguiente:

Que las profesoras:

CECILIA BEATRIZ TAMAYO PEREZ

CLEMENCIA DEL ROCIO DELGADO PRECIADO

Diseñaron y ejecutaron el Proyecto Educativo

TOPIC

“Strategies of motivation in the teaching-learning process of the English

language”

PROPOSAL

Design of a didactic guide with strategies of motivation in the teaching-

learning process of the English language in students of 2nd year of

Bachillerato at Unidad Educativa” Numa Pompilio Llona”.

El mismo que ha cumplido con las directrices y recomendaciones dadas

por el suscrito.

Las participantes han ejecutado las diferentes etapas constitutivas del

proyecto, por lo expuesto se procede a la APROBACION y pone a vuestra

consideración de rigor para los efectos legales correspondientes.

Muy Atentamente,

MSc. Larry Torres Vivar

iv

DEDICATION

Our parents and families with much love

and affection, we dedicate all our efforts

and sacrifies for the support put to the

realization of our project, which will serve

for the educational community.

CECILIA BEATRIZ TAMAYO PÉREZ

CLEMENCIA ROCIO DELGADO PRECIADO

v

GRATITUDE

Thank God that was always our savior, motivator and guide,

each of which are part of our family, our parents, husband and children for

giving her strength, unconditional support, but above all understand, for

not having taken the time they deserved, and finally my mate thesis

because in this group harmony we have already achieved , to our thesis

Director who helped us at all times to academic improvement, Msc. Larry

Torres.

CECILIA BEATRIZ TAMAYO PÉREZ

CLEMENCIA ROCIO DELGADO PRECIADO

vi

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS-INGLES

TÍTULO Y SUBTÍTULO: STRATEGIES OF MOTIVATION IN THE TECHING-LEARNING PROCESS OF THE ENGLISH LANGUAGE. PROPUESTA: DESIGN OF A DIDACTIC GUIDE WITH STRATEGIES OF MOTIVATION IN THE TEACHING LEARNING PROCESS OF THE ENGLISH LANGUAGE

AUTOR/ES: Cecilia Beatríz Tamayo Pérez. and Clemencia del Rocío Delgado Preciado

TUTOR: MSc. Larry Torres

REVISORES:

INSTITUCIÓN: Universidad Estatal de Guayaquil

FACULTAD: Filosofía, Letras y Ciencias de la Educación ESCUELA: Lenguas & Lingüística

CARRERA: Licenciatura en Lengua Inglesa y Lingüística

FECHA DE PUBLICACIÓN:

No. DE PÁGS:

TÍTULO OBTENIDO:

ÁREAS TEMÁTICAS: Educación

PALABRAS CLAVE: (términos con el que podría ubicar este trabajo) Motivation – Teaching-Learning Process Through this project we tried to solve the difficulties that the students of 2nd year of Bachillerato at Unidad Educativa “Numa Pompilio Llona” have in their studies, such as the deficiency in the teaching-learning process of the English language, because without a good motivation the students lose interest and classes become boring. After an investigation, diagnose, analyze and collect all information including interview to the teachers and authorities and a survey to the studentts, we obtain as a result the necessity of giving strategies of motivation in the teaching-learning process to encourage the students’ interest. For that reason we propose to introduce a didactic guide that will help both teachers and students in a correct way to emphasize the importance of the use of audiovisual interactive techniques. The execution of our Project is important because we are going to give a guide with techniques that the English teacher could consult and put in practice in the classroom to optimize the achievements in the teaching-learning process of English language.

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

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: x SI NO

CONTACTO CON AUTOR/ES Teléfono: E-mail:

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad

Teléfono: (03)2848487 Ext. 123

E-mail: [email protected]

Xx

vii

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS-ESPAÑOL

TÍTULO Y SUBTÍTULO: STRATEGIES OF MOTIVATION IN THE TEACHING LEARNING PROCESS OF THE ENGLISH LANGUAGE

AUTOR/ES: Cecilia Beatriz Pérez Tamayo Clemencia del Rocío Delgado Preciado

TUTOR: MSc. Larry Torres Vivar

REVISORES:

INSTITUCIÓN: Universidad Estatal de Guayaquil

FACULTAD: Filosofía, Letras y Ciencias de la Educación. ESCUELA: Lenguas y Lingüística

CARRERA:

FECHA DE PUBLICACIÓN:

No. DE PÁGS:

TÍTULO OBTENIDO:

ÁREAS TEMÁTICAS: Educación

PALABRAS CLAVE: Motivación, procesos de enseñanza y aprendizaje del idioma Inglés.

A través de este proyecto nosotros tratamos de resolver las dificultades que tienen en sus estudios los alumnos del 2do año de bachillerato de la Unidad Educativa Numa Pompilio Llona, tales como la deficiencia en el proceso de enseñanza y aprendizaje del idioma Inglés, ya que sin una buena motivación, sus clases se vuelven de poco interés y terminan siendo aburridas. Luego de investigar, diagnosticar, analizar y recoger información que incluye entrevistas a los profesores y directora de la institución además de encuesta a los alumnos, obtuvimos como resultado la necesidad de promover estrategias para la motivación en el proceso de enseñanza y aprendizaje y estimular el interés en los alumnos. Por esta razón, proponemos presentar una guía didáctica que ayudará tanto a alumnos y profesores de una manera correcta a enfatizar la importancia del uso de técnicas audiovisuales interactivas. La ejecución de nuestro proyecto es importante porque entregamos una guía con técnicas que el profesor de Inglés puede consultar y poner en práctica en clase, a fin de optimizar los logros en el proceso de enseñanza y aprendizaje del idioma Inglés.

No. DE REGISTRO (en base de datos):

No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: x SI NO

CONTACTO CON AUTOR/ES Teléfono: E-mail:

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad

Teléfono: (03)2848487 Ext. 123

E-mail: [email protected]

x

X

x

viii

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGÜÍSTICA

TOPIC: STRATEGIES OF MOTIVATION IN THE TECAHING LEARNING

PROCESS OF THE ENGLISH LANGUAGE

PROPOSAL: DESIGN OF A DIDACTIC GUIDE WITH STRATEGIES OF

THE MOTIVATION IN THE TEACHING LEARNING PROCESS OF THE

ENGLISH LANGUAGE

RESEARCHERS: Cecilia Beatriz Tamayo Pérez

Clemencia del Rocío Delgado Preciado

PROJECT’S ADVISOR: MSc. Larry Torres Vivar

ABSTRACT

Through this project we tried to solve the difficulties that the students of

2nd year of Bachillerato at Unidad Educativa “Numa Pompilio Llona” have

in their studies, such as the deficiency in the teaching-learning process of

the English language, because without a good motivation the students

lose interest and classes become boring. After an investigation, diagnose,

analyze and collect all information including interview to the teachers and

authorities and a survey to the studentts, we obtain as a result the

necessity of giving strategies of motivation in the teaching-learning

process to encourage the students’ interest. For that reason we propose

to introduce a didactic guide that will help both teachers and students in

a correct way to emphasize the importance of the use of audiovisual

interactive techniques. The execution of our Project is important because

we are going to give a guide with techniques that the English teacher

could consult and put in practice in the classroom to optimize the

achievements in the teaching-learning process of English language.

Keywords: techniques motivation teaching-learning

ix


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGÜÍSTICA

TEMA: ESTRATEGIAS DE MOTIVACION EN EL PROCESO DE

ENSEÑANZA Y APRENDIZAJE DEL IDIOMA INGLES

PROPUESTA: DISEÑO DE UNA GUIA DIDACTICA CON

ESTRATEGIAS DE MOTIVACIÓN EN EL PROCESO DE ENSEÑANZA Y

APRENDIZAJE DEL IDIOMA INGLES

Autores: Cecilia Beatriz Tamayo Pérez

Clemencia del Rocío Delgado Preciado

Consultor Académico: MSc. Larry Torres Vivar

RESUMEN

A través de este proyecto nosotros tratamos de resolver las dificultades

que tienen en sus estudios los alumnos del 2do año de bachillerato de la

Unidad Educativa Numa Pompilio Llona, tales como la deficiencia en el

proceso de enseñanza y aprendizaje del idioma Inglés, ya que sin una

buena motivación, sus clases se vuelven de poco interés y terminan

siendo aburridas. Luego de investigar, diagnosticar, analizar y recoger

información que incluye entrevistas a los profesores y directora de la

institución además de encuesta a los alumnos, obtuvimos como resultado

la necesidad de promover estrategias para la motivación en el proceso de

enseñanza y aprendizaje y estimular el interés en los alumnos. Por esta

razón, proponemos presentar una guía didáctica que ayudará tanto a

alumnos y profesores de una manera correcta a enfatizar la importancia

del uso de técnicas audiovisuales interactivas. La ejecución de nuestro

proyecto es importante porque entregamos una guía con técnicas que el

profesor de Inglés puede consultar y poner en práctica en clase, a fin de

optimizar los logros en el proceso de enseñanza y aprendizaje del idioma

Inglés.

Palabras claves: Técnicas motivación aprendizaje y

enseñanza

x

TABLE OF CONTENTS

From page …………………………………………………………….. i

Directives…………………………………………………………..….. ii

Tutor's report………………………………………………………... iii

Dedication…………………………………………………………….. iv

Gratitude………………………………………………………………. v

Repositorio en Inglés ……………………………………………. vi

Repositorio en Español ………………………………………... vii

Abstract ……………………………………………………………..… viii

Resúmen …………………………………………………………….... ix

Introduction………………………………………………………..…. 1

Chapter I The Problem

Outline of the problem………………………………………….. 3

Antecedents………………………………………………………….. 3

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

Causes…………………………………………………………………... 4

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

Variables………………………………………………………………… 5

Objectives of the investigation………………………………. 5

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

Justificacion……………………………………………………….….. 6

Chapter II The Theoretical Frame

Antecedents………………………………………………………….. 8

xi

Theoretical foundation………………………………………….. 8

Motivation……………………………………………………..…….. 8

Comment…………………………………………………………….… 9

Types of motivation………………………………………………. 11

Intrinsic motivation……………………………………………..… 11

Extrinsic motivation………………………………………..…….. 11

Strategies for motivating students………………………….. 11

Comment………………………………………………………….…… 12

Intearctive learning……………………………………………….. 13

The tape recorder…………………………………………………. 13

Television…………………………………………………………….… 14

Dvd player…………………………………………………………….. 14

Computer……………………………………………………………… 14

Internet……………………………………………………………….… 14

Interactives techniques…………………………………………. 15

Role play demonstration…………………………………..….. 15

Dialogue/narrative presentation…………………………….. 15

Dialogue/narrative recitation………………………………… 15

Reading aloud……………………………………………………..… 15

Question-answer display……………………………………….. 15

Dictation…………………………………………………………….…. 16

Copying……………………………………………………………..….. 16

Wrap up……………………………………………………………..…. 16

Interview………………………………………………………………. 16

Information transfer………………………………………….…… 16

Teaching - learning process Definition…………………………. 16

Teaching strategies……………………………………………….. 19

xii

Learning strategies………………………………………………… 20

Comment…………………………………………………………….… 22

Teaching - learning English………………………………….…. 22

Chart 1………………………………………………………………….. 23

Teaching models in the teaching and learning of English 23

Coment…………………………………………………..…………….. 25

Epistemological foundation

The constructivism……………………………………….………… 25

Sociological foundation

Social cognitive…………………………………………………..…. 27

Pedagogical foundation……………………………………….… 29

Legal aspect………………………………………………………….. 30

Chapter III Design of investigation

Modality of the investigation…………………..……………. 31

Field…………………………………………………………………..…… 31

Bibliographic…………………………………………………………. 31

Exploratory……………………………………………………………. 31

Methods of investigation

Inductive…………………………………………………………….…. 32

Deductive……………………………………………………………… 32

Logical…………………………………………………………………… 33

Scientific……………………………………………………..………… 33

Techniques

Definition……………………………………………………………... 34

Survey…………………………………………………………………… 34

xiii

Interview………………………………………………………………. 34

Sampling………………………………………………………………… 34

Sample………………………………………………………………….. 35

Procedures of the investigation…………………………….. 35

Operationalization of variables……………………………… 36

Aplication of the instruments of the investigation…. 37

Chi square………………………………………………………….…. 37

Objective…………………………………………………………….… 37

Analisys of results…………………………………………………. 38

Interview to the Director………………………………………. 39

Interview to the Theacher…………………………………..…. 40

Survey to the students………………………………………….. 41

Results of the survey……………………………………….……. 42

Chart of frequency No. 1……………………………………….. 43

Chart of frequency No. 2…………………………………….... 44


Chart of frequency No. 4……………………………………..... 46






Chart of frequency No. 10…………………………………..… 52

Conclusions and recommendations………………………… 53

Chapter IV The proposal

Antecedents………………………………………………………….. 55

xiv

Justification…………………………………………………………… 55

Objectives……………………………………………………….…….. 56

General……………………………………………………………..….. 56

Specifics………………………………………………………………… 56

Importance………………………………………………………...…. 56

Feasibility………………………………………………………….….. 57

Description of the proposal……………………………………. 57

The tape recorder…………………………………………………. 57

Cd/dvd player……………………………………………………..… 57

Computer………………………………………………………….….. 57

Internet…………………………………………………………………. 58

Role play demonstration……………………………………….. 58

Dialogue narrative recitation……………………………….… 58

Reading aloud…………………………………………………..…… 58

Question-answer display…………………………………….... 59

Dictation……………………………………………………………….. 59

Copying……………………………………………………………….... 59

Wrap up……………………………………………………………..…. 59

Interview…………………………………………………………….…. 59

Information transfer……………………………………………… 59

Legal, pedagogical, sociological aspects…………………. 60

Legal aspects…………………………………………………….…… 60

Pedagogical aspects…………………………………………….… 60

Sociological aspects……………………………………….……… 60

Conclusions…………………………………………………………… 61

Bibliography………………………………………………………….. 62

1

INTRODUCTION

All the teenagers have the right to have a good education, an

education of quality that they have to get as a legacy. The different

governments have not given any attention to public education; this is

reflected in the low level of the student´s knowledge. They have

given priority to the other areas. Nowadays the government is trying

to change it, they are paying more attention to the problems that

education in our country has. We have to carry out constant

evaluations that help us to verify the difficulties that the teaching and

learning process may have such as: lack of didactic material, so to

give solutions to these problems, lack of good methodology, and lack

of teaching techniques. It´s important to update teachers and equip

them with new knowledge, techniques, and methods that they can

use in their classes. Through this project we show one of these

problems and we tried to solve it. The students of Unidad Educativa

“Numa Pompilio Llona” have difficulties in their studies; we have

observed that the students have lack of knowledge of the English

language due to different causes, but the most important is that they

just receive classes of English when the students of the fourth course

of the School of Languages have to do their teaching practices there.

Our project is divided into four chapters:

Chapter I The problem: Outline of the problem. Antecedents.

Scientific Fact, Causes. Formulation of the problem. Variables.

Questions of the investigation. Objectives. Justification.

Chapter II The theoretical frame: Background. Theoretical

Foundation. Epistemological Foundation. Pedagogical Foundation.

Legal aspect, Contextual frame.

2

Chapter III The methodology. Design of investigation. Instruments of

investigation. Procedures of the investigation. Application of the

instruments of the investigation, Operationalization of Variables, Chi

Square. Analysis of the results. Conclusions and recommendations.

Chapter IV The proposal: Topic of the proposal. Antecedents.

Justification. Objectives. Importance. Feasibility. Description of the

proposal. Legal, pedagogical, sociological aspects. Bibliography.

3

CHAPTER I

THE PROBLEM

OUTLINE OF THE PROBLEM

Antecedents

Without methodological strategies the teacher is limited at the

moment of explaining the class; most of the time the students have

serious difficulties understanding what to do, therefore they can´t do

their homework and as a result they can´t do the lessons. Sometimes

the teachers don´t explain their classes well, in this moment the

students feel frustrated, they get bored or don´t pay attention, and

the grammar structures become a very difficult thing to understand.

The scarce of didactic material is another cause, the students don´t

receive a good motivation in the learning of the English language

since the teachers don´t have an effective handbook to cover the

necessities of the students and help them to solve certain problems.

They might have a good handbook that would contribute with better

information about the topic given in class. The lack of motivation from

the teachers is another factor that influences in the learning process

since, without a good motivation the students, could lose the interest

and the learning would be slow.

The number of students that there are in the classroom influences in

the accomplishment because at the moment of giving a class, in

certain occasions teachers don´t have the opportunity to work with all

the students, just with some of them; the large number of students

makes it impossible to concentrate in the class.

4

Some teachers don´t make their planning in advance since they

don´t have didactic material, and methodological strategies, teachers

sometimes improvise their classes and lose time in trying to organize

the material they intend to transmit to their students. Besides the

classes are overcrowded. Teachers have to look for some good

motivation techniques in order to call the students’ attention.

SCIENTIFIC FACT

Deficiency in the teaching learning process in students of 2nd year of

bachillerato at Unidad Educativa “Numa Pompilio LLona”:

In our country, one of the most visible faults committed by teachers,

is the use of motivational strategies and techniques in order to

engage students in the teaching of the English language. For that

reason we are proposing to introduce a didactic material that will help

both teachers and students to develop the teaching-learning process

in a correct way through the importance that the motivation has to

acquire new information.

CAUSES

Scarce didactic material. English classes become boring

Few class period. There is not enough time to practice

Low motivation in learning. Students don`t make their best effort

another language to learn.

No technological resources. Teachers cannot innovate.

5

Traditional classes. Repetitive content.

FORMULATION OF THE PROBLEM

What is the incidence when applying strategies of motivation in the

teaching-learning process of the English language in students of

2ndyear of Bachillerato at Unidad Educativa “Numa Pompilio Llona” in

the school year 2015 – 2016

VARIABLES

Independent

Motivation

Dependent

Teaching – Learning process of the English language

OBJECTIVES OF THE INVESTIGATION

General

To establish the incidence of the strategies of motivation in the

teaching-learning process of the English language in students of 2nd

year of Bachillerato at Unidad Educativa Numa Pompilio Llona.

Specifics

• To diagnose the backgrounds of English knowledge of the students.

• To analyze the teaching strategies that teachers use in the

Institution.

• To apply the new academic content.

6

QUESTIONS OF THE INVESTIGATION

• What kind of problem is the proposal trying to solve?

• What material could we used to develop this project?

• What aspects do we need to start this project?

• Where is the proposal going to be carried out?

• How will the investigation be achieved?

• What could the results of the investigation be?

• What could the results of the application of the proposal be?

JUSTIFICATION

We have chosen this topic to help and collaborate with the students,

teachers and parents of the Unidad Educativa “Numa Pompilio

Llona” in order to emphasize in the importance of the use of

audiovisual interactive techniques because they are necessary to

catch the attention of the students. We know that one of the

objectives of the Education is to transmit knowledge to change some

aspects in life such as: learning English as a second language

because it is a global language, necessary to get a good job in the

future. It´s important from now on to prepare the childhood to

succeed in the future. The execution of our project is important

because we are going to give a guide with techniques that the

English teacher could consult and put in practice in the classroom.

7

In our environment education is in constant change that is the reason

we should be updated. With a guide of audiovisual interactive

techniques the students and teachers are going to be the principal

beneficiaries because they´re going to improve the quality of the

education.

8

CHAPTER II

THE THEORETICAL FRAME

ANTECEDENTS

Up to now nobody has developed a different work about “How to

improve the student´s motivation in a basic level” and we have

developed this topic because it corresponds to design a booklet with

audiovisual interactive techniques.

To write this work we have considered some aspects that are going

to be developed as long as we write our project: theoretical,

sociological, pedagogical, and epistemological.

THEORETICAL FOUNDATION

Motivation

Definition

Motivation is the process to encourage an individual to make an

action that satisfies any need and achieve any desired goal for the

motivator." (Sexton, 1977:162).

The motivation of human resources consists mainly of maintaining

culture and community values that guide to good performance".

(Armstrong, 1991: 266).

Motivation is the desire to make enough effort to reach

personal goals or the Organization, determined by the

desire to meet any individual or collective need. In the

9

majority of cases the general motivation refers to the effort to

get any goal, we focus on organizational goals to reflect our

primary interest in the behavior associated with the

motivation and the system of values that governs the

organization. (Robbins, 1999:17).

"A feature of human psychology, includes elements that cause,

channel and sustain human behavior. What makes people to work".

Stoner (1996)

Comment

In these definitions, the authors give us to understand that motivation

has been like an engine if we compare it with a car, i.e. that if people

are motivated they work as cars, otherwise would have to push them,

but how much energy would not be spent during this whole process.

"The result of the interaction between the individual and the

situation surrounding it". Chiavenato so that a person is

motivated there must be an interaction between the individual

and the situation that is living at the time, the result produced by

this interaction is going to allow this individual or not motivated.

This interaction would result from what the construction of their

own meaning on the motivation. Chiavenato (2.000)

“El primer paso que nos lleva a la acción”. Mahillo (1.996)

Comment

It is understood by this definition, so that the person do their actions

must be motivated, otherwise we must push it like a car when this is

10

turned off so that it can perform actions, this also causes an

enormous energy expenditure, resulting in that teachers who do not

have clear strategies on the motivation of students spend most of

their time in and encourage these apprentices.

Motivation, as¨ integration, has a very important role in development

learning strategies, since it facilitates the integrity and positive

subject, manages new forms of self-regulation of behavior that are

configured in a hierarchical fashion, with greater richness of content

and psychological sense. Motivation guide the student effort and

directs the psychological dynamics to include in its hierarchy, needs,

motives, interests, ideals, and other psychological content that

regulate their behavior in a personalized way. Thus, the motivation of

the person involved, wins in its psychological essence, translated into

formations of custom senses and increase intrinsic motivation. The

motivation is mobilizing these resources, manages to engage the

subject in new challenges and situations, so that one can speak of a

dynamic Exchange that points towards a self motivation, expressed

in search of rich senses. (Ramos et al, 2007)

Intrinsic motives, (Gonzalez, 1997), are inherent in the very essence

of activity and fulfill needs of the subject directly related to it.

.

The motivation is the extent to which teachers make choices about;

(a) goals to pursue and

(b) the effort you will devote to that pursuit.

We can interpret this definition as the necessity of human beings

because we need to feel better and get success in life.

Motivation can have several effects on how students learn and how

they behave towards subject matter. It can:

11

• Direct behavior toward particular goals.

• Lead to increase effort and energy.

• Increase initiation of, and persistence in activities.

• Enhance cognitive processing.

• Determine what consequences are reinforcing.

• Lead to improve performance.

Types of Motivation

Intrinsic Motivation

It occurs when a people feel internally motivated to do something

with pleasure, think and feels that is important in the life; in education

students with this type of motivation are stimulated to finish the

activities that they intend to do.

Extrinsic motivation

It comes from the external incentive that motivates people to do

something productive, the incentives can be: money, travels, grades,

trophies, etc. The best example to explain this form of motivation is

when students get good grades; they feel well and try to continue

getting the best scores to get success in the school.

Strategies for Motivating Students

12

They are procedures for learning, it is the Group of actions ordered

and completed, i.e., aimed at the achievement of a goal. (Coll, 1987)

They appear in the Oxford Dictionary defined as specific actions

taken by the student to make learning easy, fast, pleasant, self-

directed, and transferable to new situations. (Oxford, 1990)

It is the process or group of skills that a student obtains and used

intentionally as a flexible tool to learn significantly and solve

problems and academic demands. (Bradshaw, D. and G. Hernandez,

1998)

Strategies to motivate students, constitute the mode of

representation of cognitive and practical activities of the subjects

from the description of your manual or intellectual endeavors in the

context of the teaching-learning process. (Castellanos, 2002)

"They are processes in which the student selects and recovers in a

systematic way, the knowledge and skills you need to complement a

certain demand or target..." (C Moreno (2002)

"Any teaching method is a set of actions of the master, aimed at a

target" (M. A. Danilov and M. N. Skatkin.1978: 57)

"The skills result from the systematization of actions subordinated to

a conscious purpose". (V. González M., l995:117)

"A procedure for learning is a set of actions arranged and finalized,

i.e., aimed at the achievement of a goal." (M. Silvestre, 2002: 8)

Comment

13

We can conclude that motivation is a set or group of techniques and

strategies that incentivize a person or people when they are studying,

working, or making some activity. The motivation plays an important

role in the development of the individual both personal and

professional since it can help to the correct formation or the good

mood of them.

Interactive Learning

The Interactive Learning is the nature of communication. When we

speak and try to communicate ideas or feelings, you intend that the

message of them goes to the receptor. This learning is very

important in the classroom to get a better communication, and

understand what the class is about.

Interactive learning is important in:

-Doing a significant amount or pair of work group.

-Receiving authentic language input in a real world context.

-Producing language for real, meaningful communication.

-Practicing oral communication through the give and take and

spontaneity of actual conversations.

The Tape Recorder

We can use this device in the classroom to record and play listening

activities as: listen cd´s with music, conversations and audio-

readings.

14

Television

We can use this device in the classroom to make the students watch

some programs in English. The teacher should be careful in order to

select the appropriate TV program where the students are able to

reinforce the vocabulary learned during the class. It’s important to

state that it is not necessary that the students understand everything;

so the practice has to be focused to what the teacher tries to

reinforce.

Dvd Player

In the classroom the CD and DVD is important because with it, we

can reproduce the videos with interactive programs to show the

students the new vocabulary.

Computer

The use of the computer in the classroom is necessary because

nowadays everything is electronic and this machine processes

information quickly and we can show the students the information

that we need to learn.

Internet

We sometimes should use the internet because there are some web

pages that have some interesting topics and ideas to explain a good

English class and if we have internet in the classroom we should be

careful with some bad pages.

15

Interactive Techniques

Role Play Demonstration

We have to select students or the teacher has to illustrate

procedure(s) to be applied in the lesson segment to follow. Includes

brief illustration of language or other content to be incorporated.

Dialogue/ Narrative Presentation

It is the reading or listening passage presented for passive reception.

No implication of student production or other identification of specific

target forms or functions, the students may be asked to “understand”.

Dialogue/Narrative Recitation

It is the activity where the student recites a previously known or

prepared text, either unison or individually.

Reading Aloud

It is the activity when the student reads directly from a given text.

Question – Answer, Display

We use this activity to try to involve the prompting of students

response by means of display questions (i.e., teacher or questioner

already knows the response or has a very limited set of expectations

for the appropriate response). Distinguished from referential

questions by the likelihood of the questioner´s knowing the response

and the speaker´s being aware of that fact.

16

Dictation

When we use this activity we can suggest to the students to write

down orally presented text.

Copying

The student can write down the text presented visually.

Wrap- Up

We can summarize the activities of point and / or items that have

been practiced and learned.

Interview

A student is directed to get information from another student or

students.

Information Transfer

We use when we can do an application from one mode (e.g., visual)

to another (e.g., writing), which involves some transformation of the

information (e.g., student fills out diagram while listening to

description).

TEACHING – LEARNING PROCESS

Definition

Teaching is the management, organization, guidance and control of

learning, but which may also include the own auto learning, such as

auto address and self-control of the process by the student, or that

17

same student is able to construct their own knowledge, through

aspects that are increasingly more possible as a result of the

development of education and make more active to the students.

Education should be directed to stimulate the zone of proximal

development in students, which will depend on the knowledge and

actions that can achieve individually, with the help of the teacher,

group, family or community. The educator must takes advantage of

the possibilities that has influence on the formation and development

of future generations, the essential thing is the educational action in

all aspects of life. The individual, active and in close relationship with

the family, the environment that surrounds it and society makes own

knowledge, techniques, attitudes, values, the ideals of the society in

which it operates and the mechanisms through which is auto

develops.

"Processes that the person in charge of teaching used in reflective

and flexible way to encourage meaningful learning on student

achievement" (Díaz Barriga, F. 2002).

Learning can be expressed as a process in which the student, under

the direct and indirect supervision of the teacher, in a circumstance

especially structured to form it as a person and become part of

society, develops skills, habits and skills that allow you to take control

of the culture and media to meet it, enrich it and transform it. This

appropriation process feelings, interests, motives of conduct and

values are forming likewise, i.e. all stages of personality are

developed at the same time.

To be efficient in the process of teaching and learning, we need to

know to whom it is directed the work of the teacher; i.e., to

18

distinguish the particularities that characterize the personality of the

individual who is taught: the student.

Creative and driving activity of human beings is the instrument

modification and changing of circumstances and the way to change

themselves. Depending on the activity of individuals so they are

identified.

"Refer to those used by the teacher to instruct, facilitate, encourage,

organize learning, that is, in the process of teaching" (Campos,

2003).

Education must be acquired so the student develop his critical

personality and will favor the development of their creativity and must

strike a suitable balance between scientific training - technique and

the spiritual development of man. It should be a process where

complements the explanation and understanding of the social and

natural world.

Comprehensive education requires that methods to make students

learn to reason, to operate with concepts of a greater are or lesser

degree of abstraction and generalization. Hence, the process of

teaching and learning should be from a philosophical screening

process that considers the practice as a primary source to develop

abstract thinking and then return to practice applying and

systematize the knowledge reached; i.e. that new methodological

models must conceive make science in the classroom.

Science, technology and innovation are key processes for

globalization or internationalization of teaching, inherent already, in

fact, to higher education. The University is responsible for shaping

not only competent professionals in their professional work but also

19

as a social being inserted into a unique and particular historical

context.

It is then the science the driving force of the knowledge. Science

allows us to take hold of new knowledge through the research

process that has its own cultural system and its social functions. The

integration of science and technology should be to resolve the

problems of the society, and both concepts are today so interrelated

that they have come to be considered as one single.

Science and knowledge are aspects that promote the development

and the evolution of society, and they must be analyzed in function of

the historical moment and the collective needs. Science, society and

technology are the forces of the future.

"Strings of conscious activities, structured under procedures and

controlled by the educational resources in a deliberate plan to

promote meaningful learning". (Cave, 2000); They guide the actions

of the teacher´s teaching.

Teaching Strategies

Performs the actions the teacher, with the conscious aim that

students learn the most effective way, they are sequenced actions

that are controlled by the teacher. They have a high degree of

complexity. They include media education for their implementation,

control and evaluation of the purposes. The actions that are planned

depend on the goal derived from the general aim of education, the

characteristics and content of students psychological teaching,

among others. They are external, observable actions.

20

Resources for the implementation of the strategies: support

resources can range from the exclusive use of cards, leaf,

Blackboard, to structured software, Internet tools.

The use of electronic forums for brainstorming is highly

recommended. (Campos, 2000)

Learning Strategies

The student always consciously aiming to support and improve their

learning performs the actions, they are sequenced actions that are

controlled by the student. They have a high degree of complexity.

Actions which the student performs depend on your choice,

according to procedures and related expertise, their motivation and

guidance received, therefore half the decision of the student. It is part

of the strategic learning. They are considered as a guide for the

actions to be followed. Internal procedures are fundamentally of a

cognitive nature.

The relationship between learning and teaching strategy is

very narrow because the educator should direct the

cognitive, affective and volitional processes that must

assimilate conforming learning strategies. This address is to

be effective teaching it should be organized according to the

nature, characteristics and conditions of learning, that her

condition. (Castellanos, D. 2002)

This is why many authors to refer to only teaching strategies

mentioned learning strategies.

21

The task of building teaching strategies forming in students the

capacity to respond to the demands of learning the best way

corresponds to educators.

On the strategy of teaching it is necessary to specify teaching

methods, they occupy a core place in their preparation and

implementation. They are via, path, mode, the most general way of

carrying out actions of education which, in turn, stimulate learning

actions, to reach the proposed objective. The method organizes the

activity of the teacher and the students in class. If the teacher

employs method of self-employment, the cognitive activity of

students is more intense. If you are using the expositive method,

every intellectual effort in class is teacher.

In the same way it must determine procedures. The procedures tend

to be defined with content which also correspond to the skills,

strategies, to own methods.

Coll says: "a procedure (also called often rule, technique, method,

skill or ability) is a set of actions arranged and finalized, i.e., aimed at

the achievement of a goal". (Quoted in C. Monereo and other 1998).

They are associated with the conditions in which the activity is

carried out, therefore have a more concrete character, they are the

way of acting, he is a series of steps or phases to achieve the end.

Skills are related to the domain of procedures. Learning strategies

become skills.

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Comment

We can consider that effective teaching strategies are processes,

actions, or actions, skills, activities and procedures oriented to get a

goal or solve a problem. They help the student to appropriate the

knowledge, that when used correctly will help achieve the goals

because they support learning, are flexible and aware, thus it

facilitates learning, it is more pleasant and therefore the appropriation

of knowledge becomes more rapid.

Teaching must be based on recognition and encouragement, not

punishment, must be the student in control of their knowledge.

Educate is not put to that learning under control but help and arouse

the desire to learn, explore and investigate, learn for themselves and

continue learning. For this it is necessary to use creative teaching

resources and that they encourage.

Teaching – Learning English

Online education - English language learning there is a theoretical

framework that allows observation of the multitude of educational

variables involved in this process. Here it is possible to distinguish

four blocks of elements, according to Suso and Fernandez, 2001 and

Scrivener, 2005:

(a) those which relate to the linguistic content.

(b) those that affect human behavior: actions by which a teacher

plans, teaches, assesses, is related to a group of students. Such

behaviors respond to wishes and intentions and are therefore more

difficult to objectify, understanding and above all to reproduce.

23

(c) those pertaining to mental processes: operations that occur in the

brain when it comes to the English language.

(d) those external factors that constitute the conditions under which

the action of teaching or learning a foreign language develops. These

decisively marked processes and reflections of the teaching of the

foreign language, namely: formal or informal learning situation, age

or interests of students, (extensive, intensive) schedules, and

resources and instruments which it has.

Propose a description of the educational variables is not a task easy,

since that, as social phenomena, are subject to historical fluctuations

and human intentions. (Zanting, Verloop and Vermouth, 2003).

This openness, in permanent construction, of its nature, makes it

difficult to appreciate the essence of the process of teaching and

learning.

Table 1 presents a comparison of the roles played by educational

variables of the process of teaching and learning, according to three

educational models, namely: Gramatica-traduccion, anthology, or

communicative.

Chart 1. Teaching models in the teaching and learning of English

Didactic Variables

Grammar. Traduction model

Audio lingual model

Communicative Model

Theory of the language

A system of viewing rules in written texts.

A system of structures ordered hierarchically

A system for the expression of the meaning, interaction and communication.

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Learning

Theory

Learning theory is learned through a deductive, aware of mental capacity development process.

Learning theory is learned through a deductive, aware of mental capacity development process

You learn in a real communication and significant tasks that use a significant language for the student.

Objectives

Describe the language grammatically.

Master language lexical and phonological, syntactic structures.

Contents

Normative grammar and lists of words.

Phonologics, Morphologicsand syntactic dialed contents.

Structures, functions, notions, topics and tasks, according to the communicative needs of the students .

Activities

Translation of literary texts.

Dialogues and patterns of memorization and repetition .

Exchange of information, negotiation of meaning and inter.

Role of the

student

Subjects who memorize and analyze content to improve your brainpower

Subjects that can be directed through techniques that allow them to produce correct answers.

Subjects who negotiate and interact in the communicative act.

Role of the teacher

Grammar teaching in a way explicit and provides opportunities to practice .

Directs and guides the learning.

It facilitates communication and analyzes needs.

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Comment

This study affirms the eclectic nature of the educational models used

by the researchers. It can reveal a communicative orientation of

teaching and learning of English, this is to say, from his own

speeches, researchers privilege the Exchange and trading in

information in the communication Act. The question here is if the

same will happen in a couple of year; without a doubt, a new

interesting object of study for the future.

One of the main contributions of this research relates to one of the

key features of qualitative research: the possibility of a deep and

comprehensive analysis of cognitions of the participants in this study,

with respect to teaching fundamentals of the process of teaching and

learning English in the reality of educational establishments.

EPISTEMOLOGICAL FOUNDATION

The constructivism

In our investigation we found that the nature of language and

language learning have always been a controversial area for human

mind. From the very early stages of human intellect, language has

been explained by many philosophers and thinkers.

However, the explanations have evolved throughout the centuries,

and even in the 21st century there can be found something new to be

said about its nature.

Approaches to the nature of language, change the approaches to its

learning as well. It is of very fact that seeing language as a behavior

26

and as a cognitive process would determine learning of it in two

distinct ways.

The psychologist Jean Piaget was primarily interested in how

knowledge was developed in human organisms and the knowledge

was fundamental in his theory. According to his theory, cognitive

structures are patterns of physical or mental action that underline

specific acts of intelligence and correspond to stages of child

development. He has integrated both behavior and cognitive aspects

in one developmental theory.

In his theory he put forward four primary developmental stages.

These stages are sensor motor, preparations, concrete operations,

and formal operations. In the sensor motor stage (0-2 years),

intelligence takes the form of motor actions. Intelligence in the

preparation period (3-7 years) is intuitive in nature.

The cognitive structure during the concrete operational stage (8-11

years) is logical but depends upon concrete referents. In the final

stage of formal operations (12-15 years), thinking involves

abstractions.

The psychologist Piaget sees the child as “continually interacting with

the world around him/her solving problems that are presented by the

environment” and learning occurs through taking action to solve the

problems.

The knowledge that results from these actions is not imitated or from

birth, but “actively constructed” by the child. In this way thought is

seen as deriving from action; action is internalized, or carried out

mentally in the imagination, and in this way thinking develops. For

Piaget, action should be praised as fundamental to cognitive

27

development, and development is the result of two ways, which are

assimilation and accommodation.

From a Piaget´s viewpoint, a child’s thinking develops as gradual

growth of knowledge and intellectual skills towards a final stage of

formal, logical thinking. (Cameron, 2002).

According to his notion of discrete stages and the idea that children

cannot do certain things if they have not yet “reached” that stage

should be considered as well. Therefore, children cannot achieve to

perform some cognitive or physical actions until maturation.

Consequently, learning materials and activities should involve the

appropriate level of motor or mental operations for a child of given

age; asking students to perform tasks that are beyond their current

cognitive capabilities should be avoided.

From Piaget’s theory we can interpret the classroom and classroom

activities as creating and offering opportunities to learners for

learning. This view coincides with “ecological” thinking that sees

events and activities as offering opportunities for use and interaction

that depends on who is involved.

SOCIOLOGICAL FOUNDATION

Social Cognitive

Theory is a model of the causes of behavior, cognition and other

personal factors. The social learning theory explains human behavior

in terms of continuous reciprocal interaction between cognitive,

behavioral, an environmental influences.

The component processes underlying observational learning are:

28

(1) Attention, including modeled events (distinctiveness, affective

valence, complexity, prevalence, functional value) and observer

characteristics (sensory capacities, arousal level, perceptual set, past

reinforcement),

(2) Retention, including symbolic coding, cognitive organization,

symbolic rehearsal, motor rehearsal),

(3) Motor Reproduction, including physical capabilities, self-

observation of reproduction, accuracy of feedback, and

(4) Motivation, including external, vicarious and self reinforcement.

When it comes to language acquisition, children acquire knowledge

about objects and about the relationships between them through

non-linguistic processing of direct and various experience. Such an

understanding helps to impart meaning to linguistic symbols.

By relating the utterances they hear to what they understand to be

going on at the moment, children begin to grasp what the different

linguistic forms signify. (Macnamara, 1972) Linguistic rules must be

initially modeled in simplified, as well as in semantically enriched

forms to make them more easily learnable. In daily life, when the

parents are addressing young children, they use utterances that are

shorter, more repetitive, and grammatically simpler, than when they

speak to older children.

Moreover, parents speak slower - this facilitates the processing of

linguistic input - and they use exaggerated intonation as an attention-

focusing device. The linguistic environment is populated not only with

adults but other children as well.

29

Young children often model the language use of their peers. Young

children also simplify their speech when they are talking to younger

children. In some cases, parents are active language teachers.

Their instructive and corrective strategies include repetitive modeling

of more advanced linguistic forms, restructuring and elaborating the

child’s constructions in modeled feedback, simplifying linguistic

structures, varying content around the same structure, rephrasing

utterances, promoting, questioning, informing, answering, labeling,

pictorial structuring of what is being talked about, and accenting

grammatically significant speech elements. (Moerc, 1986). In effect, it

encompasses attention, memory and motivation, social learning

theory spans both cognitive and behavioral frameworks.

Humans are the only species to have created culture, and every

human child develops in the context of a culture. Therefore, a child's

learning development is affected in ways large and small, by the

culture including the culture of family environment in which he or she

is enmeshed.

PEDAGOGICAL FOUNDATION

Pedagogy implies the correct use of teaching strategies in children, it

is important to know how to apply them in the classroom,

unfortunately some teachers don`t make good use of the appropriate

strategies to guide the student`s learning.

We know that in the classroom children are the unique that govern

because they need our attention and we have to be prepared with

the knowledge and experiences, in order to get the goal that we want

to reach.

30

Pedagogy is considered a process that contributes with the steps to

form the knowledge of the student, so they will be able to get their

own goals. The pedagogy is the theme immerse in our project

because it will be developed in a school and our proposal is to design

a handbook with audiovisual interactive techniques for children.

LEGAL ASPECT

The regulation to develop the design and execution of the educative

projects was approved in session of the Honorable Directive Council.

The Directive Council arranged that the educative projects must be

performed until by two under- graduates. Among the objectives of the

regulation, we have:

• To design and execute educative projects by applying the scientific

method to contribute to the improvement of the quality of education.

• To contribute to the integral, harmonic and permanent development

of the future professionals.

• To guarantee the research through technical resources to make an

efficient investigation.

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CHAPTER III

THE METHODOLOGY

Design of Investigation

Modality of the investigation

The modality of our research is based on the following aspects: field,

bibliographic, exploratory.

Field

The Unidad Educativa “Numa Pompilio Llona”, is the institution

where we discovered the problem and of course, the necessity to

apply our project.

As we all know a field investigation is done in the place where a

certain problem is detected and implement a solution to it.

Bibliographic

In our project we have made investigations in some dictionaries, web

sites, and encyclopedias to make a different work to try to help

ourselves in order to develop a good research and find out the most

appropriate guides to carry out a good project and proposal.

Exploratory

We have made a research of information in the Unidad Educativa

“Numa Pompilo Llona” to explore, recognize and register the

information to process it and then to give a solution to improve the

motivation of students.

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Methods of Investigation

According to the investigation the following instruments are going to

be applied: -Inductive -Deductive -Logical –Scientific.

Inductive

The inductive method, also referred to as a scientific method, is a

process of using observation to develop general principles about a

specific subject. A group of similar specimens, events, or subjects

are first observed and studied; finding from the observations are then

used to make broad statements about the subjects that were

examined. These statements may then become laws of nature or

theories.

In our project we induced the students, thanks to some questions

and practical examples to demonstrate if they like English and they

enjoy their classes in the foreign language. It`s important to state at

this point that students at Unidad Educativa “Numa Pompilio Llona“

felt uncomfortable when we applied our proposal because as it is

said at the beginning they only have classes given by the teacher-

student of the school of languages who, as usual, work indepently,

this means that the material given varies from one student to

another.

Deductive

It is the process of reaching a conclusion that is guaranteed to follow,

if the evidence provided is true and the reasoning used to reach the

conclusion is correct. The conclusion also must be based only on the

evidence previously provided; it cannot contain new information

33

about the subject matter. Deductive reasoning was first described by

the ancient Greek philosophers such as Aristotle.

The project has the deductive method because we have worked with

the students and we have shown our proposal to the parents,

directives and they have done some deductions of the topic and we

informed them that we will give solutions to the problem.

Logical

As a formal science, logic investigates and classifies the structure of

statement and arguments, both through the study of formal systems

of inference and through the study of arguments in natural language.

The field of logic ranges from core topics such as the study of

fallacies and paradoxes, to specialized analysis of reasoning using

probability and to arguments involving causality. Logic is also

commonly used today in argumentation theory.

Our proposal tries to improve the problem that exists in the

institution. We will improve the motivation and learning of students of

Unidad Educativa “Numa Pompilio Llona”. The proposal will eliminate

the lack of knowledge of students about the English language

encouraging their learning with audiovisual interactive techniques.

Scientific

Scientific method refers to the body of techniques for investigating a

phenomenon, acquiring new knowledge, or correcting and integrating

previous knowledge. It is based on gathering observable, empirical

and measurable evidence subject to specific principles of reasoning.

34

We will employ surveys and interviews to the directives, students,

parents and teachers to analyze the lack of motivation and to do

conclusions and recommendations.

TECHNIQUES

Technique

A way of accomplishing a task that is not immediately obvious.

Among the techniques, for the purpose of our work we have chosen

the following:

Survey

A survey is to inquire in the opinion of somebody about a matter.

In our project we did a survey to the students.

Interview

The interview is a conference between two or more people about

some topic and answer questions of it to inform to the people.

In our project the directive, the teacher and parents were surveyed.

Sampling

It is the act of taking a small part of quantity of something that is to

say a small portion of universe.

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Sample

Our project has considered 42 students as a sample of the second

year of Bachillerato.

PROCEDURES OF THE INVESTIGATION

In this project the outline of the problem is “Strategies of Motivation in

the teaching – learning process of the English Language” and the

proposal is “Design of a Didactic Guide with strategies of motivation

in the teaching-learning process of the English language.

Before to start our investigation we realized the analysis through

information that we collected about the antecedents of the problem,

then we used a survey to check the actual situation of the problem.

The method to the execution of the project will follow these steps:

• Formulation of the problem.

• Elaboration of the theoretical frame.

• Design of the investigation.

• Elaboration of the proposal

• Instruments of investigation

• Procedures of investigation

• Analysis of results

• Conclusions and recommendations

36

OPERATIONALIZATION OF VARIABLES

VARIABLES DIMENSIONS INDICATORS

INDEPENDENT

VARIABLE

MOTIVATION

TYPES

✓ INTRINSIC

✓ EXTRINSIC

IMPORTANCE

✓ KEEP STUDENTS`

ATTENTION ✓ AWAKE THE

STUDENTS` INTEREST FOR THE SUBJECT

✓ STUDENTS CAN BE MORE PARTICIPATIVE IN CLASS

STRATEGIES

✓ INTERACTIVE

LEARNING

✓ INTERACTIVE TECHNIQUES

DEPENDENT VARIABLE

TEACHING LEARNING PROCESS

CHARACTERISTICS

✓ THE RELATIONSHIP

BETWEEN TEACHERS AND STUDENTS IS ONE OF THE MOST IMPORTANT FACTOR IN THIS STAGE.

ADVANTAGES

✓ DEVELOPS

MEANINGFUL LEARNING

✓ STUDENTS CAN CONSTRUCT THEIR NEW KNOWLEDGE

37

APPLICATION OF THE INSTRUMENTS OF THE INVESTIGATION

CHI SQUARE

Objective: The main objective of the Chi Square is to know the

relationship between the Independent Variable, in this case

Motivational Techniques and the Dependent Variable that is

Teaching Learning Process.

As we can observe in the results obtained in the formulation of the

Chi Square, the value P, is less than 0,05, furthermore, we can

conclude that there is a relationship between Independent and

Dependent variable.

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Survey to the students

Write an “x” in box according to your opinion Yes No A little

ANALYSIS OF RESULTS

In this project of investigation were followed these steps: The place

of problem that was chosen is Unidad Educativa “Numa Pompilio

Llona”. The permission was requested to the Principal and the

teachers of the Institution. A meeting was carried out with the legal

representatives to guide them about the flexible planning and

compensatory to students from 2th year of Bachillerato.

Clear and easy statements related with the flexible and

compensatory planning. In this part of the chapter 3 is observed the

analysis and the results interpretation of the field investigation

applied to the Principal, teachers and legal representatives. In the

following sheets are observed statements with their respective

charts, graphics and surveys applied. The surveys were done by the

Likert scale, which were practical and easy to understand to the

survey respondents.

39


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA

EDUCACIÒN

Interview to the Director.

Objective: What is the most important the grammar comprehension as an English Teacher of the institution.

1. Specific Information: answer the questions according the situation of the Institution.

1.- Do you think of this proposal will improve the grammar comprehension to the students at "Numa Pompilio Llona high school Why? Certainly that to help to the process of education learning 2.- How would you support the development of our project? Offering opening to which the projects are generated and doing the follow-up and the respective accompaniment 3.- What are you expetations regarding the application of this grammar project in your school? Learning is able to collaborate in the process of education and in the educational incorporation 4.- Are you agree the ministry of education have implemented an English Laboratory? If, since of this form the consolidation of the learning’s was guaranteed. 5.- Do you believe that motivation is important in grammar? Why? It is very necessary to acquire skills and skills of the students.

40


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÒN

Interview to the teacher.

Objective: What is the most important the grammar comprehension as an English Teacher of the institution. Specific information: Answer the questions according the situation of each student.

1.-Do you think the English Grammar language is necessary for your professional life? Why? Yes, because it is a universal language. 2. - Do you motivate the students before start the reading class? Why? Yes, because we have to awake the interest in students. 3. - Do think your students will benefit learning grammar comprehension in English? Why? Yes, because students can learn grammar students inside a reading. 4. - Do you thing hat educative system is according with the level of Grammar learning in English? Why? Yes, because the books are approved by the regulatory entity 5.-Which of the methods is more adapted to guarantee the teaching learning process? To guarantee the reading the teachers use 36 % of the phonetic method and 64 % the global

41



EDUCACIÒN

SURVEY TO THE STUDENTS

Write an “X” in the box according to your opinion

Strongly Agree (1) Agree (2) Neutral (3) Disagree (4) Strongly Disagree

(5)

STATEMENTS

ALTERNATIVES

1 2 3 4 5

You like to learn English

language

You consider that English is

important for you

The English classes are

interactive

The English teacher keeps

motivated the students

The English teacher uses

motivational techniques

The English teacher must

reinforce the teaching learning

process

The teacher must awake the

interest for the English subject

The English teachers have to

upgrade their knowledge

The teacher applies different

methodology in class

The teacher uses techniques

and strategies according to the

content

42



EDUCACIÒN

RESULTS OF THE SURVEY

STATEMENTS

ALTERNATIVES

STRONGLY

AGREE

AGREE NEUTRAL DISAGREE STRONGLY

DISAGREE

TOTAL

You like to learn English

language

23 7 1 0 3 34

You consider that English

is important for you

26 4 2 1 0 34

The English classes are

interactive

0 1 2 3 28 34

The English teacher keeps

motivated the students

3 2 1 4 24 34

The English teacher uses

motivational techniques

4 3 7 8 12 34

The English teacher must

reinforce the teaching

learning process

22 7 0 1 3 34

The teacher must awake the

interest for the English

subject

30 1 0 2 1 34

The English teachers

have to upgrade their

knowledge

15 3 5 7 4 34

The teacher applies

different methodology in

class

3 0 2 10 19 34

The teacher uses

techniques and strategies

according to the content

1 2 12 5 14 34

43

ANALYSIS OF RESULTS

Survey to the students Sample: 34 students

Statement 1: You like to learn English language

CHART OF FREQUENCY # 1

SOURCE: NUMA POMPILIO LLONA PUBLIC HIGH SCHOOL

ELABORATED BY: ROCIO DELGADO AND BETTY TAMAYO

SOURCE: NUMA POMPILIO LLONA PUBLIC HIGH SCHOOL ELABORATED BY: ROCIO DELGADO AND BETTY TAMAYO

COMMENT

According to the survey in the statement 1, most of the students

like to learn English language. It is a good point for us, because

our project will be relevant for them, since it will provide new

possibilities in acquiring this new language.

GRAPHIC # 1

FREQUENCY PERCENTAGE

ALTERNATIVES FREQUENCY PERCENTAGE

STRONGLY AGREE 23 68%

AGREE 7 20%

NEUTRAL 0 0%

DISAGREE 1 3%

STRONGLY DISAGREE 3 9%

TOTAL 34 100%

44


Statement 2: You consider that English is important for you


SSOURCE: NUMA POMPILIO LLONA PUBLIC HIGH SCHOOL ELABORATED BY: ROCIO DELGADO AND BETTY TAMAYO



COMMENT

As we can see in the results of the statement 2, the majority of the

students consider that English language is important for them. For

that reason, we have to take into consideration their opinion in

order to apply our proposal that will give them more opportunities

in acquiring it easily.

0

5

10

15

20

25

30

35

STRONGLY AGREE

AGREE NEUTRAL DISAGREESTRONGLY DISAGREE

TOTAL

26

42 1 0

34

77% 14% 6% 3% 0% 100%

GRAPHIC 2




AGREE 4 14%

NEUTRAL 2 6%

DISAGREE 1 3%


TOTAL 34 100%

45


Statement 3: The English classes are interactive




COMMENT

Most of the students` answers in this statement agree that the

English classes are not interactive, it produces that students feel

bored and lost the interest for this subject, it means that the

teacher is not applying the correct pedagogy to awake the interest

of the students.

0

5

10

15

20

25

30

35

STRONGLY AGREE

AGREE NEUTRAL DISAGREE STRONGLY DISAGREE

TOTAL

GRAPHIC 3



STRONGLY AGREE 0 0%

AGREE 1 3%

NEUTRAL 2 6%

DISAGREE 3 9%


TOTAL 34 100%

46


Statement 4: The English teacher keeps motivated students in class






COMMENT

In this statement a big amount of students answer that they are not

motivated during the English class. It happens because educator

does not use the correct strategies and techniques that generate

more participative students.

0

5

10

15

20

25

30

35

STRONGLY AGREE


TOTAL

GRAPHIC 4



STRONGLY AGREE 3 9%

AGREE 2 6%

NEUTRAL 1 0%

DISAGREE 4 12%


TOTAL 34 100%

47


Statement 5: The English teacher uses motivational

techniques




COMMENT

The results of this statement show a negative interest for the

English class. It happens because teachers do not incentivize

them using new methods of teaching. With the implementation of

this additional academic resource both teachers and students will

have a new material which contains useful activities and exercises

that will keep motivated to the students.

16

0 0 0 7

23

70% 0% 0% 0% 30% 100%

STRONGLY AGREE


TOTAL

GRAPHIC # 5




AGREE 3 9%

NEUTRAL 7 21%

DISAGREE 8 24%


TOTAL 34 100%

48


Statement 6 : The English teacher must reinforce the teaching learning process





COMMENT

The results of the statement 6, the answers of the students show

us that the most of them want that the English teacher must

10

0 3 0

10

24

44% 0% 12% 0% 44% 100%

STRONGLY AGREE


TOTAL

GRAPHIC # 6




AGREE 7 21%

NEUTRAL 0 0%

DISAGREE 1 3%


TOTAL 34 100%

49

reinforce the teaching learning process, it happens because they

realize that this process it is not enough for them.


Statement 7: The teacher must awake the interest for the

English subject






COMMENT

With the results of this statement we can observe that it is

necessary to apply our project immediately, because students are

0

5

10

15

20

25

30

35

STRONGLY AGREE


TOTAL

GRAPHIC 7




AGREE 1 3%

NEUTRAL 0 0%

DISAGREE 2 5%


TOTAL 34 100%

50

disinterested for the English subject. We have to do our best in the

application of this proposal, since we have to gain the attention of

them and awake the interest for this subject.


Statement 8: The English teachers have to upgrade their

knowledge






COMMENT

In this statement most of the students affirm that the English

teacher must upgrade their knowledge, it occurs because the

0

5

10

15

20

25

30

35

STRONGLY AGREE


TOTAL

GRAPHIC 8




AGREE 3 9%

NEUTRAL 5 15%

DISAGREE 7 21%


TOTAL 34 100%

51

classes are repetitive and monotonous giving as a result boring

students without a basic knowledge. With the application of this

didactic material we are contributing with the teaching learning

process and the development of the teacher in class.


Statement 9 : The teacher applies different methodology in

class





COMMENT

According to the results of the ninth statement we can observe that

it is necessary to implement this new additional resource because

2 0 2 0

19

23

8% 0% 8% 0% 84% 100%

STRONGLY AGREE


TOTAL

GRAPHIC # 9



STRONGLY AGREE 3 9%

AGREE 0 0%

NEUTRAL 2 6%

DISAGREE 10 10%


TOTAL 34 100%

52

teachers use the same methodology every day which is not

appropriated for the different information that they give daily.


Statement 10: The teacher uses techniques and strategies

according to the new content

CHART OF FREQUENCY# 10




COMMENT

0

5

10

15

20

25

30

35

STRONGLY AGREE

AGREE NEUTRAL DISAGREESTRONGLY DISAGREE

TOTAL

GRAPHIC 10



STRONGLY AGREE 1 3%

AGREE 2 6%

NEUTRAL 12 36%

DISAGREE 5 15%


TOTAL 34 100%

53

This result demonstrates that the English teachers use the same

methodology in class. It happens because they do not attend to

seminars of upgrading knowledge and create different materials

either. They think it is not important since they are used to work

with obsoletes methodology, and do not use the communicative

approach.

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

The teacher does not apply good techniques to teach the class.

The students get bored in the class, they don´t feel motivated.

The class is not planned in a good way.

The students believe that the English subject is not important. It

wonders that students do not like to practice English through songs.

Thanks to the application of the proposal, the students improved their

basic knowledge of the foreign language.

The classes were planned carefully and the resources were chosen

according to the topic.

Because of the application of the different skills, students learned to

interact among themselves.

Students realized the importance of the English subject.

RECOMMENDATIONS

54

The teacher needs a guide with good techniques to motivate and

catch the attention of the students.

The teacher has to make the class more interactive to attract the

student´s attention to participate more during the class.

The teacher has to prepare the class with anticipation in order to plan

the information he/ she wants to transmit.

When we plan the class we have to select the correct information

that we want to teach to our students; we have to organize the

different steps to follow, for example: how to motivate the students

how to present the new material, the corresponding practice and the

evaluation.

The teacher has to select appropriate extra- material especially those

related to songs in English. It´s necessary to be careful when

choosing a song in order to catch the interest of the students.

55

CHAPTER IV

THE PROPOSAL

“DESIGN OF A DIDACTIC GUIDE WITH STRATEGIES OF

MOTIVATION IN THE TEACHING-LEARNING

PROCESS OF THE ENGLISH LANGUAGE

IN STUDENTS OF 2NDYEAR OF

BACHILLERATOAT UNIDAD

EDUCATIVA “NUMA

POMPILIO LLONA”

ANTECEDENTS

According to the results of our investigation about the “Strategies of

Motivation in the teaching – learning process of the English

Language”, we got the necessary information to develop our

proposal “Design of a didactic guide with strategies of motivation in

the teaching-learning process of the English language in students of

2nd year of bachillerato at Unidad Educativa “Numa Pompilio Llona.”

Through the demonstrative classes performed in the school the

students were involved in the different classroom activities. The

objective of this proposal was to encourage the pupils to develop a

better participation in the English class using the different audiovisual

interactive techniques that gave us good results to improve their

accomplishment.

JUSTIFICATION

With our proposal that is “Design of a didactic guide with strategies of

motivation in the teaching-learning process of the English language

in students of 2nd year of bachillerato at Unidad Educativa “Numa

Pompilio Llona” the difficulties to understand the English language

56

would be eliminated. When we made our demonstrative activities we

could perceive that the students were not prepared to receive the

class because they didn´t understand what we wanted to teach or

transmit.

After we presented the class with different topics using the proposal

that we created, the student´s knowledge and accomplishment

improved.

OBJECTIVES

General

To improve the quality of the communication between teacher-

student using interactive techniques to stimulate the student´s

motivation and learning of the English language in the students of

Unidad Educativa “Numa Pompilio Llona”.

Specifics

To use the guide that will help the teacher. To encourage the

students to pay attention to the class. To use audiovisual devices to

catch the attention of the students.

IMPORTANCE

The importance of the proposal is to improve the knowledge in the

students. We could solve one of the problems of the Ecuadorian

education that is the lack of the importance of the English language,

but with our project we have broken the shake up of people´s ideas

because we have worked in class putting our proposal in practice. In

57

this way the students improved their knowledge; at least a little bit, in

the different skills.

FEASIBILITY

Our project is feasible because it was created using topics which are

easy to understand and we had the support of the representatives of

the high school, the students, and parents.

DESCRIPTION OF THE PROPOSAL.

The proposal is the creation of a guide with interactive techniques

and the use of some devices that will help the teacher to teach the

class easier. Now we are going to mention some of the audiovisual

devices that we use in our classes:

THE TAPE RECORDER

We used this device in the classroom to play listening activities as:

listen cd`s with music and conversations.

CD/ DVD PLAYER

In the classroom the CD and DVD were important because with

them, we reproduced the videos and music with interactive programs

to show the students the new vocabulary.

COMPUTER

The use of the computer in the classroom was necessary

because we showed important information about the different topics

that we taught in class.

58

INTERNET

We used the internet to investigate the topics that we showed to the

students; we tried to find some interesting information and ideas to

give a good English class. In our classes we used some interactive

techniques to teach the English language some of them are:

ROLE PLAY DEMONSTRATION

We showed and practiced with the students some situations

according to the topic; we illustrated the procedure(s) to be applied in

the activity to follow.

DIALOGUE/ NARRATIVE PRESENTATION

It was the reading or listening passage presented for passive

reception. No implication of student production or other identification

of specific target forms or functions, the students may be asked to

“understand”.

DIALOGUE/NARRATIVE RECITATION

It was the activity where the student recited a previously known or

prepared text, either unison or individually following the directions

that we explained during the class hour.

READING ALOUD

It was the activity when the student read aloud directly from a given

text.

59

QUESTION – ANSWER, DISPLAY

We used this activity to try to involve the prompting of students

response by means of display questions.

DICTATION

When we used this activity we suggested the students to write down

presented a text orally.

COPYING

The student wrote down the text presented visually.

WRAP- UP

We summarized the activities of point and / or items that was

practiced and learned during the class.

INTERVIEW

The students practiced some conversations to get information from

another student or students.

INFORMATION TRANSFER

We used it when we did an application from one mode (e.g., visual)

to another (e.g., writing), which involved some transformation of the

information (e.g., student filled out diagram while listening to

description).

60

LEGAL, PEDAGOGICAL, SOCIOLOGICAL ASPECTS

Legal aspect

The regulation to develop the design and execution of the educative

projects was approved in session of the Honorable Directive Council.

The Directive Council arranged that the educative projects must be

performed until by two under- graduates. Among the objectives of the

regulation, we have:

• To design and execute educative projects by applying the scientific

method to contribute to the improvement of the quality of education.

• To contribute to the integral, harmonic and permanent development

of the future professionals.

• To guarantee the research through technical resources to make an

efficient investigation.

Pedagogical aspect

We used the guide with techniques that motivated the students to

participate in class; games and role plays were some of the

techniques applied; resources that we used in class contributed to

the improvement of the knowledge, learning and accomplishment of

the English language.

Sociological aspect

61

The proposal improved the student´s behavior because at the

beginning the children didn´t pay attention and they did not want to

work in class because they did not understand and they did not

receive a good motivation, but when we started teaching using

techniques and devices we caught the attention and we achieved a

good communication among the students with the teacher.

Interaction was an important resource that permitted the students to

put into practice the material taught in class.

Conclusion

The purpose of this project was to start by assessing the difficulties

between teachers and students of the second year of Bachillerato of

Unidad Educativa “Numa Pompilio Llona” in the teaching-learnng

process of the English language. After analyze all information, tests

and interviews we opted for the application of strategies of

motivation, because we found a big level of lack of enthusiasm

related to English language.

Our proposal improved considerably student motivation, probably

because we used audiovisuals methods and clases were fuly active.

In conclusión we are satisfied in contributing with a didactic guide

with strategies of motivation in the teaching-learning process of the

English language, wich will serve as a model to involve students and

help teachers to transmit easier the English clases that currently is

considered one of the most important subject.

62

BIBLIOGRAPHY

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Regents Publishing Company I. N. C. 2000.

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Addine Fernández, Fátima. Didáctica: Teoría y Práctica para la

comunicación.

Editorial Pueblo y Educación, La Habana. 2004

Barnlund, M. Towards The Communicative Competence.

Editorial Prentice Hall. New Jersey, 2008.

Berelson, B. Content Analysis in Communication Research.

Free Press. Chicago, 2006.

Bley-Vroman, R. (1988). The fundamental character of foreign language learning.

In W. Rutherford & M. Sharwood-Smith (Eds.).

Caldwell, J. S. Communication Assessment: a primer for teachers and tutors.

New York: Guildford, 2004. . (en inglés).

Canfux G, Jaime. Metodología para la Educación de personas Jóvenes y Adultos Universitarios.

La Habana, IPLAC Pedagogía 2006.

http://www.monografias.com/Educacion/index.shtml

http://www.monografias.com/trabajos14/enfoq-didactica/enfoq-didactica.shtml

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Carroll, J. (1999). The contributions of psychological theory and educational research to the teaching of foreign languages. Modern Language.

Journal, 49, 273-281.

Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing.

Applied Linguistics, 1, 1-47.

Chomsky, N. (1965). Aspects of the theory of syntax.

Cambridge, MA: MIT Press.

Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children.

Review of Educational Research, 48,222-251.

Cummins, J & Swain, M. (1995). Bilingualism in education: Aspects of theory, research and practice.

London: Longman.

Fillmore, L. W. (1995). Language minority students and school participation: What kind of English is needed?

Journal of Education, 164, (2), 143-156.

Grammar and second language teaching, (pp. 19-30).

New York: Newbury House.

Harris, D.P. (1969). Testing English as a second language.

New York: McGraw-Hill.

Jr. & J. C. Richards (Eds.). Focus on the learner: Pragmatics perspectives for the language teacher (pp. 164-176).

Rowley, MA: Newbury.

Krashen, S. (1981). Second language acquisition and second language learning.

Oxford: Pergamon.

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Krashen, S. D. & Terrell, T.D. (1983).

The natural approach.Hayward: CA Alemany.

Oller, J.W. (1979). Language tests at school. London: Longman.

Rummelhart, D. E. (1980). Schemata: The building blocks of cognition.

In R. J. Shapiro, B. C. Bruce, & W. F. Brewer (Eds.).

Theoretical issues in reading comprehension (pp. 33-58).

Hillsdale, NJ: Erlbaum.

Spolsky, B. (1973). What does it mean to know a language, or how do you get someone to perform his competence?

In J. W. Oller,

White, L. (1990). Second language acquisition and universal grammar.

Studies in Second Language Acquisition, 12 (2), 121-134.

Appendix I

Documents

Appendix II

Antiplagiarism

Appendix III

Photos

UNIDAD EDUCATIVA “NUMA POMPILIO LLONA”

Researchers: Cecilia Beatriz Tamayo Pérez Clemencia del Rocío Delgado Preciado

Logo: Unidad Educativa “Numa Pompilio Llona”

INTERVIEW WITH THE DIRECTOR

LCDA. MARIANA SAN MARTIN BROWN

INTERVIEW TO THE ENGLISH TEACHER

Lcda. Edith Cedeño

Rocío Delgado, Lcda. Edith Cedeño y Beatriz Tamayo

INTERVIEW TO THE ADMINISTRATIVE STAFF

OF THE INSTITUTION

STUDENTS OF SECOND YEAR OF BACHILLERATO

UNIDAD EDUCATIVA “NUMA POMPILIO LLONA”

APPLYING THE SURVEY TO THE STUDENTS

PROJECT REVIEW

Appendix IV

Didactic Guide

DIDACTIC

GUIDE

ACTIVITIES

MOTIVATION

AUTHORS: Beatriz Tamayo Pèrez

Rocìo Delgado Preciado

ACTIVITIES FOR KEEPING MOTIVATED STUDENTS

GETTING TO KNOW A LITTLE MORE ABOUT YOUR CLASSMATES

Level: Any Level

The teacher gives every student a piece of paper on which they write a sentence about their personal life. This sentence can be about school, family, music, friends, the last vacation, etc. For example "I went to the beach last vacation" or "I always study for my exams" or "I have two brothers" etc. When they finish writing their sentences they fold the paper and give it to the teacher.

It is very important to tell students before writing the sentence that the information they are going to write is "a secret" and not to show it to their classmates. If they have a question about something, they should ask it to you instead of a classmate. Tell students to write their names on the papers.

After collecting all the papers, ask the students to write the numbers from one to 10 (or 20, depending on the number of students you have in that moment in the classroom) in their notebooks. After that, the teacher reads the sentences in random order (without saying the name of the student), and the students write the names of the people they think wrote sentences.

After reading all the sentences, say the question number and read the sentence again for each piece of paper and ask the students to name who they thought wrote it.

Then tell the students the name from the student who wrote that sentence. Students should write (C) for correct guesses and (I) for incorrect guesses.

This is one way for students to start knowing a little more about their classmates.

DRAW THE TEACHER

Level: Any Level

This game helps to teach children the names of facial parts.

Divide the class into two teams. Then draw 2 ovals shapes on the board. Then yell "Draw the teacher's eyes!" and the two leading students from each team run up and draw your eyes on the oval. Then yell "Nose!" which is drawn by the next two students. And so it goes. The student get a ball out of this as they have permission to make fun of their teacher, and your image can get to look pretty distorted. You can add other features, such as nose or ear hairs. This will also work if you want to do body parts as well. Just draw the basic torso instead of ovals.

If the kids are unsure as to which facial/body part you're talking about, just point to it. At the end say both images look pretty good and call it a tie.

Another variation on this could be for naming parts of animals. The resulting picture would be a monster. i.e. peacock's tail, snake's head, elephant feet, bat's wings, etc.

ACTING ADVERBS

Level: Easy to Medium

This activity is a great way to introduce the idea of how adverbs affect the way a verb action is done. Divide the blackboard in two and write as many verbs on one side and as many adverbs on the other as you can (get the class to come up with them). At this stage you can also teach how adjectives 'turn into' adverbs by writing down adjectives e.g. angry, happy, and adding the 'ily'. Then divide the class into two teams and perhaps give them goofy team names (I find they enjoy giving each other names). Then get one team to choose a verb and adverb combination and the other team has to act it out, e.g. talk crazily.

My experience with this activity has been with younger learners where some kind of reward is offered at the end like stamps or being the first team to leave at the end of class. You can think of your own

reward (or penalty) to motivate your class. It can be a lot of fun with both the actors and the 'directors' enjoying making fools out of themselves or watching others make fools of themselves.

SUPPOSE THAT

Level: Easy to Medium

This works well as a fluency activity

1. You are the black sheep of your family. Explain to us why. 2. You won a motorcycle and you are planning to embark on a voyage.

Explain where you go. 3. You arrive face to face with a person who you owe 100 dollars to.

What do you say? 4. You help an old woman across the street. It turns out that she is a

magician. To thank you, she offers you four wishes. What do you ask for?

5. You arrive home at midnight, you open the door and ......

CUT-UP SENTENCE KABADI

Level: Any

This is a combination of a basic TEFL game and the Indian(?) game Kabadi(?).

Prepare some cut up sentences from the grammar or vocab area you've been working on and place them on a table at the front of the class. Arrange the students into teams, standing behind a line or marker. They have to run to the table and arrange the words into correct sentences, however, they are not allowed to breathe in. To prevent this the students have to repeat 'kabadi' over and over. If they stop saying the word they have to return to their teams. The first team to correctly arrange all their sentences is the winner. This can get a bit wild but it's fun.

WRITING IDEA

Level: Medium to Difficult

I asked my students to write in their daily journals what rules they would like to see implemented in our classroom and which rules they

believed would benefit our class the most. I then asked them to imagine how it would be if we had no rules in our class, in our school, and in the world. I asked them to weigh the pros and cons of this idea and write whether or not they would like to experience or live in this type of environment.

SPIN ZONE

Level: Any

Each set of partners receives a top. One learner says as many sentences or words in the target language as he can before the top stops spinning. His partner counts. The student who says the most words wins. We had fun letting the winners compete in "spin offs". I like to give stickers to all and candy to the winner!

PREPOSITIONS GAME


Prepare a text that contains prepositions. Take out the propositions and print them on a separate sheet, then cut this sheet so that each preposition is on a piece of paper, then put all of them in an envelope. Divide the class into groups and give each group an envelope. Tell the students that you are going to read a text and whenever you raise your hand they should bring a suitable preposition and put it on your desk and that the fastest team would get points. Read the text with each groups' order and cancel a point for each mistake. Finally read the text with correct prepositions. You can play this game with adj as well as a, the and an.

BALL GAME

Level: Any Level

Students stand up in a circle around the teacher. A ball is tossed to a student and the teacher asks a question, e.g.: "Say a color". The student then responds and throws the ball back to the teacher. The teacher then throws the ball to another student and asks another question. For higher levels, you can ask such questions like "Give me the past participle of an irregular verb". This is a fast game, and it is great for reviewing vocabulary.

MARTIAN


Tell your class you are a Martian and you are inhabiting a human body to study human ways. You then ask about virtually anything in the room, and ask follow up questions:

What is this? It's a pen . What's a "pen"? You use it to write. What is "write"? You make words with it on paper. What are "words"? You can make it as difficult as possible for your higher level students; at some point, though, you'll need to say "OK, I understand", and go to the next object. Even your best students will eventually get stuck on this one!

PUNCTUATION GAME

Level: Any Level

I came up with this game to help the students understand what the marks of punctuation are. Draw a period (.), a comma (,), a question mark (?), exclamation mark (!), and an apostrophe (') on the board and leave a few inches between each symbol. Tell the students the name of each and have them repeat each name. When they are comfortable with the names, begin by pointing to each one in succession. Once they are proficient at this, speed up the pace. This is where it gets fun. Once they are able to say the names in order, change the order on them. Speed up each time through to get the kids excited. As a final tactic, have each student go through the names of the symbols at a slow pace and then speed up. I give the one who can say the most right a piece of candy or a sticker. Have fun and you'll see a big improvement in their punctuation.

GOOD MORNING BALLS

Level: Any Level

1. You have three different coloured balls, (they should be very light weight, small balls).

2. Get the class to make a circle. 3. Then give three people a ball. o Red Ball - Good Morning o Green Ball- How are you? o Blue Ball - Fine thank you and you? 4. The class members pass or gently throw the balls and the person

who receives them says the meaning of the balls.

This is fun and gets the class going first thing in the morning.

AIR-WRITE

Level: Any Level

One person "writes" letters, words, numbers, shapes etc: in the air and others guess what it is. Can be done in pairs, as a group, along a chain. Can also be played as back-write, that is, writing the letter/word/... on the back of another and they guess what it is.

LOST IN A JUNGLE


This is a game suitable for a class of pre-intermediate and up. The game can be done in groups of three to six students. It keeps everyone involved even the quietest students.

The Teacher prepares a list of say 20 items and writes the list on the board or gives copies to groups. This is a list of things that people may need if they're lost in the jungle and things that they may not need.

For example:

• A pack of canned food • 50 meters nylon rope • Knife • Torch • Tent • Cellular phone • 6 gallons of water • Petrol • Alchohol • Blankets • Candles • Matches • ...

Then, the students in groups decide on 5 times on the list which seem essential to all of them.

This usually takes a whole session since they all come up with different ideas. Sometimes a creative student chooses an item apparently irrelevant, but when he/she explains how to use it, everyone agrees!

INTONATION FUN

Level: Medium

Use this activity to underline the importance of intonation when your students, as they often do, talk like robots. Basically, get them to say the words in quotation marks in the contexts that follow. 'Hello' to a friend to a friend you haven't seen for 3 years to a neighbour that you don't like to a 6 month old baby to someone you have just found doing something they shouldn't to someone on the phone when you're not sure if they are still on the other end 'Goodbye' to a member of your family as they are going through the boarding gate at the airport to someone who has been annoying you to a child starting his very first day at school 'How are you?' to someone you haven't seen for 20 years to someone who has recently lost a member of the family to someone who didn't sleep in their own bed last night 'I never go to pubs' by a person that totally disapproves of drinking alcohol to someone who often goes to pubs as a response to someone who has told you they sometimes go to pubs said before: '…but I quite like discos.' 'What have you done?' to someone who claims to have fixed your television only that now it's worse than before to someone who is scolding you for not doing anything when you suspect the same about them. to someone who has just done something very bad and which has serious consequences

TRUTH OR LIE?

Level: Any Level

This isn't really new. I got the idea from a book and have expanded on it a bit. It can be used at any level from pre-int. up. It can be used just for speaking practice but it's particularly useful if you're doing present perfect for past experiences. It works soooo well! The students just love it! Lots of question and past tense practice. Even the quiet ones will talk! Based on a group of three (it can be done in pairs, or fours if you write some more questions), each student has a piece of paper with five questions on it (see below) and takes it in turns to ask the person on their left one of their questions. The student answering the question must answer 'Yes I have.' regardless of the truth. The student who asked the question can then ask as many further questions as he likes in order to help him decide whether the truth is being told or not. Obviously, sometimes they'll be telling the truth. The third student can also join in with questions, thereby 'ganging up' on student B. Listen how students fabricate stories in an attempt to avoid questions! When the first student feels he's heard enough he says 'No further questions' and writes 'True' or 'False' next to the question. The game then carries on (student B asks a question to student C and so on) When all the questions have been asked the papers are passed to the left for marking i.e. the truth is revealed. The highest score out of five wins.

This game will really open your eyes to people's ability to LIE. Here are the questions. You can use different ones, obviously. Have you ever… spoken to a famous person? danced on a table in a public place? been trapped in a lift? taken an illegal drug? sung karaoke? Have you ever… appeared on television? left a bar or restaurant without paying? written graffiti on a wall?

appeared in a photograph in a newspaper? chased a criminal?

Have you ever… done a very dangerous sport? won a medal or trophy? missed a flight? stayed in a five-star hotel? swum naked in the sea? A typical exchange might be something like: - Have you ever swum naked in the sea? - Yes I have. - Where did you do it? - Erm. On holiday in Majorca. - Who were you with? - Some friends. - What were their names? - Erm...etc.

SYLLABLE GAME

Level: Medium

Write a difficult word on the board for example ACCOMMODATION. Then clap your hands while saying the word. Repeat as necessary. Then ask them to count the claps in ACCOMMODATION. There are 5 handclaps. Get students to clap and say ACCOMMODATION. Tell students these handclaps are called SYLLABLES and that every word breaks down into one or more syllables. Briefly practice saying "syllables." On the board underneath ACCOMMODATION draw 5 medium sized boxes. Put the correct number underneath each box. Clap and say the first syllable of ACCOMMODATION and ask your students which letters should go in box 1. They should say AC (some might say ACC.)Repeat this process until all of the letters are in the correct boxes. So now you should have

Box1 AC Box2 COM box3 MO Box4 DA Box5 TION Then choral drill the letters like this. Teacher: Which letters are in Box1? Students: AC Teacher: and in Box2? Students: COM Continue this until all 5 boxes (syllables) have been covered. Then ask a student to give you the contents of BOX1 and 2. Then ask another to give you the contents of box 2 and 3. Then 3 and 4. then 4 and 5. This gradual building of the word helps them not only to understand the rhythm and concept of syllables, but also helps them to fix the spelling in their minds. Once they grasp the concept of syllables, Write some 3,2, single syllable words on the board and get the students to work out how many syllables the word has, and then get them to put the letters into the correct boxes

KARAOKE

Level: Difficult

-for larger classes

Preparation: choose songs that are easy to understand and somewhat enjoyable.

1. Divide the students up into groups of 4-5 people.

2. Give each group a different song. Have them figure out all the words to the song. Make sure that not just one person is doing the work, but that it is a group effort.

3. Give them the entire class (one hour) to work on it. Next class, have them return to their groups to practice one time.

4. You then have the group as a whole, stand up and sing along with the recording.

-this is fun for the students if they all participate and work together. -choose both popular and silly songs to keep their attention and interest

GETTING TO KNOW YOU


-for larger classes 1. Give each student an idex card 2. Have the students pair up and write the name of their partner on their card.give them five or six questions that they must ask each other such as: -Where were you born? -What is your favorite color and why? -What did you dream last night?

3. Make sure that they write down the answers to these questions on their card. When they are done, have them each choose a new partner. 4. They will then tell their new partner about their old partner based on the questions answered. Each person will record this information on the other side on the index card (the index card is only to help them remember everything). 5. Once they have finished, they each stand up in front of the class and tell everyone what they learned about one of their classmates.

-this helps them to develop their communication skills and helps them get comfortable with speaking and interacting with all the students in the class

EXTREME SITUATIONS


The point of this activity is to make difficult questions involving choosing a course of action in extreme situations. Usually This situations will involve feelings, prejudices, ethics, etc.

Examples 1:

You are on a deserted island. There is a motor boat and you are the only one who knows how to drive it. It is up to you to decide which people of the following people you are going to take with you in the boat. There is space for only you and 3 more people.

Here they are:

• a prostitute • a drug addict • a dying old man • a doctor convicted of malpractice • a child pornographer • a convicted criminal • (Note: You should adjust the list to suit the students in your class.

Delete some if you find them offensive. Add others that you think would generate good discussion.)

Example 2:

You find a wallet with $50,000 and the ID of its owner. That money is exactly the amount of money you need to cover the expenses of a delicate operation for your daughter. She needs that operation to survive. What would you do with the money?

And you can create new extreme questions to challenge students to speak.

SPOT THE DIFFERENCE


Divide the group in pairs. For this activity you get two apparently iqual pictures. You can get this pictures in puzzle books or internet. Give one of the pictures to a student and the counter-picture to his/her partner. Make the students sit far from his/her partner in order to describe the picture without looking at the counterpicture. The point of the game is to detect the differences without using body

language or looking at the partner's counter-picture. The team that finds all the differences first is the winner.

This activity is specially good for those students who are reluctant to speak.

TRAFFIC LIGHT QUESTIONS

Level: Any Level

This games works especially with adult students who are reluctant to speak about personal issues.

Prepare three cards (a green, a yellow, and a red one) with six questions each. The questions on the green card are easy and not personal, and the ones on the red card are more difficult and personal. Each student throws a dice twice. The first time is to decide upon the color of the card (1 or 2 = green card; 3 or 4 = yellow card; 5 or 6 = red card) and the second time is to choose the question.

TELL ME WHY


The point of this game is to try to answer questions. We often take for granted many things but if we consider them carefully sometimes they are not necessarily logical. These questions are intended to make students speak. In most of the cases there are no "right" or "wrong" answers. Here are some examples:

If you're so WISE can you tell me WHY

Some birds have wings but never FLY.

not all the monkeys have a tail BEHIND.

Leopards have spots and TIGERS STRIPES.

Grooms dess in black and BRIDES in WHITE.

People wave their hands when they say good BYE.

The ocean´s blue and so is the SKY.

Our EYES shed tears when we CRY.

We must WRITE letters from left to RIGHT.

Roosters crow in the mornings at six or FIVE.

People throw RICE to the groom and BRIDE.

We stretch and yawn when we feel so TIRED.

As you can see I repeated the /ai/sound to create a special sensation to the ears. These questions can also help you to teach pronunciation and intonation if you read them with the proper rhythm.

LISTENING EXERCISE (SONG PUZZLE)


I really like this activity because it is easy and fun. Students will say English is music to my ears!

For this exercise you will need the lyrics of a song in English. You will need several copies, one for each student .Cut the lines of the song .The students will try to put the song in order. You will play the song as many times as necessary. The student who finishes first is the winner.

FOUR-LETTER-WORDS

Level: Any Level

This game has nothing to do with offensive words. I play it just for fun and the students like it a lot. You will be amazed to see how many different words can be generated from a single word!

1.-The teacher writes a four-letter word (not a bad word but word made up four letters)on the board.

For example:

The teacher writes on the board: TIME

2.-Students will take turns generating words from the first one. The idea is to change only one letter but generate a miningful word.

TEACHER.-TIME STUDENT1.-DIME

3.-Any letter can be change. Only one at a time, but not on the same place consecutively. Example:

TEACHER.- TIME STUDENT1.- DIME STUDENT2.- LIME (Wrong you should change any other letter but not on the same place consecutively).

TEACHER.- TIME STUDENT1.- DIME STUDENT2.- DOME STUDENT3.- COME STUDENT4.- CAME STUDENT5.- CANE Etc. Etc.

The teacher has to limit the time the students take to write the words (may be 20 seconds). The students score a point for each meaningful word they write. If a student takes too much time he loses his turn. Finally the student who makes more points is the winner.

MEMORY GAME (Long and Short forms)


RULES: The same rules as the regular memory games (the only difference is they are going to match the long forms with the sort forms).

Foreign students sometimes do not realize there are many reductions in English. They feel frustrated when they are not able to understand spoken English. This is in part to because they are not aware of short forms. A way to help them is by showing same expressions in both short and long forms. Examples:

want to- wanna going to-gonna ought to-outta because-'cause a lot of- alotta see you-seeya got to-gotta let me-lemmi give me-gimmi what have-wattav etc.

I advise the teacher to read aloud the cards when the students pick them up in order to encourage them to repeat and learn them.

SPELLING REVIEW

Level: Medium

This activity will make students review spelling in a funny way. You can create similar spellings as the following ones:

I.1.2.C.U = I want to see you R.U.O.K? = Are you O.k? I´s T = Iced tea I.C.Q = I seek you I.O.U. = I owe you E.Z. = Easy B.Z. = Busy I.1.T = I want tea I.8 = I ate U.2 = You two/ you too. Y? = Why? [email protected] = See you at nine 2E.Z.4U = Too easy for you R.U.D.Z? = Are you dizzy?

stand ------ = I understand I

PRONUNCIATION BINGOS


THIS BINGO IS FOR NOUN-VERB STRESS

I came out with this idea while I was teaching pronunciation in Mexico. The idea is to make a bingo game contrasting the the pronunciation of nouns and verbs with the same spelling.(Use a stress mark (´)to show the students that nouns are stressed in the first syllable and verbs on the second).Examples:

prógress-progréss présent-presént prótest-protést cóntract-contráct désert-desért rébel-rebél súspect-suspéct cónsole-consóle cónflict-conflíct récord-recórd cónvict-convíct ínsert-insért pérmit-permít etc.

When you name the cards let the students listen to the words but not look at them. This way they will be able to distinguish the difference.

------------------------------------------------------ MINIMAL PAIRS BINGO

The same can be done to teach minimal pairs. Examples:

sit-seat but-bat bought-boat saw-so

base-vase etc.

P.D.MAKE THIS GAME INTERESTING BY GIVING SMALL PRIZES TO THE WINNERS.

SAVED BY THE BELL

Level: Medium

I discovered this game while watching T.V. With some modifications the idea of the game is the same:

1.-Place a buzz or bell inside a waste basket (a clean one, of course).

2.-Get a light ball that fits into the basket.

3.-The student will make a shot with the ball. If the student scores the bell will ring (saved by the bell), if the student fails a indiscreet question will have to be answered by him/her.

4.-In advance, prepare as many cards with indiscreet questions as possible. For example:

Have you ever cheated in a final test? Have you ever stolen something? Have you ever had two or more boy/girlfriends at the same time? Have you ever gotten a ticket? If so why? Have you ever had a nickname? If so, which one? etc., etc.

The point of this game is to practice asking and answering in a fun way. However, you have to be very careful with the questions you write on the cards! (some questions may be very offensive if you are not careful).

THE GAME OF TRUTH


I learnt this game when I was chatting with a brazilian girl. It is a very simple but interactive game. As you know people always as the same questions in chats over and over again. What do you do? How old are you? etc. She asked me if I wanted to play THE GAME OF TRUTH. I say yes of course! Here are the rules: ( I made some changes for the English classroom)

1.Make a lot of small cards with interesting topics written on them, such as: LOVE,JEALOUSY,PIRACY,MONEY,SMOKING,SEX,DINKING,CLONNING,BRIBING,FRIENDSHIP,DEATH PENALTY,PHYSICAL PUNISHMENT, FAMILY, etc., etc. Look for topics that make students speak. Sometimes even CONTROVERSIAL ones.

2.-Every student in the class will take turns in taking a card. He or she will talk a little about the topic in the card he or she selected. For example:

MONEY: for me money is very important, but is not the most important thing. It is only a way to reach things. Success is not measure by the money you can get, etc., etc.

3.-Allow student to express their feelings even if it is not their turn. Remember the main point of this game is to make students speak! However don´t lose the control of the class.

P.D. If you select very interesting topics I garantee everybody will try to answer the questions even when is not their own turn. This activity is excellent to "to break the ice" and to help you know each other in the classroom.

INVITATION TO AN ANNUAL DINNER

Level: Any Level

Pre-activity: The teacher should have taught students about prepositions. Activity in pairs, students are required to write a dialogue of about 12-15 exchanges based on an invitation card given by the teacher. Sample invitation card:

INVITATION TO EXECS BUSINESS ANNUAL DINNER

DATE: 24 JUNE 2001 PLACE: PALOMA BALLROOM, DE PALMA HOTEL TIME: 7.30 AM ATTIRE: FORMAL

Allow about half an hour to prepare the text and about 3 minutes to present it in class. Ask students to be as creative as possible.

Students get to practice prepositions as well as Wh-questions. I find that my students enjoying themselves while pretending to invite their friends to the annual dinner.

MOVIE REVIEW

Level: Any Level

This could be carried out in pairs or in groups of 3-4. Pre-activity: The teacher should have taught students about adjectives and adverbs.

Activity:

students can choose a favorite movie, cartoon or television series to review. They should talk about the main plot, actors and actresses, provide a synopsis and tell why they have chosen that particular movie. Once they have discussed and edited their movie review, they would have to present in front of the others, and hand over a copy of the edited text to the teacher to be corrected. They may also include pictures to make their movie review more interesting.

STORY TELLING & MEMORY GAME

Level: Any Level

Ask the children {at least 5 to 6} to sit around in a circle Ask one child to say a sentence in a story form e.g "once there was a boy". The next child will have to repeat that sentence and add something more to it like "once there was a boy whose name was John "In this way the children keep building up a story as well as remembering what the previous sentences were. The child which forgets a line will go out of the game. This game not only improves a child's memory but also encourages him/her to be creative in story telling.

TEACHER

Level: Any Level

I'd like to work on games is classroom. I have got students of any levels and games are a good practice to motivate students in classroom. I'd like to have more instructions of how to work with them and if there are more suggestions of the source.

Best wishes, Marta Leone

MINI PLAYS


The teacher makes up a little discussion which she reads or gives to a couple of children to read. E.g.

Mum: Bye, now. Be careful! John: Yes, Mom. I will. Mum: Don´t forget to write. John: No, Mom. I´ll write every day. Mum: Call me when you get there.

And then the teacher chooses one aspect to the plays that will be improvised based on this short discussion. E.g.

"Your plays must ne about a situation where somebody is leaving away. What happens? What do you say? You have 5 minutes to practice a little play in groups of 2-5."

In five minutes the plays will be presented and some vocabulary can be marked, if you feel like it. The kids love making plays and they are pretty

ACTIVE BRAINSTORMING Level: Any Level

This activity can be made to fit nearly any level, and works in class sizes of 6 to 40. The aims are to not only to generate lists of relevant vocabulary around a theme, but to invigorate the class with a rather noisy and rambunctious activity.

To begin with, the teacher must select three or four vocabulary subcategories within a theme, for example with a theme of housing/describing rooms, the subcategories might be things found in a bedroom, a living room, and a kitchen; in a sports theme, there might be team, individual, and non-competitive sports. Students are then paired up and asked to generate ideas together for each subcategory, preferably under a time limit to keep things pacey, much as in any brainstorming exercise. Then pairs should be grouped into 2,3, or 4 larger teams (depending on class size, logistics, etc.) to share/compare ideas and lengthen their lists if possible.

Now comes the wild part. The black/whiteboard is divided into sections, one for each subcategory, and one student from each group is called up and handed a piece of chalk or a marker of a color assigned to each team. There must be one color per team, eg. the blue team, the yellow team, and so forth. The designated writers for each team are not allowed to bring any paper up with them. Instead, their team members must shout out ideas which can be put under each/any subcategory, including the correct spelling of same. With all teams shouting at the same time, a seemingly out of control, but quite enjoyable atmosphere pervades. The object is to be the team with the most words on the board at the end.

It is best to stop every minute or two and change designated writers so that all can get a chance. Also, depending on how strict the teacher wishes to be, groups which use L1 might have their entries ereased. It is also a good idea in big classrooms to move the teams as far away from the board as possible, so as to increase the pandemonium. Finally, the teacher shouts "Stop!", and the scores for each team are tabulated.

This activity will take between 30 and 50 minutes, has been used successfully with groups ranging in age from 16 to 65, and would seem to suit younger learners as well. The only materials required are a rather large board and as many different color markers or pieces of chalk as there are teams.

A VARIATION ON BINGO

Level: Any Level

Instead of making the cards yourself, have your students make them.

1. Get a set of review questions from your classes text book or trivia type stuff that they should know. Make sure the questions cover a variety of grammar points that you have studied.

2. Give each student a blank bingo grid. 3. Get the students to fill in the bingo grid with the proper answers to

the questions. 4. Go over the answers just to make sure everyone has got it right etc...

5. Now start the bingo game, except instead of reading off the answers, read the questions. This gets them thinking listening and writting/reading (three out of the 4 ain't all bad eh?)

THE MIMING GAME

Level: Any Level

This is a simple game which requires little preparation. Divide your students into groups of 2 people (there may be two groups or more). Give each group a sentence that includes grammar and/ or vocabulary already practiced, and underline the words that should be guessed exactly. One of the students in the group has to mime the sentence and the other has to guess. Of course the other groups will also be allowed to guess, which will create competition.

BINGO ADAPTED

Level: Any Level

Use basic Bingo board (3x3 0r 5x5 with the middle crossed out)

1. Simple vocabulary bingo From the list of words the students (Ss) are required to learn they select 9 (or 24) . Teacher to call Bingo 2 or three times until everyone knows their card.

2. Teacher calls the words. Ss with those words have to shout them out. Only the first one to shout gets to cover the square.

3. Grammar point or sentence structure.

Call the words. The first student to shout out their word in the required structure gets to cover the square.

eg. To use the present perfect.

After practicing the vocabulary Ss have to say I've been a nurse or never been a nurse.

NB the truth is not important. I was happy with I've been a village once as long as they knew what was wrong.

Gets very competitive and noisy.

Do not do with a hangover unless you get the winning student to be the bingo caller.

FIND SOMEONE WHO ... Level: Any Level

Get some questions from:

Conversation Questions for the ESL/EFL Classroom

http://www.aitech.ac.jp/~iteslj/questions/

Write some of them on the board and ask students to talk to each others as follows:

Find someone who...

..has already finished his/her Christmas shopping?

etc.

After a given amount of time, have the students tell the rest of the class who they found.

THE ALPHABET GAME

Level: Any Level

This game is used to practice alphabet and check their vocabulary. Do as a competition. Divide Students into groups of five (it depends on the number of students you have) and ask them to stand in line. Give to the students of the front a marker to write on the whiteboard. Then draw with your finger an imaginary letter of the alphabet on the back of the students at the end of the line. They must do the same with the student in front of him/her and so on. the students with the marker are supposed to run to the board and write any word that begins with that letter. Students love it!

ASSOCIATIONS USING THE SUBJUNCTIVE MOOD


This game is very useful to teach the subjunctive mood.

All your students take part in this game. One of the students goes out

of the room. All the rest think of one student (he or she should be

present). The student who went out of the room comes in and asks

"If this person were a vegetable (fruit, sweet, animal, car, nature,

flower, city etc) what vegetable (fruit, sweet, animal etc) would he

be?"

One of the students answers in a full sentence: "If he were an animal

he would be a dog" for instance

After some questions and answers the student who is asking the

questions should guess who it is and the game begins again with

another student going out of the room.

MAKING WORDS FROM LETTERS IN A LONG WORD


This game is a good activity for learning new words and for reviving

some word knowledge and for giving a teacher time to prepare other

tasks for students.

The class is to be divided into 2-3- teams. Give each team a

dictionary and write on the board a long word. Students should

compose different words from the letters of this word. After some

time, the teams give their words. The team that has the most correct

words wins.

For example:

R E T R I B U T I O N

return tribute iron notion note tone rib tube bruit tent tribe bur button

rent burin nob bite burr run route tire tore bent bet bonnet rub nib net

nub bin nut bit rube ruin rob rot unit union unite tier tie tin tint tone toe

brute burn brunt butt butter riot tot tenet tenure terrier retro bone boot

born bout totter tote tour bore

Then you can ask them to learn these words.

BETTING/AUCTION

Level: Any Level

CLASS SIZE: 40

PREPARATION

Prepare a worksheet with 20 or so sentences using grammar points you have recently taught. 2/3 of the sentences should include a grammatical mistake. Make fake money, it is more realistic if you use the currency of whichever country they are living in.

PART ONE

Divide the students into teams of 5 or so. The students then have 10 minutes to study the worksheet and decide and mark which sentences are correct (0) or incorrect (X).

PART TWO

Each team receives a set amount of money. The instructor(s) reads one sentence (select sentences from the list in random order).

The instructor begins to auction off the sentence. The students should try to buy only the correct sentences. The students bid and the instructor sells to the highest bidder. (This is really fun!)

The instructor tells whether or not the sentence is correct. IF the sentence is correct the team wins the amount which they bought if for. If it is incorrect the team looses, the amount which they bought it for. ANY team may win the lost money buy stating the incorrect sentence correctly. (you will be shocked to see even the quiet students screaming for your attention).

If the sentence is correct and no one bids on it, all teams must pay a fine. After all the sentences have been read the team with the most money wins!

The students seem to really enjoy this game!