teaching speaking in primary schools: graders

Universidad Austral de Chile Facultad de Filosofía y Humanidades

Escuela de Pedagogía en Comunicación en Lengua Inglesa

Profesor Patrocinante: Eduardo Roldán Yáñez

Teaching speaking in primary schools:

Speaking activities for 5th graders

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

Mirna Valentina Delgado Rudolph Roberto Matías López Dimter

Valdivia- Chile 2009

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Dedicated to our families. They have

given us their unconditional support

to successfully finish this important

stage of our lives.

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Summary

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

of English in primary public schools in Chile. The main purpose of this pedagogical

proposal is to develop student’s oral skills in the target language at a greater degree than

reading comprehension, listening comprehension and writing. As the Chilean Ministry of

Education proposes to formally begin with the teaching of speaking in 5th grade, this

proposal help teachers from that grade in the task of teaching speaking .

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

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

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Table of contents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Introduction

On July 8th, 2008, El Mercurio newspaper published an article containing the results

of a study carried out by both the Chilean Ministry of Education [MINEDUC] and the

Universidad de Chile. The study revealed that only “...8 % of the Chilean population speaks

the English language...” (Obregón, 2008). This percentage clearly shows there is a lot of

work to be done in relation to the teaching of English as a second language in Chile.

One of the possible reasons for this low percentage could be the emphasis on

listening and reading comprehension (receptive skills) in the teaching of English. The

MINEDUC suggests this emphasis through methodological orientations given in the Planes

y Programas for each content subject. On the other hand, the Planes y Programas do not

emphasize the productive skills of speaking and writing from 5th grade (compulsory starting

point for the teaching of English in the Chilean educational system). The orientations given

for this grade regarding the teaching of English are all centered on the receptive skills,

which of course can lead to problems in the production of the language in higher grades.

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

necessary to interview teachers of English in order to find out the main objectives they have

in their teaching in primary schools.

After doing this, it was evident that the interviewed teachers showed a great interest

not only in teaching the receptive skills but also in the productive ones, mainly speaking. In

spite of this stress, they do not see much improvements in their students’ speaking abilities.

This contradiction finds its reasons when they also manifest the lack teaching of strategies,

effective activities to teach speaking and English books adapted to their students` level of

English.

Taking into account the primary school teachers` needs in the province of Valdivia,

we decided to adapt speaking activities to help them overcome their problems in the

teaching of this skill.

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1. - Theoretical Background

1.1 Second language acquisition, spoken language, input and output

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

consists of a set of sounds and written symbols which are used by the people of a particular

country or region for talking and writing”. (Cobuild, 2003; 804). In order to encode or

decode these sounds or symbols different language skills are required. As Byrne (1976)

points out the language skills are divided into “...Productive and Receptive skills.

Productive skills are Speaking and Writing, while Receptive skills include Understanding

(which involves listening) and Reading.” (Byrne, 1976; 8). This diagram shows how the

four language skills are related:

Chart 1: Relation among the four language skills

Source: (Byrne, 1976; 8.)

When it comes to second language acquisition, Rod Ellis, Director of the Institute

of Language Teaching and Learning at the University of Auckland, author of “Studies in

Second language Acquisition”(1994), states that somebody has acquired a second language

when he/she has obtained some competence1 in a language different to his/her mother

tongue. When learning a language different from somebody’s mother tongue, this can be

referred as target language.

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

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As our aim is to facilitate second language acquisition through the oral skills, it is of

prime importance to describe spoken language in its complexity. First of all, “oral

communication is a two-way process between a speaker and listener(s), involving the

productive skill of speaking and the receptive skill of understanding (or listening with

understanding)” (Byrne, 1976: 8).

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

speaking terms (output) if the learner does not receive comprehensible information (input)

in the target language first. Ellis (1994) states in his book The Study of Second Language

Acquisition “...learners need to understand input in order to learn from it” (p. 278).

To the learner, the reception of comprehensible input will allow him/her to later

produce language in a meaningful way (output). In a nutshell, spoken language is not just

about speaking; it rather demands prior understandable input, which facilitates learning.

Ellis in his book talks about numerous researchers who have found that

comprehensible input is an essential factor for second language acquisition. Krashen’s

Input Theory is quoted by Ellis(1994) in order to show its main claims

1) Learners progress along the natural order by understanding input that contains

structures a little bit beyond their current level of competence.

2) Although comprehensible input is necessary for acquisition to take place, it is

not sufficient, as learners also need to be affectively disposed to ‘let in’ the input

they comprehend.

3) Input becomes comprehensible as a result of simplification and with the help of

contextual and extra linguistics clues; ‘fine-tuning’ (i.e. ensuring that learners

receive input rich in the specific linguistic property they are due to acquire next) is

not necessary.

4) Speaking is the result of acquisition, not its cause; learner production does not

contribute directly to acquisition.(p. 273)

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In the educational language learning context, one way of guaranteeing

comprehensible input for students is combining mother-tongue maintenance and adaptation

of teacher’s talk. Ellis (1994) quotes Skuttnab-Kangas for the definition of mother-tongue

maintenance in the classrooms. According to Skuttnab-Kangas, this modality used in a

“strong” way is about teaching second language to students “...through the medium of their

mother tongue” (Ellis, 1994;). The author also assures that there is reliable evidence that

supports the success of this modality in different aspects. According to Ellis one of these

aspects is that students that are taught a second language through the use of their mother

tongue are highly stimulated to develop positive self- identity and high intrinsic motivation

towards the L2. In addition to this, Ellis also assures that these students have shown lower

anxiety towards the target language in different studies.

Another way of facilitating students second language acquisition is through the

adaptation of the teacher’s speech in the classroom. Ellis calls it “Teacher Talk”, very

similar to what is known as “Caretaker” or “Foreigner talk”. According to Ellis, teachers

teaching a second language acknowledge to some extent the linguistic competence of their

students, this acknowledgement leads them to adapt their speech so that this can be more

easily understood by the students. In the case of Caretaker Talk, adults tend to simplify

their speech so as to facilitate children’s understanding and learning. Ellis considers the

three main motivations of Caretaker talk through the following claims: “1) to aid

communication- 2) to teach language- 3) to socialize the child” (Ellis, 1994; 250).

Something very similar occurs in the case of Foreigner Talk, when native speakers

of a language also simplify their speech in order to facilitate communication with

foreigners who do not have the same competence on the language. The functions of

Foreigner talk, as sated by Ellis are: “1) to promote communication, 2) to signal... speaker’s

attitude towards their interlocutors... 3) to teach the target language implicitly”. In spite of

not providing exact functions or motivations in the case of Teacher Talk, the author clearly

states that the three cases are closely related; they all involve the aim of teaching the

language.

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Broadly speaking, teachers can facilitate students’ second language learning at an

advanced level if they successfully combine the use of mother-tongue maintenance and

comprehensible teacher talk. Both of them used appropriately will not only benefit the

students’ input comprehension, but also their attitude towards the target language.

Output is also highly relevant in this part. Oral output, or Speaking, is not only the

result of having learned a foreign language, but also part of the process of learning it

(Modern Foreign Languages [MFL], 2002). That is why speaking should be employed

throughout this learning period. MFL, (2002) advices second language teachers to teach

their students how to use minimal responses, recognize scripts and language to talk about

language in order to lessen the possible difficulties in the process.

“Minimal responses are predictable, often idiomatic phrases that conversation

participants use to indicate understanding, agreement, doubt, and other responses to what

another speaker is saying.” (MFL, 2002). According to MFL (2002), if the instructor

teaches these to their students they will feel more prepared to say something during oral

interaction even though they are shy.

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

Students who are taught how to recognize scripts like “Greetings, apologies, compliments,

invitations, and other functions…” will find it easier to predict the expected responses.

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

the presence of misunderstandings during oral interaction. That is why teachers should

prepare their students to ask for clarification to their conversation partners whenever they

need it (MFL, 2002).

The three strategies combined can serve of great help specially for beginners who

often tend to remain quiet in the classroom. Often, their little language competence of the

foreign language do not make them feel comfortable enough to speak and feel afraid. That

fear can be overcome by the use of these strategies.

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1.2 Theories and approaches

In relation to theories, the Direct Method could seem the most appropriate for our

proposal because of its tendency to privilege the speaking skill over any other skill (MFL,

2002). Yet, this theory completely rejects the use of the mother tongue in the classroom as

well as the use of the written word (MFL, 2002). It has been previously described how

important and beneficial the proper use of the mother tongue in the second language

learning process is.

Because of these weaknesses the communicative approach contributes in a more

complete way to our proposal. This theory is based “...on language as a medium of

communication. It recognizes that all communication has a social purpose - learner has

something to say or find out.” (MFL, 2002). The contribution of this approach to our

proposal is that it also emphasizes oral work and is not as rigid as the Direct Method. The

Communicative Approach acknowledges that students need to work on spoken language in

order to develop their oral skills; this is proposed by becoming actively involved in real

situations in the classroom (MFL, 2002). In contrast to the Direct Method, this approach

does not propose rigid rules that can hinder students’ learning atmosphere, on the contrary,

it motivates them to become active in the use of the target language.

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

Hayriye Kayi (2006) quoting Chaney says that speaking is "the process of building

and sharing meaning through the use of verbal and non-verbal symbols, in a variety of

contexts". In relation to other language skills, it can be said, that speaking involves greater

importance in terms of second language acquisition. As French (1963; 41) points out

“...English must be to enable our pupils to speak the language well, since the purpose of

learning English is to use it as a second language or as an international language, and on

most occasions this implies the ability to speak to someone.”

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If there were more English speakers in Chile, our economy would be directly

benefited. In spite of the global recession that is currently affecting most countries

worldwide, researchers say that

...Chile maintains one of the most attractive investment climates in Latin America.

We have seen an increase in foreign portfolio investment flows into Chile towards

the latter stages of 2008, which in the current economic environment reflects the

country’s solid financial and economic fundamentals. (Chile Business Forecast

Report Q2, 2009).

Nevertheless, many of the investors who might consider Chile to invest, find it

impossible to succeed in this country simply because there is not enough bilingual

workforce. In the case of U.S. investors, for example, who usually require multilingual

speakers for outsourcing, Chile is in clear disadvantage in relation to Mexico where there

are enough people to meet the U.S. requirements in this area. (Mundo-contact, 2006). It

seems evident that Chile has to improve the teaching of English from the very beginning in

order to have more speakers of English.

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

However, today’s national sources of information show a clear and worrying reality.

Currently “just the 8% of the Chilean population speaks the English language” (Obregón,

2008).

In contrast to the Government’s aspirations, this goal is by now far from being

achieved. It does mean that it is impossible, but it is clear that there are deficiencies that

need to be detected and solved quickly in order to become a bilingual country. Therefore it

is necessary to identify and correct the flaws present in the teaching of English,

emphasizing spoken language because of its value in terms of development.

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1.4 Chilean public curriculum

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

[MINEDUC]. This Ministry takes care of providing guidance and assistance to the

following levels of education: kindergarten, primary, secondary and technical education.

Public, Semi-private and Private Schools are somehow educationally guided by

expectations proposed by this Ministry. The first two types of schools mentioned get free

books for various subjects including English.

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

Education, give schools and teachers methodological orientations on how to teach and what

to teach in each grade specifically. In the case of foreign languages, the Planes y Programas

provide schools’ Departments of Education [UTP] and teachers of English guidance and

books for each grade. The teaching of English in Chile is compulsory from 5th grade, but

schools are free to start earlier.

The Programa de Estudio (1998) for 5th grade shows a strong tendency to

comprehension skills mostly. This can be more specifically seen in the following

El enfoque del programa de inglés radica en el desarrollo de las habilidades de

comprensión auditiva y lectora, con el propósito de preparar a los estudiantes a

comprender e interpretar con éxito textos orales y escritos. El desarrollo de estas

habilidades posibilita el establecimiento de una base lingüística necesaria para la

generación de lenguaje oral y escrito en etapas posteriores. En el NB3, la

generación de lenguaje se circunscribe a la reproducción de expresiones de alta

frecuencia y de canciones, poemas, cánticos y rimas. La producción de lenguaje no

se excluye, sino que se concibe como una actividad mediadora para el logro de la

comprensión de otras.( Ministerio de Educación,1998; 9)

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

skill:

Chart 2: Time distribution for each skill

Source: (Ministerio de Educación, 1998; 10)

It can be concluded then, that this program does not acknowledge the importance of

speaking in the target language meaningfully; it is rather limited to reproduction, which

does not involve active participation.

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2. Objectives

2.1General objectives:

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

graders in Chilean public primary schools.

2.2 Specific objectives

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

- To provide primary school teachers of English with sample speaking activities that they

can use as models to make new ones according to their students needs.

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3. - Methodology

Before designing the proposal that aims at helping teachers with teaching speaking

activities, it was vitally necessary to analyze the different dimensions that shape the

teaching of English in Chilean public primary schools. First of all, it was necessary to

review the literature on the topic in order to check the main theories about the teaching of

English as a foreign language and teaching speaking specifically. Secondly, the public

curriculum established by the MINEDUC gives methodological orientations for all

elementary public schools in Chile so a work of analysis of this base was also made.

It was also fundamental to consider and analyze the situation that teachers of

English have to face daily in the province of Valdivia in primary public schools. Identifying

and understanding their needs as teachers of English helped us in the task of designing

appropriate material that can be useful for them when teaching speaking. The information

was collected through both a questionnaire and an open interview carried out among a

group of primary school teachers of English from the Province of Valdivia. The collected

information was carefully analyzed so that later assumptions on their teaching needs could

be concluded.

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

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

most meaningful deficiencies that teachers present or face in the classrooms when teaching

the English language. We acknowledge the different and vast variety of teaching realities in

primary schools, as well as a great variety of weak points that these teachers have to deal

with everyday.

A special program has been implemented at the Universidad Austral of Chile whose

main objective is to improve the English language skills of many primary school teachers

of the region. The program was the perfect chance to know the different opinions and

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

lessons.

Two modalities were successfully employed. The first one was a questionnaire that

aimed at detecting what the most used skills by these teachers were, and the reasons why.

The second one was a Focus Group. In the Focus Group the main point was to identify the

current teaching problems they have to face when teaching speaking to their students.

4.1 Questionnaire

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

Universidad Austral

During one of the classes of this program, 30 teachers answered the questionnaire.

The questionnaire was written/answered in Spanish so in that way the teachers would be

able to express their opinions clearer and fully.

The questionnaire included the following questions:

1. Which of the 4 language skills (reading comprehension, listening comprehension,

speaking and writing) do you emphasize most in your classes?

2. Is your previous answer guided by orientations stated by your School’s UTP,

MINEDUC’s orientations or any other source?

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

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

5. How would you define your student’s attitude when speaking English in the

classroom?

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

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

8. Please point out a) Grade you teach (5th, 6th, 7th or 8th grade)

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

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4.2 Focus Group

The focus group was carried out three weeks after the questionnaire was answered.

This time, the aim was to determine the main problems these teachers have to face

constantly in their English classes. The teachers were asked some main questions about the

way their classes were commonly taught. While they were answering, there was notetaking

and their opinions were also tape-recorded for analysis.

5.- Results and discussion

5.1 Questionnaire

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

Question Nº 1

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

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

Figure 1: Answers to question Nº 1

Skills Nº of preferences

Percentage

184

4

1 1 1 1Speaking and Writing

The 4 Skills

Listening C. and Reading C. Listening C, Reading C. and Writing Listening C. and Reading C.

Reading C.

Speaking, Writing and Reading C.

Speaking and Writing 18 60%

The 4 Skills 4 13.3% Listening C. and Reading C. 4 13.3% Listening C, Reading C. and Writing 1 3.3% Listening C. and Reading C. 1 3.3%

Reading C. 1 3.3% Speaking, Writing and reading C. 1 3.3%

Source: (Questionnaires answers)

- In spite of MINEDUC’s orientations given in the Planes y Programas which suggest that the

receptive skills should be emphasized (Listening and Reading Comprehension), it is clear to

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see that most teachers show greater interest in the two productive skills; Speaking and Writing

(60%). The receptive skills show the least emphasis. According to the emphasis given by the

teachers, it could be assumed at this point that students should show more progress in the two

Productive skills (Speaking and Writing).

Question Nº 2:

Is your previous answer guided by orientations stated by your School’s UTP, MINEDUC’s

orientations or any other sources?


Reason for the previous answer

Nº of preferences Percentage

Personal orientations 19 63.3%

Orientations suggested by the MINEDUC 7 23.3%

Orientations given by the school department of education 3 10%

Orientations given by both MINEDUC and the department of education 1 3.3% Source: (Questionnaires answers)

- 63.3% of the teachers revealed that their previous answer was the result of orientations

they personally adopted. It can be assumed therefore, that the orientations proposed by the

MINEDUC do not ponder major emphasis on production skills. On the same basis, we can

infer that most Departments of Education do not require them to emphasize any of the

language skills. Somehow, we can conclude that the teachers acknowledge the importance

of the productive skills at this level, and that is probably why they decide to emphasize

them more than the other ones.

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Personal orientations

Orientationssuggested bythe MINEDUC

Orientations given by the School department of education

Orientations given byboth MINEDUC and the department of education

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Question Nº 3

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


Skills Nº of

preferences Percentage

9

8

4

3

3

2 1 Speaking and Writing Listening C.

Reading C.

Speaking

The 4 Skills

Reading C. andWriting Reading C., Speaking and Writing

Speaking and Writing 9 30%

Listening C. 8 26.6%

Reading C. 4 13.3%

Speaking 3 10%

The 4 Skills 3 10%

Reading C. and Writing 2 6.6%

Reading C., Speaking and Writing 1 3.3%


- The two major preferences to this question were closely divided. 30% of the teachers

pointed out that speaking and writing were the easiest skills for them to teach. On the other

hand, 26.6% said that Listening Comprehension was the easiest one for them. It can be

inferred then that most teachers do not feel comfortable when teaching Speaking. As it can

be seen on the graphic above, only 10% of them said that this skill is easier for them to

teach. At this point, it is evident that most teachers present problems in teaching Speaking.

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Question Nº 4 Point out in which of the skills your students show most progress.


Skills Nº of preferences Percentage

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6

3

2

2

2

21 1 Listening C.

Listening C. and Reading C. Reading C.

Reading C. and Writing

Speaking and Listening

Speaking Writing It depends on the students' abilities

Speaking and Writing

Listening C. 11 36.6% Listening C. and Reading C. 6 20%

Reading C. 3 10%

Reading C. and Writing 2 6.7%

Speaking and Listening 2 6.7%

Speaking 2 6.7%

Writing 2 6.7% It depends on the students' abilities 1 3.3% Speaking and Writing 1 3.3%


- In Figure Nº 3 it is clear to see that Listening Comprehension was easy for them to teach,

which concurs with the answer in Figure Nº 4. On the contrary, the second leading answer

(Speaking and Writing) in Figure Nº3 appears in the last place in Figure Nº 4, which

demonstrates that there is a void between what teachers emphasize in their classes and the

students’ progress.

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Question Nº 5 How would you define your student’s attitude when speaking English in the classroom?

Figure 5: Answers to question Nº 5 Attitude described : Students (are)


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12

1

Positive toward thelanguage but afraid of making afool of themselves

Acknowledge its importance and eager to learn it

Do not seem acknowledge Its importance

Positive toward the language but afraid of making a fool of themselves 17 56.7%

Acknowledge its importance and eager to learn it 12 40%

Do not seem to acknowledge its importance 1 3.3%


- Most students show clear interest in speaking in spite of being afraid of making a fool of

themselves. Only 3.3% said their students are not aware of the importance of speaking

English. The positive attitude, present in most answers, represents a clear advantage for

teachers when teaching Speaking. Unfortunately, the previous answers lead us to the

conclusion that most teachers do not seem to know how to make the most out of this

positive attitude and evidently they fail in the teaching of speaking.

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Question Nº 6

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

Figure Nº 6: Answers to question Nº 6


24

6

No

Yes

No 24 80%

Yes

6 20%


Question Nº 7

What is the material you would like to have to teach English? Figure 7: Answers to question Nº 7

Type of material chosen Nº of prefrences Percentage

18 6

3

2 1 Didactic material andteaching strategies

Audiovisual Aids

Technology

Technology and qualitydiccionaries

None

Didactic material and teaching strategies 18 60% Audiovisual Aids 6 20%

Technology 3 10% Technology and quality diccionaries 2 6.7%

None 1 3.3% Source: (Questionnaires answers)

- The results for questions 6 and 7 reflect the teacher’s need of having material and teaching

strategies that facilitate their job. This can lead to the assumption that the Ministry of

Education does not provide these resources effectively and that the lack of them can hinder

the teachers’ performance in different levels.

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Question Nº 8

Please point out

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

Figure 8: Answers to question Nº 8 a

Grades Nº of preferences Percentage

13

12

55th to 8th grades

Both groups

1st to 4th grades

5th to 8th grade 13 43.3%

Both groups 12 40%

1st to 4th grade 5 16.7% Source: (Questionnaires answers)

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

Figure 9: Answers to question Nº 9 b

Type of school Nº of preferences Percentage

18

7

1 1 Semi-private

Public

Private

Private and semi-private

Semi-private 18 60%

Public 7 23.3%

Private 1 3.3%

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

- Finally, the results for question number 8 show that there is no clear pattern to identify

exactly when private, semiprivate and public schools start teaching English. The teachers,

therefore need to be prepared to deal with different realities; their students could or could

not know English in 5th grade.

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5.2 Focus group

During the discussion most teachers agreed on the following:

• There is a meaningful difference between students who have been taught English prior

to 5th grade (group 1) and those who just begin with the language at this level (group 2).

Students from the first group are able to understand more than those from the second

one. As a result, the same contents cannot be taught.

• 5th graders from the first group produce language more easily than the students from the

second group. In relation to speaking, they can participate in small plays, reproduce

dialogues and say short meaningful sentences. On the other hand, the second group

would just learn minimal response sentences and participate in the reproduction of

songs, for instance.

• Lack of contextualized books provided by the government. Teachers who deal with

students who start learning English in 5th grade, express that the Ministry of Education

does not suit the books given to the students’ level. In brief, they hardly understand

what the book shows and consequently they end up blocking the subject from their

minds.

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5.3 Conclusions

Both the questionnaire and focus group provided helpful information to elaborate

this pedagogic material. Teachers who begin teaching English to children from 1st grade

may not experience major problems with the level of English of their students. According

to the Critical Period Hypothesis (Scovel, 1988), it is naturally easier for children to learn a

second language since they are younger and their brains are more flexible to “…transfer a

function from one area to another”. “Applied to L2 acquisition, this hypothesis states that

L2 competence becomes increasingly difficult to achieve some time around or after

puberty” (Brown, 1994: 52-53).

In contrast, age can be a difficulty for teachers who begin teaching English to 5th

graders that have never been taught English before. As it has been pointed out previously,

in this case students’ advanced age represents little help for the teacher. This fact added to

the lack of contextualized books, teaching strategies, speaking activities and classrooms

with both advanced and beginner students often make the teachers’ work more difficult.

On the other hand, the questionnaire showed that teachers do stress speaking and

writing even though Planes y Programas from MINEDUC indicate that comprehension

skills are the ones that should be emphasized the most. Surprisingly, in spite of the

students’ interest in speaking, teachers acknowledge that their students do not show

significant improvement on the abilities they stress the most (Speaking and Writing); on the

contrary, they notice major progress on comprehension skills, specifically Listening. This

meaningful incongruity in the teachers’ strategies makes it clear that there is a problem in

terms of the output they expect from their students. Apparently there is enough input but

the process fails and ends up benefiting comprehension skills.

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6. - Proposal

After having analysed the information obtained from the primary teachers of

English in the province of Valdivia, we have decided to design some material that can help

them overcome problems when planning their English classes.

Taking into account the main problems teachers had, this guiding material suggests

techniques that help them to develop speaking activities that are based on effective and easy

tasks.

The sample activities we are to propose are based upon the basic content units that

the MINEDUC Planes y Programas present for teaching English to 5th graders orientations

in order to have coherent activities for 5th grade; Welcome to English, Our classroom-our

school, At home and Food and Health .

In relation to the English textbook for 5th grade “My World”, provided by

MINEDUC, the unit contents are the same than those found in the Planes y Programas; they

are just arranged differently. The general objectives are the same too, as well as the kind of

activities. The activities suggested for speaking are always based on reproduction and not

production of the language.

The general objectives in the English textbook for 5th grade and in Planes y

Programas are the following

1. Leer y comprender el significado de palabras aisladas y frases cortas,

relacionadas con el campo semántico correspondiente al nivel, uniendo el sonido

con la palabra escrita.

2. Comprender auditivamente órdenes e instrucciones simples, enunciados cortos,

preguntas relacionadas con el lenguaje instruccional de la sala de clases.

3. Discriminar auditivamente sonidos, palabras y oraciones relacionadas con

el campo semántico correspondiente al nivel.

4. Reproducir oralmente manifestaciones musicales y poéticas de la tradición

26

cultural y expresiones de alta frecuencia imitando sonidos propios de la

lengua extranjera.

5. Descubrir la presencia del idioma extranjero a su alrededor y conocer

algunos aspectos de la cultura de este idioma.” (Ministerio de Educación,1998, p.

17).

The sample activities to be shown next, have been taken and adapted from the

following English text books for beginners: Teacher’s Book 1, Mathematics (2004) by Juan

González and Magdalena Rodríguez, Star Players. Teacher’s Book 1 (2007) by Robin

Newton and Nicole Taylor, Incredible English. Activity book 1(2006) and Activity book 2

(2007) by Michaela Morgan, Sarah Phillips and Mary Slattery. These include finding

differences, picture describing, reporting, playing cards, story completion, brainstorming

and information gaps.

27

6.1 - Proposed activities to emphasize speaking in the classroom

Unit 1 “Welcome to English”

Introducing oneself

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

Pre-activities:

- Ask the class to write their names on cardboard rectangles as big as their hands with big

letters. Collect these cards once they finish. Hold one up one card and say “My name is

(Julia)”as an example for the class. Divide the class into two teams and divide the name

cards into two piles, making sure that each of the piles corresponds to one team. Teams

stand at the back of the classroom. Hold up one name card from each team and say the

names. The corresponding student race to take their card from you and say “My name is

(Fernando)”. The first student to do this wins a point for his/her team. Continue the activity

in this way until all names have been called.

- Show the class how people usually introduce themselves when meeting someone in

Spanish. Ask the students about how they do this with people of their same age. Next, teach

the students common ways of introducing people in English. This can be done by writing

the structures on the board and have them practising them for a while. Example:

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

b. Hello, my name is Rosita.

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

b. Hi! My name is Stella.

Activities:

- Hand out each student a piece of paper with a number written on it. There must be as

many numbers as students in the classroom. Tell the students that the number they have is

28

supposed to be their name during the game. Start the game by using the introductory

structure and asking one of the students in the class: “Hi! My name is ONE. What is your

name?” and then the student will have to ask the same to any other student. Continue the

game until everybody has participated.

- Tell the students to get in pairs. One pair at a time will have the opportunity of

introducing each other to the rest of the class by saying “Hello! This is (Cristobal”). Once

they finish, one of them asks a new student from the class:“What is your name?”. The new

student go to the front with his/her partner taking the place of the first pair. The activity

ends until everybody has participated.

Post-activity: Say the word “name” several times and ask students to pay attention to its

final sound “m”. Tell the students different words that end with the same sound (game,

time, come, same, am, fame, crime and name). Tell the students to repeat words and to hold

the utterance during the sound “m” in order to reinforce endings with this letter.

Follow-up activity: Tell the class to think about an important person in their lives. Give

them time to practise how to introduce this person to their classmates. Assist the students

with new vocabulary they might need (e.g. “she is my sister”). Ask them to bring a picture

of this important person for the next class. By showing the picture to their classmates, each

student will have the opportunity of introducing themselves and their important person

loudly.

Unit 1 “Welcome to English”

Greetings and leave takings

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

contexts.

Pre-activity: Explain the class what the activity is going to be about by giving examples of

how people greet around the world. Then, ask the students different ways they greet people

29

at different times of the day. You may ask them how to greet a teacher when she/he enters

the classroom at the beginning of each class or how they greet their classmates so as to

make clear difference between formal and informal register. Next, the teacher can write on

the board different types of greetings in English. (See appendix 1)

Activity:

- Ask six students to leave the room and wait outside. As they walk out, lead the class in

saying “Good-bye! See you soon”. Ask five of the students to come back in. As they come

in, lead the class in saying: “Hi! How are you?”. Lead the group of students in responding

“I am fine, thank you”. Ask the class “Who`s missing”. Students identify which students

have not come back in. Play the game several times with different students leaving the

classroom.

- Show the class different images that help students in guessing what the most appropriate

greeting is. It is a guessing game that can be played by dividing the class into two teams.

Each time you show the class a clue image, the students will have the opportunity of

scoring by saying the greeting aloud. The team who asserts more answers wins. Example:

Answer: Good night

- Say the greetings as clear and slow as possible giving students enough time to repeat. Ask

different rows or groups in the classroom to greet others aloud with correct pronunciation.

Post-activity: Rewrite the sentences from appendix 1 on the board including their intonation

symbols. Explain the purpose of the symbols to the students (e.g. “the symbol ‚ means that

30

that the phrase has a rising intonation”). Then read the sentences loudly one by one and

carefully so that the students can imitate the intonation in a proper way.

Follow-up activity: Ask students to continue greeting in English during the class. This

activity includes the teacher as well as their classmates.

Unit 2 “Our classroom our school”

Frequent expressions in the classroom

Learning outcome: Students make use of oral English by saying different frequent

expressions in the classroom.

Pre-activity: Give each student a handout containing certain expressions that they usually

have to say and hear in the classroom (See appendix 2). Each expression is written right

next to an image that will help them match it with its appropriate situation inside the

classroom. Example:

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

Activity: Divide the class into groups of four. Each group divide itself into pairs. The pairs

take turns miming the expressions in the handout (See appendix 2). The other pair has to

guess the expression saying it aloud. Once the whole class has finished guessing, students

can volunteer to perform their best mimics in front of the class so that they can guess and

say the expressions aloud. Example:

31

Answer: May I go to the bathroom?

Post-activity: Write every expression guessed by the students on the whiteboard and ask

one of them to say the first word of one of the sentences. Then, ask another student to say

the following word and so on until the whole sentence is completely uttered. Ask the

students to read the entire sentence in order to check and correct pronunciation if necessary.

Follow-up activity: Ask the students to bring signs containing some of the most important

expressions in bright colors to hang them on the walls in the classroom.

Unit 2 “Our classroom, our school”

Telling the time

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

Pre-activities:

- Motivate the students by asking them in what objects numbers are essential. Lead them in

responding with the word “clock/s”. Once “clock/s” has been mentioned, review the

numbers in English in order to teach them how to tell the time in English.

- Put 30 pencils in a box, without students seeing. Ask students raise their hands to guess

how many pencils there are in the box. Once all students have guessed, take the pencils out

one by one and count them with the class. Allow a student who guessed correctly to take a

turn at leading the activity by placing supplies in the box.

32

- Make a cardboard clock with movable minute and hour hands. (See appendix 3). The hour

hand can indicate different numbers so that students can practice the numbers and their

pronunciation. After this, teach the class how to say the whole hours for example: “It is six

o’clock”, “It is ten o’clock”, “It is seven o’clock”. By moving the hour hand students can

practise this expression aloud. As soon as the students master the whole hour time they can

move on to half hours and then to quarter hours.

Activity:

- The students are divided into groups of four. Each group needs to have a cardboard clock

with movable hands (See appendix 3). Once they have the clock they can use a handout

(See appendix 4). In section A, one student is in charge of changing the clock hands and

indicating four different hours indicated in the handout. The rest of the group is supposed to

tell the time in English correctly. Once all the members of the groups have been in charge

of indicating the time, they can decide who won the competition. In section B new words

for indicating the time are given. (e.g.: “midday”) Students will have to find out what time

of the day these words indicate by analysing a sequence of images. Once the whole class

has finished with section B, the teacher can ask one concept per group so that each of them

can share their findings aloud.

- Ask the class a sequence of questions regarding their schedule. This can include arriving

time, school break, time at which different classes start, lunchtime, Example:

“At what time do you have lunch?” Answer: “At 1:00 o’clock”

“At what time do you have math class on Mondays?” Answer: “At 11:30”

Post-activity: Write the vowel sounds of the English language on the board (See appendix

5). Then write the numbers up to 12 right beside their corresponding vowel sound (as it is

pronounced). Pronounce the numbers as the students repeat.

Follow-up activity: Ask students to bring the times in different English speaking countries

to compare them with the Chilean time.

33

Unit 3 “At Home” Parts of the house Learning Outcome: Students are able to identify the different parts of the house and what

people do in those places.

Pre-activity:

- Divide the class into groups of four or five. Hand out each group a handout containing

actions with their corresponding images (See appendix 6). Students take turns miming

actions for the rest of their group to identify. Mime the actions one by one: sleep, take a

shower, eat, watch TV, wash my teeth, cook. The group guesses the action.

- Tell the students how people can do many things at home, show pictures of people doing

something in a specific place of the house (See appendix 6) and say for instance: “Mother

cooks in the kitchen”, “Johnny sleeps in the bedroom”, “Father eats in the dinning room”.

Then ask students to say some parts of the house in English (Spanish is avoided as much as

possible). Then write what the students say on the board in English.

Example:

Teacher: “Where do you sleep?”

Student: “I sleep in the bedroom”.

Teacher: “Where do you eat?”

Student: “I eat in the dinning room”

- Tell the students to answer the questions “Where do you sleep?” “Where do you have

lunch?” Where do you take a shower?” Then ask them to write those questions and answers

in their copybooks.

Activities:

- Ask students to get in pairs in order to practise a short dialogue. The dialogue consists of

short questions/answer as the ones asked in the Pre-activity (e.g. Where do you sleep? – I

34

sleep in the bedroom) (See appendix 6). Without reading anything, student A asks the

questions while student B answers them loudly in front of the class.

- Tell the class to form small groups. Hand out each group appendix to cut out the words

(See appendix 7). Once they have done this, tell them to separate verbs from parts of the

house so that they can start bending them. Once they have them all bent, ask them to put all

the actions inside of one bag and the parts of the house into a different one. One student

starts by picking one verb and saying “Do you (wash) in …” immediately another student

picks up a part of the house from the other bag and finishes up the question saying the part

out loud “… the bedroom?. The first student has to answer the question appropriately, in

this case he/she would say “No, I don’t. I wash in the bathroom.” All the students in each

group take turns participating. Every time the answers are positive and are correctly said,

the one who answers score one point.

Post- activity: Work on the pronunciation of the words containing the “r” sound like

bedroom, living room and bathroom. Tell them to imitate a dog barking prolonging the

mentioned sound like “rrrruf- rrrruf!”. Then repeat the parts of the house to make sure

there are improvements on pronunciation.

Follow-up activity: Ask students to make a drawing of their house and its parts. Then ask

each of them to show you their drawings and ask them: “What room is that?” And the

students answer: “That is the (bathroom)”.

Unit 3 “At home”

Pets

Learning Outcome: Students are able to differentiate between domestic animals and wild

animals. Students are able to describe orally the different animals taking into account color,

and size.

Pre-activities:

35

- Ask students to say what their favourite animal is. Then display a chart containing several

animals both domestic and wild that you are supposed to read so that students repeat and

practise. (See appendix 8). Ask the students to say what animals they can keep at home and

those that they can not. Then write the answers given by the students on the board. Explain

the difference between wild and domestic animals that people can have as pets.

- Teach students the words grey, red, yellow, blue, orange, pink, green, black and white

showing them the color each of them represent and writing them on the board. Draw a 3x3

greed on the board. Fill it in with the following letters, one in each square: R, Y, G, B, O, P,

B, G and W. Divide the class into two teams: X and O. Teams take turns choosing a letter

and saying a color that begins with that letter. The aim is to get three Xs or three Os in a

row, vertically, horizontally or diagonally.

- Write different words for describing size on the whiteboard: big, small, tall, short, fat,

skinny. Right next to each of them draw an animal of that characteristic (e.g. A tall giraffe).

Then lead the students in using the adjectives by asking them: “Is this board short?”and

they answer: “No, it is not. It is long”. Continue like this until students have used all of the

adjectives.

Activities:

- The teacher asks students to think of an animal in secret and then choose a partner.

Partners take turns asking each other 5 guessing questions such as “Is your animal big?”,

“Is you animal brown”. The one who answers must do it saying: “Yes, it is” or “ No, it is

not”. The one who guesses his/her partner’s animal first wins.

- Display a range of drawings or cutouts of animals in different colors and sizes (e.g. a little

yellow bird, a tall brown giraffe or a skinny white dog ). Give students two minutes to

memorize the animals. Ask students to close their eyes. Take an image away. Students have

to recall the missing animal, its size and color: “It is a fat green parrot ”.

36

Post- activity: Write the adjectives studied previously on the board . Ask students to read

the adjectives loudly. Read the adjectives to show their proper pronunciation and then make

them repeat one more time.

Follow-up activity: Ask the students to bring a picture or a drawing of the pets they have at

home so as to describe them. If they do not have pets, ask them to bring a drawing of the

animal they would like to have and to tell why they would like to have it.

Unit 4 “Food and health”

Healthy food

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

Pre-activity: Ask the students to say what kind of food their mother or father cooks at

home. Then ask them to say what they would actually like to eat for lunch. Write the

answers on the whiteboard. Explain the difference between breakfast, lunch and dinner.

Activity:

- Ask students to get in groups of 4 people. Then, show them flashcards with different type

of people: fat people, fit people, skinny people (See appendix 9). Ask students what type of

food they think that the people in the flashcards eat. The groups make a list and go to the

front to say write their answers on the board and say them.

- Ask each student to draw their favourite meal on a page of their notebooks. If they do not

how to say it in English tell them to ask you in secret before the activity starts. Ask the

class to form a circle. Say “I am a greedy monster” and while you show the drawing of

your favourite food say out loud:” I eat ice cream”. As soon as you finish saying this, turn

down the drawing. The student next to you repeat the sentence and adds a food of his/her

own showing his/her drawing: “I am a greedy monster. I eat ice cream and cheese”.

Continue in this way around the circle, adding items until a student forgets an item or

makes a mistake. Then start again.

37

- Distribute one sheet of white paper to each student. Students invent a sandwich with

unusual ingredients. They draw the sandwich and label the ingredients. Display the

sandwiches around the classroom. Invite students to choose a sandwich and ask a classmate

about it: “Do you like (chocolate) and (banana) sandwiches?”. Answer: “No I don`t like”

“Yes, I do”.

- Bring pieces of different food to the classroom in secret bag. Divide the class into teams.

Students take turn going up and closing their eyes. Hold a piece of food below their nose.

They guess what it is. Award point for correct guesses.

Post- activity: Display a picture of a food pyramid (See Appendix 10). Pay attention to the

endings of the words present in the vocabulary. Lead the students in repeating after you and

exaggerating the final sounds as you pronounce them.

Follow-up activity: explain the class why the food in the food pyramid is arranged in that

way. Tell the students to bring pictures of different types of food: healthy/unhealthy. The

pictures could be stuck on the walls in the classroom.

Unit 4 “Food and health”

Sports

Learning outcome: Students say what sports they like, and what sports they dislike, using

the verb “like” and the negative auxiliary “do not like”.

Pre-activity: Show the class pictures of different Chilean sportsmen (e.g. Fernando

González, Alexis Sánchez or Matías Fernandez). Then ask students to say what sports

these famous people play. As students name the sports, the teacher writes them on the

whiteboard. The teacher explains that sports are good for the body and health. Then the

teacher asks students what their favourite sports are.

38

Activity:

- The teacher gives students some handouts (See appendix 11). Each handout has four

sports (football, tennis, basketball and volleyball). The students are asked to rank the sports

according to their preference (1, 2, 3, and 4). Then the teacher asks the students to form

groups of four people. The students have to see the sport that got more votes. Then one of

the students goes to the front of the class to say “The sport we like is…” and the same to

the rest of the groups. Then they are asked to do the same but with the sports they do not

like.

- The teacher asks the students to draw a mind map with a list of sports or sportsmen or

sportswomen. Then the students read and pronounce the sentences they have written (e.g.

“The sport I like is football. The sport I do not like is Volleyball”).

-Draw the hangman. (see appendix). Think of a sport word. Draw a short line to represent

each letter in the word. For example, draw four lines for a four-letter golf: __ __ __ __. Ask

students to guess letters. If the letter is in the sport word, then write it on the corresponding

line. If the letter is not in the word erase one part of the hangman (e.g.). Students` goal is to

guess the word before the poor man is completely erased. The student who guesses has to

say the answer in the following way: “ It is (Golf). I like/do not like (Golf)”.

Post-activity: using appendix lead the students in practising the proper pronunciation of the

words present in sport.

Follow-up activity: Students are asked to bring pictures of famous sportsmen around the

world to build up a poster.

39

Bibliography Byrne, D (1976). Teaching Oral English. London: Longman Brown, H. D. (1994) Principles of Language Learning and Teaching (3rd edn.) New Jersey: Prentice Hall. Collins Cobuild (2003). Advanced Learner’s English Dictionary (4th edn.) Great Britain: Harpercollins Publishers. Chomsky, N.(1965). Aspects of the Theory, Cambridge: Mass.: MIT Press Ellis, R. (1994). The Study of Second Language Acquisition. Oxford :Oxford University Press French, G. (1963). Teaching English as an International Language. London: Oxford University Press.

González, J. Rodríguez, M. (2004). Teacher’s Book 1, Mathematics. Madrid: Santillana Educación, S.L. Lazzeri, G. Marsland, S. (2007). My world 5º año básico. Santiago: Pearson Education Ltd. Ministerio de Educación (1998). Programa de Estudio Inglés Quinto Año Básico. Santiago: Ministerio de Educación. Newton, R. Taylor, N. (2007). Star Players. Teacher’s Book 1. Mexico D.F.: Richmond Publishing. Pavlik, Ch. Harries, A. (2006). Brainstorm 2. Mexico D.F.: Macmillan de México, S.A. Phillips, S. Morgan, M. Slattery, M. (2006). Incredible English. Activity book 1. Oxford: Oxford University Press. Phillips, S. Morgan, M. Slattery, M. (2007). Incredible English. Activity book 2. Oxford: Oxford University Press. Scovel, T. (1988) A time to speak: a Psycholingüistic inquiry into the Critical Period for Human Language. Rowley, MA: New Buryhouse. Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language.

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

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Marketresearch.com (2009). Chile Business Forecast Report Q2 2009. Retrieved on March 5th, 2009. Available on

http://www.marketresearch.com/product/display.asp?productid=2154149&xs=r Modern Foreign Languages (2002). Second Language Acquisition. Retrieved on October 5th, 2008. Available on

http://www.aber.ac.uk/~mflwww/seclangaqu.html Mundo-Contact (2006). México seguirá siendo el lugar de elección de inversionistas

estadounidenses para el establecimiento de Centros de Contacto. Retrieved on March 5th, 2009. Available on http://www.mundo-contact.com/enlinea_detalle.php?recordID=797

Obregón, C. (2008). Capacitación: Sólo 8% de los chilenos habla inglés y el Estado

invierte apenas US$ 16 millones anuales en esta materia [versión electrónica]. Retrieved on November 17th, 2008. Available on http://www.uach.cl/rrpp/online/ArchivosMedios/1264.pdf

Appendix

Appendix 1

Greeting and leave takings

Greetings Leave takings

Hello, how are you?

Have a nice day!

Good morning

See you later

Good afternoon

Good bye

Good evening

See you soon

Hi*

Good night

What’s up!*

Bye- bye!*

* Informal greetings.

Appendix 2

Common expressions in the classroom

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

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

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

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

3. - Can you speak slower please?

4. - Be quiet _______ Answer: Sure

5. - Thank you. _______ Answer:

Shhhhhhhh

Appendix 3 Cardboard clock • Copy each part on a piece of cardboard and cut them out. Draw the numbers

where they are supposed to be and then join the hands with a string. Minute hand Hour Hand

12

3

6

9

1

2

4

5 7

8

10

11

Appendix 4

A. Show the following hours with your cardboard clock

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

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

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

10) 15:33 11) 20:50 12) 19:29 13) 23:11 14) 03:22 15) 05:06 16) 14:18 17) 13:10 18) 22:14

Appendix 5 Pronunciation of numbers

Appendix 6

• Actions with images

Appendix 7

• Cut out the words

Verbs Parts of the house

Eat

Bathroom

Cook

Living-room

Take a shower

Dinning-room

Wash my teeth

Kitchen

Watch TV

Bedroom

Sleep

Appendix 8

• Wild and domestic animals

Write wild or domestic according to each animal. Mouse Lion Giraffe Zebra Pig Chicken Horse Dog Cat Elephant Snake Turtle Fish Hamster

Appendix 9

• Types of people

1. Skinny people 2. Well-built people

3. Fat people 4. Fit people

2. Fit people

Appendix 10

• The Food Pyramid

Appendix 11

• Sports 1. Golf 2. Tennis 3. Football

4. Basquetball 5. Volleyball 6. Box 7. Baseball 8. Rugby 9. Snowboard

Appendix 12

Encuesta proyecto de seminario

1. De las cuatro habilidades (skills) del idioma Inglés (Listening Comprehension, Reading Comprehension, Speaking and Writing), ¿Cuál prioriza usted en sus clases?

2. Su respuesta anterior obedece a orientaciones dadas por la UTP de su establecimiento, por las orientaciones del MINEDUC o por otros motivos?

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

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

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

6. ¿Tiene usted material adecuado y en cantidad suficiente para desarrollar sus clases de Inglés?

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

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

teaching speaking in primary schools: graders

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