universidad de guayaquil facultad de filosofÍa,...

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

EDUCATIONAL PROJECT

IN FULFILLMENT OF THE REQUIREMENTS FOR OBTAINING THE

ENGLISH LANGUAGE AND LINGUISTICS DEGREE

TOPIC:

THE INFLUENCE OF METHODOLOGICAL STRATEGIES IN THE

ENGLISH PRONUNCIATION.

PROPOSAL:

DESIGN A DIDACTIC GUIDE FOCUSED ON METHODOLOGICAL

STRATEGIES.

AUTHOR: MIRNA ARLETTY YCAZA VALDEZ

PROJECT’S TUTOR: Msc. Lizmary Feriz

GUAYAQUIL – ECUADOR

2019

ii




BOARD OF DIRECTORS

_____________________________ ___________________________

MSc. Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña

DEAN. SUB DEAN.

__________________________ ___________________________

MSc. Carlos Valle Navarro. Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARY

iii

Msc.

MSc. JACINTO CALDERÓN VALLEJO.

DECANO DE LA FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN


CIUDAD

De mis consideraciones: En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la Educación me designaron Consultora Académica de Proyectos Educativos de Licenciatura en Ciencias de la Educación, Mención: lengua Inglesa y Lingüística, el 27 de Noviembre del 2017. Tengo a bien informar lo siguiente: Que Mirna Ycaza Valdez, con C.I. 0906500327 diseñó el proyecto educativo con el tema: The influence of methodological strategies in the English pronunciation. Propuesta: Design a didactic guide focused on methodological strategies. El mismo que ha cumplido con las directrices y recomendaciones dadas por la suscrita. La participante ha ejecutado satisfactoriamente las diferentes etapas

constitutivas del proyecto, por lo que proceso a la aprobación del

proyecto, y pongo a vuestra consideración dadas por la suscrita.

Atentamente,

…………………………………………….

Msc. Lizmary Feriz.

Consultora Académico

iv

Guayaquil, marzo de 2019

Msc.

JACINTO CALDERÓN VALLEJO.

DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE

LA EDUCACIÓN

CIUDAD.-

De mis consideraciones:

Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el tema: THE INFLUENCE OF

METHOLOGICAL STRATEGIES IN THE ENGLISH PRONUNCIATION.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

____________________________

Mirna Ycaza Valdez.

C.I. 0906500327

v




PROJECT

TOPIC: THE INFLUENCE OF METHOLOGICAL STRATEGIES IN THE

ENGLISH PRONUNCIATION.

PROPOSAL: DESIGN A DIDACTIC GUIDE FOCUSED ON

METHODOLOGICAL STRATEGIES.

APROBADO

………………………………………

Tribunal N° 1

…………………………………….. ……………………………………..

Tribunal N° 2 Tribunal N° 3

…………………………………………

Mirna Arletty Ycaza Valdez.

C.I. 0906500327.

vi

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE: ________

EQUIVALENTE A: ________

TRIBUNAL

_________________________ ________________________

__________________________

vii

DEDICATION

I dedicate this thesis for my brother Alexander Ycaza Defranc,

because he always was with me in all moments more difficult of my life. He is

a great brother, a good friend; I am very happy, thankful with God. I am

finishing my thesis in the research of the English pronunciation and his wife

the Geoconda Lipari Touma of Ycaza was accompanying at all times in their

decisions together with her daughters and grandchildren.

My sister Ab. Emen Amasilia Ycaza Valdez, my cousin Ab. Bélgica

Valdez Requena and my niece Eng. Dania Ycaza Palacios they have given

me the hand at a time when most needed.

During my academic studies have left a legacy of teaching and

knowledge especially teachers: Dr. Luis Felipe Mantilla Huerta, Msc. María

del Carmen Robayo, Msc. Diana and Sophié Vascones, Msc. Josefina

Orobio, Msc. Martha Estrada Reyes, Ab. Jacinto Calderón, Msc. Williams

Chenche, Msc Freddy Chávez Zamora, Msc. Beatriz Loor, Msc. Susana

d´Lorenzo, Msc. Carlos Ernesto Valle Navarro..

Thanks, my college classmates “Dr. Francisco Campos Coello” in

the 1978 promotion, I took into account in its meetings and helped me with

their support unconditionally in the difficult moments of my life.

By Mirna Arletty Ycaza Valdez

viii

ACKNOWLEDGEMENT

I thank to Dr. Francisco Campos Coello Public High School for give

me the opportunity to conduct the present investigation and to the director

Msc. Karly Coloma Aguilar for open the doors of the educational institution

to carry out the thesis, to the English Teacher and Students for being part

of this project.

I also thank the University of Guayaquil; I allow me of these nine

years the conclusion of my studies, and thus I finish my thesis in the

career the School of Languages and Linguistics. For my teachers dear as

Msc. Lizmary Feriz, Msc. Miguel Campuzano Díaz, and Msc. Shirley Icaza

Ronquillo it gives me their knowledge in the development of this research,

and the Msc. Carlos Ernesto Valle Navarro for guide me in the thesis.

By Mirna Arletty Ycaza Valdez

ix

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: La influencia de estrategias metodológicas en la pronunciación de Inglés. Diseñar una guía didáctica enfocada en estrategias metodológicas.

AUTORA: Mirna Ycaza Valdez

TUTOR: MSc. Lizmary Feriz REVISORES:

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PULICACIÓN: N° DE PÁGS:

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención Lengua Inglesa y Lingüística

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVES: Estrategias metodológicas, Pronunciación, Motivación

RESUMEN: En el presente estudio se investigó cuál es la influencia de la aplicación de estrategias metodológicas en la pronunciación de Inglés en los estudiantes de 8vo año sección A del Colegio Público Dr. Francisco Campos Coello, año lectivo 2017 – 2018. En ello se pudo constatar que los estudiantes tienen poca motivación por las actividades de pronunciación, presentan deficiencia de recursos tecnológicos, y además el profesor realiza insuficiente aplicación de estrategias metodológicas. Además, ellos tienen un escaso desarrollo de pronunciación, el cual causa a los estudiantes a que tengan un nivel bajo y expresivo. Ello se investigó para dar una solución al problema. La investigación fue realizada a través de análisis estadísticos y de campo. Ello fue investigado a través de una entrevista dirigida a la maestra de inglés y una encuesta a los estudiantes para conocer las dificultades que presentan en la pronunciación del idioma inglés. Por lo tanto, ello permite hacer un diseño de investigación, definir el tamaño de la muestra, y a través de ello poder recoger datos que evidencien ello. Por medio de esta investigación se pudo dar una solución al problema, a través del diseño de una guía didáctica enfocada en estrategias metodológicas. En conclusión, se concluye que los estudiantes tienen dificultad para pronunciar el idioma inglés, porque ellos no tienen un buen dominio de esta lengua. Se recomienda a la maestra de inglés aplicar estrategias metodológicas que motiven a los estudiantes a expresar correctamente el idioma inglés, y de esta manera ellos puedan mejorar su pronunciación.

N° DE REGISTRO (en base de datos): N° DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: SI NO

CONTACTO: Mirna Ycaza Valdez

TELÉFONO: 0969795738

E-mail: [email protected]

CONTACTO EN LA INSTITUCION:

NOMBRE: Secretaría de la Escuela de Lenguas y Lingüística

TELÉFONO: (04) 2294888 Ext. 123 E-mail: [email protected]

X

mailto:[email protected]


x

REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATIONFORM

TÍTULO Y SUBTÍTULO: The influence of methodological strategies in the English pronunciation. Design a didactic guide focused on methodological strategies.

AUTHOR: Mirna Ycaza Valdez.

ADVISOR: MSc. Lizmary Feriz REVIEWERS:

INSTITUTION: UNIVERSITY OF GUAYAQUIL

FACULTY: FACULTATY OF PHILOSOPHY, LETTERS AND SCIENCES IN THE EDUCATION

CAREER: LANGUAGES AND LINGUISTICS.

DATE OF PUBLISHING: NUMBER OF PAGES:

TITLE OBTAINED: Bachelor of Education in English Language and Linguistic.

THEMED AREAS: English Language

KEYWORDS: METHODOLOGICAL STRATEGIES, PRONUNCIATION, MOTIVATION.

ABSTRACT: In the present study was investigated what is the influence of the application of methodological strategies in the English pronunciation in the students of 8

th year section A at Dr. Francisco Campos Coello Public

High School, school year 2017 – 2018. In this was founding that students have little motivation for pronunciation activities, present deficiency of technological resources, besides the English teacher performs insufficient application of methodological strategies. Besides, they have a limited development of the pronunciation, which causes the students to have a low and expressive level. It was investigating to give a solution to the problem. The research was conducting through statistical analysis and field. It was investigating through an interview aimed to the English teacher, and a survey to the students to know about the difficulties that they present in the pronunciation of English language. Therefore, it allows making a design of research; define the size of the sample, and through it collects data that prove it. Through this research can provide a solution the problem, through the design of didactic guide focused on methodological strategies. In conclusion, it is concluding that students have difficulty in pronounce the English language, because they do not have a good command of this language. It recommend to the English teacher apply methodological strategies that encourage to the students to express correctly the English language, so can improve their pronunciation.

REGISTRATION NUMBER (in data base): CLASSIFICATION NUMBER:

DIRECTION URL (thesis on the web):

ATTACHED PDF: SI NO

AUTHOR/NAMES AND CONTACT: Mirna Ycaza Valdez

TELEPHONE: 0969795738

E-mail: [email protected]

CONTACT IN THE INSTITUTION:

NAME: Secretaría de la Escuela de Lenguas y Lingüística

TELEPHONE: (04) 2294888 Ext. 123 E-mail: [email protected]

X



xi

GENERAL INDEX

FRONT PAGE i

BOARD OF DIRECTORS ii

LETTER OF APPROVAL iii

INTELLECTUAL PROPERTY RIGHTS iv

TRIBUNAL’S APPROVAL v

TRIBUNAL’S GRADE vi

DEDICATION vii

ACKNOWLEDGEMENT viii

REPOSITORIO NACIONAL ix

GENERAL INDEX xi

TABLES xiv

FIGURES xiv

RESÚMEN xv

ABSTRACT xiv

INTRODUCTION 1

CHAPTER I 3

THE PROBLEM 3

1.1 PROBLEM OF THE INVESTIGATION 3

1.2 PROBLEM STATEMENT 3

1.3 SCIENTIFIC FACT 4

1.4 CAUSES 4

1.5 PROBLEM FORMULATION 4

1.6 RESEARCH OBJECTIVES 4

1.6.1 GENERAL OBJECTIVE 4

1.6.2 SPECIFIC OBJECTIVES 5

1.7 SCIENTIFIC QUESTIONS 5

1.8 JUSTIFICATION 5

CHAPTER II 8

THE THEORETICAL FRAMEWORK 8

2.1 BACKGROUND 8

xii

2.2 THEORETICAL FOUNDATION 9

2.3 TYPES OF TEACHING METHODS 11

2.3.1 TOTAL PHYSICAL RESPONSE 11

2.3.2 COMMUNICATIVE APPROACH 12

2.3.3 PRONUNCIATION 12

2.3.4 IMPORTANCE OF PRONUNCIATION 14

2.4 EMBODIED PRONUNCIATION PRACTICES 15

2.4.1 PRONUNCIATION WORKOUTS 16

2.4.2 BREATH TRAINING 16

2.4.3 SIMPLE DEVICES TO ENHANCE PERCEPTION 16

2.5 METHODS OF TEACHING PRONUNCIATION 17

2.6 LEGAL FOUNDATION 18

CHAPTER III 19

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

19

3.1 METHODOLOGICAL DESIGN 19

3.1.1 EXPLORATORY RESEARCH 19

3.1.2 QUANTITATIVE RESEARCH 19

3.1.3 QUALITATIVE REASEARCH 20

3.2 POPULATION AND SAMPLE 20

3.3 OPERATIONALIZATION OF VARIABLES CHART 21

3.4 RESEARCH METHODS 21

3.4.1 DEDUCTIVE METHOD 22

3.4.2 INDUCTIVE METHOD 22

3.4.3 STATISTICAL METHOD 22

3.5 TECHNIQUES AND RESEARCH TOOLS 22

3.5.1 INTERVIEW 23

3.652 PARTICIPANT OBSERVATION 23

3.5.3 SURVEY 23

3.6 ANALYSIS AND INTERPRETATION OF DATA 24

3.6.1 SURVEY TO THE LEARNERS 24

3.7 INTERVIEW TO THE ENGLISH TEACHER 34

3.8 CHI SQUARE 36

xiii

3.8.1 CHI SQUARE N° 1 36

3.8.2 CHI SCUARE N° 2 36

3.8.3 CHI SQUARE N° 3 36

CHAPTER IV 37

THE PROPOSAL 37

TITLE 37

6.1 JUSTIFICATION 37

6.2 OBJECTIVES 38

6.2.1 GENERAL OBJECTIVE 38

6.2.2 SPECIFIC OBJECTIVES 38

6.3 THEORETICAL ASPECT 39

6.3.1 DIDACTIC FOUNDATION 39

6.3.2 DESCRIPTION OF THE PROPOSAL 39

GUIDE DIDACTIC 40

CONCLUSIONS 41

RECOMMENDATIONS 41

REFERENCES 42

ANNEXES 45

xiv

TABLES

TABLE 1: POPULATION AND SAMPLE 20

TABLE 2: OPERATIONAL MATRIX CHART OF THE VARIABLES 21

TABLE 3: QUESTION 1 SURVEY TO THE STUDENTS 24










FIGURES

FIGURE 1: QUESTION 1 SURVEY TO THE STUDENTS 24










xv




TÍTULO Y PROPUESTA: LA INFLUENCIA DE ESTRATEGIAS METODOLÓGICAS

EN LA PRONUNCIACIÓN DE INGLÉS. DISEÑAR UNA GUÍA DIDÁCTICA

ENFOCADA EN ESTRATEGIAS METODOLÓGICAS.

RESÚMEN

En el presente estudio se investigó cuál es la influencia de la aplicación de estrategias

metodológicas en la pronunciación de Inglés en los estudiantes de 8vo año sección “A”

del Colegio Público Dr. Francisco Campos Coello, año lectivo 2017 – 2018. En ello se

pudo constatar que los estudiantes tienen poca motivación por las actividades de

pronunciación, presentan deficiencia de recursos tecnológicos, y además el profesor

realiza insuficiente aplicación de estrategias metodológicas. Además, ellos tienen un

escaso desarrollo de pronunciación, el cual causa a los estudiantes a que tengan un

nivel bajo y expresivo. Ello se investigó para dar una solución al problema. La

investigación fue realizada a través de análisis estadísticos y de campo. Ello fue

investigado a través de una entrevista dirigida a la maestra de inglés y una encuesta a

los estudiantes para conocer las dificultades que presentan en la pronunciación del

idioma inglés. Por lo tanto, ello permite hacer un diseño de investigación, definir el

tamaño de la muestra, y a través de ello poder recoger datos que evidencien ello. Por

medio de esta investigación se pudo dar una solución al problema, a través del diseño

de una guía didáctica enfocada en estrategias metodológicas. En conclusión, se

concluye que los estudiantes tienen dificultad para pronunciar el idioma inglés, porque

ellos no tienen un buen dominio de esta lengua. Se recomienda a la maestra de inglés

aplicar estrategias metodológicas que motiven a los estudiantes a expresar

correctamente el idioma inglés, y de esta manera ellos puedan mejorar su

pronunciación.

PALABRAS CLAVES:

ESTRATEGIAS METODOLÓGICAS

PRONUNCIACIÓN MOTIVACIÓN

xvi

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES

SCHOOL OF LANGUAGES AND LINGUISTICS

UNIDAD DE TITULACIÓN

TITLE AND PROPOSAL: THE INFLUENCE OF METHODOLOGICAL STRATEGIES

IN THE ENGLISH PRONUNCIATION. DESIGN A DIDACTIC GUIDE FOCUSED ON

METHODOLOGICAL STRATEGIES.

ABSTRACT

This research studied the influence of the application of methodological strategies in

the English pronunciation in the students of 8th year section “A” at Dr. Francisco

Campos Coello Public High School, school year 2017 – 2018. It was determined that

students have little motivation for pronunciation activities; methodological strategies

were limited for the development of pronunciation, which causes the students to have a

low expressive level. The research was conducted through statistical analysis based on

class observation. There was an interview aimed to the English teacher, and a survey

to the students to know about the difficulties that they present in the pronunciation of

English language. Through this research it was possible to provide a solution to the

problem, which is the designing of a didactic guide focused on methodological

strategies. In conclusion, students have difficulties in the pronunciation of the English

language, because they do not have a good command of this language.

KEYWORDS:

METHODOLOGICAL STRATEGIES

PRONUNCIATION MOTIVATION

1

INTRODUCTION

The context of the research refers the teaching of the Foreign Language

in the Public High School with the objective of the learning for the learners in the

English pronunciation.

The methodological strategies used for learning are based on task with

the explanation of the teacher, the use of grammar rules and spelling, without a

true reflection on the topic discussed in class, where students are easily

distracted due to the lack of importance. They give their study.

The task-based learning has a theoretical and empirical foundation in the

acquisition of a second language, this type of methodology are not responding

to the expected results because the tasks entrusted by the teacher are realized

with the use of translators, they are found on the internet and the help of

parents who do not have a good knowledge of the language. The proposed

objectives almost never come to be met due to the limited number of hours that

are available for the exercise of these skills in the context of English language

pedagogical training.

The educative institutions refer the problem of the English Language

pronunciation in the Public High School “Dr. Francisco Campos Coello”.

Therefore, the English pronunciation explains with the design of a didactic guide

in the methodological strategies; the abilities of the learners improve the

expressive communication in the learning and the linguistic.

This system permits the comprehension, the expression communicative

and the opinion different themes, the objective is to stimulate the interest in the

English. With this purpose, the method of the investigation consists on the

development of methodological strategies. The methods are the quantitative

methods, the numeric dates and people in the investigation.

2

CHAPTER I: THE PROBLEM

The conflicts of investigation determine all the parameters and these

problems manifest in the learning of the English. The themes of investigation

encounter in the following investigation: the context of the investigation,

problems of the investigation, causes, scientific fact, situation conflict, the

variables dependents and independents, objectives, the questions of the

investigator, justification.

CHAPTER II: THE THEORETICAL FRAMEWORK

This investigation contains different aspects: the theoretical framework,

the epistemology foundation, the legal foundation, the pedagogy foundation, the

philosophy foundation and the sociology foundation.

CHAPTER III: METHODOLOGY, PROCESS, ANALYSIS AND DISCUSION

OF RESULTS

The context of this branch is the execution of the materials, dates and

tabulations with the dependent and independent of the variables. These are the

influence in the methodology: design, types of investigation, the population and

the sample, types of operations models, methods of the investigation,

techniques in the investigation tools, analysis and interpretations of dates, Chic

Square, conclusions and recommendations.

CHAPTER IV: THE PROPOSAL

The principle of the chapter, the proposal encounters in the center of all

the models of operations, the development of the investigation carries out the

proposal with different aspects: Title of the proposal, justification, general

objective, specific objectives, feasibility in the application, financial, technical or

methods, human feasibility, description of the proposal, conclusions,

bibliographies, and annexes.

3

CHAPTER I

THE PROBLEM

1.1 PROBLEM OF THE INVESTIGATION

This research was conducted in the Public High School “Dr. Francisco

Campos Coello” and the Center of the Citadel Atarazana, it was focused on

students of eighth grade. According to the Common European Framework

(2002), students of eighth grade must be able to answer personal questions in

speaking skills.

However, these learners have presented some low scores in speaking

skills, the classes of English Language showed deficiencies in the

understanding of spoken tasks as well as in their pronunciation. For this reason,

students have difficulties to provide personal information which affects their

overall language development.

1.2 PROBLEM STATEMENT

The teachers use traditional methods, they have the lack of the

methodological strategies in the pronunciation, the learners have difficulties in

their communication, the pronunciation skills, and they have a basic level of

knowledge in the English language.

The institution does not have the technologies’ resources, neither a

laboratory with an adequate equipment where students develop their

pedagogical skills and the teachers have problems in the application of the

methodologies, neither the facilities of the tools for the learners with the

environment.

Students have low-level communication expressive; the application of

Methodological strategies develop in the students for the abilities expressive of

the pronunciation.

4

1.3 SCIENTIFIC FACT

Taking into account all these factors, it could be concluded that the

scientific fact of this research in insufficiency in pronunciation of students of

eighth grade room “A” of Dr. Francisco Coello School in the academic year

2018-2019.

1.4 CAUSES

Students have deficit in the correct pronunciation of the English language

with the vocabulary, speaking, the grammatical rulers and communicative

expression. The school not have the necessaries technologies resources in the

development of their communicative skills and thus they not obtain results

adequate in the learning. The causes that can be mentioned are:

Insufficiency of technological laboratory resources.

Scanty applications of methodological strategies.

Deficiencies of pronunciation activities.

Traditional methods and techniques.

Improvisation in the classes.

1.5 PROBLEM FORMULATION

How does the methodological strategies influence in the development of

pronunciation in the students from the Public High School “Dr. Francisco

Campos Coello”, in the academic year 2018-2019?

1.6 RESEARCH OBJECTIVES

1.6.1 GENERAL OBJECTIVE

To determine the influence of methodological strategies in the

development of pronunciation in students of eighth year by means of

bibliographical and statistical analysis in order to design a didactic guide

focused on methodological strategies.

5

1.6.2 SPECIFIC OBJECTIVES

To describe the methodological strategies through bibliographic, statistic

and field analysis in order to choose the most effective ones.

To characterize the pronunciation of students through observation and

data analysis, surveys and interview to teacher.

To design a didactic guide focused on methodological strategies through

the data gathered.

1.7 SCIENTIFIC QUESTIONS

1 Which are the theoretical grounds related to the methodological strategies in

the pronunciation?

2 What is the current situation of the methodological strategies in the

pronunciation of the students?

3 How can methodological strategies in the classroom help students to

develop their pronunciation?

4 Which benefits could a didactic guide focused on methodological strategies

bring to both students and teachers?

1.8 JUSTIFICATION

The Cronquist (2017), the structure politic in the countries: Argentina,

Brazil, Chile, Colombia, Costa Rica, Ecuador, Mexico, Panama, Peru and

Uruguay speak Spanish; the results demonstrate deficit in the English learning.

The countries manifest interest in these individuals of the speaking English;

therefore, the educational system is generating knowledge the different levels in

the domain in this English language.

The countries internationals negotiate with the domain of the

communication of the English; ii is six of the ten countries, the laws of these

states obligate the English Language learning in the school. The countries

Argentina and Brazil teach the Foreign Language in the establishments

educative with favorable models learning of English. Although, these countries

6

have medium navels in the application of knowledge English but this is

insufficient in the improvement of the English Language pronunciation.

In the different levels educative sector, the research is link intimate for

the learners about the success or failure in abilities of the reading with texts or

books and the oral comprehension of the English. This research has the basic

educative program, the teaching in the initial stage is benefits of the scholars in

the learning skills, and the countless of knowledge. These results obtain a

design of plans in ejection, the teachers and the supervisors help the

improvement of the teaching-learning process.

The Institute National Evaluation of Ecuador (INEVAL), in 2017, The

Ecuador will participate for the first time in the Program International Student

Assessment (PISA). These tests permit measure abilities such as

communication competence, numerical and scientific skills. In 2019, PISA

realizes the results of the programs; the students will encounter in theirs skills

and knowledge Language English. Besides, the students take decisions and the

resolving some problems.

The teachers not give a due importance in the English learning with

the scholars; they have a low comprehension in the reading, comprehension,

expression communicative and difficulties in the teaching- learning of the

English Language.

This system of English Pronunciation causes the routine generates

tiredness and boredom in the scholars towards the rejection of reading,

comprehension and expression communicative. The educational institution will

benefit ideas of theirs students. It is feasible in the support of human talent,

school authorities and with the help of the implements educative. Therefore, the

development of this research is with the presence of methodological strategies;

which allows students the improvement their pronunciation.

This research observes the presence of traditional teaching, the English

teacher realizes the insufficient application of the methodological strategies;

7

there is inadequate pronunciation in the English language. Considers

appropriate the application of the methodological strategies in the teaching of

the English teacher, the motivation in the teaching learning skills for the

students in the pronunciation and it has an interest in the activities. Therefore,

acquire the knowledge, the generation with the yield in the subject of English.

The research is favorable in the improvement with the application of

methodological strategies in the 8th grade section “A”. It demonstrates the

results in the English pronunciation. This work analyze the problem and his

causes, the teacher of the educational institution permits a solution of the

problem.

The National Plan for Good Living 2013-2017, the individual optimizes

the capacities in the educative institution and the English teachers seek an

improvement methodological for the development of skills, students give part of

the innovation in the development of capacitates creative, the persons have the

law in the hands for the education with opportunities, conditions.

8

CHAPTER II

THE THEORETICAL FRAMEWORK

BACKGROUND 2.1

The Ravitch and Riggan (2012), there are tools for evaluating conceptual

frameworks. They indicate in the framework conceptual allows the researcher

through of tools in review them, it has valuable concepts of the theme, which

help enhance the theoretical framework.

The other manner, it can a conceptual framework of the following words:

clarifies, explains and justifies methodological decisions (Ravitch & Riggan,

2012:9).

For Ravitch and Riggan (2012), the conceptual framework helps to

explain, develop and justify the methodological strategies, it allows relate

concepts for reinforcements in the theoretical framework.

This theory of the learning demonstrates the results and it will obtain the

facility of the learning in this project. There is theories and opinions with values

for the comprehension. These themes fascinate in the scholars and the chapter

one, the proposal seeks the solution of the problem, the investigation made in

the Colegio Fiscal “Dr. Francisco Campos Coello”.

This investigation realizes in the compilation of some authors’ opinions,

yet different with the others, it has eminent information with the protection of the

organization APA; there is some citations in the concepts with the help of the

anti-plagiarism system.

This project has different foundations: theory, epistemology, psychology,

pedagogy, sociology, and legal, these foundations will permit the knowledge of

the theories for the investigation.

9

2.2 THEORETICAL FOUNDATION

The Methodological strategies are different system of methods, tools,

styles and forms of organization, it has a coherent theoretical, a special syntax

(the definition and an order of executable steps), the students improve the

teaching -learning in the environment (Falus, 1998). As cited in (Milinte, 2013)

For Falus (1998) who mention Milinte (2013), the Mythological strategies

are schemes of methods, tools, techniques and form of organization, these are

theirs objectives, it executes in the theories of teaching, it carries systematically

and the students acquire knowledge through of their abilities in an appropriate

environment.

Kistner et al. ( 2015), it has the same dates in the teaching, there are

Methodological strategies have with yield positive effect in the learners, the

methodological strategies permit the knowledge of the learners in the yield.

Therefore, through some techniques they can acquire new knowledge and

develop skills; they improve their capacities.

The Methodological strategies demonstrate in identify the criteria and

procedure with a guide didactic in the teaching- learning of the students. This

type of strategies permits a good learning in the learners. Therefore, the

methods have a magnificent teaching. These techniques demonstrate the

elaboration of plans with different activities; they take good decisions when they

have realizing some work.

Byron (2003) who mentions Castillo (2014), the technique is with list of

details, rulers or guidelines for any (teaching) activity. It is a description of step,

or a set of do’s and don’ts. Therefore, it can working with link of methods or

strategies.

For Bryson (2003) and Castillo (2014), the technique has sufficient rulers

grammatical; it utilizes some type of activity. Therefore, the methodological

strategies are processes in the improvement of the learning with the teachers

for any evaluation or work.

10

Wirth and Leutner (2008), it makes mention (Saskia Kistner, 2015), Other

aspect is the teaching-learning strategies, this teaching (…) is the meaning in “a

process of learner’s auto regulation as plans, execution, and evaluation the

learning with different decisions in cognitive, motivation and aspects of conduct

with the process of learning”.

For Wirth and Leutner (2008), it makes mention Saskia Kistner (2015), the

methodological strategies of the learners need the nourishment of knowledge

and abilities in the process of the learning through the scholars obtain a yield in

the teaching learning with different activities in classes, acquire knowledge and

decisions in activities of learning.

These Methodological strategies serve of auto nourishment with knowledge

and abilities of the students. These techniques improve their proficiencies; it

takes decisions in the moment of some work. Besides, these techniques utilize

with appropriate methods in their knowledge, they can work systematically and

they develop abilities for improvements in the process of the learning.

The teaching of English Language pronunciation has in all the

professionals of the fields and the methodological change through the years,

they demonstrate their effective; (…) and the new teaching in the methods with

quality of English language with finality of the education with excellence.

Richards, Jack C & Rodgers, Theodore S, (2014). As cited in (Maridueña, 2017)

For Richards et al. (2014), mention Maridueña (2017), the

methodological strategies are the process of teaching learning. The frequent

change of the methodology through the years. Although, the teaching strategies

are insufficient. The teachers search the technology adequate in the knowledge

for learners and the trait in the education.

These methods are the descriptions or information’s knowledge; all direct

the yield in the English stage of teaching learning, the methods continuous

change forward with new rhythms during the process instructional. (Madhavan,

2011). As cited in (Castillo, 2014)

For Madhavan (2011) who mentions Castillo (2014), Methods of

methodological strategies are indispensable in the English language, students

perform different activities to improve the process of teaching-learning and

11

skills, the teacher makes decisions so that students can get the best

knowledge.

Declaration, Diaz, (2010), as cited in (Renau, 2016), in these days, we

look in the learning of the English language in the school; you need the

satisfaction of the student for the communication and various methodological

strategies with the teacher of the institution and the (…) focus.

For Diaz (2010) who mentions (Renau 2016), the students improve their

activities with the comprehension of the contents in the methodological

strategies. Although, these strategies are indispensable for their teaching and

skills; it permits the evaluation of the knowledge in the process and objectives.

2.3 TYPES OF TEACHING METHODS

2.3.1 TOTAL PHYSICAL RESPONSE

This indication is the program for the pronunciation with ideas in

execution; the learners realize the coordination with the actions and movements

of body. In execution: sit down, stand up (…) (Cran, n.d.). The PR indicate for

Freeman (2000), the people reduce the stress for improvement the learning and

skills the beginning level in the foreign language and it teaches the oral

proficiency. (p. 108), for cited (Castillo, 2014)

For Cran (n.d.), the mention of (Castillo 2014), this program is about

“SPEAK” with the coordination in the movements of body; the students improve

daily with activities in the skills of the English language. Freeman (2000), he

creates a form for diminish the stress when people learn the English Language,

it permits the teaching of the pronunciation skills in the basic level.

2.3.2 COMMUNICATIVE APPROACH

Although, (Oliveira, 2013), it explains about the effective of the

communicative competency in the learning, this focus realizes with the

operation of the learners in the English skills and the teacher is a facilitator in

the handling of the English language. As cited in (Castillo, 2014)

For Oliveira (2013), the focus communicative develops in the learning

with excellent operation of the English language. Therefore, the teacher is

12

facilitator of the knowledge; this implies a constants evolution in their abilities

because students have capacities of the learning in the language.

2.3.3 PRONUNCIATION

Cook (1996) defines the pronunciation is a set of habits and abilities of

the different sounds; this classes of sounds listen constants for the correct

pronunciation in the foreign language when they speak incorrectly. As cited in

(Art, 2014)

For Cook (1996), the English pronunciation is a set of habits and abilities

of the learners in the tones. These different sounds listen daily the learners.

Besides, this teaching improves the intonation of the sounds when the

pronunciation is incorrect.

Gilakjani (2012). As cited in (Art, 2014), the pronunciation of the English

language is constant but the teachers are teaching enough knowledge of this

language although the students know the English Language. Without

nevertheless, the learners not speak between them for their communication,

after all is a great worry.

For Gilakjani. the pronunciation is a communication of the English; the

learners need plus conversation. Therefore, the students have an appropriate

vocabulary of the language, they not practice the foreign language but it is

necessary of the English pronunciation for the communication between them

and with others persons.

Derwing & Munro (2014), the opinion has the attention for the students in

the English pronunciation. In addition, it can correcting their pronunciation, they

improve their skills when they make mistakes in the English language. As cited

in (Rajamaki, 2016)

For Derwing & Munro (2014), the learners improve the English language

pronunciation. Without nevertheless, the students through the classes improve

their skills, learn vocabulary, nourish their knowledge and correct mistakes

when they practice the English pronunciation.

13

Tergujeff (2013) mentions Rajamaki (2016), the lack of methodological

strategies are causing problems in the communicative expressive language, the

learners have a deficiency of the speaking; teachersb teach new techniques of

language in schools. Therefore, if the students need acquire these techniques

of the English language. They improve the pronunciation.

This resurgence is seeing parts of a cycle, there are times in the past

where the learning was of the forefront in the language pronunciation and

assessment (Isaacs, 2014). As cited in (Isaacs, 2017).

Isaacs (2014), the English language pronunciation had a trajectory in the

past, it has seeing forefront of the language, and the learners improve the

pronunciation skills. They permit the communication in their field.

Currently, many learners have deficient in the pronunciation of the

language; however, today there are different types of Methodology strategies,

the students improve the pronunciation of the English language. Therefore, they

pronounce correctly the English language.

The other factor is the great influence with the ages of the students for

the correct pronunciation of the sounds in the English language skills; it

considers a predecessor in acquire knowledge of the foreign language

(Granena & Long, 2012).

For Granena & Long (2012), the age of the learners is a factor in the

skills of the English pronunciation, already what they permit acquire the sounds

and skills in the accent of the English pronunciation.

2.3.4 IMPORTANCE OF PRONUNCIATION

The importance of the English pronunciation is the speaking and English

language skills. (Gilakjani, 2011). As cited in (Chen, 2014)

For Gilakjani (2011), the classification in the pronunciation of the English

is in the skills of English language, they need the communication with others.

Therefore, it is necessary the speakers and listeners in the English language

pronunciation for the process of learning.

14

ESL investigates, the majority of the learners manifest for speaking

English native in foreign language (Derwing, 2003), but the learners not has

fascination in the learning of the pronunciation (Hismanoglu, 2006).

For Derwing (2003), the majority of learners treat for speaking English

native in foreign language but they not desire learning in the pronunciation for

the communication with others.

According, Hismanoglu (2006), learning cannot obtain information in the

pronunciation but this pronunciation requires a good orientation in the English

language. Therefore, the learners practice constantly the English Language in

the pronunciation; the scholars will lose the fear of speaking in public. The

pronunciation has a discipline in the English language for a correct dialogue.

The pronunciation is very import in the learning of the English language

but the students desires that their communication expressive with others and

they will lose the fear of speaking in public, therefore, the discipline are

dialogues constantly the English.

The competence of English Language is the great part the dialogue in

the pronunciation. Precisely is easily the comprehension in the communication

with others. Besides, the English pronunciation has a low level; they need more

increase in the words of the English in the communication. (Gilakjani, 2011;

Jahan, 2011). As cited in (Chen, 2014)

Gilakjani and Jahan (2011), mention Chen (2014), the learners have the

fascination in the communication with others. Whereas, the English

pronunciation permits the influence in the skills. The learners augment their

vocabulary, communication expressive and the motivation in the English

language.

Of the other manner, the pronunciation is enough dispensable in this

theme, the learning is the vocabulary or grammar in the students of the English

Language (…). Whereas, many learners have difficulty for speaking in the

English language but the lacks of stimulation produce problems in the learning,

the learners need a communication expressive continuous since principle of the

teaching. This type of benefit augments their knowledge in the English language

skills. (Yates & Zielinski 2009, p. 11). As cited in (Art, 2014)

15

Yates and Zielinski (2009), mention Art (2014), the pronunciation is

enough necessary, the learners not know the pronunciation of the vocabulary or

grammar, if the students will can speaking perfectly the pronunciation with the

instruments adequate. Although, the learners have the difficult in the

pronunciation, but the learners not have the tools in the English learning. The

learners need the communication continuous of the English language; it

augments their knowledge in the skills.

2.4 EMBODIED PRONUNCIATION PRACTICES

Depend of many specialists in the pronunciation (e.g., Chan, Brinton, &

Gilbert 2018; Grant 2014; Murphy 2017; Yoshida 2016), they convert in the

manner efficient of the pronunciation, the teachers need basics knowledge in

the phonology, philosophy, the deed of the learning in the pronunciation and

skills, precisely, it teaches adequate language in the pronunciation of the

English (Brinton, 2014). The techniques of English pronunciation are

necessaries for the construction of an adequate language. As cited in (Chan,

2018)

2.4.1 PRONUNCIATION WORKOUTS

The facilitator of the learning has the modification of elements similar or

equal of a physical education class in the pronunciation. A happy work, it

describes numeral physical warm-up activities (Chan, 1994a). They

demonstrate these activities in the Pronunciation. Doctor You tube Channel

(…). Cited in (Chan, 2018)

Chan (1994), mentions Chan (2018), the technique has the continuation

of the teaching since this year, and the supporters improve the pronunciation

skills in various activities of the oral expression.

2.4.2 BREATH TRAINING

The control of the air sends in the lungs through vocal folds and resonate

in the cavities; it manifests the breath a impulse of the pronunciation. Honda

(2008), describes three units functional of expression: “generation of air

pressure, regulation of vibration, and control of resonators” . As cited in (Chan,

2018)

16

Honda (2008), mentions Chan (2018), the breath has the resonation of

the vocal cavities. The persons speak their pronunciation. It exists three types

functional: the first the diaphragm sends air through the trachea, the second

augment the chest, and the third loose the muscles in the neck.

2.4.3 SIMPLE DEVICES TO ENHANCE PERCEPTION

Of the other manner, Chan (2018), proportion a description with links of

video clips, this simple gadget practices tones with the teacher and the students

for improvements of the perception, and the production of vowels and rhythms.

For Chan (2018), describe the links of video clips, these tools help with

the tones for the teacher and the learners in the pronunciation, they improve the

production vocals and rhythms.

2.5 METHODS OF TEACHING PRONUNCIATION

Celce-Murcia, et al (2007), mention Art (2014), nowadays the people

have feeble the pronunciation. The integration of the knowledge improves with

new techniques in the words, comprehension and communicate expressive of

the pronunciation. Cited in (Art, 2014)

Celce-Murcia, et al (2007), mention Art (2014), nowadays the persons

have different sounds in the pronunciation, words, comprehension and

communication expressive. Although, the improvement of the knowledge

integrate with techniques of the language.

Of the other manner, Celce-Murcia et al (2007) mentions the techniques

and tools teach the pronunciation: Listen and Repeat (a technique from the

Direct Method, e.g., She sells (seashells in the sea shore.), Phonetic Training (a

technique of the Reform Movement, e.g., (…) Minimal Pair Drills (a technique of

introduction during Audio-lingual era. As cited in (Art, 2014)

Celce-Murcia et al (2007) mention Art (2014), the technique listen and

repeat for the Direct Method in stage of 1900s. Although, it was through intuition

and imitation; the learners learn listening the English pronunciation; later, the

contribution of the linguistic is teaching the pronunciation since 1890s, part of

the Reform Movement with habits of the phonetic, this produces an excellent

learning in the speaking of the learners.

17

The direct method denies in the 1920s. The problem is the teaching of

the English phonetic in the Reform Movement. Later, the pail drill selects the

technique for the method Audio-lingual of the 1950s and 1960s. Therefore, this

method serves with different words in a sole sound for the learning of the

English language; the method divides in four skills: the speaking, listening,

writing and reading. The activities of Audio-lingual were the expression with

dialogues for the correct the English pronunciation. The learners develop the

skills in the pronunciation in the English.

2.6 LEGAL FOUNDATION.

The present investigation is based on the Organic Law of Intercultural

Education and the Code of the childhood and Adolescence, which in the article

37 of The Code of the childhood and Adolescence Chapter III, Section fourth it

is established the next:

Article 37. - It guarantees that children and adolescents have teachers,

didactic materials, laboratories, premises, adequate facilities and resources and

enjoy a favorable environment for learning. This right includes effective access

to initial education from zero to five years, and therefore flexible and open

programs and projects, adapted to the cultural needs of the students, will be

developed;

According to what it is mentioned in this article, children and adolescents

have the right to a quality education from the beginning of their years of study,

with methodology, materials and didactic resources that will facilitate a better

learning in each subject and level that they study.

In the articles 2 and 43 of The Organic Law of Intercultural Education (LOEI)

it is established the next: Article 2, Section ll.- Relevance. - Students are

guaranteed a training that responds to the needs of their social, natural and

cultural environment at the local, national and global levels.

18

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF RESULTS

3.1 METHODOLOGICAL DESIGN

The data obtained of the events in the field about the students from

Public High School. “Dr. Francisco Campos Coello” 8th Grade section “A” is

described through this chapter. This investigation describes the types of

investigation, population and sample with the methods, techniques and tools

investigation; the interview and the survey encountered in these objectives.

Although,this investigation seeks the solution of the problem in the different

contents of the data, statistical analysis and tabulation.

TYPES OF RESEARCH

This project encounters three types of investigation: exploratory, quantitative

and qualitative.

3.1.1 EXPLORATORY RESEARCH

The exploratory investigation permits the observation in the field, it

demonstrates problems in the Colegio Fiscal “Dr. Francisco Campos Coello”,

and this implies the analysis with objectives. It exists any doubts in this

investigation; it is necessary the application of tools and the solution of the

problem.

3.1.2 QUANTITATIVE RESEARCH

19

It permits the compilation of dates and the quantitative investigation; they

have a percent in the results of the subjects.

We can gain insight from this descriptive analysis adding evidence on

which characteristics are potentially important for vocabulary acquisition. The

systematic recording of the methodology and presentation of summary

measures makes the research more transparent, and allows us to compare the

results with other similar studies (Mackey and Gass, 2015).

3.1.3 QUALITATIVE REASEARCH

This investigation has the inspection of the narration, quantification of the

persons and techniques of observation with participation in the human

behaviour.

The systematic registry of this methodology is the essential element that,

confronted by statistical data, permits one to obtain trustworthy information

about the research objective (Castro, 2003). Its aim is to try to discover the

triggering aspects that characterize the study sample according to the influence

of ludic activities to motivate the vocabulary acquisition of students.

3.2 POPULATION AND SAMPLE

The population has the English teacher and thirty students in the Colegio

Fiscal “Dr. Francisco Campos Coello, of 8th grade section “A”. It is in the city of

Guayaquil; the population is minor of 100 learners not needs the formula

statistics.

TABLE 1: POPULATION AND SAMPLE

DESCRIPTION POPULATION SAMPLE

20

TEACHER

STUDENTS

1

30

1

30

TOTAL 31 31

Source: Data collected from eighth grade students

Authors: Mirna Ycaza Valdez

3.3 OPERATIONALIZATION OF VARIABLES CHART

TABLE 2: OPERATIONAL MATRIX CHART OF THE VARIABLES

VARIABLES DIMENSIONS INDICATORS

INDEPENDENT METHODOLOGICAL STRATEGIES

Methodological Strategies

The strategy is a complex system with methods, tools, organization of styles and forms realization of objectives.

Importance It is important aspect of the development with an auto-regulation learning.

Types of Teaching Methods

-Total physical response. -Communicative access.

DEPENDENT PRONUNCIATION

Pronunciation The habits of pronunciation obtain the realization of sounds; repeating words, phrases or sentences; grammatical rulers when the pronunciation is incorrect.

Importance The speaking is more important in the English pronunciation skills.

Embodied Pronunciation Practices

-Tasks pronunciation. -Formation of respiration. -Ideas for the improvement of the perception.

Techniques of -Listen and Repeat

21

Teaching Pronunciation

-Phonetic Training -Minimal Pair Drills


Authors: Mirna Ycaza Valdez

3.4 RESEARCH METHODS

Soiferman (2010), mention Creswell and Plano Clark (2007), the method

of this investigation has two types of analysis: deductive and inductive. These

methods of analysis permit the compilation of dates.

Of the other manner, Creswell (2005) the investigation interprets two

types of statistical analysis: descriptive and inferential with recompilation of

dates.

3.4.1 DEDUCTIVE METHOD

The deductive method is the representations visual dates; it utilizes

graphs, plots, and tables. The investigator utilizes quantitative analysis and the

conclusions logistics with evidences and arguments (Trochim, 2006).

Trochim (2006), this method is the representation of individuals with

dates, graphics, plots, and tables. This method utilizes the objectives of the

conclusions with directions in the aspect global of the investigation.

3.4.2 INDUCTIVE METHOD.

Of the other manner, Creswell (2005), the qualitative method is an

educational investigation in the opinion of the participants, it realizes asks

enlarge, questions general, collection of dates, with words (or texts) of the

22

participants. Describing and analyzing these words with themes, and the

manner subjective in the investigation of conducts human and bias (p. 39).

Creswell (2005), the method inductive analysis permits the actions of the

conduct human in this investigation. This analysis permits the experiences of

the participants in the educational institution.

3.4.3 STATISTICAL METHOD

This type of analysis permits the investigator the comparison of the

independent variable with one or various groups for the analysis and changes

with the dependent variable (Creswell, 2005). Other manner, Creswell (2005),

this investigation permits the investigator in the oral comprehension with the

people through of the results; the frequencies of the analysis have the plans of

each survey, these objectives describe the relationship of the variables in this

investigation.

3.5 TECHNIQUES AND RESEARCH TOOLS

The techniques and tools of this investigation are procedures accessible

in the knowledge of the persons; it is the observation of the participant in the

interview and survey.

3.5.1 INTERVIEW

These techniques apply with the English teacher of 8th grade section “A”,

it formulates for writing. It realizes through a questionnaire with ten questions

informative for the investigation of the people.

3.5.2 PARTICIPANT OBSERVATION

This investigation permits the communication with the persons through

the inquiry in the human behavior with the educational community and the

facility in the comprehension of the reality with them.

3.5.3 SURVEY

In this investigation, it was selected in the Colegio Fiscal “Dr. Francisco

Campos Coello” scholars from the 8th Grade section “A”, where the application

of the surveys was applied to each learner. The learner put an X in the answers

of this survey with personal opinion. The information of the results released the

23

vision of the survey with the problems of the learners in the pronunciation of

English language through Liker scale and these are:

Strongly agree

Agree

Neutral

Disagree

Strongly disagree


FACULTY OF LETTERS AND SCIENCES OF EDUCATION

GENERAL CORDINATION OF RESEARCH AND ACADEMIC PROJECT

INTERVIEW TO THE ENGLISH TEACHER

1. - Practice you the methodological strategies in the improvement of the

English Communication expressive with the learners?

2. – Like you the new methodological strategies with a didactic guide of the

pronunciation in English language classes for the learners?

3. – Manifest you the new methodological strategies in the fortress of dialogues

with the classes of English pronunciation?

4. – Have you the motivation with the Methodological Strategies in the speaking

skills through techniques of the English pronunciation?

5. – Utilize you the didactic guide in the English pronunciation for the learners?

6. –Know you some effective this technique of learning in the improvement of

the English pronunciation for the learners?

24

7. – How is realizing the evaluation of the learners in the English pronunciation

yield?

8. –How serve the English pronunciation with the Methodological Strategies in

the learners?

9. - Would utilize you the methodological strategies for the learners

pronunciation?

10. - Do you think that it is necessary to design a didactic guide focused on

methodological strategies?


FACULTY OF LETTERS AND SCIENCES OF EDUCATION


SURVEY TO THE LEARNERS.

OBJECTIVE: To know the influence of the application of methodological strategies in the English pronunciation in the learners, Public High School “Dr. Francisco Campos Coello” of the 8

th Grade Section “A”.

Liker Scale

Strongly agree Agree Neutral Disagree Strongly disagree

5 4 3 2 1

INSTRUCTION: Put a “X” in the box according to your opinion

N° QUESTIONS 5 4 3 2 1

1 Should practice you the English pronunciation with Methodological strategies trough new techniques?

2 What consider you the methodological strategies with the increment of the English vocabulary in the pronunciation?

3 Why speak you the English with the companions of the methodological strategies?

4 When influence you the interest of the English in the methodological strategies with the new technologies?

5 What think you the motivation in the games interactive for the communication expressive of the English?

6 Should need you the Methodological strategies in the development of the English pronunciation with the didactic guide?

25

7 How realize you the speaking English through the didactic guide with tools technologies?

8 Should work you the guide didactic with grammatical rulers for the English oral in the classroom

9 Why like you the didactic guide for the English oral?

10 Should narrate you an English story in front of the companions in the classroom?

Source: Public High School “Dr. Francisco Campos Coello”.

Researcher: Mirna Ycaza Valdez


FACULTAD DE LETRAS Y CIENCIAS DE LA EDUCACIÓN

COORDINACION GENERAL DE INVESTIGACIÓN Y PROYECTO ACADÉMICO

ENTREVISTA A LA MAESTRA DE INGLÉS

1.- ¿Usted piensa que el uso de estrategias metodológicas es importantes para

mejorar la pronunciación en los alumnos?

2.- ¿Usted ha usado estrategias metodológicas para mejorar la pronunciación del

idioma inglés?

3.- ¿Usted sabe cómo utilizar estrategias metodológicas en las clases de inglés para

mejorar la pronunciación?

4.- ¿Usted cree que el uso de estrategias metodológicas mejora la pronunciación de

Inglés?

5.- ¿Cómo están motivados los estudiantes a incrementar la pronunciación de inglés?

6.- ¿Sabe usted alguna técnica eficaz para mejorar la pronunciación del idioma Inglés?

26

7.- ¿Cómo es evaluado el rendimiento de los estudiantes en la pronunciación del

idioma Inglés?

8.- ¿Puede la pronunciación del idioma inglés ser desarrollada a través del uso de

estrategias metodológicas?

9.- ¿Usaría usted estrategias metodológicas para incrementar la pronunciación de los

estudiantes?

10.- ¿Piensa usted que es necesario diseñar una guía didáctica enfocada en

estrategias metodológicas?

3.6 ANALYSIS AND INTERPRETATION OF DATA 3.6.1 SURVEY TO THE LEARNERS ITEM 1: Practice the English pronunciation with the Methodological strategies through new techniques SAMPLE: 30 Learners. Course: 8th Grade “A” .

TABLE 3: ITEM 1 SURVEY TO THE STUDENTS

ALTERNATIVES FREQUENCY PORCENTAGE

Strongly Agree 15 50%

Agree 7 23%

Neutral 1 4%

Disagree 6 20%

Strongly disagree 1 3%

TOTAL 30 100% Source: Data collected from eighth grade students

Author: Mirna Ycaza Valdez

FIGURE 1: ITEM 1 SURVEY TO THE STUDENTS

27

Source: Data collected from eighth grade students Author: Mirna Ycaza Valdez

COMMENT:

The results, the 50% of learners strongly agree the English

pronunciation in classes with the methodological strategies through new

techniques, the 23% agree, the 4% are neutral, the 20% disagree, and the 3%

strongly disagree.

SURVEY TO THE LEARNERS

ITEM 2: The methodological strategies will increase the English vocabulary and the pronunciation SAMPLE: 30 Learners. Course: 8th Grade “A”.

TABLE 4: ITEM 2 SURVEY TO THE STUDENTS



Agree 7 23%

Neutral 4 13%

Disagree 8 27%




FIGURE 2: QUESTION 2 SURVEY TO THE STUDENTS

50%

23%

4%

20%

3%

English pronunciation

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

28

Source: Data collected from eighth grade students Author: Mirna Ycaza Váldez

COMMENT:

The results, the 30% of learners strongly agree the methodological

strategies with the augmentation of the vocabulary in the English Language

pronunciation, the 23% agree, the 13% are neutral, the 27% disagree, and the

7% strongly disagree.

SURVEY TO THE LEARNERS ITEM 3: To speak English through the use of the Methodological strategies will enhance pronunciation SAMPLE: 30 Learners. Course: 8th Grade “A”.

TABLE 5: QUESTION 3 SURVEY TO THE STUDENTS



Agree 3 10%

Neutral 6 20%

Disagree 11 37%




FIGURE 3: QUESTION 3 SURVEY TO THE STUDENTS

30%

23% 13%

27%

7%

Methodological Strategies

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

29



COMMENT:

The results, the 10% of learners strongly agree dialogues with

grammatical rulers in the methodological strategies for the English

pronunciation, the 20% agree, the 37% are neutral, the 23% disagree, and the

10% strongly disagree.


ITEM 4: The influence of the methodological strategies with the new technologies to improve pronunciation is a good idea SAMPLE: 30 Learners. Course: 8th Grade “A”.




Agree 7 23%

Neutral 2 7%

Disagree 8 27%





10% 10%

20%

37%

23%

Teaching Strategies

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

30



COMMENT:

The results, the 40% of learners strongly agree any interest in the

English pronunciation with the methodological strategies, the 23% agree, the

7% are neutral, the 27% disagree, and the 3% strongly agree.

SURVEY TO THE LEARNERS ITEM 5: The motivation and interactive games to develop communication and pronunciation SAMPLE: 30 Learners. Course: 8th Grade “A”.




Agree 10 34%

Neutral 7 23%

Disagree 7 23%




40%

23% 7%

27%

3%

Interest In English Learning

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

31



COMMENT:

The results, the 13% of learners strongly agree the stimulation of the

games interactive for the communication expressive in English, the 34% agree,

the 23% are neutral, the 23% disagree, and the 7% strongly disagree.

SURVEY TO THE LEARNERS ITEM 6: The Methodological strategies in the development of the English pronunciation are needed. SAMPLE: 30 Learners. Course: 8th Grade “A”.

TABLE 8: QUESTION SURVEY TO THE STUDENTS



Agree 7 23%

Neutral 5 17%

Disagree 11 36%




13%

34%

23%

23%

7%

Motivation

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

32



COMMENT:

The results, the 17% of learners strongly agree the didactic guide of the

English pronunciation with Methodological Strategies, the 23% agree, the 17%

are neutral, the 36% disagree, and the 7% strongly disagree.

SURVEY TO THE LEARNERS ITEM 7: It is important to speak English through the elaboration of a didactic guide. SAMPLE: 30 Learners. Course: 8th Grade “A”.




Agree 6 20%

Neutral 7 23%

Disagree 5 17%




17%

23%

17%

36%

7%

Didactic Guide

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

33



COMMENT:

The results, the 27% of learners strongly agree practice the English

pronunciation with the didactic guide, the 20% agree, the 23% are neutral, the

17% disagree, and the 13% strongly agree.


ITEM 8: The teacher should use the didactic guide with grammatical rules for the development of pronunciation. SAMPLE: 30 Learners. Course: 8th Grade “A”.




Agree 6 20%

Neutral 4 13%

Disagree 8 27%




27%

20% 23%

17%

13%

Teaching Techniques

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

34



COMMENT:

The results, the 33% of learners strongly agree the work with

methodological strategies in English classes, the 20% agree, the 13% are

neutral, the 27% disagree, and the 7% strongly disagree.

SURVEY TO THE LEARNERS ITEM 9: The didactic guide for English pronunciation is very important SAMPLE: 30 Learners. Course: 8th Grade “A’’.




Agree 5 17%

Neutral 4 13%

Disagree 11 37%





33%

20% 13%

27%

7%

Grammar Rules

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

35


COMMENT:

The results, the 23% of learners strongly agree the design of a didactic

guide for English pronunciation, the 17% agree, the 13% are neutral, the 37%

disagree, and the 10% strongly disagree.


ITEM 10: To create a didactic guide based on methodological strategies will

benefit the students and the teacher too.

SAMPLE: 30 Learners. Course: 8th Grade “A”.




Agree 6 20%

Neutral 6 20%

Disagree 3 10%




23%

17%

13%

37%

10%

Didactic Guide

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

36



COMMENT:

The results, the 47% of learners strongly agree of narration of different

stories for the improvement in the English pronunciation, the 20% agree, the

20% are neutral, the 10% disagree, and the 3% strongly disagree.

3.7 INTERVIEW TO THE ENGLISH TEACHER

47%

20%

20%

10%

3%

Narration

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

37





1. – Do you practice the methodological strategies in the improvement of

the English communication in classes?

Yes, I practice the methodological strategies in the improvement of the English

communication with the learners.

2. – Do you like the new methodological strategies with a didactic guide of

the pronunciation in English language classes for the learners?

Yes, I like the new methodological strategies with a didactic guide of the English

pronunciation classes for the learners.

3. – Do you use the new methodological strategies in the fortress of

dialogues with the classes for the English pronunciation?

Yes, I manifest the new methodological strategies in the fortress of dialogues

with the classes for the English pronunciation.

4. – how do you use the motivation of the speaking skills through

techniques?

Yes, I have motivation of the speaking skills through techniques.

5. – How do you use the didactic guide in the English pronunciation of

learners?

Yes, I utilize the didactic guide in the English pronunciation of the learners.

6. – how do you apply the techniques of the speaking in an effective way

for the learners?

Yes, I apply the techniques of speaking in form effective for the learners.

38

7. - How do you apply the evaluation of the students in the pronunciation

of English language?

It realizes the evaluation through oral lessons with the learners in the

pronunciation of English Language.

8. - How does the English pronunciation work with the Methodological

strategies in the learners?

The methodological strategies serve of support material for the improvement in

the English pronunciation with the learners.

9. - Would you make use of the methodological strategies for the

augmentation of the knowledge in the learners with the English

pronunciation?

Yes, I utilize the methodological strategies for the augmentation of the

knowledge in the learners with the English pronunciation.

10. – Do you need a didactic guide for the interest of the learners with the

speaking skills?

Yes, I need the didactic guide for the interest of the learners with the speaking

skills.

3.8 CHI SQUARE

3.8.1 CHI SQUARE N° 1

39

3.8.2 CHI SCUARE N° 2

3.8.3 CHI SQUARE N° 3

CHAPTER IV

CHAPTER IV

40

THE PROPOSAL

TITLE

A didactic guide focused on methodological strategies in the

pronunciation of English.

6.1 JUSTIFICATION

Students not loan attention in the English pronunciation, the learners do

not utilize an appropriate vocabulary, they have deficiency in oral

comprehension of the Foreign Language, grammatical ruler’s deficiencies and

the spelling, and they have not an interest about the English learning.

The creativity of the English teachers is necessary in the methodological

strategies for students of the English pronunciation.

This investigation proposes the designing of a didactic guide focused on

methodological strategies for students 8th Grade section “A”. This will be useful

for teachers and learners in Public High School “Dr. Francisco Campos Coello”

improve the English pronunciation.

Students possess difficulties and deficiencies in the development of the

English pronunciation. The development of the English pronunciation made in

the tasks with the teacher’s explanation. The teacher does not comply for the

limited number of minutes available for each exercise.

The tasks not have confidence with the teacher without the technology of

translator in the Internet, the parents have not a good knowledge in the English,

and the students are easily distracting with little importance in the classes of

English, the learners have not motivation in the learning of the pronunciation in

the English.

41

The educative institution has not resources for the implementation of an

adequate laboratory for the English learning.

The methodological strategies for students are listening, spelling in the

pronunciation and repeat the phonetics of the alphabet, words, phrases,

sentences, vocabulary, grammatical rulers with CD interactive where the

students should realize dialogues with others people.

6.2 OBJECTIVES

6.2.1 GENERAL OBJECTIVE

To increase the standard of speaking in the English pronunciation, the students

dialogue between themselves and in the field.

6.2.2 SPECIFIC OBJECTIVES.

6.2.2.1 To present grammatical rulers of the English pronunciation with the

didactic guide in the classroom.

6.2.2.2 To provide the students with oral comprehension activities and

dialogues with emphasis in English pronunciation.

6.2.2.3 To apply songs with specific sounds in the English pronunciation.

To discover how methodological strategies motivate their speaking skill.

42

6.3 THEORETICAL ASPECTS

6.3.1 DIDACTIC FOUNDATION

This didactic guide contains several instructions of the methodological

strategies for the students in the English pronunciation. Students utilize

methods for their learning with adequate decisions and capable in

developments of tasks.

The purpose is to strengthen methodological strategies in English

pronunciation learners with the didactic guide

6.3.2 DESCRIPTION OF THE PROPOSAL

The proposal is for the students of the Public High School “Dr. Francisco

Campos Coello”, of 8th Grade Section “A”, locates in the city of Guayaquil, the

English teacher helps the improvement of the English pronunciation.

The proposal is the design of the didactic in the learning English

language. The guide has various instructions and it contains:

The Basic Education with this information in the English language

pronunciation improves the teaching- learning of the English.

This proposal permits the students in the communication of English

language through design of the didactic guide on the methodological strategies

with activities of the English pronunciation.

43




GUIDE DIDACTIC

DESIGN A DIDACTIC GUIDE FOCUSED ON METHODOLOGICAL

STRATEGIES.

AUTHOR: MIRNA YCAZA VALDEZ

GUAYAQUIL – ECUADOR

2019

44

DIDACTIC MATERIAL Nº 1

45

SCIENTIFIC CONTENT Nº 2

Comment

The foods consume with responsible for maintain the better health.

Pizza is an oven-baked flat bread typically topped with tomato sauce and cheese. It exist various types for Baked as coal, wood, gas, and electric ovens, it is generally supplementing with a selection of meats, vegetables, and condiments.

Chocolate originate of the cacao. It is usually brown and

sweet; the preparation is with seeds, roasted and grind, it is

the flavor of vanilla, it cooks, the chocolate is in the form of a

liquid, it utilizes in paste or in a block or supplement as a

flavoring ingredient in other sweet foods.

Ice cream is a frozen food; it is usually from dairy products, such

as milk and cream, it is mixture with fruits or other ingredients of

flavors. Some varieties contain sugar, although others have

sweeteners. In some cases, artificial flavorings and colorings,

therefore utilizes the natural ingredients.

A potato chip is a thin slice of potato that it is fried or baked and

crunchy. Potato chips serve commonly as an appetizer before of the foods.

They cook with salt; the manufactures are with various flavorings and

ingredients including seasonings, herbs, spices, cheeses, and artificial

additives.

Book Author Dictionary

English Mirna Ycaza Valdez. Cambridge

http://en.wikipedia.org/wiki/Tomato_sauce

http://en.wikipedia.org/wiki/Tomato_sauce

http://en.wikipedia.org/wiki/Cheese

http://en.wikipedia.org/wiki/Dairy_product

http://en.wikipedia.org/wiki/Sugar

http://en.wikipedia.org/wiki/Sugar_substitute

http://en.wikipedia.org/wiki/Seasoning

http://en.wikipedia.org/wiki/Food_coloring

http://en.wikipedia.org/wiki/Potato

http://en.wikipedia.org/wiki/Deep_frying

http://en.wikipedia.org/wiki/Seasoning

http://en.wikipedia.org/wiki/Herb

http://en.wikipedia.org/wiki/Spice

http://en.wikipedia.org/wiki/Cheese

46

EVALUATION SHEET N° 2

1. Match the Numbers according to words with pictures correctly (5 points)

2. Complete the word with vowels according to the vocabulary learned. (5

points)

1. P__zz__

2. P_t__t__ ch__ps

3. F__ ___s

4. S__ndw__ch

5. Cl__ss__c L__y´s

47

DIDACTIC MATERIAL N° 3

Jazz Music

Reggae Music

Romantic music

TYPE OF MUSIC

Opera music Folk music

48


Comment

These are various instruments of the epoch and all type of music.

What is Music?

Definition of music are sounds with vibrations of different instruments acoustics as piano, guitar, flute… the music is gradable with rimes. The singer and the Banda are precursors of different type’s

music. It is fundamental to discuss, categorize, and otherwise consider the phenomenon of the music. Many suggest as culture of different countries, form part of the life.

To many people in many cultures, music is an important part of their way of life

Romantic music is a term denoting an era of Western classical music that began

in the late 18th or early 19th century. It was relating with the Romanticism. This type

of music is to encounter in places where the couple enjoy the romantic music and

persons remember their epoch with dance in the daily of the life, in special San

Valentin.

Pop music is more flexible and constantly changing. It is strong sounds

and modern that crazy young people have fascination, it is in success of

this epoch and the more sold

Opera is one place where persons participate for listen the melodies, the music

has with different arts and talent as singing, drama, poetry, plastic arts and

sometimes dance, all the components of opera combine their expressiveness and

their beauty. This complex alchemy makes an opera performance an

extraordinary show, monopolizing the sight, hearing, imagination and sensibility

of the audience, where they are all human passions in the work.

Jazz is a genre of music that originated in African-American communities

during the late 19th and early 20th century. Jazz emerged in many parts of

the United States of independent popular musical styles; linked by the

common bonds of European American and African-American musical

parentage with a performance orientation



http://en.wikipedia.org/wiki/History_of_music

http://en.wikipedia.org/wiki/Music_genre

http://en.wikipedia.org/wiki/African-American

http://en.wikipedia.org/wiki/European_American

http://en.wikipedia.org/wiki/African-American

49

EVALUATION SHEET N°3

1. Match the correct words with the picture (5points)

2. Choose the correct words in the box and write according the picture

Opera music

Jazz Music

Romantic music

Music

Pop – romantic- jazz- blu- electronic- rock-folk- opera-Reggae

50


THE ANIMALS

51


Comment

These animals are wild and ferocious in their environment.

Wolves are a class of the canine

family and they are ferocious in

the jungle.

Kangaroos are large

marsupials, they found only in

Australia and your baby is in

the bag, hop. It is in the

jungle.

The zebra is animal with line

black; it is similar horse, they

are to encounter in the circus

or the jungle.

The Elephants are large animals

with two tusk in flock. They are

recognizing traditionally in African

and the Asian

Deer are animals in epoch

of ice or heat in the UK. It

represents the Christmas.

They are brown and run in

the forest.

The lions are ferocious with

head of hair, some males

exceeding 250 kg exist in sub-

Saharan Africa and in Asia

Animal

There is different types of animal or species; it is in the zoo, the animal lives with person in the house, in the circus or in the jungle. These are domestic and wild. Some times are friends of the humans.


English Mirna Ycaza Valdez Cambridge

http://en.wikipedia.org/wiki/African_elephant

http://en.wikipedia.org/wiki/Asian_elephant

http://en.wikipedia.org/wiki/Sub-Saharan_Africa

http://en.wikipedia.org/wiki/Sub-Saharan_Africa

http://en.wikipedia.org/wiki/Asia

52

EVALUATION SHEET No 4

1. Write the correct name the following animals(5points)

___________________ _________________

___________________

__________________

____________________

2. Put the order the following name the animals (5 points)

Ilno___________

Eymnko __________

Eedr_______________

Wflo _____________

Oagt ____________

53

DIDACTIC MATERIAL Nº5

There is / are negative sentences

THERE ISN´T A CAR. THERE AREN´T THREE

CARS

THERE ISN´T A MOUSE. THERE AREN´T TWO

MICE.

THERE ISN´T A KNIFE THERE AREN´T TWO KNIVES.

THERE AREN´T(ARE NOT) PLURAL Contraction

THERE ISN´T (IS NOT) SINGULAR CONTRACTION

THERE´S

Car Cars

Mouse Mice

Knives

54


There is / are negative sentences.

Negative Form

The negative is forming by putting not after is or are:

There is not a horse in the field.

There are not eight children in the school.

There is not a tree in the garden.

There are not two elephants in the zoo.

The Negative contractions

There's not = There isn't

There are not = There aren't

There Are with ANY used in negative sentences

When we want to indicate that a zero quantity of something exists we use there aren't

any.

There aren't any people at the party.

There aren't any trees in my street.


Comment

These contractions are utilizing positive and negative in the persons of the society.



55

EVALUATION SHEET No 5

1. CIRCLE THE CORRECT ANSWER. (5 POINTS)

a. There (isn´t / aren´t) three chairs in the classroom.

b. There (aren´t / isn´t) a spider in the bath.

c. There (isn´t / aren´t) only one chocolate left in the box.

d. There (isn´t /aren´t) nine cats in my house.

e. My mother there (aren´t / isn´t) candies.

2. LOOK AT THE PICTURE AND WRITE THERE ISN´T OR

AREN´T FOR EACH SENTENCE. ( 5 POINTS)

a. ______________________ tomatoes in the box.

b. ______________________ a car in the garage.

c. ______________________ a knife on the table.

d. _______________________ mice in my house.

e. _______________________a supermarket in front of drugstore.

56

DIDACTIC MATERIAL N º 6

There / is / are affirmative sentences

THERE IS A CAR THERE ARE THREE

CARS.

THERE IS A MOUSE. THERE ARE TWO

MICE.

THERE IS A KNIFE THERE ARE TWO

KNIVES

THERE IS A TOMATO THERE ARE TWO

TOMATOES

Car Cars

Mouse Mice

knives

tomato tomatoes

THERE ARE PLURAL No contraction

THERE IS SINGULAR CONTRACTION

FG There´s

57

EVALUATION SHEET Nº6

3. CIRCLE THE CORRECT ANSWER. (5 POINTS)

f. There (is / are) three chairs in the classroom.

g. There (are / is) a spider in the bath.

h. There (is / there are) only one chocolate left in the box.

i. There (is /are) nine cats in my house.

j. My mother there (are / is) candies.

LOOK AT THE PICTURE AND WRITE THERE IS OR THERE ARE FOR

EACH SENTENCE ( 5 POINTS).

f. ______________________ tomatoes in the box.

g. ______________________ a car in the garage.

h. ______________________ a knife on the table.

i. _______________________ mice in my house.

j. _______________________a supermarket in front of drugstore.

58


We use there is and there are to say that something exists.

Positive Sentences

We use there is for singular and there are for plural.

there is a car

There are three cars.

There is a mouse.

There are two mice.

there is a knife

there are two knives

there is a tomato

there are two tomatoes

Contractions

The contraction of there is is there's.

There's a good song on the radio.

There's only one chocolate left in the box.

COMMENT

The contraction there’ s is equal that there is for singular.



59

DIDACTIC MATERIAL N º7

There is / are in questions

1. Is there a car in the garage? Are there some yellow cars?

Is there a big mouse? Are there 12 mice?

Is there a knife in the box? Are there some knives on the

table?

Is there a green tomato? Are there some red tomatoes?

Car Cars

Mouse Mice

Knives

Tomato Tomatoes

60

SCIENTIFIC CONTENT N º 7

Is There /Are There inQuestions

To form a question we place is / are in front of there.

Structure

IS-ARE+/THESE/+ /COMPLEMENT/+/? /

Is there a dog in the supermarket? - No, there isn't.

Are there any dogs in the park? - Yes, there are.

Is there a security guard in the shop? - Yes, there is.

Are there any polar bears in Antarctica? - No, there aren't.

Is there any ice-cream in the freezer? - Yes, there is.

Is there a green tomato? Are there some red tomatoes?

Comment

First is the verb, after the word “there” at question.



tomato tomatoes

61

EVALUATION SHEET N º 7

1. Complete the questions. Choose is there or are there. (5 Points )

1. _____________a swimming pool?

2. _____________five books on the table?

3. _____________one book under the table?

4. _____________three bad films?

5. _____________a teacher in the classroom?

2. Put the order in the following questions with is there and are there.( 5 points)

1. Is/ a horse/ there /? /in the garden/

___________________________________

2. ?/ are/ there/ 12 months/ in a year?

___________________________________

3. Flowers/ are/ there/ in the park/?

__________________________________

4. Is/there/ a bus/?/ at 12:00

_________________________________

5. Is / a bicycle / there /in the street/?

____________________________

62

DIDACTIC MATERIAL N°- 8

63


How Many and How much

If we want to find out the number of objects that exist we use how many in the

following form:

How many dogs are there in the park?

How many students are there in your class?

How many countries are there in South America?

How many Star Wars films are there?

How much money is there?

EVALUATION SHEET Nº 13

Comment

These words are counting subjects or objects.



How many + plural noun + are there + complement.

How much + singular noun+ is there+ complement.

64


1. Match the picture correctly with the information questions (5 points)

2. Write how many or how much in the following questions(5 points)

a) _____________ players are in a handball team?

b) _____________ pocket money do you get per week?

c) _____________ time is left?

d) _____________ sisters does Ella have?

e) _____________ coins did you find yesterday?

65

DIDACTIC MATERIAL N°- 9

After - Before - As

66

CIENTIFIC CONTENT Nº 9

After

1. I'll see you after work.

2. Camilla won't be home until after midnight.

3. David got promoted after just two years with the company

As

I dropped my keys as I left my apartment.

His health improved as he exercised more.

As time went by his English got better.

I woke up as the sun was rising.

She arrived as you were leaving.

Before

1. We should finish this exercise before 4.00.

2. I need to buy a present before James comes.

3. Where did you live before coming to America?


Comment

They are words “after, before and as” in actions with our activities.



The time expressions after, before and when are used to indicate when

something happens in the past, present or future. After, before and when

introduce a full clause and require a subject and verb

After- Before- As

67


1. Complete the sentences using before, after, as,

1. You will have hungry _____ you eat.

a) After

b) before

2. The sunset gives glare, ______ it gives shadow very lengthened.

a) After

b) As

3. Every night will go for the bed, ______I brush my teeth.

a) After

b) before

4. While the girl is sleeping, _______ she awaken of a strange dream.

a) After

b) Before

5. There is fire in the build; _______ I affect the smoke in my eyes.

a) As

b) Before

2. Write five sentences the use before and after (5 points).

Example: Before I go for the school, first I revise my knapsack

1. ____________________

2._____________________

3._____________________

4._____________________

5._____________________

68


THE MONTHS OF THE YEAR

COMMENT

They are each activity of the months in the year.




a. In what month is Christmas?

Month Short

Form

Days

1 January Jan. 31

2 February Feb. 28/29

3 March Mar. 31

4 April Apr. 30

5 May May 31

6 June Jun. 30

7 July Jul. 31

8 August Aug. 31

9 September Sep. 30

10 October Oct. 31

11 November Nov. 30

12 December Dec. 31

Fill in the blanks with the appropriate month:

* Halloween takes place in .

* comes after February.

* The last month of the year is

* The month between August and October

is

* Christmas and Hannukah are celebrated

in

* Saint Patrick's day is in

69

b. What is the first month of the year?

c. What month is the shortest?

d. What month has the letter L at the end?

e. What month is before August?


J A N U R

L

I

P

A

D E C E M B E R

Y

J U Y

F

R

B

A

U

Y

R

70

1. Add the missing letter.(5 points)

_____anuary ____ebruary ____arch

_____pril _____ay ____une

_____uly ____ugust

____eptember

_____ctober ____ovember

___ecember

2. Put in order the months of the year. (5 points)

=

=

=

=

=


RCHAM

EUNJ

YAM

BERTEMSEP

OCBERTO

71


72


Comment

They clean their house and rooms.



We cook and eat

We sleep all at night

The place in the yard that has plants

We everyday take a shower We watch TV and relax after the job.

We keep our cars

73

1. Unscramble the letters. Write the names of the parts of a house (5

points).

a) Thromboa __________________________

b) Glinvimoro _________________________

c) Chikent ____________________________

d) Eargag _____________________________

e) Modrobe.___________________________

2. Complete the sentences with words from the box.(5points)

a) We cook and eat in the _____________________

b) The places in the yard that has plants is called

the____________________

c) We keep our cars in the _______________________

d) Every morning, I take a shower in the __________________

e) We watch TV and relax in the __________________


COUNTABLE/UNCOUNTABLE NOUNS

Kitchen/ bathroom/ garage/garden / living room.

74

Countable nouns are words which can be counted. They have a singular form and

a plural form.


Countable Uncountable

dollar money

song music

suitcase luggage

table furniture

battery electricity

bottle wine

report information

tip advice

journey travel

job work

view scenery

COMMENT

They know to counter their food or uncountable.



75


1. Choose the words in the box and Write correctly, if is countable and

uncountable(5 points)

BURGER/ RICE/ PAPATOES/ MILK/SALAD/ JUICE/APPLE/FRUIT/SUGAR/EGGS

76

2. Look at the picture and complete following wordscorrectly. (5 points)

F__I__S __E__e__L _I__K

__OO__I__S C__ __F__E__

SCIENTIFIC CONTENT: 13

Uncountable

_______________________

_______________________

_______________________

_______________________

_______________________

Countable

_______________________

_______________________

_______________________

_______________________

_______________________

Simple present in affirmative sentences

The simple present is used: to express habits, general truths, repeated actions or

unchanging situations, emotions and wishes

77

Structure

Subject + Simple present + complement


Comment

They are realizing each activities..

I

We watch TV.

You love my dog.

They play soccer.

Examples

1. They get up.

2. We take a shower.

3. You have breakfast.

4. They go to work.

5. We have dinner.

6. I finish work.



78


1. Choose the correct verbs in simple present tense.(5 points)

a) We ______________ up. ( get, love, watch)

I

We watch TV .

You love my dog.

They play soccer.

I

We watch TV.

You love my dog.

They play soccer.

Examples

1. Theyget up.

2. Wetake a shower.

3. Youhavebreakfast.

4. Theygotowork.

5. Wehavedinner.

6. I finishwork.

79

b) We _______________a shower. (take, love, get)

c) You _______________ breakfast. (get. go, start )

d) They _______________ to work. (go, get, finish)

e) I __________________tv. ( love, take, watch)

2. Complete the sentences in affirmative with the following verbs.(5

points)

Love- watch- get- play- have- watch - finish.

They _________ dinner. They _____ TV .

We__________ to work. I _____ breakfast.

You ________ with my friends.

DIDACTIC MATERIAL N°14

80

we don´t have dinner hot dog

we have dinner soup.

They do not watch TV in morning

They watch TV at night.

We don´t go to work in Sundays.

We go to work in Monday.

You don´t play soccer in Monday.

I don´t have breakfast soup. / I have breakfast eggs.


1. Choose the option correct in the following sentences (5 points)

We don/ doesn`t take a taxis in my house.

we don´t/ do have dinner hot dog

I /YOU / WE THEY = Do + not —> don’t

81

They do not/do watch TV in morning

You don´t/ does play soccer in Monday.

I don´t/ does have breakfast soup

2. Look the picture and completethe following sentences with don't or do

not the box.(5 points)

we______________dinner hot dog I______________ breakfast soup

They____________ TV in morning We__________ to work in

Sundays.

You ______________soccer in Monday


Simple present in negative

Do not watch –do not have- don´t have - don´t go - don´t play

82

The structure of the negative structure is formed by adding the auxiliaries do or

does plus the negation not. We use it mostly to talk about daily routines and

habitual actions. It has other uses that we will explain in the coming lessons.

Subject+ not + verb be+ complement.

NOTE: We often use short forms in negative sentences in the Simple Present:

we don´t have dinner hot dog

wehave dinner soup.

DIDACTIC MATERIAL N° 15


Comment

They are utilizing the simple present negative in theirs activities.

I /YOU / WE THEY = Do + not —> don’t

They do not watch TV in morning

We don´t go to work in Sundays.

You don´t play soccer in Monday.



83

HE/ SHE/ IT =Does + not —> doesn’t


3. Choose the option correct in the following sentences (5 points)

He does not gets /don`t get up at 12 oćlock.

He does not get up at 10

oćlok. He doesn’tstart work at 9

o’clock.

He doesn’tfinish work at 9

oćlock. He doesn’t have lunch at

night.

He doesn’t get a dressed with jeans He doesn’t take a shower

at10 oćlock

Carla does not have dinner

at night .

He doesn’t go to bed at afternoon

She doesn’twatchTVin morning.

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Daniel doesn`t watches / doesn`t watch t v in the morning.

Carla doesn´t eat /does not eats eggs in the afternoon .

She doesn`t plays / doesn`t play in the park.

He does not takes / doesn`t take a taxis.

4. Look the picture and complete the following sentences with does not or

doesn't the box. (5 points)

He _____________up at 10 o´clock. He_____________ work at 9

o’clock.

Carla___________ dinner at night . He____________ to bed at

afternoon

He ________________a shower at 10 o´clock



The structure of the negative structure is formed by adding the auxiliaries do or

does plus the negation not. We use it mostly to talk about daily routines and

Does not have - doesn’t go -does not get-doesn’t start-doesn’t take

85

habitual actions. It has other uses that we will explain in the coming lessons.

Does + not —> doesn’t

Sujeto + do/does + not + verbo+ ...

NOTE: We often use short forms in negative sentences in the Simple Present:

HE/ SHE/ IT =Does + not —> doesn’t


Simple Present Yes/ Not Question

Comment

They utilize the apostrophe with the simple present negative for theirs activities. .

He doesn’t get up at 10

o´clock.

He doesn’t start work at 9

o’clock.

He doesn’t get a dressed

with jeans

He doesn’t take a shower at

10 o´clock

Carla doesn’t have dinner at

night.



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Do

Uses do for yes/no questions in simple present tense

if the subject is (or means) I, you, we, or they:

I need this. ---> Do I need this?

You understand me. ---> Do you understand me?

We have a test tomorrow. --->Do we have a test tomorrow?

They like sashimi. ---> Do they like sashimi?

DO I a enjoy fruits?

Do they play the soccer in the

park?


COMMENT

They are utilizing the simple present with Yes or Not questions in the activities.



87

DO they watch TV in the morning? DO I a enjoy

fruits?

DO they have dinner at 12 o´clock? DO they play the soccer in the

park?

Examples:

I need this. ---> Do I need this?

You understand me. ---> Do you understand me?

We have a test tomorrow. --->Do we have a test tomorrow?

They like sashimi. ---> Do they like sashimi?


1. Put the tick in the box to correct in the following sentences. (5 points)

a) Do you like pizza?

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Does

b) Do l have dinner?

Does

c) Do They take breakfast?

Does

d) Do We take a shower?

Does

e) Does You watch TV?

Do

2. Put the order the following sentences. (5 points)

1. Pizza/do/ like/ They?

______________________________

2. Do/?/Carla and Miguel/ have/ dinner

______________________________

3. We /?/need/tickers for museum/ do

______________________________

4. I /do/?/ take a shower

______________________________

5. Do/?/work/ on Sundays/ you

______________________________


1. The book is big. 2. The ruler is small. 3. The crayon is purple. 4. The pen is blue.

89

5. The scissors is white. 6. The bag is beautiful.

7. The chair is yellow.

COMMENT They demonstrate the activities into the schoolroom

Book Author Vocabulary

English Mirna Ycaza Valdez. English

90


91

7. CONCLUSIONS

There are four different groups of students:

The first group is in the description of the methodological strategies

through new techniques with high yield.

The second group does not practice the pronunciation with

appropriate exercises.

The third group does not have a good application of the didactic

guide in the pronunciation with the students. In addition, the four groups

do not motivate the communication of the English.

The students do not practice the speaking among them and the

environment with the English language pronunciation.

The instruments of English Language are not used for the learning

of the English in the school, the students consider the learning

monotonous, traditional and there is a little motivation in the English

pronunciation teaching.

Although, it is necessary the teaching of English is in the society.

The department of English promotes the continuation of plans, projects

and objectives in welfare of the learners in constant changes of methods

and techniques.

92

8. RECOMMENDATIONS

This proposal helps the interaction between the students in the

classroom with the motivation of the English teacher; these techniques

obtain the facility of the skills in the activities of the English pronunciation.

Although, the development of the proposal in the students for the

pronunciation with strategies permit the comprehension of different topics

or themes; they take decisions of each tasks in the learning of English

learning.

The design of a new didactic guide in the pronunciation has facility

the speaking and skills of the English in the classroom, as well as the

implementation of the technologies resources improve the pronunciation in

the speaking English of learners.

The methodological strategies help towards the English teacher in

the improvement of the communication expressive between the students

and the environment.

The competences between the educative institutions influence in

the English pronunciation with the vocabulary, spelling and writing in the

development of their intellectuals capacities.

These classes of stimulation in the learners for learning of English

language have objectives the application of the language. The learners

want winning medals or premium. The application improves the

communication expressive.

Although, the competencies is necessary within of the educative

institution promotes in the learners between the same Grade and different

section or different the educative institutions of same levels.

93

REFERENCES

Art, I. (2014). Improvement of English pronunciation of Russian learners in

a Russian school with the Estonian language immersion. Tartu.

Castillo, F. (2014). The methodological strategies in the laerning-process

of the English Language during the second semester of 2014. Managua.

Cook, Vivian. 2001. Second language learning and language teaching.

Third edition. London.

Chan, M. (2018). Embodied Pronunciation Leraning: Research and

Practice . The CATESOL Journal.

Chen, L. (2014). Undersatnding Pronunciation Variations Facing ESL

Students. International Journal of Humanities and Social Science.

Saacs, T. (2017). Pronunciation assessement. Language Teaching.

Journal of Second Language Pronunciation.

Maridueña, I. (2017). English metodological strategies and their influences

on Reading and Writing skills . Revista Ciencia UNEMI.

Milinte, S. (2013). Didactic Teaching Strategies For Successful Learning.

Rajamaki, A. (2016). Pronunciation teaching in a Finnish secondary

school:. A case study.

Renau, M. (2016). A Review of the Traditional and Current Language

Teaching Methods. International Journal of Innovation and Research in

Educational Sciences.

94

Saskia Kistner, K. R. (2015). Teaching learning strategies: The rol of the

instructional context and teacher beliefs . Journal for Educational

Research Online.

Yates, Lynda and Bert. Zielinski. (2009). Give it a go: Teaching

Pronunciation to Adults - Available at

http://www.ameprc.mq.edu.au/__data/assets/...

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ANNEXES

110

Photo 1: The learners of th Photo 1: The learners of the 8th Grade Section “A” e

8th Grade Section “A”

111

Photo 2: The learners attention in the survey.

Photo 3: the survey.

universidad de guayaquil facultad de filosofÍa,...

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