ENGLISH LANGUAGE CAREER “CURRICULAR PLANNING AND

Transcription

ENGLISH LANGUAGE CAREER
“CURRICULAR PLANNING AND ITS INFLUENCE
ON THE DEVELOPMENT OF THE FOUR BASIC
LINGUISTIC
SKILLS
OF
THE
ENGLISH
LANGUAGE IN THE 1st, 2ndand 3rdYEARS OF
HIGH
SCHOOL
CURRICULUM
AT
EXPERIMENTAL BERNARDO VALDIVIESO HIGH
SCHOOL OF LOJA CITY, MORNING SECTION.
PERIOD 2010-2011’’
THESIS PREVIOUS TO OBTAIN THE
LICENTIATE’S DEGREE IN SCIENCES OF
EDUCATION,
ENGLISH
LANGUAGE
SPECIALIZATION.
AUTHORS:
Celia Esperanza CuripomaTenezaca
EdiMonfilio Herrera Chamba
THESIS DIRECTOR:
Lic. Zandra Medina Muñoz
LOJA-ECUADOR
2012
CERTIFICATION
Lic.Zandra E. Medina M.
TEACHER OF ENGLISH INSTITUTE AND DIRECTOR OF THESIS
CERTIFIES:
To have directed and corrected this thesis, previous to
obtain the licentiate’s degree with the title “CURRICULAR
PLANNING AND ITS INFLUENCE IN THE DEVELOPMENT
OF THE FOUR BASIC LINGUISTIC SKILLS OF THE
ENGLISH LANGUAGE IN THE 1st, 2nd and 3rdYEARS OF
HIGH
SCHOOL
CURRICULUM
AT
EXPERIMENTAL
BERNARDO VALDIVIESO HIGH SCHOOL OF LOJA CITY,
MORNING
responsibility
SECTION.
of
the
PERIOD
2010-2011’’under
undergraduate
students:
the
Celia
EsperanzaCuripomaTenezaca and Edi Monfilio Herrera
Chamba. Therefore, I authorize its presentation and
defense.
Loja, December 2012
Lic. Zandra E. Medina M.
THESIS DIRECTOR
ii
AUTHORSHIP
All the criteria, analysis and concepts, which are presented in this thesis
work, are of the authors’ exclusive responsibility. However this thesis work
can be used as a consulter document.
Celia E. CuripomaT.
Edi M. Herrera Ch.
iii
ACKNOWLEDGEMENTS
It is necessary to give sincerely thanks first, to the National University of
Loja for the opportunity of studying in this prestigious institution, to the
teachers of the English Language Career, who helped us to fulfill our
studies successfully; and finally, we want to thank to Lic.Zandra
Medina, who gave us her supportas thesis Director in order to finish this
research work.
THE AUTHORS
iv
DEDICATION
I dedicate this work firstly to God, and then to my family, especially to my
parents, who encouraged me to study, and with their sacrifice they gave
me all the support to finish my Professional Career.
Edi
I want to dedicate this work firstly to God, because he gave the strength to
accomplish with student’s duties; and then to my family, especially to my
husband, because he gave his unconditional support to finish this
research work.
Celia
v
ÁMBITO GEOGRÁFICO DE LA INVESTIGACIÓN
AUTOR/ NOMBRE DEL
DOCUMENTO
DOCUMENTO
FECHA AÑO
TIPO DE
FUENTE
BIBLIOTECA: Área de la Educación, el Arte y la Comunicación
ÁMBITO GEOGRÁFICO DE LA INVESTIGACIÓN
NOTAS
OBSERVACIÓN
NACIONAL
REGIONAL
PROVINCIA
CANTÓN
PARROQUIA
BARRIOS
OTRAS
COMUNIDADES
DEGRADACIONES
LA PRADERA
CD
Celia Esperanza Curipoma
Tenezaca
Edi Monfilio Herrera Chamba
―CURRICULAR PLANNING AND
ITS
TESIS
INFLUENCE
ON
THE
DEVELOPMENT OF THE FOUR
LINGUISTIC SKILLS OF THE
ENGLISH LANGUAGE IN THE
1st, 2nd, AND 3rd YEARS OF
UNL
2012
ECUADOR
ZONA 7
LOJA
HIGH SCHOOL CURRICULUM
AT
―BERNARDO
EXPERIMENTAL
VALDIVIESO‖
HIGH SCHOOL OF LOJA CITY,
MORNING SECTION. PERIOD
2010-2011.‖
vi
LOJA
SAN
SEBASTIAN
LICENCIADOS EN
CIENCIAS DE LA
EDUCACIÓN
ESPECIALIDAD
INGLES
MAPA GEOGRÁFICO
vii
CONTENT SCHEMA
CERTIFICATION
AUTHORSHIP
ACKNOWLEDGEMENTS
DEDICATION
GEOGRAPHICAL
MAP
a.
THEME
b.
SUMMARY
c.
INTRODUCTION
d.
REVIEW OF LITERATURE
e.
MATERIALS AND METHODS
f.
RESULTS
g.
DISCUSSION
h.
CONCLUSIONS
i.
RECOMMENDATIONS
j.
BIBLIOGRAPHY
k.
ANNEXES
viii
a. THEME
―CURRICULAR PLANNING AND ITS INFLUENCE ON THE DEVELOPMENT OF
THE FOUR LINGUISTIC SKILLS OF THE ENGLISH LANGUAGE IN THE 1st,
2nd, AND 3rd YEARS OF HIGH SCHOOL CURRICULUM AT EXPERIMENTAL
―BERNARDO VALDIVIESO‖ HIGH SCHOOL OF LOJA CITY, MORNING
SECTION. PERIOD 2010-2011.‖
1
b. SUMMARY
The present research work titled: “CURRICULAR PLANNING AND ITS
INFLUENCE ON THE DEVELOPMENT OF THE BASIC LINGUISTIC SKILLS
OF THE ENGLISH LANGUAGE IN THE 1st, 2nd, AND 3rd YEARS OF HIGH
SCHOOL CURRICULUM AT EXPERIMENTAL “BERNARDO VALDIVIESO”
HIGH SCHOOL OF LOJA CITY, MORNING SECTION, PERIOD 2010-2011”
has been made with the purpose of determining how the Curricular Planning
elaborated by the teachers of the mentioned Educative Institution influences in
the development of the four main skills of the English Language.
In order to carry out this research work, it was necessary to use the scientific
method as the main one in the whole research process, because it helped the
researchers to find out the truth about the researched object through a contrast
between the theory and the reality.
The instrument chosen to get the necessary information was the survey, which
was applied to the teachers and the students of the researched high school, and
in order to process the information some particular methods were used, such as:
analytic-synthetic and explicative methods, and to elaborate the final report it was
used the descriptive method.
Among the main conclusions of this investigation, the researchers found that only
some teachers of the researched institution develop the micro and meso
planning, others definitely do not plan their classes. Also, the teachers plan their
meso and micro planning without taking into account techniques and activities
that promote the development of the four English language skills.
2
RESUMEN
El presente trabajo de investigación titulado: "PLANIFICACIÓN CURRICULAR Y
SU INFLUENCIA EN EL DESARROLLO DE LAS DESTREZAS LINGÜÍSTICAS
DE LA LENGUA INGLESA EN EL 1ero, 2do, AND 3er AÑOS DE ESTUDIOS DEL
COLEGIO EXPERIMENTAL "BERNARDO VALDIVIESO" DE LA CIUDAD DE
LOJA, SECCIÓN DIURNA. PERÍODO 2010-2011", se ha hecho con el fin de
determinar cómo la planificación curricular elaborado por los profesores de las
influencias mencionadas Institución Educativa en el desarrollo de las cuatro
habilidades principales del idioma Inglés.
Para llevar a cabo este trabajo de investigación, fue necesario utilizar el método
científico como la principal en el proceso de investigación, ya que ayudó a los
investigadores a descubrir la verdad sobre el objeto investigado a través de un
contraste entre la teoría y la realidad.
El instrumento elegido para obtener la información necesaria fue la encuesta,
que se aplicó a los profesores y los estudiantes de la escuela secundaria
investigado, y con el fin de procesar la información de algunos métodos
específicos fueron utilizados, tales como: métodos analítico-sintético y
explicativo, y elaborar el informe final se utilizó el método descriptivo.
Entre las principales conclusiones de esta investigación, los investigadores
descubrieron que sólo algunos maestros de la institución investigada desarrollo
de la micro y meso planificación, otros definitivamente no planea sus clases.
Además, los maestros planean su meso y micro planificación, sin tener en
cuenta las técnicas y actividades que promueven el desarrollo de las cuatro
habilidades del idioma inglés.
3
c. INTRODUCTION
The present research work is related to the influence that Curricular Planning
elaborated by the teachers has in the development of the four linguistic skills of
the English Language in the students of 1st, 2nd and 3rd Years of High School, at
Bernardo Valdivieso High School of Loja city, morning section, period 2010-2011.
The problematic found in this Institution was the low level of learning of the
English Language by the students of the High School Curriculum;through the
direct observation and informal interviews with the students, the researcherscould
realize that one of the possible factors that has caused this problem is the
Curricular Planning preparedby the teachersto develop their classes. This
situation motivatedthe authors of this research work to investigateabout the
incidence that the Curricular Planning has in the development of the English
linguistics skillsin order to offer some alternatives of solution to this problem.
In order to determine all the factors involved in the present research work, the
following specific objectives were set: to analyze the Meso-Planning that the
teachers elaborate to develop the four basic linguistic skills; and, to explain the
influence the Micro-planning in the development of the four Linguistic Skills of the
English Languages.
The general Hypothesis of the present work states that the Curricular Planning
influences in the development of the four Basic Linguistic Skills of the English
Language in the students of the 1st, 2nd, 3rd Years of High School Curriculum at
―BernardoValdivieso‖ of Loja City.
As a general method we used the scientific one, which let us develop a set of
procedures oriented to discover, demonstrate and verify the stated hypothesis,
contrasting the theory with the real found problem. Through this method we
4
developed the phases of observation and questioning about the problem,as well
as it was used to verify the hypothesis contrasting the variables with the collected
empiric data and the theoretical referents. It also was useful to derive the
conclusions supported in the theoretical referents and the tendencies of the
obtained results in the field research.
In addition, it was necessary to make use of other methods, such as the Analytical
System and Explicative Methods, which have served as a support to develop all
the research process.
In order to get the information, a survey was applied to the teachers and students
of the institution; it served to obtain the results, whichare described in the present
research work.
This written report work also includes: the Literature Review, which was used as a
guide and support to develop the research project.The Methodology was used to
develop the field research and to carry out the analysis of the obtained data; and
to draw the conclusions and recommendations.
The presentation and the discussion of the results are shown with the respective
statistic tables and graphs in order to facilitatethecomprehension of the same
ones. The interpretation of every question is presented with a critical analysis
according to the obtained results; and finally, it contains the verification of the
statedhypotheses.
Finally, this written report presents the conclusionsand recommendations about
the problematic related to the Curricular Planning and its influence in the
development of the four basic linguistic skills into the English Teaching-Learning
Process.
5
d. REVIEW OF LITERATURE
MACRO CURRICULAR PLANNING
DEFINITIONS
Curriculum is a Latin voice that derives from the verb curro, meaning
race, carried out by the students to achieve an academic degree, while
study plan is derived from another Latin expression, <ratio studiorum>
that means rational organization of studies.
Shoemaker defines ―curriculum as education that is organized in such
a way that it cuts across subject-matter lines, bringing together various
aspects of the curriculum into meaningful association to focus upon
broad areas of study. It views learning and teaching in a holistic way
and reflects the real world, which is interactive‖.
The curriculum plan responds to the need for a framework, for action
that ensures consistency between the different areas of education
planning purposes and general and specific objectives, content,
methodology, evaluation, and analysis from allowing a broad
perspective of all the factors involved in the teaching and learning
process.1
TYPES OF CURRICULUM
 Curriculum-in-use
 Received Curriculum
 Rhetorical Curriculum
 Concomitant Curriculum
 The Hidden or Covert Curriculum
1
ALLMENDINGER, Phil and GUNDER, Michael.Planning Theory.Fourth Edition. 2005
6
 The Null Curriculum
IMPORTANCE
The routine and the improvisation have been and they continue being the
main enemies of the efficiency and effectiveness of education, where the new
generation’s formation and qualification are at stake.
With the result of the curricular planning, either with the institutional curricular
planning or the elaboration of a strategic planning of development becomes
an indispensable requirement in order to get a good progress at the
educational establishment, however little it is known on these types of
planning. Therefore, it is necessary the information for the viability of this
work.
THE NEED FOR DEVELOPMENT CURRICULUM PROCESSES
Curricular planners debate over teaching method as part of a broader set of
educational planning decisions. These traditionally involve:
 The carefully examination, drawing on all available sources of knowledge
and informed judgment of the teaching objectives, whether in particular
subject courses or over the curriculum as a whole.
 The development and trial use in schools of those methods and material
which are judged, likely to achieve the objectives which teachers agreed
upon.
 These assessments of the extent, to which the development work has in
fact achieved its objectives. This part of the process may be expected to get
new thought about the objectives of themselves.
7

The final element is therefore the feedback of the whole experience
gained to provide a starting point to further study.
These elements are viewed as forming a network of interacting systems, choice
of teaching method cannot, therefore be determined in isolation from other
planning and implementation practices.
OBJECTIVE
The objective of the design of any curricular patterns is to take care from the
coherent, horizontal, vertical, logic and psychological relationship among the
different didactic units that integrate the curriculum, since facilities in great
measure achieve the continuity, sequence and integration of the diverse
educational actions, the instrumentation and curricular evaluation from the
learning.
FORMS OF CURRICULAR ORGANIZATION
Another important factor it is indispensable to take into account before the
curricular organization is to consider the profile of the graduate or professional
practice, what establishes that the definition of a plan should be executed by
stages. Starting from the objectives that they become in ―professional profile‖
they elaborate them as a group of knowledge, abilities and attitudes defined in
operative terms for a specialized person, but according to Tyler inside these
profiles also exist the hidden curriculum which involves the formation of the
human behavior, so it is necessary to structure the curriculum based on the
necessities and action field of the graduate with the result that the curriculum is
not only considered like an educational answer but as a group of economic,
political, ideological and educational problems.
It means that the curriculum organization should be decided, that a certain
8
model should continue: for subjects related with the epistemology level for
areas of the knowledge that they are related with the psychology level, for
modules that they are related with the institutional level.
LEVELS OF THE CURRICULUM PLANNING
The structure by levels is consistent with consideration of curriculum as
educational administration, minimum, perspective aspects; which should
lead to adequacy from the curriculum to different contexts, needs and
realities.
They are the steps or phases to be observed the national curricular
planning to institutional curricular planning and the classroom; that is from
the first concretion level to the second and third concretion level. This steps
will and able to teacher guiding the educative curriculum toward specific
and concrete situation, according to the context realities and needs of the
school as well as from the classroom and his/her students.
a)
MACRO-PLANNING LEVEL
It comes from the Ministry of Education and in this case, it is the product of
a process of consensus-building in which have intervened scientists,
specialists,
educators,
psychologists,
anthropologists,
businessmen,
teachers, who have established goals, skills, mandatory common, content
at national level, the guidelines or methodological and general approaches
and evaluation.
Therefore it is not exhaustive; it allows every institution and every teacher
decides, starting with the established, the curriculum elements that
correspond to immediate reality and with community’s needs and students.
9
b)
MESO-PLANNING LEVEL
In this level corresponds the action to directives and teachers of centers or
educational institutions. Its starting point is the first level and this curricular
adjustment into account the institutional context.
It is the set of decisions that enables sustained and articulated concrete curricular
design based on the appropriate programs to a specific context, which is a
priority considering the basic educational needs.
This means that can be specified more goals, prioritize or add skills, adapt or
include contents for identifying and proposing methods, recourses and choosing
or designing evaluation tools. It is the instance to create its own institutional
curriculum.
c)
MICRO-PLANNING LEVEL
As we have mentioned, perhapsit is the most important. It has as bases the
previous level and it is located in the action area in the classroom.
It is made for teacher and contains the basic curriculum elements. It is the work
unit for an articulated and completed teaching-learning process in which are
specified goals, skills, contents, procedure, teaching-learning activities and
assessment tools, according to the characters of the specific groups of students.
This level of curriculum design guides the pedagogical intervention from teacher
and therefore the educational achievement in the classroom area.2
THE SOURCES OF THE CURRICULUM
2
HARMER, Jeremy. How to teach English.First publishing. 1998. Pp. 121.
10
Often four types of sources of the curriculum are highlighted; each one
makes a contribution and provides specific information:
 The sociological sources
 The psychological source
 Pedagogical source
THE MESO-PLANNING
DIDACTIC UNIT PLAN
The curriculum program is referring to each teacher develops the didactic unit
plan. To develop this programming classroom, we must remove the goals, skills
and contents of the curriculum program on an appropriate number of didactic
units, properly sequenced in order to carry out the teaching- learning process.
DEFINITION
A didactic unit is a teaching planning that includes a sequence of activities or
tasks with a final goal and common contents, objectives, methodology and
evaluation.
Many of the didactic units that we can find are designed around certain topics
(food, clothes, hobbies, etc.) but we know that the real use of a foreign
language involves much more that the knowledge of some lexical fields. For
this reason I support the task-based approach: a didactic unit is a sequence of
activities or tasks that make possible the achievement of a final task.
11
ELEMENTS – COMPONENTS OF THE DIDACTIC UNIT
a)
INTEGRATOR AXIS
The integrator axis corresponds to the title of unit; it is usually obtained from
areas that have social or natural content, and/or transversal axis. The elements
of unit are integrated around this axis, so skills and content areas are organized
and interact from a problematic evocative an experiential situation, in
accordance with the students’ needs and interest. The title or axis enunciates
the relevant situation that serves to organize its elements and it gives
coherence, consistency, globalization and interrelatedness of learning.
b) OBJECTIVES
The objectives are the goals that teacher wants to get through the development
of the Didactic Unit. They are written in terms of skills, which are going to
develop in students as a response to skills that are defined. They have a
greater level that the determined objectives for certain areas.
c)
SKILLS
Skills are defined as a ―knowledge‖ or ―know to do‖, as the person`s ability or
competence or applying or using knowledge independently when the situation
requires.
1. It is a knowledge
2. It is a learnt knowledge
3. It is a known knowledge
4. It is a acquired knowledge
5. It is a capability that is used independently
6.
It is a way to act when the situation requires it.
12
d) CONTENTS
Determination of the concepts, facts or phenomena needed to be taken into
account as means for the development of specific skills and accomplishment
of the goals.
After contents are developed to determine overall learning skills that are going
to be developed into programming, always having in mind the outcome of the
initial assessment, or student’s knowledge.
e)
METHODOLOGICAL STRATEGIES
They are the sequences of actions, activities or processes that willbe enabled
for the students through meaningful indispensable experiences in the general
learning. The interrelation among methodological strategies allow to move
from one area to another without causing cuts that break the sequence or
integrality, especially in the initial years of education.
The unit didactic well-organized and directed gives a wide range of activities to
students, in the different terms: individual work, group work, and collective. To
have significance educational activities, the students recognize that they
contribute to recognize the objectives.
TEACHING METHODS
The use of these methods is related to the purposes of the courses. In the
education should be developed the following methods:
1.
2.
3.
4.
5.
6.
Grammar Translation Approach
Direct Approach
Total Physical Response
Silent Way
Audio Lingual
Functional and Communicative Approach
13
f)
RESOURCES
They are necessary means and materials to develop activities: maps, objects
of the environment, audiovisual equipment, games, videos markers,
everything is necessary to manipulate perform experiments; understand
prepositions drawing objects, people and so on.
These materials must carry out certain standards to perform their role to
facilitate learning. Some of them are:

To be suggestive and motivators

To be consistent with the students’ level of maturity

To be generators of individual and group activities3
g) EVALUATION
The teacher can use several assessment ways and tools that can be: oral
question from simple answer, drawing instruments, solve individual and group
exercises and problems, among others who feedback achievements and
difficulties that the students have presented in the learning process.
MICRO-PLANNING
DEFINITIONS
The term ―lesson‖ is popularly considered to be a unified set of activities
that cover a period of classroom time, usually ranging from forty to ninety
minutes. These classroom time units are administratively significant for
teachers because they represent ―steps‖ along a curriculum before which
4
ASHER, James. Learning another language through actions.S
14
O
.
and after which you have a hiatus in which to evaluate and prepare for the
next lesson.
A daily lesson plan is developed by the teacher to guide the instruction.
Learning the instruction is much more difficult than delivering the
instruction. Planning is when you look at the curriculum standards and
develop lesson content that match those standards. Luckily, textbooks that
are adopted for these subject areas are typically written with these in the
mind. All details should be written down to assist the smooth delivery of the
content. The extent of the detail will vary depending on the number of hours
he or she has taught the lesson. Obviously a teacher with several or many
years of experience may have plans that are much less detailed than
beginning teachers. There will be requirements mandated by the school
system that employs them regarding their responsibilities.
Lesson plans are not writing for teachers to read to the class. They are use
to structure the lesson and to help with the flow of the class, especially
when something has occurred to distract everyone, including the teacher.4
HOW TO PLAN LESSONS
There is not fixed formula for planning a lesson. We all have our own
lessons ways of organizing and working things out; perhaps the best ways
to go about answering the question of how to plan lesson is to ask yourself
the following fundamental questions when it is planning:

Purpose. Does your plan have a purpose? Learning and teaching
5
BROUND, Douglas.Teaching by Principles.An interactive approach to language
Pedagogy.Pearson Education. 3rd Edition
3
MODULE 5, Planning, execution and evaluation of the teaching learning process in the
elementary level institutions. Academic Year2005-2006.
4
HARMER, Jeremy. How to teach English.First publishing. 1998. Pp. 121.
15
objectives? Will the lesson be useful in achieving short-term objectives or longterm goals?

Interest and motivation. Will the learners be interested in the subject
matter and thus be motivated to participate? Make sure the plan fits the level and
age your students, as well as the content of the class.

Enjoyment. Will the learners enjoy the activities? Is there a variety in the
activities?

Practicality is the lesson practical? To answer this, consider the following:

Classroom environment are the furniture and seats suitable arranged.

Materials. Do you have the appropriate materials? What will you need for
the number of students in the class? Do you need to prepare the photocopies,
role-play cards, find pictures or recordings?

Timing and staging. Is there enough class time for the activities? What is
the sequence of the stages and the activities?

The progression is the topic-based, with learners nominating thing they
wish to talk about and messages they wish to communicate to other learners.
The teacher’s responsibility is to provide a conveyance for these meanings in a
way appropriate to the learner’s proficiency level.5
ELEMENTS OF A LESSON PLAN
Variations are plentiful, it seasoned teachers generally agree on what the
essential elements of a lesson plan should be.
6
16
a) GOALS
Teachers should be able to identify an overall purpose or goal that they
will attempt to accomplish by the end of the class period. This goal may
quite generalize, but it serves as a unifying for them.
b) OBJECTIVES
It is so important to state explicitly what teacher wants students to gain
to the lesson. Explicit statements here help teachers to:
a.
b.
c.
d.
To be sure that teacher indeed knows what is he/she wants to accomplish.
To preserve the unit of the lesson.
To predetermine if the teacher is trying to accomplish too.
To evaluate student’s successes at the end, or after the lesson.
c) MATERIALS AND EQUIPMENT
It may be seen a trivial matter to list the necessary materials, but a good
planning includes knowledge that teachers need to get with the students
in the classroom. It is easy in the teacher’s harried life to bring the
workbooks that students gave them in the last class.
d) PROCEDURES (Methodology)
At this point, lesson clearly has tremendous variations, but as a general
set of guidelines for planning, teachers might think in terms of making
sure their plan:
a. Activities or warm up
b. Some activities and techniques:
-
Whole-class work
-
Small group and pair work
17
-
Teacher talk
-
Students talk and understand
-
Closure
e) EVALUATION
If the lesson has not evaluative component, teachers can easily find
themselves simply making assumptions that are not informed by careful
observation or measurement.
The evaluation is placed in the course of regular classroom activity.
Some ways of evaluation might be waited a day or until certain abilities
have the chance for building.
f) EXTRA-CLASS WORK
Sometimes misnamed homework or extra class work, if it is warranted, it
needs to be planned carefully and communicated clearly to the students.
Whether teacher is teaching a foreign language, the situation they can
always find applications or extensions of classroom activity that will help
students get some learning beyond the class period.
TEACHING STRATEGIES
SKILLS
For more than six decades now, research and practice in English language
teaching has identified the ―four skills‖. ESL curricula and textbooks around the
world tend to focus on one or two of the four skills, sometimes to the exclusion
of the others. It is perfectly appropriate to identify language performance thus.
The human race has fashioned two forms of productive performance, oral and
written, and two forms of receptive performance, aural (or auditory) a reading.
18
But attention to the four basic skills does indeed pay of as learners of a second
language discover the differences and interrelationship among these four
primary modes of performance.
That is rather that designing a curriculum to teach the many aspects of one skill,
say reading curriculum designers are taking more of a whole language
approach whereby reading is treated as one of two or more interrelated skills.
TEACHING LISTENING
This skill is sometimes neglected by teachers and not sufficiently practiced. It is
vital, however,the language learner gets lots of opportunities to hear the
language being spoken, they need to get used to the sounds and rhythms of the
new language so they can understand it and so they can learn to produce it
themselves.
Countless students have studied English at school without hearing it spoken
much. When they then visit an English-speaking country perhaps after several
years of lessons; they are upset that they cannot understand anything. This is
obviously unsatisfactory. We need to ensure that students get lots of exposure
to different speakers of English talking about a wide variety of subject in class.
This is a list of activities that can provide your students of listening practice:
 Dialogues
 Plays
 Songs
 Stories
 Poems
19
 Discussions
 Lectures
 Messages
 Interviews
 News broadcasts
 Announcements6
TEACHING SPEAKING
From a communicative, pragmatic view of the language classroom, listening
and speaking skills are closely intertwined. More than not, ESL curricula that
treat oral communication skills will simply be labeled as ―Listening-Speaking
―courses. The interaction between these two modes of performance applies
especially strongly to conversation, the most popular discourse category in the
profession. As you know the speaking skill is really important and necessary to
practice, however most of students have different abilities and levels of
confidence about speaking in English some reasons are:

They are shy about speaking English

They are nervous about making mistakes

They are embarrassed if they get sometimes wrong

They give up very easily if they don´t know the right word
On the other hand:

They are more willing to take risk and, as long as they get their message
across.

They don`t worry to much about making mistakes
Overcoming anxiety
6
HARMER, Jeremy. How to teach English.First publishing. 1998.
20
Students often get the main idea that they have to understand everything in the
new language. They tend to feel anxious and stop listening immediately when
they do not understandsomething. This is not helpful for them and they need
the opportunity to realize that they can be successful learners without
understanding every word. As long the task is very simple, they can listen
successfully and, thento understand difficult pieces of text simplifying the task
not the text and reinforce success.
One way to help students become more independent listeners is to
give them choices about the skills they want to practice.

Extensive and find out how many stories are in the headlines
that they.

Intensive to a particular news story for specific details.
If there are the resources, students can work in groups in charge of
their own cassette players so that they can decide how often they
need to listen to complete the task they have chosen. If there is only
one cassette player, ask students how often they want to listen to
the tape before they start the task.
Next time you do listening activity; think about how you could give
your students some autonomy. Try designing two different sorts of
task or task at two different levels and give your students a choice
about which one they want to do first.7
7
HARMER, Jeremy. How to teach English.First publishing. 1998.
21
TEACHING READING
The Reading is an important mean of communication. Readers and writers
interact through the reading of a text. Reading also offers additional exposure to
the language, an exposure that can often be stimulating, interesting in terms of
vocabulary. However learning to read in another language can be frustrating
experience for the learner if the reading materials are too difficult or unsuitable.8
The people read in their own language or in a foreign language for different
reasons and for a variety of purposes.
Reading a book for pleasure is an enjoyable experience if it is done at a
reasonable speed, without having to look up too many words.Reading texts that
are heavy in facts or processes is a slow - boring process often regarded as
something learners have to do, not want to do. Special dictionaries are often
required for such purposes.
There are strategies that skilled readers use:
a)
PRE-READING STRATEGY
It consists of a short pre- reading exercise and question about the controlled
nonfiction reading selection and the main topic in academic reading, it often
helps to survey the material before you begging to read it.
b) SKIMMING
The purpose of skimming is simply to see what a text is about whether it deals
with the subject in the way that the reader requires of how it is organized. The
reader skims in order to satisfy a very general curiosity about the text and not to
8
NCLRC, The National Capital Language Resource Center. The Essentials of Language Teaching. Washington,
DC. 2003-2007 (http://www.nclrc.org/essentials/planning/plindex.htm)
22
find the answers to particular questions.
Skimming differs forms general rapid reading in that the reader goes through
the text extremely quickly, merely dipping into it or sampling it at various points.
c)
SCANNING FOR INFORMATION
It means go through the text rapidly to search for a specific
section or information or to get an initial impression of whether
the text is suitable for given purpose.
There is a great range of text suitable for scanning indexes,
dictionaries, maps advertisements, labels reference material,
selling letters, etc.
d) COMPREHENSIVE READING
A combination of several sorts of knowledge and techniques
must be acquired for the comprehensive reading of scientific
text.
To read scientific material comprehensively, the students must
learn and practice the following:

Vocabulary

Sentence comprehension

Paragraphs analysis

Illustration interpretation
TEACHING WRITING
The visual representation of a language is invaluable for helping students to
23
communicate and understand how the parts of language go together. Many
students actually learn and remember more through the written word. This
section takes a close look at writing skills and how to help students develop
their ability to express themselves in writing. Keep in mind that writing almost
always involves reading; the two skills, the receptive and the productive are
interdependent. Generally speaking, the student who reads with easily and
reads widely finds writing easier than the students who doesnot read much
and/or reads with difficulty. It doesnot necessarily follow that a good reader is
good writing, but must students find that, if they continue to practice reading,
their writing improves.
WRITING STRATEGIES
When preparing a writing task. The teachers need to focus on what students
need to practice in order to improve their writing skills. Writing tasks should help
students to practice.
Transitions
Writing helps students connect the language and make transitions between
words.
Punctuation
To write, one must be able to use punctuation correctly. The basic rules of
punctuation may or may not be the same in the students’ native Language and
English.
Spelling
Writing is one of the routes to improving spelling(as well as punctuation).
Dictation uses full for drawing attention to English spelling and pronunciation.
Use a variety of dictation techniques, and keep the passages short.
24
Organization
It is the key to developing a writing topic. The more powerful and creative the
writer, the more advanced his or her organization skills generally are.
PURPOSES FOR WRITING
 To entertain
 To inform
 To describe
 To explain
 To persuade
 To reflect9
9
NCLRC, The National Capital Language Resource Center. The Essentials of Language Teaching. Washington,
25
e.
MATERIALS AND METHODS
METHODS
As a general method thescientific one was used to develop a set of procedures
oriented to discover, demonstrate and verify the stated hypotheses, contrasting
the theory with the real found problem. Through this method the researchers
developed the phases of observation and questioning about the problem,also
itwas used to verify the hypotheses contrasting the variables with the collected
empiric data and the theoretical referents. It also was useful to derive the
conclusions supported in the theoretical referents and the tendencies of the
obtained results in the field research.
As
particular
methods,
the
descriptive,
analytic-synthetic
and
explicativeoneswere used to develop the descriptive statistics as a tool to
represent the information in tables and graphs that let the interpretation of the
information easily.
The descriptive methodwas used to collect the information, describe the data
obtained in the instruments applied;and it also helped to organize the information
according to the hypotheses and the indicators that were stated for each variable
included in the research work.
The analytic-synthetic method was used to analyse the empiric information
obtained in the applied instruments and therefore the deriving of the respective
conclusions according to the tendencies of the results in the field work. It also
was used to analyse the components of the meso and micro planning that the
teachers develop in the researched institution.
The explicative methodwas also used in the explanation of the logical
26
implications of the variables of every hypothesis and in this way it was possible to
prove or deny the same ones, through a descriptive deduction according to the
obtained results contrasted with the theoretical referents.
TECHNIQUES AND INSTRUMENTS
To obtain the empiric information, the researchers applied a survey to the
teachers as well as to the students of the researched high school, which let
obtain enough information about the meso and micro-planning process that the
teachers carry out. Besides,it allowthe researchers to know the students’
performance in the four basic skills of the English Language and the relation with
the before mentioned variable.
The survey was the instrument applied through a previous elaborated
questionnaire, which contained different types of closed questions about the
researched topic.
PROCEDURES
In order to develop the research process the research group carried out the
following steps:
Once applied the survey, the information obtained in the field research was
tabulated througha descriptive statistics to interpret the closed questions and an
specific criteria with the reasons or explanations of every question, and the
information of the teachers and students was contrasted in order to get the
information from two points of view and this served to prove the stated
hypotheses.
Next, the empiric information was organized,classifying the questions that served
27
to prove the hypotheses keeping in mind the variables and the indicators that
were used to support them. In this way the researchers were able to interpret and
analyse each question easily and with enough information that let the
confirmation or denying of the hypotheses.
Then, the information was presented in tables and graphs and it was interpreted
according to the obtained percentages taking into account the categories of the
theoretical frame, the major tendencies in the results and the variables of the
specific hypotheses.
The conclusions weredrawn based on a specific analysis of the results and they
served to give some recommendations to the authorities and teachers of the
researched institution in order to contribute with the solution of the problem that
motivated the present research work.
Finally the elaboration of the final report was designed through the understanding
of the theory and of the results that were obtained in the present research work,
which can be used to develop other researches in the future.
POPULATION AND SAMPLE
The student population was 871 students, so it was necessary to take a sample
of the students of 1st, 2nd and 3rd Years of High School Curriculum.
In what refers to teachers, all the population will be considered, since there are
only 8 teachers the English Area of this high school.
In order to get the sample of the student´s population, it was necessary to apply
the following formula:
(
)
PQ= first quartile
N= population
28
n= sample size
K= Proportionality constant (2)
E= error (1%, 0, 1)
(
)
(
)
( )
(
)
( )
n= simple size
N= Population
N = maximum error admissible (1%)
(
)
n = 89,70 = 90
Sample Distribution
To get the sample by course the following formula was used:
F= distribution factor
n = Factor
N = Population
F = 0,103
This factor was multiplied by students’ population of every group of the
―Bernardo Valdivieso‖ High School Curriculum, and in this way,the sample
per course was obtained. The sample is detailed in the next chart:
29
Courses
Population
Sample
1st High School Curriculum
351
36
2nd High School
Curriculum
250
26
3rd High School Curriculum
270
28
Total
871
90
8
8
Teachers´ Population
30
f. RESULTS
TEACHERS’SURVEY
Hypothesis one
The Macro and Meso Curricular Planning elaborated by the teachers does
not consciously take into account the development of the basic linguistic
skills of the English Language in the students of the 1st, 2ndand 3rdYears of
High School Curriculum of the ―Bernardo Valdivieso‖ High School during
the academic period 2010-2011.
1)
Do you elaborate the Meso-planning or Didactic Unit Plan?
a) Statistic Table
TEACHERS
ELABORATION OF D.U.P.
f
%
Yes
8
100
No
0
0
Sometimes
0
0
Total
8
100
Source: “Be
V l v e ” H gh S h
Authors: Research Group
l
b) Graphic Representation
ELABORATION OF THE DIDACTIC UNIT PLAN
8
100%
Yes
6
4
2
0%
0%
0
Yes
No
Sometimes
31
c) Analysis and Interpretation
The results show that 100% of teachers elaborate the Meso-planning or
Didactic Unit Plan.
This question was done with the purpose of knowing if teachers do the unit
plan, soit means that the teachers accomplish with what has been
establishedin the high school, the elaboration of this planning allows the
teacher to have an overview of the contents that are going to be studied in the
unit, in the same way, it helps to plan the activities that will be done to cover
those contents and the strategies and techniques they are going to apply in
order to help their students develop the linguistics skill of the English
Language.
2.
How do you plan your Didactic Unit Plan?
a) Statics table
TEACHERS
DIDACTIC UNIT PLAN
f
%
Bythebookcontents
8
100
Bystudentsneed
2
25
Bygrammarpoints
6
75
Byskills
3
38
Bycompetences
6
75
By function of the language
3
38
Source: “Be
l
32
b) Graphic representation
DEVELOPMENT OF THE UNIT PLAN
By the book
contents
8
7
100%
By students need
6
5
By grammar
points
4
By skills
75%
3
2
75%
By competences
38%
25%
38%
By function of the
language
1
0
In this question 100% of the teachers said they plan taking into account
thecontents, 75% by grammar points and by competences, 38% by skills
and by functions of the language, 25% by students’needs.
These results show that teachers are more interested in the book
contents, then the grammar points and the competences. They do not
consider important the development of the English language skills, neither
the students’ needs and the function of the language. The development of
the four basic linguistic skills in a target language is very important and
involves a long term process that must be planned in advance, outlining
the best strategies and techniques related to every skill, and it is very
important to mention that it also must include the expected student´s
learning outcomes, because this will let them know where they want to
arrive and how they must do it. Also it is important to consider the
students’ needs and the function of the language, because it helps to plan
33
in better way and it allows getting better results.
3.
Do you fulfill all theplaned units in the whole year?
a) Statistics table
TEACHERS
FULFILL PLANNED UNITS
f
%
Yes
1
12
No
5
63
Sometimes
2
25
Total
8
100
Source: “Be
l
b) Graphic representation.
5
4
Yes
63%
3
2
No
Sometimes
12%
1
25%
0
63% of the teachers mentioned that they do not finish all planed units, 25%
sometimes, and 12% that they do it.
As we can see, according to the results the teachers do not finish all planned
34
units for the whole year, so in this way the students do not cover all the
contents and do not develop all the teaching-learning activities to have their
students develop the linguistics skills. This situation also influences for the
next academic year, because the students are not going to be totally ready for
the study of the contents and the improvement of their skills a higher level.
In this case,it is very necessary to organize the most important unit contents,
to focus of the development of certain sub-kills, andto anticipate possible
inconveniences that the students might face during the learning process of the
English Language in each unit.
4.
Which of the following elements do you include in the Didactic Unit
Plan?
a) Statistic table.
TEACHERS
ELEMENTS
f
%
Integrator axis
3
38
Objectives
8
100
Skills
5
63
Contents
7
88
Methodological strategies
6
75
Sequences
7
88
Competences
5
63
Evaluation
4
50
Source: “Be
35
l
ELEMENTS OF THE DIDACTIC UNIT PLAN
Integrator axis
8
Objectives
7
Skills
6
Contents
5
4
100%
88%
75%
63%
3
Methodological
strategies
Sequences
88%
38%
63%
50%
2
1
Competences
Evaluation
0
c) Analysis and interpretation.
The results show that 100% of teachers include in the Didactic Unit Plan
the
objectives,
63%
skills,
88%
contents
and
sequences,
75%
methodological strategies,63% competences, 50% evaluation, and 38% of
teachers said integrator axis.
According to the results it can be noticed that teachers do not know what
the elements of didactic unit planare. Itis very important that teachers follow
all the steps and elements of the didactic unit plan, because it gives a
logical order in the development of the activities and offers a register of
many techniques, methodologies, resources, contents, etc., that the
teacher needs to carry out in the unit.
Besides, according with theoretical frame that has been stated in the
present research work, the planning of the didactic unit must have all the
elements, which are: Integrator axis, Objectives, Skills, Contents,
Methodological strategies, Sequences, Competences and Evaluation.
36
Hypothesis two
The elements and activities that the teachers include in the Micro
Curricular Planning are not the most appropriate to facilitate the
development of the basic linguistic skills of the English Language in
the students of the 1st, 2nd and 3rd Years of High School Curriculum of
the ―Bernardo Valdivieso‖ High School. Period 2010-2011.
5.
How often do you elaborate the lesson plan?
a) Statics table
TEACHERS
ELABORATION OF THE LESSON
PLAN?
f
%
Everyday
5
63
Sometimes
1
12
Never
2
25
Total
8
100
Source: “Be
l
ELABORATION OF THE LESSON PLAN
5
63%
4
Everyday
3
Sometimes
2
1
Never
12%
0
37
25%
In the graph we can observe that 63% of the teachers mentioned that they
elaborate a lesson plan every day, 25% never, 12% sometimes.
The results show that not all the teachers are fulfilling the elaboration of the
daily plan; it is considered that a good teacher has to plan every day,
because the daily planning is used to structure the lesson and it helps with
the flowof the class.
According to theoretical frame planning remind teachers, what they
intended to do, especially if teachers get distracted or momentarily forget
what they had intended.Planning is like a guide that the teacher follows in
order to develop a certain kind of activities, to achieve some learning
outcomes and to develop specific linguistics skills.
6. Do you state the linguistic skills in the development of the lesson
plan?
a) Static table
TEACHERS
LINGUISTIC SKILLS
f
%
Yes
4
50
No
2
25
Sometimes
2
25
Total
8
100
Source: “Be
38
l
LINGUISTIC SKILLS
4
3,5
50%
3
Yes
2,5
No
2
1,5
Sometimes
25%
25%
1
0,5
0
c)
Analysis and Interpretation.
The 50% of the teachers stated that they taking into account the
linguistic skills in the development of the lesson plan, 25% said
sometimes; and 25% held no.
The teaching- learning process of the English language must be
focused in the mastering of the four basic linguistic skills, because
all of them contribute to the performance of the language. According
to theory revised, the teacher has to plan different kind of activities,
make use of different methods, strategies and techniques in order to
help theirstudents to improve the four basic linguistic skills; because
in this way, students will be able to use the language in an efficient
way.
39
7. Tick the elements that you include in the lesson plan.
a) Statistic table
Teachers
PLANNING ELEMENTS
f
%
Goals
8
100
Objectives
0
0
Materials and equipment
2
25
Procedure
8
100
Evaluation
2
25
Extraclasswork
2
25
Source: “Be
l
ELEMENTS OF THE LESSON PLAN
8
7
100%
100%
Goals
6
Objectives
5
Materials and equipment
4
Procedure
3
Evaluation
2
1
Extra classwork
0%
25%
25%
25%
0
40
c) Analysis and interpretation.
100% of teachers mentioned as elements of the lesson planthe goals
and the procedure, 25% said materials,evaluation and extra
classwork; and nobody cited the objectives.
This question was done to verify if the teacher includesall the
elements of standard lesson plan in a correct way. According to the
results, teachers are not very clear about the importance of all the
elements of the lesson plan; it is necessary to mention that all of its
parts are very important, because every one helps to carry out the
teaching-learning process during the development of the class: thus,
the objectives help to the teacher and student to know what is going
to be studied and what are the expectations at the end of the class.
The assessment or evaluation is also very important in order to know
what the students have learnt; the materials are also very important,
because they help to the teacher and student to facilitate the
understanding of the topics. Ifthese elements are included, the
development of the linguistics skillswill be better.
41
8.
Tick the techniques that you apply to help your students to improve
the listening and reading skills.
a)
Static table
TEACHERS
TECHNIQUES APPLIED
Predictingvocabulary
f
8
%
100
Listeningfor specific Information
8
100
Puttingevents in order
5
63
True/ false
5
63
Skimming
6
75
Scanning
6
75
Eliciting
6
75
Information gap
6
75
Others
2
25
Source: “Be
l
TECHNIQUES APPLIED
6
Predicting
vocabulary
Listening for specific
Information
Putting events in
order
True/ false
5
Skimming
8
7
100%
100%
4
3
Scanning
63% 63% 75% 75% 75% 75%
Eliciting
2
25%
1
Information gap
Others
0
42
c)
Analysis and Interpretation
The graph shows that 100% of teachersheld that they apply the
technique of predicting vocabulary and listening for specific information,
75% said skimming, scanning, eliciting, and information gap, 63%
mentioned putting events in order and true/false, 25% answered others.
According to the theory, theListening skill is sometimes neglected by
teachersand it is not sufficiently practiced.However, it is vital that
language learners get lots of opportunities to hear the language being
spoken, they need to get used to the sounds and rhythms of the new
language, so they can understand it and will be able to produce.
Teachers must ensure that students get lot of exposure to different
speakers of English talking about a wide variety of subject in class.
The Reading is also an important mean of communication. Learning
toread in another language can be a frustrating experience for the
learner if the reading materials are too difficult or unsuitable;therefore,it
is necessary to mention that teachers shouldteach to their students to
use different techniques, such as: putting events in order, true/ false,
skimming, scanning, eliciting information gap, that are very useful to
improve the listening and reading skills.
43
9.
Which of the following techniques do you apply to help your
students to improve their speaking and writing skills?
a)
Statistic table
TEACHERS
TECHNIQUES
Conversation
f
7
%
88
Role play
7
88
Asking questions
8
100
Games
7
88
Visual aids
6
75
Discussion
7
88
Practicingstatements
8
100
Statedorganizinginformation
6
75
Connectingwords
6
75
Others
1
12
Source: “Be
l
SPEAKING AND WRITING TECHNIQUES
Conversation
Role play
8
7
Asking questions
88%
100%
100%
Games
6
75%
5
4
88%
88%
75%
88%
Visual aids
Discussion
75%
3
2
12%
1
0
c)
Practicing
statements
Stated organizing
information
Connecting words
Analysis and Interpretation
In this question, 100% answered that the techniques they use are
asking questions and practicingstatements, 88% said conversation,
44
role-play, games, discussion, 75% visual aids, stated organizing
information, and connecting words; and 12% others.
According to the theoretical frame, many students actually learn and
remember more through the written word. This section takes a close
look at writing skills and how to help students develop their ability to
express themselves in writing. Teachers must keep in mind that
writing almost always involves reading; the two skills, the receptive
and the productive are interdependent. Generally the student who
reads with easily and reads widely finds writing easier than the
students who does not read much and/or reads with difficult. We
think that the use oftechniques to evaluate speaking and writing
skills such as: dialogues, role plays, conversation, asking and
questioning, games, visual aids discussion, practicing statements,
stated organizing information, connecting words, and others. All of
them are very important to develop the speaking and writing skill.
10. How would you rate your students’ performance of the basic
linguistic skills of the English Language?
a)
Statistic table
STUDENTS’
PERFORMANCE
Listening
f
%
0
0
Reading
f
%
0
0
Very Good
4
50
6
75
3
38
4
63
Good
3
38
2
25
4
50
4
37
Bad
1
12
0
0
1
0
0
0
Excellent
Source: “Be
45
l
Speaking
f
%
0
0
Writing
f
%
0
0
STUDENTS' PERFORMANCE
75%
6
5
50%
50%
50%
4
38%
50%
38%
Excellent
Very Good
3
25%
Good
2
12%
Bad
12%
1
0%
0%
Listening
Reading
0% 0%
0%
0%
0
Speaking
Writing
As we can see in the chart, none of the teachers considered that their
students perform excellent in any skills, in the Listening skill, 50% think
that the development of this skill is very good, 38% good and a 12%
bad.Into the Reading skill, 75% rated very good, 25% good and 0% bad.
The results of the Speaking skill were: 38% very good; 50% good and
12% bad. Finally, in the performance of the Writing skill, the 50% of
teacher said they did very good and good.
Through this graph, it is easy to realize that any student have an
excellent performance in the use of the skills of the English Language,
most of the students perform very good and good and there are also a
few students who have a bad development of the skills. These results
demonstrate that the students are not improving their linguistics skills
appropriately, and this is because of the lack of suitable planning that
the teacher should carry out in order to fulfill students’ needs. We
46
consider that the teaching – learning process of the English Language
must be focused into development of the four basic linguistic skills,
because all of them contribute to the acquisition and use of the
language.
STUDENTS’ SURVEY
Hypothesis one
The Macro and Meso Curricular Planning elaborated by the teachers
does not consciously take into account the development of the basic
linguistic skills of the English Language in the students of the 1 st,
2ndand 3rdYears of High School Curriculum of the ―Bernardo Valdivieso‖
High School during the academic period 2010-2011.
1) Does your teachercarry out the Didactic Unit Plan?
a) Statistic Table
ELABORATION OF D.U.P.
STUDENTS
Yes
f
40
%
44
No
50
56
Sometimes
0
0
Total
90
100
Source: “Be
V l v e ” High School
47
b) Graphic Representation
ELABORATION OF THE DIDACTIC UNIT PLAN
50
44%
56%
Yes
40
No
30
20
0%
10
Sometime
s
0
Yes
No
Sometimes
44% of students said that their teachercarries out the didactic unit plan, and
56% of them said no.
These results vary with the ones given that teacher, because 100% of them
mentioned that elaborate the unit plan; it means that not all the teachers
are planning the didactic unit or that students are not noticing about the use
of it. The teachers have to explain their students the way the contents,
teaching activities and skills are going to be organized in each unit, so it will
help teachers and students to have an overview of the topics and to get
better results in the improvement of the linguistic skills.
48
2. Do you fulfill all the planed units in the whole year?
a) Statistics table
STUDENTS
Yes
f
23
%
26
No
24
27
Sometimes
43
48
Total
90
100
Source: “Be
l
50
48%
40
Yes
30
20
No
26%
27%
Sometimes
10
0
The graph shows that 48% of the students said that they sometimes fulfill
with the activities planned for the whole, 27% said no and 26% mentioned
they do it.
These results are also different to the ones got with the teachers, because
63% of them said they do not fulfill the units planned for the academic
period. As it was said before, the no completion of the activities, contents,
49
improvement of skills, etc., influences in the development and acquisition of
the linguistic skills.
Hypothesis two
The elements and activities that the teachers include in the Micro Curricular
Planning are not the most appropriate to facilitate the development of the
basic linguistic skills of the English Language in the students of the 1st, 2nd
and 3rd Years of High School Curriculum of the ―Bernardo Valdivieso‖ High
School. Period 2010-2011.
3. How often does your teacher elaborate the lesson plan?
a) Statics table
STUDENTS
ELABORATION OF THE LESSON
PLAN
Everyday
f
37
%
41
Sometimes
43
48
Never
10
11
Total
90
100
Source: “Be
l
50
ELABORATION OF THE LESSON PLAN
48%
50
41%
40
Everyday
30
Sometimes
20
Never
10
11%
0
48% of the students said that sometimes their teachers elaborate the
lesson plan, 41% that they do it every day, and 11% never.
As we can see, almost the 50% of students mention that their teachers
do not prepare a lesson plan which is worrying, because as we held
before, the lesson plan is a useful tool that helps the teacher to carry
out the class in a more organized way, taking into the specific time for
development of each of the parts of an adequate teaching-learning
process.
Besides, it is important that teacher at the beginning of the class
explains to his students the objectives, the contents and activities that
he is going to develop during the class in order to achieve the
development of the linguistics skills; and at the end the class the
teacher should verify if the aims for the class have been got.
51
4. Does your teachertake into account the development of the four
skills of the English language during the class?
a) Static table
STUDENTS
LINGUISTIC SKILLS
Yes
f
54
%
60
No
13
14
Sometimes
23
26
Total
90
100
Source: “Be
l
LINGUISTIC SKILLS
60
50
60%
Yes
40
No
30
Sometimes
26%
20
10
14%
0
c) Analysis and Interpretation.
60% of students said that the teachers take into account the
development of the linguistic skills in the development of the class
while the 26% said that sometimes, and the 14% mentioned no.
As it was said previously, the development of the linguistics skill must
be considered in the teaching-learning process of the English language
52
because it helps the teacher to focus on activities, strategies and
techniques in order to have students improve their skills; and according
to the results, only the 60% are consciously observing them.
5. Tick the techniques that your teacher applies to help you to improve
the listening and reading skills.
a) Static table
STUDENTS
TECHNIQUES
f
%
Predictingvocabulary
53
20
Listeningfor specific Information
28
10
Puttingevents in order
33
12
True/ false
35
13
Skimming
14
5
Scanning
20
7
Eliciting
24
9
Information gap
44
16
Others
19
7
Source: “Be
53
l
Predicting
vocabulary
Listening for specific
Information
Putting events in
order
True/ false
TECHNIQUES APPLIED
60
50
20%
40
Skimming
30
20
Scanning
10% 12%
16%
13%
10
5%
7%
9%
Eliciting
7%
Information gap
Others
0
The graph shows that the students results are very different to the
teachers result; 20% of students said that the teacher applies the
techniques ofpredicting vocabulary, 16% of answered information gap,
13% true/ false, 12% putting events in order, 10% listening for specific
information, 9% eliciting, 7% scanning and others, and finally 5%
mentioned skimming.
In order to answer this question, the researchers reminded students
the purpose of each technique that the teachers probably use during
the class to develop the listening and reading skills.
Through the results we can realize that the teachers are not applying
basic and powerful techniques such as: skimming, scanning, eliciting
and other important ones are being used in low frequency; this
information is different to the one provided by the teachers, so it is
worrying, because the little use of these techniques provokes a low
54
development of the receptive skills which will also influence in the
growth of the productive skills.
According to revised theory, the teacher must use of all the available
techniques to help his students acquire the linguistics skills of the
English language, because no all the students learn in the same way.
6. Which of the following techniques does your teacher apply to help
youto improve thespeaking and writing skills?
a) Statistic table
STUDENTS
TECHNIQUES
f
%
Conversation
61
25
Role play
9
4
Asking questions
52
21
Games
26
11
Visual aids
10
4
Discussion
11
4
Practicingstatements
21
9
Statedorganizinginformation
12
5
Connectingwords
28
11
Others
16
6
Source: “Be
55
l
SPEAKING AND WRITING TECHNIQUES
Conversation
70
Role play
25%
Asking questions
60
Games
21%
50
Visual aids
40
30
Discussion
11%
11%
9%
Practicing statements
6%
20
4%
4%
5%
4%
10
0
Stated organizing
information
Connecting words
Others
In this question 100% answered asking question and practicing
statements, 88% said conversation, role-play, games, discussion, 75%
visual aids, stated organizing information, and connecting words and
12% others.
The results show that 25% of the students said that the techniques that
their teacher use is conversation, 21% mentionedasking questions,
11% said games andconnecting words, 9% practicing statements, 6%
others, 5% stated organizing information, and 4% role play, visual aids
and discussion.
These results are also very different to the ones obtained with the
teachers, they said that they use the techniques asking questions and
practicing statements, while students rated to 21% and 9%
56
respectively. In the same way the techniques: conversations, games,
discussion, etc., vary significantly. With this information given by
students we can realize that the teachers are not using all the
techniques for the improvement of the speaking and writing skills of
their students; and in some situations they are not using these
techniques appropriately or they are making a mix of them; this
situation provokes that the students do not acquire these receptive
skills adequately.
Besides, we can observe in the results that some useful techniques,
such as: role-play, discussion and stated organizing information,are
being used by the teachers very little. Based on the theory of this
research work, it can be said that all the techniques are important to
get students develop their skills; for example the role-play technique is
very practical to simulate real conversations in order to use the
listening and speaking skills in an authentic situation. And in this way
all the techniques help students to develop a specific sub-kill, which will
contribute to the improvement of the English language in the students.
7. How do you consider yourperformance in the development of the
basic linguistic skills of the English Language?
a) Statistic table
Listening
f
%
5
6
Reading
f
%
11
12
Speaking
f
%
6
7
Writing
f
%
12
13
Very Good
31
34
39
43
19
21
33
37
Good
39
43
34
38
49
54
35
39
Bad
15
17
6
7
16
18
10
11
STUDENTS’
PERFORMANCE
Excellent
Source: “Be
57
l
STUDENTS' PERFORMANCE
54%
50
45
43%
40
35
43%
38%
34%
37%
39%
Excellent
30
Very Good
25
21%
20
17%
15
10
18%
12%
6%
Good
13%
11%
Bad
7% 7%
5
0
Listening
Reading
Speaking
Writing
Into the Listening skill only 6% of the students mentioned they
areexcellent, 34% think that they arevery good, 43% good and a 17%
bad.For the Reading skill, 12% said that they are excellent, 43%
ratedvery good, 38% good and 7% bad. The results of the Speaking
skill were: 7% excellent; 21% very good; 54% good and 18% bad.
Finally, in the performance of the Writing skill, the 13% said they are
excellent, 37% very good, 39% good and 11% bad.
These results clearly show that the students do not feel sure about
their performance in the use of the of the four linguistics skills, that is
why only very few students considered they are excellent in the four
skills of the English language, in the same way, the majority of them
think they are only good in the performance of the skills, only in the
Reading skill, the majority of the students believe they are very good.
Additionally, we can realize that the lowest results of performance are
58
found in the development of the Listening and Speaking skills; the
researchers considered that it is because these two skills are the most
difficult to acquireby the students, due to that the teachers do not take
into account in the planning of their unit and lesson plans, strategies,
techniques and activities that promote the improvement of all the
linguistics skills, and in special the Listening and Speaking ones, which
are the less used by the students. Besides, the researchescould notice
that the teachers do not plan activities that expose students to real
environments where they can practice the communicative skills,
through real or simulated conversations, role-play, debates, etc.,
According to the theory, all the four main skills of the English language
must be worked together, because all of them take part and are used
in the communication process; that is why, the teachers have to look
for several strategies and techniques; and plan different kind of
activities in order to help their students to develop all the linguistics
skills.
59
g. DISCUSSION
Once presented, discussed and analyzed the results obtained from the collected
data through the surveys applied to teachers and students at the ―Bernardo
Valdivieso‖ high school of the Loja city; the researchers present the questions
that helped them to prove each of the hypotheses stated in the research project.
HYPOTHESIS ONE
a) Statement
linguistic skills of the English Language in the students of the 1 st, 2ndand
3rdYears of High School Curriculum of the ―Bernardo Valdivieso‖ High
School during the academic period 2010-2011.
According to theme of our research work, the independent variable
refers to the curricular planning that the teachers elaborate and the
development of the basic linguistic skills of the English Language as the
dependent variable.
b) Demonstration
In order to support the decision of this first hypothesis, the researchers
have believed convenient to mention the results of the questions related
to the same one.
In the first question the 100% of the teachers answered that they
elaborate the Didactic Unit Plan, but onlythe44% of students said that
teacher prepares it.
60
In the second question,100% of the teachers said that they plan
according the contents, 75% by grammar points and competences. This
question was not asked to the students.
In the third questionthe 63% of teachers mentioned that they do not
finish all planned units for the whole year, and a 25% of them said
sometimes they can finished the planned units. On the other hand, 27%
of students held that they do not fulfil all the units and 48% said that
sometimes.
Thequestion fourthwas only proposed to teachers, since only they
know what elements that should be included in the unit plan; 100% of
themstated objectives, 63%said skills; however, in the questions five and
six, related to the techniques that the teacher uses to develop the skills,
the students mention that the teacher does not plan appropriate
activities.
c) Decision
Based on the results and analysis done in the previous questions,the
researchers determine that the first hypothesis is verified because the
meso-planning elaborated by the teacher does not take into account
consciously the development of the English basic linguistic skills in the
students of 1st, 2ndand 3rd Years of High Curriculum of the ―Bernardo
Valdivieso‖ high school,during the period 2010-2011. Besides, the
teachers do not fulfil all the units planned for the whole scholar year,
which implicates that the students do not cover all the contents and
methodological activities that are necessary to develop in a correct and
complete way the English language skills.
61
HYPOTHESIS TWO
a) Statement
development of the basic linguistic skills of the English Language in the
students of the 1st, 2nd and 3rd Years of High School Curriculum of the
―Bernardo Valdivieso‖ High School. Period 2010-2011.
b) Demonstration
In the question number fivethe 63% of teachers said that they
elaborate a lesson plan every day; while in the third question of the
students’ survey, 48% of themmanifest that sometimes teachers make it.
In the question number six, 50% of teachers mention that they take
into account the linguistic skills in the elaboration of their lesson plan. In
the question four of the students’ survey, 60% of them hold that
teachers consider the linguistic skills.
The question seventh is related to the elements that teachers include
in their lesson plans, that is why it was only formulated to them, 100%
said goals and procedures, 25% materials, evaluation and extra
classwork.
The question eighth in the teachers’ survey and the question fifth in
the students’ one were formulated with the intention of knowing the
techniques that teachers apply to help their students to develop their
62
receptive skills. 100% of teachers answered predicting vocabulary and
listening for specific information,while 20% of students said predicting
vocabulary. In the other techniques, they teachers rated with high scores
the application of all the techniques proposed by the researchers, while
students rated very low the use of theses techniques by the teachers.
The question ninth of the teachers’ survey and the question sixth of
the students’ onewere formulated with the purpose of knowing the
techniques that teachers apply during the development ofthe students’
productive skills. 100% of teachers repliedthat they use asking
questionsand practicing statements,and for the use of the rest of the
techniques they give high scores too. On the other hand, the students
mention that the teachers use in a 25% the conversation technique, and
for the other ones they gave very low percentages.
The question number ten of teachers survey and the question
seventh of the students’ were related to the performance that the
students demonstrate in the use of the four main skills of the English
language. 50% of teachers said that students are very good at listening,
75% at speaking, 38 at speaking and 63% very at writing; none of the
teacher considered that students perform well in any of the skills.On the
other hand, 34% of students think they perform very well at listening,
43% at reading, 21% at speaking and 37% at writing. A very few
students consider they are excellent in the performing of the four skills
and there is a considerable amount of students who mention that they
are bad.
c) Decision
63
According to the obtained results and analysis carried out in the previous
questions,the researchers consider that the second hypothesis is
verified, because the elements and activities that the teachers include in
the Micro Curricular Planning are not the most appropriate to facilitate the
64
h. CONCLUSIONS
Once the present researcher work has been developed the researchers want to
express the following conclusions:

The teachersof the 1st, 2ndand 3rdYears of High School Curriculum of the
―Bernardo Valdivieso‖ high school plan the didactic unit plan without taking
into account the appropriate techniques and activities in order to the students
develop the four main skills of the English Language.

The units planned for the academic period not always are fulfilled, which
provokes that the students do not receive all the contents, do not apply all
the necessary techniques and do not develop all the activities that were
going stated to help them improve the four linguistics skills.

The teachers are not including in the meso and micro planning all the
essential elements that help them to carry out an organized and systematic
teaching-learning process that allow students to improve their language
skills.

The teachers are not using or they are using in a low percentage all the
necessary techniques to support students to develop the four linguistics skills
of the English language.
65
i.
RECOMMENDATIONS
The teachersshould take into account the structure and purpose of the
meso-planning; and the strategies and techniques that they should include in
order to help their students to develop each one of the skills and sub-skills of
the English language.
Teachers should organize the most important units and the most useful
strategies, techniques and activitiesthat will be necessary for the
improvement of students’ language skillsaccording to their experience.
The teachers should agree in the most essential elements to be included in
the meso and micro planning, in this way all of them will follow the same and
most appropriateplanning process that guarantees the improvement of the
students’ language skills.
The authorities of the institution should organize workshopsto help teachers
of this institution to remind, update different kind of techniques that help
students develop the English language skills.
66
j. BIBLIOGRAPHY

ALLMENDINGER, Phil and GUNDER , Michael. Planning Theory. Fourth
Edition. 2005

MODULE 5, Planning, execution and evaluation of the teaching learning
process in the elementary level institutions. Academic Year
2005-2006.

HARMER, Jeremy. How to teach English. First publishing. United States
1998.

ASHER, James. Learning another language through actions. Sky Oaks
Productions. 2000

BROUND, Douglas. Teaching by Principles. An interactive approach to
language Pedagogy. Pearson Education. 3rd Edition

NCLRC, The National Capital Language Resource Center. The Essentials
of Language Teaching. Washington, DC.2003-2007
(http://www.nclrc.org/essentials/planning/plindex.htm)

DICTIONARY, Science Of Education. Editorial Santillana. Spain 2008.
67
k. ANNEXES
PROJECT
“CURRICULAR PLANNING AND ITS INFLUENCE ON
THE DEVELOPMENT OF THE FOUR BASIC
LINGUISTIC SKILLS OF THE ENGLISH LANGUAGE IN
THE 1st, 2nd and 3rd YEARS OF HIGH SCHOOL
CURRICULUM AT EXPERIMENTAL BERNARDO
VALDIVIESO HIGH SCHOOL OF LOJA CITY,
MORNING SECTION. PERIOD 2010-2011’’
AUTHORS:
EdiMonfilio Herrera Chamba
LOJA-ECUADOR
2012
68
a. THEME
―CURRICULAR PLANNING AND ITS INFLUENCE IN THE DEVELOPMENT OF
THE FOURBASIC LINGUISTIC SKILLS OF THE ENGLISH LANGUAGE IN THE
1st, 2nd, AND 3rd YEARS OF HIGH SCHOOL CURRICULUM AT THE
EXPERIMENTAL ―BERNARDO VALDIVIESO‖ HIGH SCHOOL OF LOJA CITY,
MORNING SECTION. PERIOD 2010-2011.‖
b. PROBLEM STATEMENT
BACKGROUND
Our city has the privilege to own the oldest high school in Ecuador, its
history started in 1727 when Bernardo Valdivieso high school was founded
as secondary high school by religious: doctors Fausto de la Cueva and
Francisco Rodriguez, who donated a lot of money for the creation of this
institution.
This institution was managed by the Jesuits religious. It was located in
front of the main square of Loja city. The high school of Loja had a Faculty
of Arts in Theology and the main subjects were: Philosophy, Theology,
Mathematics and Religion. In 1767 the Jesuits were expulsed from Loja,
and then from the country, after 40 years of good quality of teaching.
In 1805,Mr. Bernardo Valdivieso donated his farm so the high school was
able to continue working.
In 1826 was installed the first High school of Loja and it was called ―San
69
Bernardo‖ atMadresConceptas church, according to the evidence, this last
date has been taken as foundation of the Bernardo Valdivieso High school.
In 1859, there was a fusion between San Bernardo and the Union high
school, by decree of the Federal Government of Loja.
The Government of CarriónPinzano created the Jurisprudence Faculty of
University Projection, considered as the beginning of the National
University of Loja annexed to San Bernardo High school.
At the beginning of XX century San Bernardo took the name of ―Bernardo
Valdivieso National high school‖, by decree No. 098 on July 6th 1967
National Assembly in the same year assigned it, as Experimental high
school.
The High School mission is: to educate to the childhood and youth of
popular sectors from the city and Province of Loja and regional context, in
response to the necessities of the society.
The Institution forms authentic students as permanent winners, with an
education based on the discovery and application of capacities and the
incentive of values, compromised with the city development, of the culture
and a correct and balanced society.
The Bernardo ValdiviesoHigh School is a Public Educational Institution,
which is to serve the popular classes with the objective of forming to the
youth in an integral way.
70
The
institution
pretends
to
educate
a
democratic
youth
and
supportsitscultural identity with affections to the values, with a critical vision
of the social reality, and a social conscious, sensible to the problems of its
environment.
Nowadays the high school is located at ―La Pradera‖ neighbourhood, at
Eduardo Kigman Avenue, near the ―CaboMinacho‖ Military Base.
The high school has 3119 students divided in 3 sections,morning, afternoon
and evening; it has 133 teachers, 17 are of the English Area. Currently the
night section works with four English teachers and 329 students. This
institution also has some specialities as: Physics- Mathematics, ChemistryBiology and Social Sciences in the morning and afternoon sections.
Besides,in the evening section there are the Technique Areas of:
Computersand Electro-Automotive Mechanics.
PROBLEM STATEMENT
Education is one of the most important aspects that help to the
development of a country. Therefore, its main function is to serve as an
engine that makes a country to produce everywhere. Therefore we believe
that the government should support the education especially what refers
the English teaching learning process, which has been facing many
difficulties because even when the people’s necessity to learn a foreign
language is a requirement these days, it is not a mandatory subject in
elementary schools.
English is the communicative language, it is spoken around the world and
everyday it becomes to be an international language, therefore people who
speak English have better opportunities not only in our country but also
71
abroad.
On May 12th1993, through the Ministerial Agreement No. 2511 and
Resolution No. 2271, The Ministry decides to increase the English subject
schedule charge to five hours per week and through the Ministerial
agreement No. 2511 and Resolution No. 2543, it was introduced the new
series of the book ―Our World through English‖ which was written by the
CRADLE Project in the Ministry of Education and Culture. This series of
book is the curricular net that must be studied in all public high schools.
The study of the English language in public high schools is through the
curricular net corresponding to the book called ―Our World through English‖
which was designed with an agreement between the Ministry of Education
and Culture and the British Government and based on Ecuadorian culture.
The objective of the CRADLE Project is to improve and innovate the
English teaching learning process with the purpose to develop in the
students the communicative competence though the linguistic competence
that includes the skills of: listening, speaking, reading and writing, with a
system of standard indicators and promotes the use of values.
This is a series of six books that should be studied since 8th year of basic
education until the 3rd year of the high school curriculum; it contains 15
units for the 8th and 9th year of basic education and 12 units since 10th year
of basic education the 3rd year of high school curriculum. Every unit
contains five lessons which at the same time includes from 3 to 5 tasks.
The Our World Through English book is numbered in order to be studied
since 8th year of basic education until the number 6 which should be
72
studied in 3rd year of the high school curriculum, however we have been
able to, that most of the teachers do not finish all the units planned for the
school year, and this is a real trouble because in the next school year the
students should study the next book without the previous basis from the
before one.
The curricular planning is the scheme that allows the teachers to have a
guide of the sequence of the contents that must be studied in every high
school year, and this is represented in the named ―Institutional Curricular
Planning‖ which also includes the objectives, methodology, evaluation, and
didactic resources. However, we have noticed that in the “Bernardo
Valdivieso‖ High School, the curricular planning is structured with the
following elements: Identification Data, Presentation, Aims, Previous
Knowledge, Contents by Units and Quarters, Methodology, Compromises
(Institutional, Teacher, Students and Parents), Evaluation, Bibliography,
Observations and Signatures.
According to the elements that the Annual planning contents at
Experimental Bernardo Valdivieso High School, the group of researchers
describes some problems that can affect at students’ normal learning:

The Annual Planning does not contain the element ―Didactic
Resources‖ which is very important to call students’ attention, and to
get good students’ concentration and participation because the book
just constitutes an indispensable tool.

In the Contents by Units and Quarters, the English teachers taking into
account the interruption time, select only the units of the book that they
consider the most important with their main headlines and the grammar
73
building to be developed them during the academic year. The planned
units for each course are between 9 and 12; here the missing contents
and grammar also produce a problem at students’ achievement and
they need a fast revision to begin the next academic year.

There is not complete schedule charge for missing English classes.
The book ―OWTE‖ in its tasks tries to develop listening, speaking, reading
and writing skills, but the most teachers do not have the enough didactic
material in order to develop every skill, even they do not have a tape
recorder to work in the listening skill, therefore the listening tasks are
developed while the teacher reads the tape script.
Even when the Culture Education Ministry has tried to improve the English
teaching learning process with the CRADLE project, we can say that there
are troubles with the curricular planning because it is not well-distributed in
order to be studied in the school year. And we can say that most students
who finish the high school curriculum do not have a basic knowledge of the
English Language.
The ―OWTE‖ book was created in order to improve the level of education in
the English knowledge, and it was designed with Ecuadorian topics and a
communicative methodology, which are supposed to help the students to
manage the language in a better way, however at Experimental Bernardo
Valdivieso High School we have noticed that the students are not able to
speak basically in English. It is isolated
The Meso-planning is represented by the didactic unit plan, which is
designed in order to guide the contents that must be studied by units; it also
74
describes the objectives, methodology, evaluation, and didactic resources
that can help to study every unit.
In this part, the researchers have found that:

Most of the times the teachers do not finish with the contents planned
in the Didactic Unit Plan and the students will go to the next year with
missing understanding.

As another problem, the teachers do not motivate to students at the
beginning or during the development of the class.

Currently Our World through English book has 12 units in the 3rd Year
of High school Curriculum with a schedule charge 5 hours per week
with a period of 45 minutes, which is very short for finishing the
planning of the unit.
Referringto the Micro-planning or Lesson Plan, which is a scheme that
guides the teachers step by step in the whole activities during a period of
class, and this is important because it also establishes the objectives and
skills that the teacher has to develop; however, in public high schools, most
teachers do not elaborate the lesson plan because they think that it is not
necessary; and most of time they just follow the activities determined in the
book without any planning,which affects the students’ learning because the
students are not developing good knowledge in the English learning.
At the Experimental Bernardo Valdivieso High School the micro planning is
structured with the following elements: Informative Data (Predicting
activity), Teaching Procedure, and Assessment.
 The mentioned Lesson Plan does not have the element ―Objectives‖
which constitute a problem for teachers specify what they are going to
teach exactly during a period of classes.
75
 In the morning section of the High School, the period of class of 45
minutes each one of them which are very short and they are not enough
to accomplish with the whole lesson plan programmed.
 For English teachers in this institution is not mandatory to elaborate the
lesson plan because they can elaborate it, if they consider it as a guide
to develop their own periods of class with the specific topics.
At Experimental Bernardo Valdivieso High School, there is a person who is
the English Area Coordinator, but we have noticed that they do not demand
the elaboration of the lesson planning from the teachers, so that, they do
not consider it as a previous requirement to teach the English language and
this problem is obviously reflected in the low level of knowledge that the
students reach in the six years of High School.
RESEARCH PROBLEM
How does the curricular planning have an incidence on the development of
the four basic linguistic skills of the English Language in the students of 1st,
2nd, and 3rd years of High School Curriculum at the Experimental
DELIMITATION OF THE RESEARCH
a) Temporal: The present research work will be carried out during the
period 2010 – 2011.
b) Spatial: The research will be done at Experimental ―Bernardo Valdivieso‖
High School.
c) Observation Units: According to the nature and characteristic of the
76
investigation object, it is considered necessary to involve in the process to
the following instances and members:
Headmaster
1
English area coordinator
1
English Teachers
8
st
nd
rd
Students of 1 ,2 3 years High school Curriculum in
the morning section.
871
d) Sub-problems:
•
Does the Macro and Meso Curricular Planning elaborated by the
teachers consciously take into account the basic linguistic skills of the
English Language in the teaching of this foreign language to the
students of 1st, 2nd, and 3rd Years of High School Curriculum at the
―Bernardo Valdivieso‖ High School during the academic period 20102011?
•
Which elements and activities do the teachers include in the Micro
Curricular Planning in order to develop the basic linguistic skills of the
English Language in the students of 1st, 2nd, and 3rd Years of High
School Curriculum at the ―Bernardo Valdivieso‖ High School.
c. JUSTIFICATION
The National University of Loja is considered as one of the best Education Centre
of Superior Education in our country.It has on its hands the professionals’
formation and training in various fields; such as, vocational training and it has
emerged as the best in the country because through the Modular System through
77
Transformation Object (SAMOT) that was adopted in our university, which allows
us to make investigations and to find ways to resolve or failing to improve the
various issues affecting our society.
The undergraduates have considered that the curricular planning is an important
factor in the education and transformation from a traditionalist one to a quality
education that students need according to the scientific and technological current
advances, especially in the Teaching Learning Process of the English Language.
From the social point of view we have seen that it is necessary to carry out our
research project, because it is a theme, which has not been investigated and it is
a useful tool in the teaching-learning process, besides this investigation will serve
us to improve this process in the social context in the institution researched.
As fundamental tool for the development of our investigation, we have the
helping from the authorities, English teachers and students 1st, 2nd, and 3rd high
school curriculum from the morning section at Experimental Bernardo Valdivieso
High School, who will provide us sufficient information to develop our
investigation with direct and reliable sources, we get an interesting Bibliography,
Internet Service, resources and our academic preparation.
This investigation is outstanding for current educational society and the future
generations of teachers and students, so that they will be the beneficiaries of the
results of this research work, moreover it will give theoretical-practical
contribution that will guide the professional practice of the curricular planning to
improve the significant learning of the English language.
Finally, the authors think that this researching work will be helpful in their
academic formation, and they also count with the human talent and economic
78
resources to develop the research, in addition the guideteacher, who with her
huge knowledge, will guide the present research work. Moreover, this kind of
work is vital requirement that University demands to students who are going to
get the bachelor`s degree in Sciences of Education, English Language
Specialization.
d. OBJECTIVES
GENERAL
To determine the incidence that the Curricular Planning has in the
students of 1st, 2nd, and 3rdYears of High School Curriculum at the
Experimental ―Bernardo Valdivieso‖ High School, Morning Section. Period
2010-2011.
SPECIFICS
 To analyse the Macro and Meso Curricular Planning that the teachers
elaborate in order to verify if the four basic linguistic skills of the English
Language are consciously taken into account in the teaching of this
foreign language to the students of 1st, 2nd, and 3rd Years of High
 To identify the elements and activities that the teachers include in the
Micro Curricular Planning in order to develop the basic linguistic skills of
the English Language in the students of 1st, 2nd, and 3rd Years of High
79
e. THEORETICAL FRAME
MACRO CURRICULAR PLANNING
DEFINITIONS
Curriculum is a Latin voice that derives from the verb curro, meaning
race, carried out by the students to achieve an academic degree, while
study plan is derived from another Latin expression, <ratio studiorum>
that means rational organization of studies.
Shoemaker defines ―curriculum as education that is organized in such
a way that it cuts across subject-matter lines, bringing together various
aspects of the curriculum into meaningful association to focus upon
broad areas of study. It views learning and teaching in a holistic way
and reflects the real world, which is interactive‖.
The curriculum plan responds to the need for a framework, for action
that ensures consistency between the different areas of education
planning purposes and general and specific objectives, content,
methodology, evaluation, and analysis from allowing a broad
perspective of all the factors involved in the teaching and learning
process.10
Curriculum is:







What is taught in schools
Contents
A study program
A set of materials
A sequence of courses.
A set of performance objectives
A course of study
10
ALLMENDINGER, Phil and GUNDER , Michael. Planning Theory.Fourth Edition. 2005
80
 A series of experiences undergone by learners in a
school.
FEATURES OF EDUCATIONAL CURRICULUM
Educational curriculum, as a rule that governs levels, stages, courses
and degrees, in education system, it should carry out five mains
features:
Open.- Curriculum is a common part to the national territory and
another
completed
by
every
autonomous
communities
with
competences in education.
Another feature is that the application must be made in accordance
with the context of school. It should be generated in the same
geographical spaces in which the school is located.
Flexible.-We can adapt to really of educational environment and
students to whom it is directed.
Comprehensive.-There is a common part of training for all students
to national level, which get these teachings.
Taking into accountdiversity.- It allows including differences or
identity of every autonomous community.
Flexible teacher.- a curriculum with the previous characteristics
should result in the figure of a reflexive guide and counselor teacher.
81
TYPES OF CURRICULUM
It is simply that which is written as part of formal instruction of the
schooling experience. It may refer to a curriculum document, texts, and
supportive materials that are overtly chosen to support the intentional
instructional agenda of a school.
CURRICULUM-IN-USE
The formal curriculum (written or overt) comprises those things in
textbooks, and content and concepts in the district curriculum guides.
However, those "formal" elements are frequently not taught. The
curriculum-in-use is the actual curriculum that is delivered and presented
by each teacher. Cuban (1992) calls it the taught curriculum (implicit,
delivered, and operational) where teacher beliefs begin altering the
curriculum/teaching style. It relates to the Hidden curriculum.
RECEIVED CURRICULUM
Those things that, students actually take out of the classroom, those
concepts, and contents that are truly learned and remembered.Cuban
(1992) calls it the learned curriculum. "The gap between what is taught
and what is learned—both intended and unintended—is large." Cuban, p.
223, 1992)
Schoenfeld (1990) found that elementary students often solved math
problems in a mechanical way even when answers don’t make sense in
the real world. Students learn that school math is arbitrary.
82
Many researchers have given evidence about misconceptions that
students and adults have a native theory.
RHETORICAL CURRICULUM
Elements from the rhetorical curriculum are comprised from ideas
offered by policymakers, school officials, administrators, or politicians.
This curriculum may also come from those professionals involved in
concept formation and content changes; or from those educational
initiatives resulting from decisions based on national and state reports,
public speeches, or from texts critiquing outdated educational practices.
The rhetorical curriculum may also come from the publicized works
offering updates in pedagogical knowledge. Societal curriculum Cortes
(1981) defines societal curricula as: (p.25).
CONCOMITANT CURRICULUM
What is taught, or emphasized at home, or those experiences that are
part of a family's experiences, or related experiences sanctioned by the
family. (This type of curriculum may be received at church, in the context
of religious expression, lessons on values, ethics or morals, molded
behaviors, or social experiences based on a family's preferences.)
THE HIDDEN OR COVERT CURRICULUM
This is implied by the structure and nature of schools, which revolves
around daily or established routines. Longstreet and Shane (1993) offer
a commonly accepted definition for this term. The hidden curriculum,
which refers to the kind of children’s learning derived from the natural
and organizational design of the public school, as well as from the
teachers and administrators’ behaviors and attitudes.
83
The hidden curriculum includes the messages and lessons emphasized
on:
o Sequential room arrangements
o The cellular, timed segments of formal instruction
o An annual schedule that is still arranged to accommodate an agrarian age
o Disciplined messages which equate the concentration of the classrooms
where students are sitting up straight and they are continually quite.
o Students getting in and standing in line silently;
o Students quietly raising their hands to be called on; competition for grades.
The hidden curriculum may include both, positive or negative messages,
depending on the perspective of the learner or observer.
David P. Gardner is reported to have said:
“We learn simply by the exposure of living. Much that passes for education is
not education at all but ritual. The fact is that we are being educated when
we know it least."
THE NULL CURRICULUM
What we do not teach; thus, giving students the message that these
elementsare not important in their educational experiences or in our
society. Eisner offers some major points as he concludes his discussion
of the null curriculum.
The major point I have been trying to make thus far is that schools have
consequences not only by virtue of what they do not teach, but also by
virtue of what they neglect to teach. What students cannot consider,
what they don't processes they are unable to use;they have
consequences for kinds of lives they lead.
There is something of a paradox involved in writing about a curriculum
84
that does not exist. If we are still concerned with the consequences of
school programs and the role of curriculum in shaping those
consequences, then it seems to me that we are well advised to consider
not only the explicit and implicit curricula of schools but also what
schools do not teach. It is my thesis that what schools do not teach may
be as important as what they do teach. I argue this position because
ignorance is not simply a neutral void; it has important effects on the
kinds of options one is able to consider, the alternatives that one can
examine, and the perspectives from which one can view a situation or
problems.
From Eisner's perspective the null curriculum is simply, which is not
taught in schools. Somehow, somewhere, some people are empowered
to make conscious, decisions as to what is to be included and what is to
be excluded from the overt curriculum. Since it is physically impossible
to teach everything in schools, many topics and subject areas must be
excluded from the written curriculum. But Eisner's position on the null
curriculum is that when certain subjects or topics are left out of the
curriculum, school staff is sending messages to students that certain
content and processes are not enough important to study. Unfortunately,
without some level of awareness that there is also a well-defined implicit
agenda in schools, school staff sends the same type of message via the
hidden curriculum too.11
IMPORTANCE
The routine and the improvisation have been and they continue being the
main enemies of the efficiency and effectiveness of education, where the
11
85
new generation’s formation and qualification are at stake.
With the result of the curricular planning, either with the institutional
curricular planning or the elaboration of a strategic planning of development
becomes an indispensable requirement in order to get a good progress at
the educational establishment, however little it is known on these types of
planning. Therefore, it is necessary the information for the viability of this
work.
THE NEED FOR DEVELOPMENT CURRICULUM PROCESSES
Curricular planners debate over teaching method as part of a broader set of
educational planning decisions. These traditionally involve:

The carefully examination, drawing on all available sources of
knowledge and informed judgment of the teaching objectives, whether in
particular subject courses or over the curriculum as a whole.

The development and trial use in schools of those methods and
material which are judged, likely to achieve the objectives which teachers
agreed upon.

These assessments of the extent, to which the development work
has in fact achieved its objectives. This part of the process may be
expected to get new thought about the objectives of themselves.

The final element is therefore the feedback of the whole
experience gained to provide a starting point to further study.
These elements are viewed as forming a network of interacting systems,
choice of teaching method cannot, therefore be determined in isolation from
other planning and implementation practices.
86
OBJECTIVE
The objective of the design of any curricular patterns is to take care from
the coherent, horizontal, vertical, logic and psychological relationship
among the different didactic units that integrate the curriculum, since
facilities in great measure achieve the continuity, sequence and integration
of the diverse educational actions, the instrumentation and curricular
evaluation from the learning.
FORMS OF CURRICULAR ORGANIZATION
Another important factor it is indispensable to take into account before the
curricular organization is to consider the profile of the graduate or
professional practice, what establishes that the definition of a plan should
be executed by stages. Starting from the objectives that they become in
―professional profile‖ they elaborate them as a group of knowledge, abilities
and attitudes defined in operative terms for a specialized person, but
according to Tyler inside these profiles also exist the hidden curriculum
which involves the formation of the human behavior, so it is necessary to
structure the curriculum based on the necessities and action field of the
graduate with the result that the curriculum is not only considered like an
educational answer but as a group of economic, political, ideological and
educational problems.
It means that the curriculum organization should be decided, that a certain
model should continue: for subjects related with the epistemology level for
areas of the knowledge that they are related with the psychology level, for
modules that they are related with the institutional level.
87
THE CURRICULAR REFORM IN ECUADOR
Since 1980 was created the National Commission on Curriculum, which
puts the same emphasis on the coordination of actions of the curriculum
design, seeking to challenge the traditional school and putting emphasis on
Integral Rural Development.
In 1992, the National Consultation ―Education Twenty-First Century‖ was
put into effect,which holds the same broad problematization lines, which
are:
1. Education and Labor.
2. State and society, Education and Society; Quality and Efficient Education
System; they are also warmed on the University and Modernization or
Privatization Desconcentration and Decentralization and the Administrative
Decentralizationsearching for the functional efficient business. With this
background in 1996 Curriculum Reform is induced to the educative
qualification, which seeks to explain to the student`s constructivist
formation represented on conceptual pedagogical approaches and genetic
psychology from Vigotsky, Piaget, Merani, among others and it also gets
the responsibility development from five cycles:
1st National
2ndConceptual
3rdFormal
4thCategorical
5thDevelopment of Scientific Thought (university)
LEVELS OF THE CURRICULUM PLANNING
88
The structure by levels is consistent with consideration of curriculum as
educational administration, minimum, perspective aspects; which should lead to
adequacy from the curriculum to different contexts, needs and realities.
They are the steps or phases to be observed the national curricular planning to
institutional curricular planning and the classroom; that is from the first
concretion level to the second and third concretion level. This steps will and
able to teacher guiding the educative curriculum toward specific and concrete
situation, according to the context realities and needs of the school as well as
from the classroom and his/her students.
MACRO-PLANNING LEVEL
It comes from the Ministry of Education and in this case, it is the product of a
process of consensus-building in which have intervened scientists, specialists,
educators, psychologists, anthropologists, businessmen, teachers, who have
established goals, skills, mandatory common, content at national level, the
guidelines or methodological and general approaches and evaluation.
Therefore it is not exhaustive; it allows every institution and every teacher
decides, starting with the established, the curriculum elements that correspond
to immediate reality and with community`s needs and students.
MESO-PLANNING LEVEL
In this level corresponds the action to directives and teachers of centers or
educational institutions. Its starting point is the first level and this curricular
adjustment into account the institutional context.
It is the set of decisions that enables sustained and articulated concrete
89
curricular design based on the appropriate programs to a specific context,
which is a priority considering the basic educational needs.
This means that can be specified more goals, prioritize or add skills, adapt or
include contents for identifying and proposing methods, recourses and
choosing or designing evaluation tools. It is the instance to create its own
institutional curriculum.
MICRO-PLANNING LEVEL
As we have mentioned, perhapsit is the most important. It has as bases the
previous level and it is located in the action area in the classroom.
It is made for teacher and contains the basic curriculum elements. It is the
work unit for an articulated and completed teaching-learning process in which
are specified goals, skills, contents, procedure, teaching-learning activities and
assessment tools, according to the characters of the specific groups of
students.
This level of curriculum design guides the pedagogical intervention from
teacher and therefore the educational achievement in the classroom area.12
THE SOURCES OF THE CURRICULUM
Often four types of sources of the curriculum are highlighted; each one makes
a contribution and provides specific information:
The sociological sources
It is concernedonsocial and cultural demands of the educational system, to the
12
HARMER, Jeremy.How to teach English.First publishing. 1998. Pp. 121.
90
contents of knowledge, attitudes and values that contribute to the process of
socialization of students, the assimilation of social knowledge and cultural
heritage of society. The curriculum has the purpose of collecting the social
functions of education, so that the students become active and responsible
members in the society where they belong.
The psychological source
The psychological source relates to development processes and student’s
learning knowledge from the regularities of the evolutionary development in
different ages, learning rules and cognitive processes in human curriculum,
which offers an essential framework on opportunities and ways of teaching,
when the students learn that it is possible to learn at every moment, and how
to learn.
Pedagogical source
It reflects both the existing theoretical foundation as well the educational
experience gained in teaching practice. Namely, the curriculum development
in the classroom is indispensable in the early stages of design and further
development.
Finally, the curriculum has its epistemological source, in which are integrated
the scientific knowledge, relevant curricular subject areas, methodology,
internal structure and current state of knowledge in different disciplines and
interdisciplinary relationships; there is a decisive contribution among them
about the configuration of contents of curriculum.
91
THE MESO-PLANNING
DIDACTIC UNIT PLAN
The curriculum program is referring to each teacher develops the
didactic unit plan. To develop this programming classroom, we must
remove the goals, skills and contents of the curriculum program on an
appropriate number of didactic units, properly sequenced in order to
carry out the teaching- learning process.
DEFINITION
A didactic unit is a teaching planning that includes a sequence of
activities or tasks with a final goal and common contents, objectives,
methodology and evaluation.
Many of the didactic units that we can find are designed around
certain topics (food, clothes, hobbies, etc.) but we know that the real
use of a foreign language involves much more that the knowledge of
some lexical fields.
For this reason I support the task-based
approach: a didactic unit is a sequence of activities or tasks that
make possible the achievement of a final task.
Example:
We choose the final task: to write an e-mail to a key-pal in English
language. (It is an activity in which the students have to use the
foreign language in a real situation with a specific purpose).
We have to analyse the knowledge and skills that the students will
92
need in order to perform that final task: conventional expressions,
introducing oneself, organization of ideas, textual cohesion and
coherence, cultural references, etc. Then we have to design the
activities that will promote all those learning and acquisitions. Those
activities must be sequenced in a way that allows our students'
learning process: from comprehension to production, from clearly
structured activities to real language use.
There is another idea that we have to take into account: many
didactic units include a clear demoralization of sessions and
activities. Well, surely most of us have heard about "learner-cantered
curriculum", and we are eager to teach English focusing on our
students' needs and personal characteristics. One of the main ideas
of the "learner-centre curriculum" is to follow our students' learning
rhythm, and we don't know if they will need one or five sessions to
achieve the objectives of the unit. Therefore, this idea is not
compatible with clearly demoralized didactic units. What is the use of
a planning that doesnot follow our students’ rhythm?
Bearing all this in mind, we propose to make didactic units following
this model:
1. To choose a final task that involves real use of English language.
This task must be chosen taking into account the objectives and
contents of the course.
2. To analyse the final task and find the knowledge and skills that the
students will need to perform it successfully.
3. To establish the steps that the students will have to follow. In the
previous example the steps could be:
93
a) To read and distinguish various types of e-mails (friendly, formal,
commercial)
b) To find the general idea of an e-mail
c) To extract specific information from e-mails
d) To write an e-mail.
To sum up, a clearly structured didactic unit is not useful, from our
point of view. We have to take decisions in real time. If one activity
doesnot work properly we cannot just go ahead to the next "session",
we will have to choose another activity with the same objectives.
ELEMENTS – COMPONENTS OF THE DIDACTIC UNIT
INTEGRATOR AXIS
The integrator axis corresponds to the title of unit; it is usually
obtained from areas that have social or natural content, and/or
transversal axis. The elements of unit are integrated around this
axis, so skills and content areas are organized and interact from
a problematic evocative an experiential situation, in accordance
with the students’ needs and interest. The title or axis enunciates
the relevant situation that serves to organize its elements and it
gives coherence, consistency, globalization and interrelatedness
of learning.
OBJECTIVES
The objectives are the goals that teacher wants to get through
the development of the Didactic Unit. They are written in terms of
skills, which are going to develop in students as a response to
skills that are defined. They have a greater level that the
determined objectives for certain areas.
94
SKILLS
Skills are defined as a ―knowledge‖ or ―know to do‖, as the person`s
ability or competence or applying or using knowledge independently
when the situation requires.
It is a knowledge
It is a learnt knowledge
It is a known knowledge
It is a acquired knowledge
It is a capability that is used independently
It is a way to act when the situation requires it.
If it is emphasized the learning and development of skills; the
students will be able to act properly in certain situation, which can be
developed through processes to learn with the best way the
development of basic skills in the English Language.
In this approach is a skill that is a way of doing things, making in
action order sequence that allows the students carries out a purpose,
which is pretended with explicit inclusion of skill in the curriculum, and
so the teachers give importance and do not take as accessory
something that is superficially.
Definition of capabilities or competencies is a result of learning
process which will be formed, develop or improved. Nowadays the
education in Ecuador is centered on development of basic
competences.
Competences
Competence is human talent; itis put into action to resolve a problem
in an efficient and effective form based on holistic articulation of
95
knowledge, skills and values.
According to the Ministry of Education, the pillar of education has a
clear orientation of knowledge on competences.
Objectives of Competences

To prepare teachers with a fundamental competence in the
English area, in order to achieve the construction and
innovation of the treatment of didactic unit.

To develop competences, which allow management of
geographical and social variables for applying with the
Lesson Plan in the class.

To develop sensitivity to its social integration through
practice of values.
CONTENTS
Determination of the concepts, facts or phenomena needed to be
taken into account as means for the development of specific
skills and accomplishment of the goals.
After contents are developed to determine overall learning skills
that are going to be developed into programming, always having
in mind the outcome of the initial assessment, or student’s
knowledge.
METHODOLOGICAL STRATEGIES
They are the sequences of actions, activities or processes that
willbeenabled for the students through meaningful indispensable
experiences in the general learning. The interrelation among
methodological strategies allow to move from one area to
96
another without causing cuts that break the sequence or
integrality, especially in the initial years of education.
The unit didactic well-organized and directed gives a wide range
of activities to students, in the different terms: individual work,
group work, and collective. To have significance educational
activities, the students recognize that they contribute to recognize
the objectives.
TEACHING METHODS
The use of these methods is related to the purposes of the
courses. In the education should be developed the following
methods:
7. Grammar Translation Approach
8. Direct Approach
9. Total Physical Response
10. Silent Way
11. Audio Lingual
12. Functional and Communicative Approach
The best methods that the teachers should use in their classes
are: Total physical response, Communicative language learning,
and Communicative approach.
The
Functional-Communicative
has
grammar,
vocabulary,
pronunciation and intonation.
RESOURCES
They are necessary means and materials to develop activities:
maps, objects of the environment, audiovisual equipment,
97
games, videos markers, everything is necessary to manipulate
perform experiments; understand prepositions drawing objects,
people and so on.
These materials must carry out certain standards to perform their
role to facilitate learning. Some of them are:
 To be suggestive and motivators
 To be consistent with the students’ level of maturity
 To be generators of individual and group activities13
EVALUATION
The teacher can use several assessment ways and tools that can
be: oral question from simple answer, drawing instruments, solve
individual and group exercises and problems, among others who
feedback achievements and difficulties that the students have
presented in the learning process.
MICRO-PLANNING
DEFINITIONS
The term ―lesson‖ is popularly considered to be a unified set of
activities that cover a period of classroom time, usually ranging from
forty to ninety minutes. These classroom time units are administratively
significant for teachers because they represent ―steps‖ along a
curriculum before which and after which you have a hiatus in which to
4
ASHER, James. Learning another language through actions.S
98
O
.
evaluate and prepare for the next lesson.
A daily lesson plan is developed by the teacher to guide the instruction.
Learning the instruction is much more difficult than delivering the
instruction. Planning is when you look at the curriculum standards and
develop lesson content that match those standards. Luckily, textbooks
that are adopted for these subject areas are typically written with these
in the mind. All details should be written down to assist the smooth
delivery of the content. The extent of the detail will vary depending on
the number of hours he or she has taught the lesson. Obviously a
teacher with several or many years of experience may have plans that
are much less detailed than beginning teachers. There will be
requirements mandated by the school system that employs them
regarding their responsibilities.
Lesson plans are not writing for teachers to read to the class. They are
use to structure the lesson and to help with the flow of the class,
especially when something has occurred to distract everyone, including
the teacher.14
Lesson plans are first of all a thinking process. This thinking process
basically completed in four parts.
First determine the curriculum that is, what the students will learn what
they will be able to do upon completing activities or work of the lesson.
Second, determine what the students already know, before the
beginning the lesson that can lead into the new curriculum of the day.
5
BROUND,Douglas. TeachingbyPrinciples.AninteractiveapproachtolanguagePedagogy. Pearson
Education. 3rd Edition
3
4
HARMER, Jeremy.How to teach English.First publishing. 1998. Pp. 121.
99
Third, determine at least one way to assist the students in learning the
new curriculum.
Fourth, determine at least one way to evaluate the learning outcomes
of the students.
Whether you’re an experienced or inexperienced language teacher, it’s
essential to plan your lesson. A plan gives structure and shapes the
lesson. It clarifies what you can do in the time available and gives a
means of stating the learning objectives of the lesson to your students.
Students want to know what you expect them to be able to do by the
end of the lesson, and by knowing the purpose and objectives of what
you are doing, students will feel that you are a well-prepared teacher.
Planning also enables you to formulate a personal teaching objective,
something you want to improve in your teaching style, such as your
sense of timing or a reduction in your own talking time. A good lesson
plan helps you to prepare appropriate techniques, materials, and
procedures for the achievement of the lesson’s aims; it helps you work
out and organize the stating and timing of the activities and anticipate
students’ problems so that you can prepare so that you can prepare
ways for overcoming them.
HOW TO PLAN LESSONS
There is not fixed formula for planning a lesson. We all have our own
lessons ways of organizing and working things out; perhaps the best
ways to go about answering the question of how to plan lesson is to
ask yourself the following fundamental questions when it is planning:

Purpose. Does your plan have a purpose? Learning and teaching
100
objectives? Will the lesson be useful in achieving short-term
objectives or long-term goals?

Interest and motivation. Will the learners be interested in the
subject matter and thus be motivated to participate? Make sure the
plan fits the level and age your students, as well as the content of
the class.

Enjoyment. Will the learners enjoy the activities? Is there a variety
in the activities?

Practicality is the lesson practical? To answer this, consider the
following:

Classroom environment are the furniture and seats suitable
arranged.

Materials. Do you have the appropriate materials? What will you
need for the number of students in the class? Do you need to
prepare the photocopies, role-play cards, find pictures or
recordings?

Timing and staging. Is there enough class time for the activities?
What is the sequence of the stages and the activities?

The progression is the topic-based, with learners nominating thing
they wish to talk about and messages they wish to communicate to
other learners. The teacher’s responsibility is to provide a
conveyance for these meanings in a way appropriate to the
101
learner’s proficiency level.15
ELEMENTS OF A LESSON PLAN
Variations are plentiful, it seasoned teachers generally agree on what
the essential elements of a lesson plan should be.
GOALS
Teachers should be able to identify an overall purpose or goal that they
will attempt to accomplish by the end of the class period. This goal may
quite generalize, but it serves as a unifying for them.
OBJECTIVES
It is so important to state explicitly what teacher wants students to gain
to the lesson. Explicit statements here help teachers to:
To be sure that teacher indeed knows what is he/she wants to accomplish.
To preserve the unit of the lesson.
To predetermine if the teacher is trying to accomplish too.
To evaluate student’s successes at the end, or after the lesson.
The teacher would be unable to confirm the realization of something of
these sorts of procedure, insecurely state objectives. In stating
objectives, they distinguish between terminal and enabling objective.
In the final learning outcomes the teacher will need to measure and
evaluate. The teacher may be able to identify the number of other
enabling objectives that will vary depending of students’ proficiency
6
102
level and what they have learned in the course.
MATERIALS AND EQUIPMENT
It may be seen a trivial matter to list the necessary materials, but a
good planning includes knowledge that teachers need to get with the
students in the classroom. It is easy in the teacher’s harried life to bring
the workbooks that students gave them in the last class.
PROCEDURES (Methodology)
At this point, lesson clearly has tremendous variations, but as a
general set of guidelines for planning, teachers might think in
terms of making sure their plan:
f. Activities or warm up
g. Some activities and techniques:
- Whole-class work
- Small group and pair work
- Teacher talk
-
Students talk and understand
h. Closure
EVALUATION
If the lesson has not evaluative component, teachers can easily
find themselves simply making assumptions that are not
informed by careful observation or measurement.
The evaluation is placed in the course of regular classroom
activity. Some ways of evaluation might be waited a day or until
certain abilities have the chance for building.
103
EXTRA-CLASS WORK
Sometimes misnamed homework or extra class work, if it is warranted, it
needs to be planned carefully and communicated clearly to the students.
Whether teacher is teaching a foreign language, the situation they can
always find applications or extensions of classroom activity that will help
students get some learning beyond the class period.
GUIDELINES FOR LESSON PLANNING
In most normal circumstances, especially for a teacher without much
experience, the first step of a lesson plan will already have been
performed for students choosing what to teach. No doubt teachers will
be or have already been given a text book and told to teach from it, with
either a suggestion or a requirement or what chapters or units they
should cover.
For the teachers who have never taught before, it is often very useful to
write a script of the lesson plan in which their exact anticipated words
are written down and followed by exactly what they would expected
students to say in return. Writing a complete script for a whole hour of
teaching is probably too laborious and unreasonable, but more practical
and instructive is partial scripts that cover.
Introduction to activities
Direction for a task
Statements of rules or generalizations.
Anticipated interchanges that could be easily
Oral testing techniques
104
Conclusion to the activities16
VARIETY, SEQUENCING, PACING AND TIMING
As teachers are drafting step-by-step procedures, they need to
look at how the lesson holds together as a whole. Four
considerations come into play here:
a. Most successful lessons give students a number of different
activities during the class hour, keeping alert minds alert and
high enthusiasm.
b. Ideally, elements of a lesson will build progressively toward
accomplishing the ultimate goals.
c. Pacing can mean a number of things:
- First, it means that activities are neither too long nor too
short.
- Second, teacher needs to anticipate how well their
various techniques flow together.
- Third, good pacing also is a factor of how well they
provide a transition from one activity to the text.
d. The lesson appropriately timed is one of the difficult aspects of lesson
planning to control. It is unusual for new teachers to plan a lesson so
tightly that they actually complete their lesson plan early, but just a
little experience it is more common that we don`t complete our lesson
within the planed time allotment.
16
NCLRC, The National Capital Language Resource Center.The Essentials of Language Teaching. Washington,
105
GAUGING DIFFICULTY
It takes a good deal of cognitive empathy to put themselves in their
students should and participate their problem areas. The main
problem here lies is the heterogeneity of a classroom full of learners
whose proficiency range is very broad. Individual attention feedback
and small group can sometimes bring balance into the classroom.
INDIVIDUAL DIFFERENCES
The lesson plan will aim at the majority of students in class who
compose the average ability range but this lesson plan should also
take into account the variation of ability on their students, especially
those who are well below or well above the classroom norm.
STUDENTS TALK AND TEACHERS TALK
Our natural inclination as teachers is to talk too much, but the
students have a chance to talk, too, and in this way both can produce
the language, giving their own topics and ideas.
TEACHING TECHNIQUES
There are some techniques that the teacher uses in their classes
such us:
1.
Task
2.
Activity
3.
Procedure
106
1.
Task
Task usually refers to a specialized form of techniques or series of
techniques closely allied with communicative curricula, and as
such must minimally have communicative goals. The task is
focused on the authentic use of language for meaningful of
communicative purposes beyond the language classroom.
2. Activity
Within the activities that the teacher uses for the best classes are:
role-plays, brainstorm, flash card, games, role plays group
information, matching, questioning (in pairs), write what you hear.
Because an activity applies some sort of activity performance on
the parts of learners it is generally not used to refer to certain
behaviors.
3. Procedure
It encourages the actual moment or to moment techniques,
practice and behavior that operate in teaching a language
according to a particular method.17
TEACHING STRATEGIES
SKILLS
For more than six decades now, research and practice in English language
teaching has identified the ―four skills‖. ESL curricula and textbooks around
the world tend to focus on one or two of the four skills, sometimes to the
17
elementary level institutions. Academic Year:2006-2007.
107
exclusion of the others. It is perfectly appropriate to identify language
performance thus. The human race has fashioned two forms of productive
performance, oral and written, and two forms of receptive performance,
aural (or auditory) a reading. But attention to the four basic skills does
indeed pay of as learners of a second language discover the differences
and interrelationship among these four primary modes of performance.
That is rather that designing a curriculum to teach the many aspects of one
skill, say reading curriculum designers are taking more of a whole language
approach whereby reading is treated as one of two or more interrelated
skills.
TEACHING LISTENING
This skill is sometimes neglected by teachers and not sufficiently
practiced. It is vital, however,the language learner gets lots of
opportunities to hear the language being spoken, they need to get
used to the sounds and rhythms of the new language so they can
understand it and so they can learn to produce it themselves.
Countless students have studied English at school without hearing it
spoken much. When they then visit an English-speaking country
perhaps after several years of lessons; they are upset that they
cannot understand anything. This is obviously unsatisfactory. We
need to ensure that students get lots of exposure to different
speakers of English talking about a wide variety of subject in class.
Apart from listening to you and to each other, how many other
opportunities do you provide?
108
Look at the list below and tick the things you already provide for
your students to listen to:
 Dialogues
 Plays
 Songs
 Stories
 Poems
 Discussions
 Lectures
 Messages
 Interviews
 News broadcasts
 Announcements
We naturally listen to different things in different ways. For example,
at the airport we listen very carefully to any announcement that
mentions our flight airport we listen very carefully to any
announcement that mentions our flight number, but we may not
listen quiet so carefully once we are on the plane and the names of
the captain and the flight attendants are being announced.18
Intensive listening
If we want to know lots of details about what we are listening to we are
listening intensively. If we are listening to directions to a friend’s house
Extensive listening
18
HARMER, Jeremy.How to teach English.First publishing. 1998.
109
If we only need to get the main idea about what we are listening to we
are listening extensively. This is what we do when we listen to an
interview on the radio at the same time as cooking dinner.
At them which skill they enjoy practicing and notice whether there is or
isnot a connection between what they like and what they are good at.
The information collected can be used in a number of ways.
 In class we can sometimes give students choices about which skill to
practice for example, they could choose to report on something orally or
in writing.
 Sometimes students can do an activity because they need the practice
and sometimes they can do something because they enjoy it. For
example listen to a favorite song.
 Students can look the opportunities outside the class to practice the skill
they need to improve. For example they could choose to read something
from an English magazine or to write down the words to a pop song.
 We can something give students a choice of homework to practice a skill
they enjoy. For example they can label a diagram form a written
description or they can look at the diagram and write a description about
themselves.
Students find it much motivating to do something they have
chosen then something they have been told to do and the more
students are involved in decisions about their own learning the
more learning is likely to take place.
110
TEACHINGSPEAKING
From a communicative, pragmatic view of the language classroom,
listening and speaking skills are closely intertwined. More than not,
ESL curricula that treat oral communication skills will simply be
labeled as ―Listening-Speaking ―courses. The interaction between
these two modes of performance applies especially strongly to
conversation, the most popular discourse category in the profession.
As you know the speaking skill is really important and necessary to
practice, however most of students have different abilities and levels
of confidence about speaking in English some reasons are:

They are shy about speaking English

They are nervous about making mistakes

They are embarrassed if they get sometimes wrong

They give up very easily if they don´t know the right word
On the other hand:

They are more willing to take risk and, as long as they get their
message across.

They don`t worry to much about making mistakes
Overcoming anxiety
Students often get the main idea that they have to understand
everything in the new language. They tend to feel anxious and stop
listening immediately when they do not understandsomething. This is not
helpful for them and they need the opportunity to realize that they can be
successful learners without understanding every word. As long the task
is very simple, they can listen successfully and, thento understand
difficult pieces of text simplifying the task not the text and reinforce
111
success.
One way to help students become more independent listeners is to give
them choices about the skills they want to practice.

Extensive and find out how many stories are in the headlines that they.

Intensive to a particular news story for specific details.
If there are the resources, students can work in groups in charge of their
own cassette players so that they can decide how often they need to
listen to complete the task they have chosen. If there is only one
cassette player, ask students how often they want to listen to the tape
before they start the task.
Next time you do listening activity; think about how you could give your
students some autonomy. Try designing two different sorts of task or
task at two different levels and give your students a choice about which
one they want to do first.19
Outside the class
Encourage students to take the opportunity to practice their English
outside the classroom as much as a possible. Once they begin to realize
that they can create their own opportunities to use their English, they are
taking more responsibility for their learning.
Getting out of difficult
Students should learn some strategies to get out of difficult when their
19
HARMER, Jeremy.How to teach English.First publishing. 1998.
112
communication goes wrong. For example, they need to be able to:
 Ask for clarification
 Say that they don`t understand
 Paraphrase what someone else has said to check that they have
understood.
Ask your students to make a list of all the different ways that they
know in English to say that they don`t understand and to task for
clarify.
Students can practice these in pairs get then to take it in turns to
say something very difficult or very fast and get the other student to
choose and appropriate way of asking for help, if your students are
beginners or cannot think for themselves of what things to say, you
could give them a list of ideas to start them off.
Rhythm, rhyme and music
Students can improve their pronunciation with activities which are
fun and involve rhythm and music so that we are making use of
more than one sense at the same time, of a source of these
activities, see further reading.
Students will concentrate on the patterns and rhythm and the
individual sounds will take care of themselves. They enjoy songs
and poems and they can write their own poems and different topics
they will find this a really good way of learning and may want to
113
extend these activities outside the classroom by singing and reciting
songs and poems at home.
End of term performance
What about putting on an end of term English concert where students
perform and produce songs, poems or short plays in English it could be
found for you and them if you can, talk to another teacher about the
possibility and then discuss it.Fluency and accuracy are important for
effective language learning so we need to help learners understand the
difference and develop both. They need to know what kind of learner
they are already and we need to give them strategies to develop further
in and out of class.
Fluency or accuracy
An important part of developing autonomy for a learner is understanding
the process of learning and becoming actively by making informed
choices it is important to be very explicit about what we are doing and
why. For example, students might do different sorts of speaking activities
at different stages of the lesson and sometimes the focus is on fluency
and sometimes it is on accuracy. What proportion of time do you think
you spend on each sort of activity in your lessons?
TEACHING READING
The Reading is an important mean of communication. Readers and
writers interact through the reading of a text. Reading also offers
additional exposure to the language, an exposure that can often be
stimulating, interesting in terms of vocabulary. However learning to read
114
in another language can be frustrating experience for the learner if the
reading materials are too difficult or unsuitable.20
The people read in their own language or in a foreign language for
different reasons and for a variety of purposes.
Reading a book for pleasure is an enjoyable experience if it is done
at a reasonable speed, without having to look up too many
words.Reading texts that are heavy in facts or processes is a slow boring process often regarded as something learners have to do,
not want to do. Special dictionaries are often required for such
purposes.
There are strategies that skilled readers use:
PRE-READING STRATEGY
It consists of a short pre- reading exercise and question about
the controlled nonfiction reading selection and the main topic in
academic reading, it often helps to survey the material before
you begging to read it. Picture so diagrams provide useful first
clues to the contents. In addition, some selections contain
subheads or lines that stand out, which give quick information
about the reading.
20
115
SKIMMING
The purpose of skimming is simply to see what a text is about
whether it deals with the subject in the way that the reader requires of
how it is organized. The reader skims in order to satisfy a very
general curiosity about the text and not to find the answers to
particular questions.
Skimming differs forms general rapid reading in that the reader goes
through the text extremely quickly, merely dipping into it or sampling it
at various points.
One the reason for practicing skimming is that it can be very useful as
a study technique. It also helps the learner to organize the student’s
thoughts and specify what information he can get from a book, so that
his subsequent Reading is more efficient.
SCANNING FOR INFORMATION
It means go through the text rapidly to search for a specific section or
information or to get an initial impression of whether the text is
suitable for given purpose.
There is a great range of text suitable for scanning indexes,
dictionaries, maps advertisements, labels reference material, selling
letters, etc.
COMPREHENSIVE READING
A combination of several sorts of knowledge and techniques must be
116
acquired for the comprehensive reading of scientific text.
To read scientific material comprehensively, the students must
learn and practice the following:

Vocabulary

Sentence comprehension

Paragraphs analysis

Illustration interpretation
TEACHING WRITING
The visual representation of a language is invaluable for helping
students to communicate and understand how the parts of language
go together. Many students actually learn and remember more
through the written word. This section takes a close look at writing
skills and how to help students develop their ability to express
themselves in writing. Keep in mind that writing almost always
involves reading; the two skills, the receptive and the productive are
interdependent. Generally speaking, the student who reads with
easily and reads widely finds writing easier than the students who
doesnot read much and/or reads with difficult. It doesnot necessarily
follow that a good reader is good writing, but must students find that,
if they continue to practice reading, their writing improves.
WRITING STRATEGIES
When preparing a writing task. The teachers need to focus on what
students need to practice in order to improve their writing skills.
Writing tasks should help students to practice.
Transitions
117
Writing helps students connect the language and make transitions
between words.
Punctuation
To write, one must be able to use punctuation correctly. The basic
rules of punctuation may or may not be the same in the students’
native Language and English.
Spelling
Writing is one of the routes to improving spelling(as well as
punctuation). Dictation uses full for drawing attention to English
spelling and pronunciation. Use a variety of dictation techniques,
and keep the passages short.
Organization
It is the key to developing a writing topic. The more powerful and
creative the writer, the more advanced his or her organization skills
generally are:

Form.- Through writing, students practice various forms and
styles from writing letters to stories. Students need to know
these form specially business letters.21

Guided writing.-Guided writing is writingthroughthe use of
clues, information or guidelines. At the beginning and
intermediate levels, guided writing is a helpful way for students
to build confidence in the writing ability.

Substitution tables.-This type of table contents items that can
12
elementary level institutions. Academic Year:2006-2007.
118
substitute each other in a sentence.

Model text.-It gives students a short text to read and to use as
a model for connecting words in a similar way.

Questionnaires.-It is a useful and fun activity for both teacher
and students .the students get a chance to express his/her
opinion feelings, and ideas on select topics, while the teacher
learns more about what the student thinks and wants.
Questionnaires can develop from magazine, quizzes, news
events, and more. One of most basic and helpful questionnaires
is one that relates directly to the course.

Scrambled sequences.-The teacher can create scrambled
sequences by simply photocopying a short text and cutting
apart the sentences or the teacher can write his or her own.

Narratives.-A studentcan write a simple narrative based on a
sequence of pictures or a cartoon stir.

Writing task by level.- In addition to the general guided writing
task above, there are various other tasks that work especially
well for certain levels.
PURPOSES FOR WRITING
 To entertain
With silly song lyrics, a funny story, an animal adventure, a
friendly letter.
 To inform
People want to learn about things. They want to know why and
how. They need information. They can use to make decision.
 To describe
119
Make images come alive in the minds of your readers. Describe
a unique character, a scenic tourist spot, your favorite pet.
 To explain
Reader needs to know, cook, assemble, construct, repair,
connect, build perform. Can you write directions that will be truly
helpful?
 To persuade
You want your readers to buy, to act, to join. You are looking for
help for help or you want to make a change. Choose your words
wisely and give reasons to support your request.
 To reflect
Writing down your thoughts and feelings help you think about the
world around you. Deciding to share your reflective writing can
help others understand you better.22
HYPOTHESES
GENERAL HYPOTHESIS
The curricular planning influences in the development of the four basic
linguistics skills of the English Language in the students of the 1st, 2ndand
3rd Years of High School Curriculum of the ―Bernardo Valdivieso‖ High
SPECIFIC HYPOTHESES
22
120

linguistic skills of the English Language in the students of the 1 st,
2ndand 3rdYears of High School Curriculum of the ―Bernardo Valdivieso‖
High School during the academic period 2010-2011.

f. METHODOLOGY
DESIGN OF THE INVESTIGATION
The researchers have proposed to make a descriptive research about a
palpable problem i the reality, which will give an important contribution to the
National University of Loja and to the educative community of our city and
region.
In the development of this research work some methods, techniques and
tools will be used in order to achieve the proposed goals and for fulfill the
present research. In this context, the methodological design of research that
will use is described below:
121
METHODS, TECHNIQUES AND PROCEDURES
METHODS
Scientific Method: It will guide throughoutthe investigation process
by picking up the information, organizing it, data processing,
information analysis, and interpretation of results. It will let to follow a
whole process of research step-by-step trying to prove our
hypotheses.
In addition we will use other methods such us: the analytic-synthetic
and explicative.
Analytical-System Method: It will help to analyze the empirical
information from the instruments used, as well as to analyze the
theoretical contents underpinning research variables and therefore
we can derive the conclusions and recommendations according to
the results in the fieldwork.
Explicative Method: It will be used in the explanation of the logical
implications of the variables of every hypothesis and in this way the
researchers will be able to prove the same ones, through a
descriptive deduction according to the obtained results contrasted
with the theoretical referents.
TECHNIQUES AND INSTRUMENTS
The survey will be the technique that the researchers will use to get
the empiric information, which will allowverifying the accomplishment
of the goals and hypothesis.
122
The questionnaire is the instrument that will to English teachers and
students of the last three years of the high school. It will be
elaborated previously and will contain different type of objective
questions.
PROCEDURES
Once gathered the empiric information the researchers we will
precedewith following these steps:
In the tabulation of the obtained data in the field research,the
descriptive statistics will be used for the closed questions and
unifying
criteria
from
throughthe
explanation
of
every
question.Teachers and students’ informationwill be contrasted in
orderto get an accurateanalysis.
After the tabulation, the empiric information will be organized,
classifying the questions that will serve to prove every hypothesis and
keeping in mind the variables of the same ones as a guide that will
help to prove them. In this way,the next step, the interpretation and
analysis will be facilitated.
After the data has been described, it will be represented graphically,
so it will facilitate the interpretation and consequently the critical
analysis of every question. The analysis will be done taking into
account the categories of the theoretical frame, the major tendencies
in the results and the variables of the specific hypothesis.
The
hypothesis
will
be
demonstrated
through
a
deductive
hypothetical process supported in the logical analysis of the field
researcher, whose final results are expressed in a descriptive way.
123
The conclusions will be drawn based on specific analysis of the
results and theywill serve to give some recommendations to the
authorities of the researched institution and also to the teachers and
students in order to contribute with the solution of the problem that
motivated the present research work.
Finally, the elaboration of the final report will be designed according
to the University Regulations and it will allow the understanding of the
theory and the results that we will obtain in the present research,
which will also be used to develop more researchers in the future.
POPULATION AND SAMPLE
The student population is 871 students, so it was necessary to take a sample
of the students of 1st, 2nd. 3rd Years of High School Curriculum.
In what refers to teachers, all the population will be considered, since there
are only 8 teachers the English Area of this high school.
In order to get the sample of the student´s population, it was necessary to
apply the following formula:
(
)
PQ= first quartile
N= population
n= sample size
K= Proportionality constant (2)
E= error (1%, 0, 1)
(
)
(
(
)
( )
)
124
( )
n= simple size
N= Population
N = maximum error admissible (1%)
(
)
n = 89,70 = 90
Sample Distribution
To get the sample by course the following formula was used:
F= distribution factor
n = Factor
N = Population
F = 0,103
This factor was multiplied by students’ population of every group of the ―Bernardo
Valdivieso‖ High School Curriculum, and in this way,the sample per course was
obtained. The sample is detailed in the next chart:
125
Courses
1st High
School
Curriculum
2nd High
School
Curriculum
3rd High
School
Curriculum
Total
Teachers´
Population
Population
Parallel
Sample
Chemistry
Mathematics
Social
Sciences
351
12
12
12
36
250
9
9
8
26
270
9
9
10
28
871
90
8
8
126
g. TIMETABLE
MONTHS
ACTIVITIES
November
December
January
February
March
April
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Presentation of the Project
x x
Write the recommendations to the project
x x
Checking and re-design of the research
x
instruments
Application of the research instruments
x
Processing of theresearch
x x x x
Drawingconclusions
x x
Elaboration of the written report
x x x x
Private qualification of the thesis
x x
Writetherecommendations
x x
Public sustentation and graduation
x x
127
g. BUDGET AND FINANCE
ORGANIZATION AND MANAGEMENT OF THE INVESTIGATION.
RESOURCES
Human
 Project Supervisor:Lic. Zandra E. Medina M.
 Research Group: Edi Monfilio Herrera Chamba
Material
 Books
 Papers
 Folders
 Office materials
 Paper Clips
 Copies
Technical
 Computer
 Internet
 Printer
BUDGET
Office material
500.00
Typing and printing
200.00
Copies
100.00
Unforeseen
200.00
TOTAL
1,000.00
FINANCING
The expenses derived from the present research work will be assumed by
the research group.
128
h. BIBLIOGRAPHY
 ALLMENDINGER, Phil and GUNDER, Michael. Planning Theory. Fourth
Edition. 2005
 MODULE 5, Planning, execution and evaluation of the teaching learning
process in the elementary level institutions. Academic Year 2005-2006.
 HARMER, Jeremy. How to teach English. First publishing. 1998.
 ASHER, James. Learning another language through actions. Sky Oaks
Productions. 2000
 BROUND, Douglas Teachindby
principlesAninteractiveapproachtolanguage
Pedagogy. Education. 3rd. Edition.
 NCLRC, The National Capital Language Resource Center. The Essentials of
Language
Teaching.
Washington,
DC.
2003-2007
(http://www.nclrc.org/essentials/planning/plindex.htm)
 DICTIONARY, Science Of Education. Editorial Santillana. Spain 2008.
129
NATIONAL UNIVERSITY OF LOJA
ART, EDUCATION, AND COMMUNICATION AREA
SURVEY TO TEACHERS
Dear teachers, we request your collaboration answering the following questions
that will allow us to carry out a research work about the influence the Curricular
Planning has in the development of the four basic skills of the English
Language.We will be very thankful for your cooperation.
1) DO YOU ELABORATE THE MESO-PLANNING OR DIDACTIC UNIT
PLAN?
 Yes
 No
 Sometimes
( )
( )
( )
2) HOW DO YOU PLAN YOUR DIDACTIC UNIT PLAN?






By the book contents
By the students’ needs
By grammar points
By skills
By competences
By function of the language
()
()
()
()
()
()
3) DO YOU FULFILL ALL THE PLANNED UNITS IN THE WHOLE
YEAR?
 Yes
 No
 Sometimes
( )
( )
( )
4) WHICH OF THE FOLLOWING ELEMENTS DO YOU INCLUDE IN
THE DIDACTIC UNIT PLAN?
 Integrator axis
( )
 Objectives
( )
 Skills
( )
 Contents
( )
 Methodological strategies
( )
 Sequence
( )
 Competences
( )
 Evaluation
( )
5) HOW OFTEN DO YOU ELABORATE THE LESSON PLAN?

Every day
( )
130


Sometimes
Never
( )
( )
6) DO YOU STATE THE LINGUISTIC SKILLS IN THE DEVELOPMENT
OF THE LESSON PLAN?
-
Yes
Sometimes
( )
( )
- No
()
Why……………………………………………………………………………
…
7) TICK THE ELEMENTS THAT YOU INCLUDE IN THE LESSON
PLAN.
 Goals
()
 Objectives
()
 Materials and equipment
()
 Procedure
()
 Evaluation
()
 Extra classwork
()
8) TICK THE STRATEGIES THAT YOU APPLY TO HELP YOUR
STUDENTS TO IMPROVE THE LISTENING AND READING SKILLS.









Predicting through vocabulary
Listening for specific information
Putting events items in the right order
True/false statements
Skimming
Scanning
Eliciting
Information gaps
Others
(
(
(
(
(
(
(
(
(
)
)
)
)
)
)
)
)
)
9) WHICH OF THE FOLLOWING TECHNIQUES DO YOU APPLY TO
HELP YOUR STUDENTS TO IMPROVE THEIR SPEAKING AND
WRITING SKILLS?









Conversation
Role-play cards
Asking questions
Games
Visual aids
Discussion
Practicing structure
Organizing information
Connecting words and ideas
()
( )
( )
( )
( )
( )
( )
( )
( )
131

Others
( )
10) HOW WOULD YOU RATE YOUR STUDENTS’ PERFORMANCEOF
THE BASIC LINGUISTIC SKILLS OF THE ENGLISH LANGUAGE?
Rating
Skill
Listening
Excellent
Very Good
Good
Reading
Speaking
Writing
THANK YOU FOR YOUR COLLABORATION
132
Bad
NATIONAL UNIVERSITY OF LOJA
ART, EDUCATION, AND COMMUNICATION AREA
SURVEY TO STUDENTS
Dear teachers, we request your collaboration answering the following questions
that will allow us to carry out a research work about the influence the Curricular
Planning has in the development of the four basic skills of the English
Language.We will be very thankful for your cooperation.
1) DOES YOUR TEACHERCARRY OUT A DIDACTIC UNIT PLAN?
 Yes
 No
 Sometimes
( )
()
()
2) DO YOU FULFILL ALL THE PLANNED UNITS IN THE WHOLE
YEAR?
 Yes
 No
 Sometimes
(
(
(
)
)
)
3) HOW OFTEN DOES YOUR TEACHER ELABORATE THE LESSON
PLAN?



Every day
Sometimes
Never
( )
()
( )
4) DOES YOUR TEACHER TAKE INTO ACCOUNT THE
DEVELOPMENT OF THEFOUR SKILLS OF THE ENGLISH
LANGUAGE DURING THE CLASS?
-
Yes
Sometimes
( )
( )
- No
()
Why……………………………………………………………………………
…
5) TICK THE TECHNIQUES THAT YOURTEACHER APPLIES TO
HELP YOU TO IMPROVE THELISTENING AND READING SKILLS.




Predicting through vocabulary
Listening for specific information
Putting events items in the right order
True/false statements
133
(
(
(
(
)
)
)
)





Skimming
Scanning
Eliciting
Information gaps
Others
(
(
(
(
(
)
)
)
)
)
6) WHICH OF THE FOLLOWING TECHNIQUES DOES YOUR
TEACHER APPLY TO HELP YOU TO IMPROVE THE SPEAKING
AND WRITING SKILLS?










Conversation
Role-play cards
Asking questions
Games
Visual aids
Discussion
Practicing structure
Organizing information
Connecting words and ideas
Others
()
( )
( )
( )
( )
( )
( )
( )
( )
( )
7) HOW DO YOU CONSIDER YOUR PERFORMANCE IN
THEDEVELOPMENT OF THE BASIC LINGUISTIC SKILLS OF
ENGLISH LANGUAGE?
Rating
Skill
Listening
Excellent
Very Good
Good
Reading
Speaking
Writing
THANK YOU FOR YOUR COLLABORATION
134
Bad
MATRIX OF CONSISTENCE
THEME: CURRICULAR PLANNING AND ITS INFLUENCE IN THE DEVELOPMENT OF THE FOUR BASIC LINGUISTIC SKILLS OF THE ENGLISH
LANGUAGE AT THE ―BERNARDO VALDIVIESO‖ HIGH SCHOOL, PERIOD 2010-2011
PROBLEM
GENERAL OBJECTIVE
GENERAL HYPOTHESIS
How does the curricular planning
have an incidence on the
development of the four basic
linguistic skills of the English
st
Language in the students of 1 ,
nd
rd
2 , and 3 years of High School
Curriculum at the Experimental
―Bernardo
Valdivieso‖
High
To determine the incidence that the
curricular planning have in the
development of the four basic
st
nd
Language in the students of 1 , 2 ,
rd
and 3
Years of High school
Curriculum at the Experimental
―Bernardo Valdivieso‖ High School.
Period 2010-2011.
The curricular planning influences
in the development of the four
basic linguistics skills of the
English Language in the students
st
nd
rd
of the 1 , 2 and 3 Years of High
School
Curriculum
of
the
―Bernardo
Valdivieso‖
High
SUBPROBLEMS
SPECIFIC
OBJECTIVES
SPECIFIC
HYPOTHESES
VARIABLES
Independent
Does the Macro and Meso
Curricular Planning elaborated by
the teachers consciously take
into account the basic linguistic
skills of the English Languagein
the teaching of this foreign
st
language to the students of 1 ,
nd
rd
2 , and 3 Years of High School
Curriculum at the ―Bernardo
Valdivieso‖ High School during
the academic period 2010-2011?
To analyse the Macro and Meso
Curricular
Planning
that
the
teachers elaborate in order to verify
if the four basic linguistic skills of the
English Language are consciously
taken into account in the teaching of
this foreign language to the students
st
nd
rd
of 1 , 2 , and 3 Years of High
School Curriculum at the ―Bernardo
Valdivieso‖ High School.
The Macro and Meso Curricular
Planning elaborated by the
teachers does not consciously
take
into
account
the
development
of
the
basic
Language in the students of the
nd
rd
1st, 2 and 3 Years of High
School
Curriculum
of
the
―Bernardo
Valdivieso‖
High
School during the academic
period 2010-2011.
135
The Curricular
Planning
INDICATORS
Curricular
Planning
 Macro
planning
 Meso
planning
 Micro
planning
 Elements
 Models


Which elements and activities do
the teachers include in the Micro
Curricular Planning in order
todevelop the basic linguistic
skills of the English Language in
st
nd
rd
the students of 1 , 2 , and 3
Years of High School Curriculum
at the ―Bernardo Valdivieso‖ High
School.
To identify the elements and
activities that the teachers include in
the Micro Curricular Planning in
order todevelop the basic linguistic
skills of the English Language in the
st
nd
rd
students of 1 , 2 , and 3 Years of
High School Curriculum at the
―Bernardo Valdivieso‖ High School.
The elements and activities that
the teachers include in the Micro
Curricular Planning are not the
most appropriate to facilitate the
development
of
the
basic
Language in the students of the
st
nd
rd
1 , 2 and 3 Years of High
School
Curriculum
of
the
―Bernardo
Valdivieso‖
High
136
Dependent
The
development of
the basic
linguistic skills
of the English
Language
English
Linguistic Skills









Listening
Reading
Speaking
Writing
Sub skills
Methods
Strategies
Techniques
Activities
INDEX
CERTIFICATION .............................................................................................................. ii
AUTHORSHIP ................................................................................................................. iii
ACKNOWLEDGEMENTS ...............................................................................................iv
DEDICATION .................................................................................................................... v
a.
THEME....................................................................................................................... 1
b.
SUMMARY ................................................................................................................ 2
c.
INTRODUCTION ...................................................................................................... 4
d.
REVIEW OF LITERATURE .................................................................................... 6
f.
RESULTS ................................................................................................................ 31
g.
DISCUSSION .......................................................................................................... 60
h.
CONCLUSIONS ..................................................................................................... 65
i.
RECOMMENDATIONS ......................................................................................... 66
j.
BIBLIOGRAPHY ..................................................................................................... 67
k.
ANNEXES ............................................................................................................... 68
INDEX ............................................................................................................................ 137
137

ENGLISH LANGUAGE CAREER “CURRICULAR PLANNING AND

Transcription

Similar documents

Ryan James Cancino

Evalyn Frondozo - Rex Book Store

English26 - David Crystal

didactic unit - powerpuff-girl

Learning English through Short Stories

Click here for article

an annual meeting to remember: november 21 fall book sale coming

Culture in Second Language Teaching

shopping vocabulary study

Curricular Connections