Licda. Ana Yuri Lobo Núñez
PROPOSAL OF A COMPLEMENTARY READING AND WRITING MANUAL
FOR THE III CYCLE OF THE GENERAL BASIC E...
INTRODUCTION
Which aspects of the teaching-learning
process need to be emphasized in order to
develop appropriate motivati...
General Objectives
• To propose a reading-oriented approach to
enhance and strengthen the reading and
writing skills of st...
Specific Objectives
• To determine the level of motivation towards reading
and writing in English of the seventh graders a...
Theorethical Framework
•
•
•
•
•
•

Motivation
Methodology
Reading skill
Writing skill
Vocabulary
Evaluation
METHODOLOGICAL
FRAMEWORK
• Type of investigation (Descriptive)
• Proposal
INFORMATION SOURCES

• Primary Literary Sources

• Secondary Sources
TECHNIQUES TO OBTAIN THE
DATA
• A questionnaire was given to the sample
students with close-ended questions.
• Three Engli...
VARIABLES
The variables are taken from the objectives
and follow the same order:
• Motivation
• Methodology
• Reading
• Wr...
DATA ANALYSIS AND RESULTS
• The first instrument (Survey)

• The second instrument (An interview)
• The third instrument (...
TENDENCIES (Graph #1)
I enjoy the English classes.
4%

10%

38%
ALWAYS
ALMOST ALWAYS
ALMOST NEVER
NEVER
48%
Graph #2
I am interested in learning English because it will help me
in my future.
1% 1%
10%

ALWAYS
ALMOST ALWAYS
ALMOST ...
Graph #5
I read in English during the classes.
10%

17%

41%

ALWAYS
ALMOST ALWAYS
ALMOST NEVER
NEVER

32%
Graph #8
The teacher teaches me how to spell words and make
sentences and short paragraphs in English.

ALWAYS

3%
14%

AL...
CONCLUSIONS AND
RECOMMENDATIONS
Motivation (Conclusions)
• Most of the students of seventh grade are
motivated towards learning English.
• Most of the stu...
Recommendations
• Teachers should
a) vary the activities during classwork;
b) pay more attention to the daily teaching
pro...
Methodology (Conclusions)
• The contact students have with the target
language is minimal.
• The time to teach English in ...
Recommendations for
Methodology
• Teachers should
a) not give up in their duty of speaking
in English most of the time;
b)...
c) apply different strategies and techniques
to teach English as a foreign language;
d) be more enthusiastic in teaching t...
Reading (Conclusions)
• Some of the students can read and
comprehend simple sentences and some
instructions in English.
• ...
Recommendations for Reading
• Teachers should
a) pay more attention to the development
of the reading skill;
b) make an ef...
c) try other options to teach reading
through other genres in order to
improve the students’ proficiency in this
skill;
d)...
Writing (Conclusions)
• The majority of the students cannot write short and
simple sentences correctly.
• They do not writ...
Recommendations for Writing
• Teachers should
a) balance their time teaching the four
basic skills included in the Nationa...
c) give students feedback when they write
in class checking their classwork and
out-of-class work;
d) focus on teaching wr...
Vocabulary (Conclusions)
• Students do not have enough vocabulary.
• Some teachers do not carry out different
activities i...
Recommendations for Vocabulary
• Teachers should:
a) be assessed and trained by the corresponding authorities
in teaching ...
Evaluation (Conclusions)
• At secondary level students’ grades are
divided in five aspects: classwork 25%,
out-of-class wo...
Recommendations for
Evaluation
• Teachers should
a) assess their students during classes;
b) pay more attention to the stu...
PROPOSAL FOR A READING
AND WRITING MANUAL
The manual has three main parts:
• Updated strategies to apply in teaching
readi...
ACTIVITIES ON THE MANUAL
• Name of each activity and illustration
• Brief suggestion when to use it.
• The materials the t...
THANK YOU VERY MUCH
PROPOSAL OF A COMPLEMENTARY READING AND WRITING MANUAL FOR THE III CYCLE OF THE GENERAL BASIC EDUCATION, SEVENTH GRADE STU...
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PROPOSAL OF A COMPLEMENTARY READING AND WRITING MANUAL FOR THE III CYCLE OF THE GENERAL BASIC EDUCATION, SEVENTH GRADE STUDENTS AT MAURO FERNÁNDEZ ACUÑA HIGH SCHOOL IN ORDER TO MOTIVATE THEM TO READ AND WRITE IN ENGLISH

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Rectoría, Universidad Magister. – 2014.

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PROPOSAL OF A COMPLEMENTARY READING AND WRITING MANUAL FOR THE III CYCLE OF THE GENERAL BASIC EDUCATION, SEVENTH GRADE STUDENTS AT MAURO FERNÁNDEZ ACUÑA HIGH SCHOOL IN ORDER TO MOTIVATE THEM TO READ AND WRITE IN ENGLISH

  1. 1. Licda. Ana Yuri Lobo Núñez PROPOSAL OF A COMPLEMENTARY READING AND WRITING MANUAL FOR THE III CYCLE OF THE GENERAL BASIC EDUCATION, SEVENTH GRADE STUDENTS AT MAURO FERNÁNDEZ ACUÑA HIGH SCHOOL IN ORDER TO MOTIVATE THEM TO READ AND WRITE IN ENGLISH
  2. 2. INTRODUCTION Which aspects of the teaching-learning process need to be emphasized in order to develop appropriate motivation levels on the students to improve their reading and writing in English?
  3. 3. General Objectives • To propose a reading-oriented approach to enhance and strengthen the reading and writing skills of students of seventh grade at Mauro Fernández Acuña Public High School • To develop a reading manual and a guide for its use for the seventh grade students of Mauro Fernández Acuña Public School, following the principles of the Communicative Approach as a complement of the MEP program for seventh grade
  4. 4. Specific Objectives • To determine the level of motivation towards reading and writing in English of the seventh graders at Mauro Fernández Acuña High School • To evaluate the reading and writing skills of the seventh graders • To assess the seventh grade students’ vocabulary in English • To find out about evaluation techniques practiced with seventh grade students
  5. 5. Theorethical Framework • • • • • • Motivation Methodology Reading skill Writing skill Vocabulary Evaluation
  6. 6. METHODOLOGICAL FRAMEWORK • Type of investigation (Descriptive) • Proposal
  7. 7. INFORMATION SOURCES • Primary Literary Sources • Secondary Sources
  8. 8. TECHNIQUES TO OBTAIN THE DATA • A questionnaire was given to the sample students with close-ended questions. • Three English teachers were interviewed using open-ended questions. • Observation to both teachers and students in their classroom during three different opportunities.
  9. 9. VARIABLES The variables are taken from the objectives and follow the same order: • Motivation • Methodology • Reading • Writing • Vocabulary • Evaluation
  10. 10. DATA ANALYSIS AND RESULTS • The first instrument (Survey) • The second instrument (An interview) • The third instrument (Observation)
  11. 11. TENDENCIES (Graph #1) I enjoy the English classes. 4% 10% 38% ALWAYS ALMOST ALWAYS ALMOST NEVER NEVER 48%
  12. 12. Graph #2 I am interested in learning English because it will help me in my future. 1% 1% 10% ALWAYS ALMOST ALWAYS ALMOST NEVER NEVER 88%
  13. 13. Graph #5 I read in English during the classes. 10% 17% 41% ALWAYS ALMOST ALWAYS ALMOST NEVER NEVER 32%
  14. 14. Graph #8 The teacher teaches me how to spell words and make sentences and short paragraphs in English. ALWAYS 3% 14% ALMOST ALWAYS ALMOST NEVER 47% 36% NEVER
  15. 15. CONCLUSIONS AND RECOMMENDATIONS
  16. 16. Motivation (Conclusions) • Most of the students of seventh grade are motivated towards learning English. • Most of the students are aware of the importance of learning English as a foreign language nowadays. • Most of the strategies and activities teachers use in their classes are not appealing to their interests. Students need to be more motivated, so they do not get bored and lose concentration.
  17. 17. Recommendations • Teachers should a) vary the activities during classwork; b) pay more attention to the daily teaching process; c) give pupils clear instructions for every activity they carry out in class.
  18. 18. Methodology (Conclusions) • The contact students have with the target language is minimal. • The time to teach English in the III Cycle is too short. • Educators are well qualified professionals. • Most of the teachers do not carry out interesting and attractive activities in class.
  19. 19. Recommendations for Methodology • Teachers should a) not give up in their duty of speaking in English most of the time; b) work harder in order to make the official authorities conscious about the fact that three lessons are too little time for students to become proficient in the four basic skills;
  20. 20. c) apply different strategies and techniques to teach English as a foreign language; d) be more enthusiastic in teaching their lessons and practice more dynamic activities using eye-catching materials and Cooperative Learning strategies.
  21. 21. Reading (Conclusions) • Some of the students can read and comprehend simple sentences and some instructions in English. • Teachers do not devote time to develop the reading skill because of different reasons.
  22. 22. Recommendations for Reading • Teachers should a) pay more attention to the development of the reading skill; b) make an efforts to present students with challenging texts and attractive materials that awaken in them the love for reading;
  23. 23. c) try other options to teach reading through other genres in order to improve the students’ proficiency in this skill; d) use the manual proposed in this thesis as supporting material.
  24. 24. Writing (Conclusions) • The majority of the students cannot write short and simple sentences correctly. • They do not write dialogues in pairs or groups. • They practice writing when they write the out-ofclass work. • Most of the teachers do not center their attention to the writing skill.
  25. 25. Recommendations for Writing • Teachers should a) balance their time teaching the four basic skills included in the National Program; b) keep innovating regularly writing activities;
  26. 26. c) give students feedback when they write in class checking their classwork and out-of-class work; d) focus on teaching writing through Cooperative Learning strategies.
  27. 27. Vocabulary (Conclusions) • Students do not have enough vocabulary. • Some teachers do not carry out different activities in their lessons in order to strengthen vocabulary acquisition. • Many of the students’ interests and difficulties are not taken into account to develop meaningful classes.
  28. 28. Recommendations for Vocabulary • Teachers should: a) be assessed and trained by the corresponding authorities in teaching vocabulary properly; b) become self-didactic people and look for new ideas to teach the four basic skills; c) introduce vocabulary using a variety of strategies and materials in order to improve the students’ proficiency in English; d) use the activities suggested in the manual for the acquisition of new vocabulary are simple and enjoyable.
  29. 29. Evaluation (Conclusions) • At secondary level students’ grades are divided in five aspects: classwork 25%, out-of-class work 10%, two partial tests 55%, concept 5%, and attendance to the class 5%. • Oral tests are optional resources if the teacher wants to use them. • Most teachers do not assess students during the class.
  30. 30. Recommendations for Evaluation • Teachers should a) assess their students during classes; b) pay more attention to the students’ individual difficulties in learning English; c) find out renewed techniques of assessing their pupils during the daily activities.
  31. 31. PROPOSAL FOR A READING AND WRITING MANUAL The manual has three main parts: • Updated strategies to apply in teaching reading and writing in English. • Fifteen different activities to carry out in class with seventh graders. • An example of a reading selection with different exercises.
  32. 32. ACTIVITIES ON THE MANUAL • Name of each activity and illustration • Brief suggestion when to use it. • The materials the teacher will need to carry it out. • How to work with each activity.
  33. 33. THANK YOU VERY MUCH

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