Scientific Research Paper presented as requisite to obtain the graduation in educational sciences, in English Linguistics option.

1. ESCOLA SUPERIOR PEDAGÓGICA DO CUANZA NORTE
REGIÃO ACADÉMICA VII
Author: Didí José António Vicente
Tutor: MSc. Luisa Belén Regalón Ballester
DIDACTIC PROPOSAL TO CONTRIBUTE TO THE DEVELOPMENT OF THE ENGLISH
VOCABULARY IN THE TEACHING LEARNING PROCESS IN 11TH GRADE STUDENTS
FROM “SANTA MARIA GORETTI MISSIONARY SCHOOL” IN NDALATANDO
Ndalatando, 2016
Scientific Research Paper presented as
requisite to obtain the graduation in
educational sciences, in English Linguistics
option.

2. INTRODUCTION
Several languages are spoken in the world, but English is the
planet's language almost used in every kind of transaction such
as in trade, science, tourism, information technology, pop
music, international diplomacy, literature, airports and air-
traffic control, and so on. That’s why the Angolan government
has included the English language as subject in the curriculum
of Education .
The author of this work carried out a research about the
teaching of the English language in “Santa Maria Goretti
Missionary School” in Ndalatando, which results are described
as following:

3. Difficulties presented by the students
Non participation
in classes
Interference on
speaking and
writing in English
Bad formation in
previous grade
Bad writing of
some words
Limitation on
teaching tasks and
creativity
Notable exceeding
classes for a
teacher

4. The low development of the English vocabulary
in the teaching learning process in 11th grade
students from “Santa Maria Goretti
Missionary School” in Ndalatando.
Scientific problem

5. OJBECTIVES
•To systematize didactic activities to contribute to the
development of the English vocabulary in 11th grade students
from “Santa Maria Goretti Missionary School” in Ndalatando.
• To figure out the theoretical and methodological basis that
support the learning and acquisition of the English vocabulary
in the Teaching Learning Process.
• To find out and classify the real level of the English vocabulary
in 11th grade students from “Santa Maria Goretti Missionary
School” in Ndalatando.
• To propose didactic activities to contribute to the development
of the English vocabulary in the students referred previously.
General objectives
Specific objectives

6. Importance of research work
Offer good learning
opportunities

7. Chapter I: presents the definitions of the words that
support the theme; and describes the theoretical
foundation about the teaching/learning of vocabulary in
foreign language;
Chapter II: presents the methods and techniques used to
collect and analyze the data, the population and
sample;
Chapter III: make the analysis and discussion of the
empirical results, and presents the proposal
activities.
Structure of the work

8. According to COLLINS (1989);ADRIAN-VALLANCE, et al. (2009);
APPLE (2014), Vocabulary “«mid 16th century» the body of words used
in a particular language, […] subject or sphere of activity; the body of
words known by an individual person”.
animals
Seminar
Professions
wave
sports
School
Office
CHAPTER I - THEORETICAL FOUNDATION

9. Empirical level
CHAPTER II – METHODS &
TECHNIQUES
Analysis
Synthesis
Induction
Deduction
Observation
Interview
Questionnaire
Pedagogical
test
Statistical
mathematical
Theoretical level

10. Population
and
Sample
Population 109 students = 100%
Sample (27) students = 24,8 %

11. Type of research
GERHARDT , Tatiana Engel & SILVEIRA, Denise Tolfo (2009)

12. CHAPTER III - ANALYSIS AND DISCUSSION OF
RESULTS
Number of
lessons
Observed lessons Percentage
12
10 Weren’t practice activities to develop vocabulary 83,3 %
02 practiced some activities to develop vocabulary 16,7 %
Total 12 100 %
There were observed twelve (12) classes of the teaching of the
English language in 11th grade students from the school referred
previously” to identify the teaching procedures and means used
to teach them such language.
Observation
Result of the observation

13. Questions Answers
Number of
students
Percentage
1st When did you start to study English?
1 year ago 05 18,5 %
2 years ago 08 29,7 %
3 or more years 14 51,8 %
Total 27 100 %
2nd Where did you start to learn English
at first time?
At school 22 81,5 %
Out of school 05 18,5 %
Total 27 100%
3rd Does teacher promote activities of
listening, speaking, reading and writing?
Yes 04 14,8 %
No 16 59,2 %
Sometimes 07 26 %
Total 27 100%
4th Mention where do you
present more difficulties in
the four language skills
Listening, speaking, writing 15 55,6%
All the four language skills 06 22,2%
Reading and writing 06 22,2%
Total 27 100%
5th From 100 to 4000 mention the
approximated number of words you
know in English language
100 to 500 13 48,2%
500 to 1500 09 33,3%
1500 to 2500 05 18,5%
Total 27 100%
Results of the questionnaire directed to the students

14. Questions Answers
Number of
students
Percentage
1st Do you like to learn English?
Yes 23 85,1 %
No 4 14,9 %
Total 27 100 %
2nd Do you speak English fluently?
Yes 03 11,1 %
No 16 59,2 %
More or less 08 29,7 %
Total 27 100 %
3rd In what abilities do you have more
difficulty?
Listening, speaking, writing 15 55,6 %
All four skills 06 22,2 %
Speaking and writing 06 22,2 %
Total 27 100 %
4th Do you agree that teachers should teach you the
four language skills particularly for you to learn
English more easily?
Yes 19 70,4 %
No 03 11,1 %
More or less 05 18,5 %
Total 27 100 %
5th Do you think easy to learn the EL through
grammar or through vocabulary e.g. everyday things,
jobs, food, cloths, leisure e lifestyle and fashion?
Grammar 06 22,2 %
Vocabulary 13 48,1 %
Both 08 29,7 %
Total 27 100 %
6th What do you do to develop your English
vocabulary?
Positive 06 22,2 %
Negative 21 77,8 %
Total 27 100 %
Results of the interview directed to students

15. Questions Answers
Number of
teachers
Percentage
1st How long have you taught English
language?
2 years 2 66,7 %
3 or more years 1 33,3 %
Total 03 100 %
2nd Are you a specialist of English language
teaching?
Yes 2 33,3 %
No 1 66,7 %
Total 03 100 %
3rd Where do you get the contents you
teach to the students?
Subject program 2 66,7 %
Official book 1 33,3 %
Total 03 100 %
4th Do you agree that vocabulary is important
for a fluent communication?
Positively 03 100 %
Negatively 0 0,0 %
Total 03 100 %
5th Do you teach specific lessons about
vocabulary?
Yes 0 0%
No 0 0 %
Sometimes 03 100 %
Total 03 100 %
6th What difficulties do you find on
teaching the English language?
teaching means 02 66,7 %
Students previous learning 01 33,3 %
Total 03 100%
7th Do you workout the students skills in listening,
speaking, reading and writing during your lessons
to develop their vocabulary?
Yes 0 0 %
No 0 0 %
Sometimes 03 100 %
Total 03 100%
Results of the interview directed to teachers

16. Questions Answers
Number of
students
Percentage
1st Read the text “I wanna die” or “Sonya” in
11th grade English book, p.5 or 16.
Very good 0 0 %
Good 10 37 %
More or less 14 51,9 %
Bad 03 11,1 %
Total 27 100%
2nd Make the Interpretation of the text.
Very good 0 0 %
Good 03 11,1 %
More or less 09 33,3 %
Bad 15 55,6 %
Total 27 100%
3rd Speak about yourself giving your personal
information.
Very good 05 18,5 %
Good 12 44,4 %
More or less 07 26 %
Bad 03 11,1 %
Total 27 100%
4th General culture (basic questions about
Angolan culture)
Very good 0 0 %
Good 05 18,6 %
More or less 10 37 %
Bad 12 44,4 %
Total 27 100%
Results of the Pedagogical test applied to the students

17. Questions Answers
Number of
students
Percentage
5th Select which words corresponds to
vocabulary of home, school, jobs, grammar,
animals, technology, war and peace.
Positive 09 33,3 %
Negative 18 66,7 %
Total 27 100%
6th Complete the following sentence using
the words from 1st, 2nd and 3rd questions.
Positive 16 59,2 %
Negative 11 40,8 %
Total 27 100%
7th Write a composition using words about
your personal information as already studied
Very good 0 0 %
Good 03 11,1 %
More or less 20 74 %
Bad 04 14,9 %
Total 27 100%

18. Didactic Proposal to contribute to the development of the
English Vocabulary in the teaching learning process in 11th
grade students from “Santa Maria Goretti Missionary School”
in Ndalatando .
Activity 5.
Topic: Food's vocabulary.
Objective: To develop in the students the knowledge of vocabulary
about a specific subject, in order to extend and improve their level
of comprehension regarding different subjects in English language.
Time: 45 minutes.

19. Material: Lesson plan, projector or printed papers, pencil and
notebooks.
Procedure: The teacher presents some pictures of food vocabulary
to the students, through a projector or printed papers and asks them
to observe it attentively; then he asks them to mention its names and
write it in the blank space, and mentioning also the origin of each
specific food; after, he gives them some exercises in which they
must write some sentences using the words that they learned.
Observe the following pictures and find the name in English of
each food illustrated.

20. Note: the name of he foods are: 1 bread; 2 cheese; 3 flour; 4 eggs; 5 meat; 6 onion; 7 pepper; 8. potato; 9 cabbage; 10 tomato; 11 okra;
12 beans; 13 rice; 14 coconut; 15 corn; 16 apple; 17 pear; 18 avocado; 19 grapes; 20 tangerine.
Evaluation: After presenting the pictures, the teacher asks the
students to mention the names of each kind of the observed food,
in spoken and in written form, to analyze their knowledge
regarding such specific vocabulary. Then the teacher asks them to
write short paragraphs, using the words studied to check if they
understand how to use it in sentences.

21. CONCLUSION
This research has the objective to emphasize the importance of
vocabulary in the teaching learning process of the English language in
11th grade students from “Santa Maria Goretti Missionary School” in
Ndalatando. Thus, there were analyzed situations of the TLP, through
an empirical diagnosis, as well as different theoretical and
methodological procedures to learn a wide range of vocabulary in FL;
The results obtained helped to comprehend the real situation of the
teaching of the English vocabulary in that students; the means and
procedures used to teach vocabulary were not satisfying their needs,
as result, most of them were not participating in classes; more than
half of them didn’t know how to write some basic words; other
revealed interference on speaking and writing the EL, etc.
All stated above, motivated to propose some useful exercises to
contribute for a continuous and extensive involvement of the students
in acquisition of the English vocabulary. There were suggested also
some books, internet sites, etc, to support such exercises. The
activities have to do with the students needs, because it is in
agreement with their level and difficulties. It provides also
improvement in the teaching learning of the English language.

22. THANK YOU