SUMMARY This project explores the importance of visual material in

UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
SUMMARY
This project explores the importance of visual
material in an English class. We have focused our
project on the use of flashcards in activities that the
English teachers can make use of them in the
teaching–learning process not only to motivate learners
to participate but also to introduce new vocabulary,
practice pronunciation and play active games that the
students enjoy in each English class.
Also, this work suggests some activities that
involve the use of the 150 flashcards, which we
elaborated, based on Piaget’s Cognitive Development
Theory and Gardener’s Multiple Intelligences Theory.
Piaget’s theory reminds us that the children’s thinking
process develops through four stages in which they,
first, make use of senses and motor capabilities. Then
they use symbols to represent objects, and later think
logically and abstractly to solve complex problems.
Moreover, Gardener suggests that teachers can
present their lessons in a wide variety of ways using
music, cooperative learning, art activities, role playing,
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
1
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
multimedia, field trips, inner reflection, and many more
because there are different kinds of learners in an
English class.
Our goal through this work is to help English
teachers, and especially the teacher of “the seventh
grade at “Santa Maria de la Esperanza” Elementary
School to enhance the teaching-learning process with
the use of some flashcard activities that a teacher easily
can use in a course.
KEY WORDS:
1. Piaget’s Cognitive Development theory
2. Gardner’s multiple intelligences theory
3. Didactic Resources
4. Flashcards
5. Making Flashcards
6. Pamphlet
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
2
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CONTENTS
INTRODUCTION
CHAPTER 1
1.
PIAGET’S
COGNITIVE
DEVELOPMENT
THEORY…………………………………………..............6
CHAPTER 2
2. GARDNER’S MULTIPLE INTELLIGENCES
THEORY…………………………………………………...5
2.1 Learning Styles…………………………..……………8
CHAPTER 3
3. DIDACTIC ESOURCES…….……...….……………..12
CHAPTER 4
4. FLASHCARDS….….………………….…….………..16
4.1 Kinds of Flashcards………….……………………...17
CHAPTER 5
5. MAKING FLASHCARDS ………………….………...20
CHAPTER 6
6. PAMPHLET AND FLASHCARDS……….…………26
6.1 Flashcards Activities ……………………………….26
6.1.1 Comprehension activities…………..…………….28
6.1.2 Repetition activities………………………………..29
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
3
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
6.1.3 Production activities………………………………30
6.1.4 Interaction activities…………….…………………32
CONCLUSION & RECOMMENDATION
RESOURCES
ANNEXES
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
4
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
ABSTRACT
This project explores the importance of didactic
material in an English class. We have focused our
project with emphasis on the flashcards which is one of
the materials English teachers make use of in the
teaching–learning process in order to motivate learners
to participate in each English class. Also, this work
suggests some activities that involve the use of
flashcards based on Piaget’s Cognitive Development
Theory and Gardener’s Multiple Intelligences Theory.
Piaget’s theory reminds us that the children’s thinking
process develops through four stages in which they,
first, make use of senses and motor capabilities. Then
they use symbols to represent objects, and later think
logically and abstractly to solve complex problems.
Moreover, Gardener suggests that teachers can
present their lessons in a wide variety of ways using
music, cooperative learning, art activities, role playing,
multimedia, field trips, inner reflection, and many more
because there are different kinds of learners in an
English class.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
5
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE
LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE
LENGUA Y LITERATURA INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING
PROCESS IN THE SEVENTH GRADE AT “SANTA
MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
TRABAJO
ACADEMICO
INTEGRADOR PREVIO A LA
OBTENCION DE TITULO DE
LICENCIADO
EN
LA
ESPECIALIDAD DE LENGUA Y
LITERATURA INGLESA
AUTORES: Patricio R. Calle León
Pablo Chuchuca Cherrez
DIREECTOR: Lic. Graciela Castañeda
Cuenca- Ecuador
2008
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
6
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
ACKNOWLEDGES
We would like to gratefully thank God for giving us the
strength and will to complete this career. We would also
like to thank to all our friends and University professors
for sharing their great knowledge with us. Most
importantly, we would like to thank our parents for
encourage us to achieve this goal.
PATRICIO & PABLO
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
7
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
DEDICATION
This work is dedicated to my parents, brother, sister,
brother in law, nephew, niece, and friends.
Truthfully.
PATRICIO
This work is dedicated to my parents and especially to
my wife and son who encourage me to continue
forward.
PABLO
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
8
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
INTRODUCTION
This present work is about the importance of the
use of flashcards in the English classes, and we have
designed a pamphlet with activities that involve the use
of flashcards based on Piaget’s and Gardener’s
Linguistic Theories.
Piaget’s
theory
reminds
teachers
that
the
children’s thinking process develops through four
stages in which the children, first, make use of senses
and motor capabilities. Then they use symbols to
represent
objects,
and
later
think
logically
and
abstractly to solve complex problems.
Also,
Gardener's
multiple
intelligence
theory
reminds us that there are many types of learners within
any one class. He points out that teachers should aim
to appeal to all the different learner types at some point
during the course. It is particularly important to appeal
to visual learners, as a very high proportion of learners
have this type of intelligence.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
9
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
We suggest the use of Flashcards in the
classroom because with this didactic material we can
develop activities based on these important theories in
order to improve the teaching and learning processes.
Our goal through this work is to help English
teachers and specially the teacher of the seventh grade
at the “Santa Maria de la Esperanza” Elementary
School to enhance the teaching-learning process with
the use of some flashcards activities that a teacher
easily can use in a course.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
10
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CHAPTER I
I. Piaget’s Cognitive Development theory
Jean Piaget, a Swiss, educated, mollusk biologist
lived from 1896 to 1980. He hypothesized that learning
is a physical, biological function of dealing with
successfully with the environment. This is the basis for
his theory. In Piaget’s theory of cognitive development
we find that he based it on two biological tendencies.
The two tendencies are organization and adaptation.
Organization: according to Piaget, humans are
designed to arrange their observations and experiences
into logical sets of meanings. This organization of
observation makes the thinking process more efficient.
If a person can put the things they observe in some sort
of order, the easier it is to remember and apply their
observations. If we did not organize our observations
and experiences, we would have little bits of information
floating around in our brains with no connection
between them.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
11
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
Adaptation: according to Piaget, it is a process by
which we create matches between our original
observations and new ones that might not exactly fit
together. Our original observations and conceptions are
called our schemas. To adapt to new observations and
experiences into our schemas, we use one of two
techniques. We can assimilate information by putting it
together with old schemas or conceptions. If the
observations don’t fit nicely into our existing schemas,
we use the second of the adaptation techniques. We
accommodate or change our schema to fit our
observation. Piaget never said that our schemas had to
be right or wrong. Our schemas are based on our own
observations and experiences. We adapt to things
because we are driven by the urge to have things “fit
together” or to be in what Piaget calls equilibrium. As
we use our adaptation and organization, we constantly
get things to fit together. There are other biological
functions that also help in cognitive development.
Normal growth of a person helps this person adapt and
perceive things better. Social interaction is also a biotic
factor in cognitive development. Humans use other
humans to check their own schemas with others.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
12
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
This theory is considered constructivist, which
describes cognitive development as the unfolding of
innate knowledge and abilities. It states that we
construct our cognitive abilities through self-motivated
action in the world. Jean Piaget affirms that the
children’s thinking process develops through four
stages in which the children, first, make use of senses
and motor capabilities. Then they use symbols to
represent
objects,
and
later
think
logically
and
abstractly to solve complex problems. Piaget divided
schemas that children use to understand the world
through four main periods:
1.
The sensorimotor period (years 0–2). According
to Piaget, this stage marks the development of essential
spatial abilities and understanding of the world. In this
period the infants primarily explore the world with
senses rather than through mental operations. In this
stage, the infant primarily develops his reflexes, habits,
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
13
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
vision development of coordination between vision and
apprehension.
2.
The Preoperational period (years 2–7). In this
stage, a new kind of psychological functioning occurs.
At the beginning of this stage infants’ thinking is
egocentric. Children have difficulty taking the viewpoint
of others. During this stage the children learn to use
and to represent objects whit images and words, in
other words they learn to use symbolic thinking.
Moreover, children can classify objects by a single
feature: e.g. Children group together all the blue blocks.
Furthermore, in this stage, children develop their
language skills. They begin representing things with
words and images. However, they still use intuitive
rather than logical reasoning, and children have highly
imaginative minds at this time and actually give
emotions to inert objects.
3.
The Concrete operational stage. This stage
occurs between ages 7 to 12 and is characterized by
the appropriate use of logic. There are four important
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
14
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
processes during this stage: The fist period is Seriation;
that is the ability to sort objects orderly according to
size, shape, or any other characteristic. For example, if
given different-shaded objects they may make a color
gradient. The second one is Classification; that is the
ability to name and identify sets of objects according to
appearance, size or other characteristic, including the
idea that one set of objects can include another. A child
is no longer subject to the illogical limitations of animism
that is the belief that all objects are alive and therefore
have feelings. The third period is Decentering. In this
process the child takes into account multiple aspects of
a problem to solve it. For example, the child will no
longer perceive an exceptionally wide but short cup to
contain less than a normally-wide, taller cup. The fourth
period is Reversibility where the child understands that
numbers or objects can be changed, and then returned
to their original state. For this reason, a child will be
able to rapidly determine that if 2+2 equals 4, 4−2 will
equal 2, the original quantity. The fifth period is
Conservation, in which understanding that quantity,
length, or number of items is unrelated to the
arrangement or appearance of the object or items. For
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
15
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
instance, when a child is presented with two equallysized, full cups they will be able to discern that if water
is transferred to a pitcher it will conserve the quantity
and be equal to the other filled cup. The last period is
Elimination of Egocentrism—the ability to view things
from
another's
perspective
(even
if
they
think
incorrectly). For instance, show a child a comic in which
Jane puts a doll under a box, leaves the room, and then
Melissa moves the doll to a drawer, and Jane comes
back. A child in the concrete operations stage will say
that Jane will still think it's under the box even though
the child knows it is in the drawer.
4.
The formal operational period is the final of the
periods of cognitive development in Piaget's theory.
This stage begins at around 12 years of age (puberty)
and continues into adulthood. It is characterized by
acquisition of the ability to think abstractly, reason
logically and draw conclusions from the information
available. During this stage the young adult is able to
understand such things as love, logical proofs, and
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
16
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
values. Lucidly, biological factors may be traced to this
stage as it occurs during puberty.
Since individuals are already able to organize their
observation and experience in order to make thinking
process more efficient, we believe that we can help this
process with activities that involve the use of flashcards
in the classroom. The activities that we propose are
based on this theory because with these activities the
students not only have to think abstractly and logically
but also they have to interact with their classmates
creating a friendly environment in which they can share
a good time learning English.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
17
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CHAPTER ll
II. GARDNER’S MULTIPLE INTELLIGENCES
THEORY
The theory of multiple intelligences was developed
in 1983 by Dr. Howard Gardner, professor of education
at Harvard University. It suggests that the traditional
notion of intelligence is far too limited. Instead, Dr.
Gardner proposes seven different intelligences to
account for a broader range of human potential in
children and adults. These intelligences are:
1.
Linguistic intelligence ("word and language
smart"). It means that people who manifest adaptability
to this kind of intelligence have the ability to interpret
and explain ideas and information via language,
understand relationship between communication and
meaning. In addition, people, who are involved in this
intelligence, will work as writers, lawyers, journalists,
speakers, trainers, copy-writers, English teachers,
poets, editors, linguists, and translators in the future.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
18
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
They are able to write a set of instructions; speak on a
subject; edit a written piece or work; write a speech;
commentate on an event; apply positive or negative
'spin' to a story.
2.
Logical-mathematical intelligence
("number/reasoning smart"). It means that people who
manifest adaptability to this kind of intelligence have the
ability to detect patterns; analyze problems, perform
mathematical
calculations,
understand
relationship
between cause and effect towards a tangible outcome
or result. People, who are involved in this intelligence,
will work as scientists, engineers, computer experts,
accountants, researchers, analysts, traders, banker
bookmakers, and negotiators. They are able to perform
a mental arithmetic calculation; create a process to
measure something difficult; analyze how a machine
works; create a process; devise a strategy to achieve
an aim.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
19
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
3.
Spatial intelligence ("picture, images, and space
smart"). It means that people who manifest adaptability
to this kind of intelligence have the ability to interpret
and create visual images; pictorial imagination and
expression; understand relationship between images
and meanings. People, who are involved in this
intelligence, will work as artists, designers, cartoonists,
story-boarders, architects, photographers, sculptors,
town-planners,
visionaries,
inventors,
engineers,
cosmetics and beauty consultants. They are able to
design a costume; interpret a painting; create a room
layout; create a corporate logo; design a building.
4.
Bodily-Kinesthetic
intelligence
("body
movement control smart"). It means that people who
manifest adaptability to this kind of intelligence have the
ability to control manual agility, physical agility and
balance; eye and body coordination. People who are
involved in this intelligence will work as dancers,
demonstrators, actors, athletes, divers, sports-people,
soldiers, fire-fighters, performance artistes, osteopaths,
fishermen, drivers, crafts-people; gardeners, chefs.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
20
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
They are able to juggle; demonstrate a sports
technique; flip a beer-mat; create a mime to explain
something; toss a pancake; fly a kite; coach workplace
posture.
5.
Musical intelligence ("music, sound, rhythm
smart"). It means that people who manifest adaptability
to this kind of intelligence have the ability to appreciate
and use sound; recognize tonal and rhythmic patterns,
understand relationship between sound and feeling.
People, who are involved in this intelligence, will work
as
musicians,
producers,
singers,
piano
composers,
tuners,
DJ's,
acoustic
music
engineers,
entertainers, party-planners. They are able to They are
able to perform a musical piece; sing a song; review a
musical work; coach someone to play a musical
instrument; specify mood music for telephone systems
and receptions.
6.
Interpersonal
intelligence
("other
people's
feelings smart"). It means that people who manifest
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
21
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
adaptability to this kind of intelligence have the ability to
relate
to
others;
interpretation
of
behavior
and
communications; understand the relationships between
people and their situations, including other people.
People, who are involved in this intelligence, will work
as therapists, HR professionals, mediators, leaders,
counselors, politicians, educators, sales-people, clergy,
psychologists, teachers, doctors, healers, organizers,
careers,
advertising
professionals,
coaches
and
mentors. They are able to interpret moods from facial
expressions;
demonstrate
feelings
through
body
language; affect the feelings of others in a planned way.
7.
Intrapersonal
intelligence
("self-awareness
smart"). It means that people who manifest adaptability
to this kind of intelligence have the ability and capability
to understand oneself, one's relationship to others and
the world, and one's own need for, and reaction to
change. They are able to consider and decide one's
own aims and personal changes required to achieve
them (not necessarily reveal this to others); consider
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
22
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
and decide one's own position in relation to the
Emotional Intelligence model.
2.1 Learning Styles
Dr. Gardner says that our schools and culture
focus most on their attention on linguistic and logicalmathematical intelligence. We esteem the highly
articulate or logical people of our culture. However, Dr.
Gardner says that we should also place equal attention
on individuals who show gifts in the other intelligences:
the artists, architects, musicians, naturalists, designers,
dancers, therapists, and others who enrich the world in
which we live. Unfortunately, many children who have
these gifts don’t receive much reinforcement for them in
school. Many of these kids end up being labeled
"learning disabled," "ADD (attention deficit disorder),"
when their unique ways of thinking and learning aren’t
addressed
by
a
heavily
linguistic
or
logical-
mathematical classroom.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
23
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
The theory of multiple intelligences proposes a
major transformation in the way our schools are run. It
suggests that teachers can present their lessons in a
wide variety of ways using music, cooperative learning,
art activities, role play, multimedia, field trips, inner
reflection, and much more. According to our experience
we can say that applying activities which involve the
use of flashcards, we can help students develop these
intelligences make the English classes more dynamic.
The theory of multiple intelligences quickly became
established
as
a
classical
model
by
which
to
understand and teach many aspects of human
intelligence, learning style, personality and behavior - in
education and industry. In addition, it also has strong
implications
for
adult
learning
and
development
because it gives adults a whole new way to look at their
lives, examining potentials that they left behind in their
childhood, but now you have the opportunity to develop
through courses, hobbies, or other programs of selfdevelopment.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
24
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
Traditionally schools have emphasized on the
development of logical intelligence and linguistic
intelligence (mainly reading and writing). While many
students function well in this environment, there are
those who do not. Gardner's theory argues that
students will be better served by a broader vision of
education,
wherein
teachers
use
different
methodologies, exercises and activities to reach all
students, not just those who excel at linguistic and
logical intelligence.
Gardner says that these differences "challenge an
educational system that assumes that everyone can
learn the same materials in the same way and that a
uniform, universal measure suffices to test student
learning.
Indeed,
as
currently
constituted,
our
educational system is heavily biased toward linguistic
modes of instruction and assessment and, to a
somewhat lesser degree, toward logical-quantitative
modes as well."1 Gardner argues that "a contrasting set
1
Garner, Howard. THE UNSCHOOLED MIND: HOW CHILDREN THINK AND HOW
SCHOOLS SHOULD TEACH (Hardcover)1991
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
25
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
of assumptions is more likely to be educationally
effective. Students learn in ways that are identifiably
distinctive. The broad spectrum of students - and
perhaps the society as a whole - would be better served
if disciplines could be presented in a numbers of ways
and learning could be assessed through a variety of
means." The learning styles are as follows:
1.
Linguistic- These learners have highly developed
auditory skills and often think in words. They like
reading, playing word games, making up poetry or
stories. They can be taught by encouraging them to say
and see words, read books together. Tools include
computers, games, multimedia, books, tape recorders,
and lecture.
2.
Logical -Mathematical – These learners are able
to see and explore patterns and relationships. They like
to
experiment,
solve
puzzles,
and
ask
cosmic
questions. They can be taught through logic games,
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
26
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
investigations, and mysteries. They need to learn and
form concepts before they can deal with details.
3.
Visual-Spatial- These learners are very aware of
their environments. They like to draw, do jigsaw
puzzles, read maps, and daydream. They can be taught
through drawings, verbal and physical imagery. Tools
include
models,
graphics,
charts,
photographs,
drawings, 3-D modeling, video, videoconferencing,
television, multimedia, texts with pictures/charts/graphs.
4.
Bodily-kinesthetic – These students use the body
effectively, like a dancer or a surgeon. They use keen
sense of body awareness. They like movement, making
things, touching. They communicate well through body
language and are taught through physical activity,
hands-on learning, acting out, and role playing. Tools
include equipment and real objects.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
27
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
5.
Musical – These learners show sensitivity to
rhythm and sound. They love music, but they are also
sensitive to sounds in their environments. They may
study better with music in the background. They can be
taught
by
turning
lessons
into
lyrics,
speaking
rhythmically, and tapping out time. Tools include
musical instruments, music, radio, stereo, CD-ROM,
multimedia.
6.
Interpersonal - These students learn through
interaction. They have many friends, empathy for
others, street smarts. They can be taught through group
activities, seminars, and dialogues. Tools include the
telephone, audio conferencing, time and attention from
the instructor, video conferencing, writing, computer
conferencing, E-mail.
7.
Intrapersonal - These learners tend to shy away
from others. They're in tune with their inner feelings;
they have wisdom, intuition and motivation, as well as a
strong will, confidence and opinions. They can be
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
28
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
taught through independent study and introspection.
Tools include books, creative materials, diaries, privacy
and time. They are the most independent of the
learners.
According to our experience we can say that by
applying activities which involve the use of flashcards,
we can help students develop these intelligences,
making the English classes more dynamic.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
29
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CHAPTER lll
III. Didactic Resources
According to our experience as English teachers,
we can say that Didactic Material is a system for the
expression of meaning; its primary function is the
interaction and communication which involve real
meaningful messages to the learner. It will include
functional skills as well as linguistic objectives. The
teacher motivates learners to participate many times in
each class by using didactic materials.
Also, Didactic Material is useful to teach and learn
English without a textbook. We chose to talk about this
kind of resources because some colleagues, who work
for public schools were worried about their students’
situation. They complained it was difficult to teach large
classes
without
visual
material.
We
decided
to
demonstrate that it is possible by taking the advantage
of this sort of material.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
30
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
REALIA
CHART
Actions
sing
ride
cry
swim
FLASHCARD
1. Realia
By Realia we mean tangible, real objects useful to
teach motor and cognitive skills involving unfamiliar
objects. It is appropriate to use them with individuals or
groups and may be situation-based. Realia may be
used to present information realistically; but it may be
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
31
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
equally important that its presentation corresponds to
the way learners represent information internally.
The teacher could show real objects. For example:
TOOLS
MEDIA
CLOTHES
2. Flashcard
We can define a flashcard as little piece of paper
usually the size of a half A4 sheet of paper, which has a
word in the language the students are learning, and
under it there is a picture that illustrates the meaning of
the word. When we use flash cards in the classroom,
the children are likely to learn more quickly.
For example:
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
32
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
3. Chart
A chart is designed for the classroom; they cover
every subject imaginable, from science and technology
to guides on proper manners. Educational charts can
be found among public spaces, they are images that
represent data symbolically. They are used to present
visual information.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
33
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
These are two simple picture charts.
At 7:00
at 1:00
at 3:oo
at 9:00
Fruits
banana
watermelon
strawberry
cherry
grapes
orange
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
34
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CHAPTER IV
IV Flashcards
“Flashcards are widely used as a learning drill
to aide memorization by way of spaced repetition”2.
A flashcard is a card that is used as a learning aid on
which a picture represents the written item or word to
be learned. These cards are “flashed” (shown quickly)
one by one to a learner to draw out a quick response.
Flashcards are useful for drilling new letters, syllables,
words, and other information. Additionally, Flashcards
can display not only vocabulary but also historical
dates, formulas or any subject matter that can be
learned via a question and answer format.
Flashcards are useful for showing very simple
pictures, usually of a single object or action.
2
http://en.wikipedia.org/wiki/Flashcard
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
35
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
We would recommend using flashcards in the
classroom to teachers who want their pupils to have a
better grasp at language. Flashcards are the Teacher’s
aide because they help teach early word recognition as
well as object familiarization, and they usually have
bright, friendly, and colorful pictures that illustrate what
the teacher is teaching in a good way.
4.1 Kinds of Flashcards.
A teacher can use flashcards for any subject at all:
math, science, history, foreign languages and so on and
so forth. There are even flash cards you will see on the
market for babies to help them learn colors, letters,
numbers etc. When a teacher uses flash cards in the
classroom the children will likely learn more quickly.
Repetition is the key. A teacher can use flash cards to
teach the whole class, send them home with flash cards
to study for homework, or pair them up in class before a
test to quiz each other with their flash cards.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
36
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
Math
Foreign Language
Definition
Term
Aristotle
Greek philosopher and scientist.
He was the pupil of Plato.
History
Here are a few specific kinds of flash cards:
1.
Foreign language flash cards
Foreign language flash cards come in a variety
that provides uses for all levels of learning foreign
languages. There are simple vocabulary flash cards
that can be used in the classroom or at home and will
help kids learn their vocabulary much faster. Flash
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
37
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
cards can be used with a parent or teacher—or when
studying alone. Spanish flash cards never stop being
useful, flash cards help with grammar and translation,
too.
English
Italian
French
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
38
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
2. Reading flash cards
Reading flash cards are a great tool for the English
teacher, or for children learning to read in the classroom
and at home. It is easy to learn from reading flash
cards. They are designed to make reading easier—
learning phonics, sounding out words, practicing
identifying letters, grammar etc. It is a great method to
take out those reading flash cards to evaluate what a
child being taught is actually learning from his or her
lessons. This will help the teacher or parent assess
what the next step will be in teaching their child or
student.
The teacher can teach phonics easily. For
example: the long e phonic-sound.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
39
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
e
e
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
40
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CHAPTER V
V. Making Flashcards
“Flashcards are useful for showing simple
pictures, usually of a single object or action”.3
According to our experience as ESL (English as a
Second
Language)
teachers,
we
can
say
that
flashcards are helpful in the classroom since a teacher
can
introduce
new
vocabulary
easily,
practice
pronunciation and play active games that the students
enjoy.
When you want to make flashcards, you have to
keep in mind the next steps.
1. Size
Size is very important; if these flashcards are too
small, then the children at the back will not watch the
3
Davis,Paul,Garside,Barbra, and Tinvolucri,Mario.WAY OF DOING.Cambridge,United
Kingdom,1998.pg-87
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
41
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
card clearly, and they will not decode the flashcard that
is being displayed before them. Equally, flashcards that
are too big, although being highly visible, aren't
advisable. According to our experience, we can affirm
that a half an A4 sheet of paper is the ideal size for a
flashcard. With this size the picture is clearly visible to
all and at the same time not too draining on resources.
Also, you should make flashcards of A4 sheet paper, if
you
really
need
a
big
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
flashcards.
42
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA”
ELEMENTARY SCHOOL WITH THE USE OF FLASHCARDS.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
43
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
2. Paper
The paper used for your flashcards will determine
the quality of your flashcards. For this reason, Bristol
paper that is used for catalog covers; file folders, tags,
tickets, and invitations is recommended.
3. Drawing Implements
This refers to the implement that you need to draw
with. Flashcards drawn with a humble HB pencil,
crayons and markers, can be effective. This provides a
bold outline for any pictures on the flashcard that gives
it a definition which increases visibility.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
44
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
If you don’t like drawing, you can use Microsoft
Word or Publisher Programs to make flashcards easily
and fast. Also, you can visit web pages where you’ll find
a lot of colorful flashcards that are ready to be printed or
download,
such
as:
www.esl-kids.com,
www.eslflashcards.com ,
www.abcteach.com/directory/basics/flashcrds.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
45
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
4. Style
It is better for you to have all the flashcards in a
particular series drawn by the same hand, in the same
style. This provides a consistency that enables the
students to remember the pictures in their groups.
Imagine an art gallery that displayed a Guayasamin,
DaVinci, a Constable, and a Dali all next to each other,
and you get an idea of how uncoordinated it looks when
different styles are combined.
5. Color
You have probably selected the paper, drawing the
pictures and cutting them out. Please don't be tempted
to color them in a hurry and spoil your hard work.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
46
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
Carefully select a good set of coloring pencils and
remember that crayons aren't suitable due to the effect
they give the finished flashcard.
Also, you can ask your students to colour the
outline flashcards (with copies ready to replaced spoilt
ballots) to the best of their ability, using coloring pencils,
and relax while your quality resources are completed for
you. Ensure that they are done to a quality that you are
happy with.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
47
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
6. Lamination
This process makes your flashcards durable. ¨A
laminate is a material constructed by uniting two or
more layers of material together. The process of
creating a laminate is lamination, which in common
parlance refers to sandwiching something between
layers of plastic and sealing them with heat and/or
pressure, usually with an adhesive¨.1
CHAPTER VII
LAMINATION
1
http://en.wikipedia.org/wiki/Plastic_laminate
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
48
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CHAPTER VI
VI. Pamphlet and Flashcards
“A pamphlet may consist of a single sheet of paper
that is printed on both sides and folded in half, in thirds,
or in fourths (called a leaflet), or it may consist of a few
pages that are folded in half and stapled at the crease
to make a simple book”.2 The pamphlet that we have
designed contains Flashcards activities based on
Gardener’s and Piaget’s theories.
6.1 Flashcards Activities
Gardener's multiple intelligence theory reminds us
that there are many types of learners within any one
class. Gardener's research points out that teachers
should aim to appeal to all the different learner types at
some point during the course. It is particularly important
to appeal to visual learners, as a very high proportion of
2
http://en.wikipedia.org/wiki/pamphlet.htm
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
49
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
learners have this type of intelligence. For this reason,
flashcards must be bright and colorful to make a real
impact on our learners.
The activities that we are going to suggest below
appeal to Bodily-kinesthetic, Musical, Interpersonal,
Linguistic,
Logical-mathematical,
Visual-Spatial,
Intrapersonal learners.
Also, we have to remember that Piaget affirms that
children and adults tend to think and perceive things
differently. For this reason, a teacher has to make
learning environment as rich as possible in terms of
providing visual material, such as posters, realia,
flashcards, etc. Remember that children instinctively
want to find out new things and are capable of
constructing new knowledge about language for
themselves based on trial-and-error or trial by error that
is a general method of problem solving for obtaining
knowledge, both propositional knowledge and knowhow.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
50
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
Flashcards are a really handy source that can be
useful at every stage of the class. They are a great way
to present, practice, and recycle vocabulary; and when
students become familiar with the activities used in
class, they can make their own sets of flashcards that
can be taken home for them to play with, with parents
and relatives.
In this part, we are going to suggest some
activities with flashcards that can be applied to any kind
of vocabulary and students.
First, we recommend comprehension activities.
This means that the students are not required to say
the new words, just to understand them. After this
stage, it is good to introduce activities which require
repetitive production. Then they will be ready to
develop tasks in which they have to speak without
models. Finally, we will have to introduce production
and
interaction
activities,
which
involve
contextualized use of the language.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
51
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
6.1.1 COMPREHENSION ACTIVITIES:
1. Rope Jump:
You need a rope for this one!
Have Ss stand
behind each other in a line. Hold a rope (have a S hold
the other end) at a height that the Ss should be able to
jump over. On the other side of the rope spread out
some flashcards.
Call out the name of one of the
flashcards to the first S. S has to jump over the rope,
pick up the correct flashcard and put it in the box. For
other rounds you can hold the rope down low, so Ss
have to crawl/roll under.
2. The chain:
We put all the flash-cards in different places. We
choose one student and we say one word, for example
'old'. The student has to find the corresponding flashcard. It doesn't matter if they don't know the vocabulary
yet. They can try their luck. If one student fails, we
choose another one, and so on until someone finds the
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
52
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
flashcard. Then we say another word, for example 'tall',
and we go on until the student fails. Then we choose
another student, and we start the chain again 'old,
tall...'. The idea of the chain is that when one student
finds out the meaning of a word, the others will try to
remember it. You will see that in twenty minutes all
your students will have mastered all the vocabulary.
3. Where is it?:
We turn all the cards upside down (on the floor or
on a table). Then we choose one student and we ask
'where is the “brain”?' and the student uncovers one
card. If s/he gets right, we ask again 'where is the
heart?', and so on until s/he fails. Then we turn all the
cards upside down, we choose another student, and
we start the chain again.
4. Be quick!:
We put all the flash-cards in different places of the
classroom. (Another good idea is to ask some students
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
53
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
to hold them up). Then we ask two students to stand
up. Then we say one word, for example “beef” and both
students will try to take it in first place. We go on with
the other words. At the end, the student that has taken
more flash-cards is the winner.
6.1.2 REPETITION ACTIVITIES:
1. The parrots:
Choose one student. S/he will have to get out of
the classroom. Then we hide one of the flash cards (for
example,”milk” in any place. Then the student gets in
and the game starts: s/he will try to find the “milk” and
the other students will help saying,... milk, milk, milk
(continuously).
The key is that the students will say milk, milk, milk ... in
a low voice when the player is far from the “milk”, and in
a
high
voice
when
s/he
is
close
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
to
it.
54
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
2. Whispers:
Divide the students into two groups. Put all your
flashcards on the blackboard. Then ask the students to
stay in two rows (one row for each group). Then
whisper a word to the two first students at the same
time. Each student has to whisper the word to the
following one in their rows. When the last students hear
the word, they have to run and take it from the
blackboard. The group that takes the card first gets one
point.
6.1.3 PRODUCTION ACTIVITIES:
1. Hint Game:
The children would really love it. As a review on
food cards, hold some cards without showing any. Then
tell the kids that they are going to receive 3 hints, so
they need to listen carefully.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
55
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
For example: 1. it is yellow. 2. It is small. 3. It is round.
What is it? Well, the corn of course! You can make it in
different levels depending on how much English you
use or which vocabulary you use.
2. Mad pointer:
We put all the flashcards on the blackboard. Then
point to a serie of four or five cards very quickly. The
students have to pay attention and try to memorize the
flash-cards in the right order. We ask them one by one
to see if they are able to say the four words in the right
order.
3. Give the ball:
We give one card to each player. One of them will
start the game. She says: “I am the bear and I give the
ball to the zebra”. Then the student with the “zebra” has
to react quickly and pass the ball to another player ('I
am the zebra and I give the ball to the crocodile'). If any
student doesn't react quickly she/he will be eliminated.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
56
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
4. The missing card:
Put all the 10 flashcards on the board. Tell the
students to look at them for 30 seconds. Then ask
them to close their eyes and remove one card very
quickly. They have to find out what is the missing card
(memory game). The student who gives the right
answer will be chosen to remove the next card (takes
the place of the teacher).
Also, you can give the flashcards to 10 students and
move one student them instead of remove the card.
5. Charades:
Have a S come to the front of the class and show
a flashcard or whisper a word to that S. The S then
acts out that word and the first S to guess can be the
next player.
This works very well with action verbs.
Variation: divide the class up into teams - the first S to
guess wins a point for his/her team.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
57
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
6. Say and throw
Set your students up in rows; make sure that they
are all evenly spaced out. The rules are quite simple; if
the student at the beginning of the team line says a
correct sentence using the word that the teacher shows
then he/she gets the chance to throw the ball in the
basket. If they succeed then they score points. If she/he
is incorrect then the teacher moves onto the next team
and repeats the process.
7. Just a little bit:
We take one card and we hide it behind a book, a
folder or something like that. Then we show just a little
bit and students try to find out what it is.
8. Just a glimpse:
We take one card and we show it very quickly, so that
students find it difficult to see it clearly. Then we ask
what it was.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
58
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
6.1.4 INTERACTION ACTIVITIES:
1. Catch me if you can:
Have students sit in a circle. After reviewing the
chosen set of flashcards, place them in a pile in the
center of the circle. Take the first card and show it to
everybody. Have one student walk around the outside
of the circle saying words from the specific subject –
like fruits or drink - while touching each student's of the
circle on the head. When the "magic" word is said, the
student whose head is touched at that time must stand
up and chase the student who touched them around the
circle. The first one to sit in that spot remains seated
and chooses the next "magic" word. The student
standing begins again; "apple, watermelon...pear”
2. Four Corners:
T hangs a flashcard (4 in total) in all 4 corners of
the room. One S is chosen to stand in the middle with
his/her eyes closed and counts to ten while the other
students scramble to one of the four corners. At the
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
59
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
count of ten, the S in the middle shouts "STOP" and
picks one corner by naming the corresponding
flashcard. The students in that corner are "out" and
must sit down. Continue game until only one student
remains; he/she is then "it" (the counter in middle).
NOTE: These activities have been taken from the
following sources:
http://www.esljunction.com/esl_games/index.html
http://www.topenglishteaching.com,
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
60
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CONCLUSION & RECOMMENDATION
Throughout the development of this project, we
have found that not only the flashcards are important in
a course but also the activities that a teacher uses, and
the Linguistic Theories that a teacher apply in a course.
It is possible to enhance the teaching-learning
process with activities based on Linguistic Theories like
Piaget’s Cognitive Development and Gardner’s Multiple
Intelligences.
We suggest the use of visual material since
individuals’ brains organize observations making the
thinking process more efficient.
A teacher must understand the way children think
and interact with in their environment. For this reason,
we suggest teachers and especially the English teacher
of the seventh grade of “Santa Maria de la Esperanza
Elementary School to organize and research activities
and games that engage the use of flashcards allowing
students to practice the foreign language because the
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
61
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
classroom is the only place where learners can use the
language because the environment where they live and
interact doesn’t offer opportunities to practice a foreign
language.
Since the lack of didactic material is one of the
weaknesses of the institution, we have designed 100
colorful flashcards in order to implement the English
area.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
62
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
RESOURCES
BOOKS
Piaget,J (1972).THE CHILD’S CONCEPTION OF THE
WORLD. New York: Littlefield Adams.
Piaget,J (1972) THE PSYCHOLOGY OF THE CHILD.
New York: Basic Books.
Garner, Howard. THE UNSCHOOLED MIND: HOW
CHILDREN THINK AND HOW SCHOOLS SHOULD
TEACH .Hardcover, 1991
Doff, Adrian. TEACHING ENGLISH A TRAINING
COURSE
FOR
TEACHERS.Cambridge:United
Kingdom, 1997
Davis, Paul, Garside, Barbara, and Rinvolucri, Mario.
WAYS OF DOING. Cambridge, United Kingdom, 1998
Lin, S. (2002). ” Piaget's developmental stages”.
ENCYCLOPEDIA OF EDUCATIONAL TECHNOLOGY.
San Diego State University. 2002
WEB PAGES
George Boeree, Psychology Department. Shippensburg
University,
http://webspace.ship.edu/cgboer/piaget.html
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
63
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
Erin Patterson. the Psyography web site at Frostburg
State University
http://faculty.frostburg.edu/mbradley/psyography/jeanpi
aget.html
Dr. Armstrong,
[email protected] in the
fields of multiple intelligences. P.O. Box 548,
Cloverdale, CA. 95425 USA
http://www.thomasarmstrong.com/multiple_intelligences
.htm
British Council, 10 Spring Gardens, London SW1A
2BN, UK.2008
http://www.teachingenglish.org.uk/think/resources/flash
card.shtml
http://www.topenglishteaching.com/directory/material/fla
shcards/flash_cards/article.htm
http://www.eslflashcards.com/
http://encyclopedia.thefreedictionary.com/Flashcard
http://www.atozteacherstuff.com/
http://www.homeroomteacher.com/infoflashcards.html
http://how-to-learn-any-language.com/e/index.html
http://tip.psychology.org/piaget.html
http://www.newfoundations.com/GALLERY/Piaget.html
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
64
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
http://www.howardgardner.com/bio/bio.html
INTERVIEW
Mst. Catalina Astudillo. Personal Interview. 28,
March,2008. University of Cuenca. Language and
Literature-English.
Dr. Chacon, Humberto. Personal Interview. 2 March.
2008. University of Cuenca. Psychology School.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
65
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
66
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
PAMPHLET
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
67
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA”
ELEMENTARY SCHOOL WITH THE USE OF FLASHCARDS.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
68
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA”
ELEMENTARY SCHOOL WITH THE USE OF FLASHCARDS.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
69
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA”
ELEMENTARY SCHOOL WITH THE USE OF FLASHCARDS.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
70
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA”
ELEMENTARY SCHOOL WITH THE USE OF FLASHCARDS.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
71
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
72
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA”
ELEMENTARY SCHOOL WITH THE USE OF FLASHCARDS.
OPERATIVE PLAN OF THE PROJECT
ACTIVITIES
RESPONSIBLE
TIME 2008
JANUARY
FEBRUARY
1 2 3 4 1
Presentation
of the
Project
Patricio Calle
Pablo
Chuchuca
Draft’s
elaboration
and
review
Patricio Calle
Pablo
Chuchuca
Getting
information
Patricio Calle
Pablo
Chuchuca
Pamphlet
and
Flashcards
Final project
elaboration
Patricio Calle
Pablo
Chuchuca
Patricio Calle
Pablo
Chuchuca
Patricio Calle
Pablo
Chuchuca
Presentation
and
Defense of
the project
2
3
MARCH
APRIL
MAY
JUNE
JULY
4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
x
x x x x
X X x x x
X x
x
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
x x x x x x x x x x
x x x x x x x x x
x x x x x x x x x x x x x
x x
73
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
MATERIALS
Copies
Paper
Print
Internet
Flashcards
Flashcard
Lamination
UNIT
A4
QUANTITY
200
150
UNIT PRICE
0.02
0.10
TOTALS
4.00
15.00
150
50
100
10
0.50
0.70
0.60
2.00
7.50
35.00
60.00
20.00
Total
141.50
RESOURCES
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
74
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
“SANTA MARIA DE LA ESPERANZA”
ELEMENTARY SCHOOL
P.C.I.
LISTADO DE AMENAZAS PRIORIZADAS
1. Problemas familiares que afectan el rendimiento
de los estudiantes
2. Consecuencias negativas por La migración,
alcoholismo y desorganización de hogares
3. Población con poco interés en la Educación
4. Falta de control de los representantes en tareas
escolares
5. Elevado número de distractores que impide la
buena utilización del tiempo libre
6. Falta de seguridad en el transporte
7. Malos comentarios de personas ajenas a la
Institución
8. Crisis política en el cantón
2.3. NIPs
1. Escasa práctica de valores en los alumnos
2. Desmotivación
en
los
alumnos
como
consecuencia de la desintegración familiar.
3. Falta de creatividad, razonamiento lógico,
expresión oral y escrita en los estudiantes.
4. Incumplimiento de tareas escolares por parte de
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
75
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
los alumnos
5. Escasos conocimientos por parte de los alumnos
que vienen de otros establecimientos.
6. Espacios Recreativos limitados.
7. Falta de Implementación en los laboratorios.
8. Materiales y recursos didácticos limitados.
9. Elevado numero de estudiantes en algunas aulas
de clases.
10.
Desacuerdo en la toma de decisiones entre
personal directivo y docente.
11- Falta de una mejor aplicación de metodologías
y técnicas activas de enseñanza- aprendizaje.
2.4. NEBs
1. Crear espacios para inculcar valores.
2. Propiciar ambientes agradables para el desarrollo
de sus actividades.
3. Aplicando técnicas activas que permitan el
razonamiento lógico y la comunicación Oral .
4. Dosificación de las tareas y organización del
tiempo.
5. Nivelación para estar acorde a los conocimientos
del grupo
6. Contar con espacios para la recreación
7. Incrementar materiales para mejorar la calidad de
la educación
8. Disponer de los materiales y recursos didácticos
suficientes para el proceso de aprendizaje.
9. Desarrollar las actividades utilizando todos los
espacios disponibles
10.
Establecer consensos entre directivo y
docente.
11. Capacitación permanente del personal docente.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
76
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
SEPTIMO AÑO DE BASICA
OBJETIVOS
9 Desarrollar las destrezas básicas
( Escuchar,
hablar, escribir)
9 Usar y reconocer los números cardinales del 0 al
30
9 Identificar y emplear el vocabulario:
9 Emplear los diferentes adjetivos
9 Identificar los números del 1000 al 50000
9 Habar de las diferentes comidas y bebidas
9 Identificar las partes del cuerpo
9 Opinar de los distintos lugares de la ciudad.
9 Pronunciar los nombres de los planetas.
7.- CAPACIDADES Y DESTREZAS.
7.1. DESTREZAS GENERALES
• Escuchar
• Leer
• Hablar
• Escribir
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
77
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
7.2.- DESTREZAS ESPECÍFICAS.
ESCUCHAR:
• Respetar los turnos en la conversación.
• Entender instrucciones orales’
• Escuchar lenguajes no verbales I
• Interpretar el gráfico.
• Reconocer la intencionalidad explicita del emisor.
• Escuchar receptivamente lenguajes no verbales. (
música, sonidos de la naturaleza)
• Manifestar respeto por situaciones comunicativas
cotidianas.
LEER:
PROCESOS DE LECTURA:
PRELECTURA:
• Activar los conocimientos previos
• Formular preguntas
• Formular suposiciones sobre la lectura
• Seleccionar textos de lectura
LECTURA:
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
78
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
• Leer y volver al texto
• Predecir durante la lectura
• Relacionar el contenido del texto con la realidad
• Relacionar
el
contenido
del
texto
con
el
conocimiento previo
POSLECTURA:
• Verificar predicciones
• Formular preguntas
• Contestar preguntas
• Manifestar la opinión sobre el texto
• Utilizar el contenido del texto en aplicaciones
prácticas
• Discutir en grupo
• Parafrasear el contenido del texto
FONOLOGÍA:
• Manejar el código alfabético
• Leer oralmente con claridad y entonación
• Leer oralmente con fluidez, claridad, ritmo,
entonación y expresividad
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
79
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
TIPOS DE LECTURA: DENOTATIVA:
• Identificar elementos explícitos del texto
• Distinguir las principales acciones o contenidos
que arman el texto y el orden en el que se suceden
• Establecer
secuencias
temporales
entre
los
elementos del texto
• Distinguir causa efecto en el texto
• Seguir instrucciones escritas
• Comparar elementos del texto para identificar
semejanzas y diferencias
• Establecer
las
relaciones
pronominales
que
contiene el texto
CONNOTATIVA:
• Inferir las ideas o motivos sugeridos por uno o
varios gráficos
• Inferir el significado de palabras y oraciones a
partir del contexto
• Inferir el tema que plantea el texto
EXTRAPOLACIÓN:
• Juzgar sin la información del texto es ordenada,
desordenada,
verosímil,
inverosímil,
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
clara,
80
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
confusa, esencial o superflua
• Distinguir realidad y fantasía en el texto
DE ESTUDIO:
• Practicar el idioma en casa.
• Consultar la forma de pronunciación.
VOCABULARIO:
• Relacionar los objetos con las palabras.
• Construir familias de palabras
• Elaborar
definiciones
sencillas
propias
y
adaptadas al contexto
• Emplear sinónimos y antónimos
HABLAR:
• Articular y pronunciar correctamente las palabras
• Expresar
emociones,
sentimientos,
dudas,
suposiciones, conjeturas, etc.
• Participar
activamente
en
diálogos
y
conversaciones formales e informales
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
81
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
• Diferenciar los turnos en la conversación: tomar la
palabra
• Adecuar la entonación el ritmo, el gesto y el tono
de voz según la intencionalidad y la circunstancia
comunicativa
• Formular preguntas según las circunstancias
comunicativas y las pautas sociales
• Formular consignas o instrucciones orales
• Dramatizar
• Narrar hechos reales o imaginativos
• Describir
oralmente
objetos,
ambientes
y
personajes
• Recitar
• Cantar
• Entrevistar
ESCRIBIR.
PROCESO DE ESCRITURA:
PRE-ESCRITURA:
• Generar ideas para escribir
• Establecer
el
propósito
de
la
escritura
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
y
82
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
seleccionar el tema
• Identificare! destinatario
ESCRITURA:
• Elaborar bosquejos, planes, esquemas, índices,
etc.
• Escribir de manera legible
• Lograr interés y creatividad en el escrito
• Elaborar borradores
• Mantener orden o secuencia lógica en las ideas
POS-ESCRITURA:
• Revisar la ortografía en el escrito
• Consultar a interlocutores
• Controlar la presentación del escrito
• Controlar la caligrafía del escrito
• Revisar la puntuación en el escrito
• Lograr secuencia lógica en el escrito
ORTOGRAFÍA:
• Reconocer las sílabas y su posición en las
palabras
• Reconocer las vocales.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
83
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
CONTENIDOS
7.1 MINIMOS OBLIGATORIOS
7.2 DESGLOSADOS E INCORPORADOS
UNIT No 1
♠
Adjectives
♠
Parts of school
♠
School subject
♠
Parts of the body
♠
Numbers: one hundred to fifty
She never comes late to school
UNIT No2
thousand
She doesn’t have a brain
♠
Where does it live?
UNIT No.3
♠
Food
♠
Drink
♠
Prices
♠
How much do they cost?
♠
Actions Verbs
♠
Stores in the city
Catch up
♠
Toys
UNIT No. 5
♠
Places to visit in the city.
♠
Prepositions of place
♠
Habitats
♠
Houses
When do bears sleep?
♠
Where do bears live?
UNIT No. 7
♠
Adjectives
♠
Space
♠
The planets
I love the supermarket
UNIT No. 4
The snake house is scary
UNIT No. 6
Look up the big black sky
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
84
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
UNIT No. 8
♠
Sports
Balls are fun
♠
What is your favourite sport?
♠
Do you like sports?
♠
Adjectives
♠
Draw a picture
♠
Complete the adjectives
UNIT No9
It’s heavy
9. Bibiografia
TITTLE OF AUTHOR
EDITORIAL
EDITION YEAR PLACE
Cambridge
Thid
THE
BOOK
1 Play way to Gunter
English
Gerngross
2 Let´s go 5
R.Nakata
2005
Library
Oxford
U. First
2000
Press
3 One
Personal
Cambridge
Personal
Library
First
1999
Thousand
UDC.
Library
Pictures
4 Fast Lane 1
Philip
Macmillan
Second
1998
Prowse
5 Teaching
English to
Wendy
Personal
Library
Longman
First
1990
Scott
Personal
Library
Children
6 Catch 4
Theresa
Richmond
First
2004
Zapata
7 Curso
Multimedia
S’s
library
El Universo
Fisrt
2004
Edi El SOl
School
Library
3
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
85
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
METODOLOGIA Y TECNICAS
♠ Dependiendo de las necesidades de cada año se
puede usar diferentes métodos orientados al
desarrollo de capacidades, habilidades, destrezas y
actitudes positivas, para lo cual resulta necesario
observar las siguientes recomendaciones:
♠ Las experiencias directas serán las fuentes de
conocimiento y descubrimiento con planeación y
participación conjunta de niños, maestros y padres.
♠ Valorar los trabajos de los estudiantes en forma
sistemática, y posibilitar su participación, autoevaluando sus propios trabajos y los de sus
compañeros.
♠ Realizar exposiciones periódicas de los trabajos
que realizan en el aula creando un espacio para
esto como carteleras.
♠ Participar en los distintos eventos programados
por la Unidad Educativa.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
86
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
METODO CREATIVO
•
METODO DEMOSTRATIVO
Concepción.
Descripción
•
Ejecución.
Demostración
•
Motivación
Observación.
•
Experimentación
Apreciación
•
Creación libre
A más de estos
métodos se puede aplicar los
siguientes:
Heurístico (Inventar), Deductivo, Inductivo,
Analítico,
Estimulación y juegos.
11. RECURSOS
. DIDÁCTICOS.
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
87
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
Los recursos didácticos son de gran importancia
dentro de la enseñanza del segundo idioma. Se
realizara la adquisición de tarjetas y se elaboraran los
charts de las distintas unidades a ver.
También es de fundamental importancia los audios o
cd´s con música para que los estudiantes afinen su
oído y practiquen el idioma.
Los audio-visuales también se gestionaran.
Se elaborara hojas de trabajo y asi cimentar un buen
aprendizaje.
HUMANOS.
- Directivos
- Personal docente
- Alumnos
- Padres de Familia
. TECNICOS.
- Reforma Curricular
- Folletos de la Dirección de Educación
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
88
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
- Reglamento Interno
-Proyecto Educativo Institucional. PEI
-Documentos Del Ministerio de Educación
FINANCIEROS.
La obtención de recursos se hace mediante autogestión.
12 .EVALUACION
La evaluación es una parte fundamental en el proceso
de enseñanza-aprendizaje del Idioma Ingles. Esta se lo
realiza mediante un diagnostico inicial con una prueba
de suficiencia, luego con diagnósticos de clase,
semanales, mensuales y finales.
La evaluación será actitudinal y procedimental tomando
en
cuenta
los
siguientes
parámetros:
Trabajos
Individuales, de grupo y proyectos.
Las evaluaciones principales o exámenes serán
trimestrales, tomando en cuenta y haciendo sumatoria
con los siguientes parámetros:
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
89
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
Pruebas de cada Unidad
Lecciones
Participación en clase
Deberes
Trabajos Individuales
Trabajos en Grupo.
Trabajos de Investigación, proyectos.
Prof.. Patricio Calle
Lic
Yolanda
Zhunio
PROFESOR
DIRECTORA
Lic. Ana Serrano
RECTORA
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
90
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
FUSMAE
UNIDAD EDUCATIVA "SANTA MARIA DE LA ESPERANZA"
CUADRO DE CALIFICACIONES DE PRUEBAS DE
DIAGNOSTICO
Año Lectivo
2007 - 2008
CURSO: OCTAVO DE BASICA "B"
PRIMER TRIMESTRE
Ex.
N°
NOMINA
Test Trab.Inv.
1
ALVAREZ BRITO MIGUEL MESIAS
14
2
AREVALO PACHECO DANIEL HILARIO
13
3
AREVALO PEÑARANDA FABRICIO LEONARDO 20
4
CANDO CUJI DIEGO FERNANDO
15
5
CASTRO CABRERA CHRISTIAN ESTEBAN
12
6
CASTRO ORDOÑEZ MERCY GERMANIA
12
7
CHIMBO CHIMBO WILMER MARCELO
13
8
CHOCHO CHOCHO JANETH ROMINA
15
9
GOMEZ ZHIMINAICELA DARIO EDUARDO
20
10
GUZMAN PEÑARANDA CHRISTIAN ISMAEL
20
11
IÑIGUEZ SAMANIEGO JEFFERSON FREDDY
14
12
JARA CASTRO MAURO HERNAN
20
13
JARA CHACON JUAN CARLOS
20
14
LUCERO ZHINGRI VICTOR JOSE
20
15
MAITA MOSCOSO EDWIN ERNESTO
13
16
MARIN PERALTA KEVIN ROMAN
12
17
MARIN QUITUIZACA MILTON ALFREDO
14
Prueb Trim Suma Prom
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
91
Disci
UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CURSO DE GRADUACION DE LA ESCUELA DE LENGUA Y LITERATURA
INGLESA
IMPROVING THE ENGLISH TEACHING-LEARNING PROCESS IN THE
SEVENTH GRADE AT “SANTA MARIA DE LA ESPERANZA” ELEMENTARY
SCHOOL WITH THE USE OF FLASHCARDS.
18
NORIEGA GUZMAN EVELYN CAMILA
16
19
NUGRA LLANOS GLADYS MARIANA
12
20
ORELLANA SALINAS ROBINSON MISAEL
12
21
SALINAS PEÑARANDA MARCELO SEBASTIAN 10
22
SAQUICELA VALVERDE EDISSON FERNANDO
8
23
TELLO BERMEO CARLA VIVIANA
13
24
TELLO OCHOA JUAN CARLOS
12
25
TIGRE CASUAL JHENNY ALEXANDRA
11
26
URDIALES CABRERA JOSE MIGUEL
12
27
VILLAVICENCIO LOJA DARWIN EFRAIN
13
28
VISCAINO CONCE MIRIAM ANGELICA
11
29
ZHICAY LOMBAIDA JULIO CESAR
10
407
PROMEDIO CURSO
14,03
RENDIMIENTO
FECHA
70
12/09/2007
FIRMAS
AUTORES: Patricio R. Calle León- Pablo Chuchuca Cherrez
92