key vocabulary - Universidad de Cuenca

Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
ABSTRACT
Learning vocabulary means learning a language
because words are necessary for people ‘s life in order to
have communication.
For this, we as teachers of a second language must
reflect about our role in this hard teaching process.
The
teacher has to be a facilitator, guide, model, and friend for
students. Also, we need to train constantly, since it is our
duty to research and use activities in order to satisfy the
diversity of our students’ learning.
Teachers’ must know
their students’ abilities, capacities, weaknesses, and
strengths. Knowing that the student is the central part of
the learning-teaching process, he or she has to be
implicated in it with activities that provide them fun during
the learning of words. After the acquisition of vocabulary
students have to be able to produce words.
It’s time to finish the application of traditional
methodologies.
We hope English teachers find this
Ma. Isabel Chuquiguanga
Diana Isabel González
1
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
project useful for their professional lives, making words
memorable and meaningful for students.
Ma. Isabel Chuquiguanga
Diana Isabel González
2
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
INDEX
RESPONSIBILITY………………………………………… 6
ACKNOWLEDGMENT……………………………………. 7
DEDICATION…………………………………………….... 8
INTRODUCTION………………………………………….. 9
1. PROJECT
CHARACTERIZATION….........………………….
11
1.1. Antecedents ………………………………….. 11
1.2. Justification…………………………………… 12
1.3. Target Group ..………………………………
13
1.4. Duration………………………………………. 14
2. PROBLEM..........................................................
15
3. STRUCTURE OF THE
PROJECT…..............................…………………
19
3.1. Goal ………………...………………………… 19
3.2. Purpose…………………………………........ 19
3.3. Results …………………………………........ 20
3.4. Theorical Framework ………………………
4. METHODOLOGICAL
PROPOSAL……………………………................
Ma. Isabel Chuquiguanga
21
25
Diana Isabel González
3
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
4.1. Important Aspects of Fun Activities to improve
Vocabulary.............................................
25
4.1.1. Considerations for Applying these
activities……................................
27
4.1.2. Sample of Fun
Activities……………………..........
30
CONCLUSION AND
RECOMMENDATION……………….……………….
BIBLIOGRAPHY………………………………………
ANNEX…………………………………………………
71
73
76
Ma. Isabel Chuquiguanga
Diana Isabel González
4
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIVERSIDAD DE CUENCA
Facultad de Filosofía, Letras y Ciencias de la Educación.
HOW TO IMPROVE THE VOCABULARY LEVEL WITH
FUN ACTIVITIES IN THE EIGHTH YEAR OF BASIC
EDUCATION FOR THE INSTITUTO TECNICO
SUPERIOR AGRONOMICO SALESIANO.
Trabajo académico integrador previo
a la obtención del titulo de
Licenciada en Ciencias de
la Educación con especialidad en
Inglés.
AUTORAS: Ma. Isabel Chuquiguanga Q.
Diana Isabel González G.
TUTOR:
Dr. Ion Youman.
Cuenca – Ecuador
2008
Ma. Isabel Chuquiguanga
Diana Isabel González
5
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
RESPONSIBILITY
The authors of the Project are responsible for the opinions
in this work.
__________________________________
María Isabel Chuquiguanga Q.
___________________________________
Diana Isabel González G.
Ma. Isabel Chuquiguanga
Diana Isabel González
6
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
ACKNOWLEDGMENT
Firstly, we thank God for illuminating us to develop
this work happily.
Moreover, we appreciate the
availability of our tutor for helping us, and all the teachers
who granted useful knowledge for our professional lives.
Ma. Isabel Chuquiguanga
Diana Isabel González
7
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
DEDICATION
This work is dedicated to my family,
especially to my sister, Mary, because
she is like my mother and always supports
me in all I decide to do. To my father,
since he never abandoned us, although
some hard situations had been presented
in his life. To my dear sister, Cris, and
brother, Juan, for being always with me.
Isabel Chuquiguanga Q.
I want to dedicate this work to every
single person, who encouraged me to
get this degree. Especially, this project is
for:
My husband, who understands me;
My son, who inspires me;
My brothers, who cheer me up;
My father, who supports me;
My dear mother, who teaches me
to make true all my dreams.
Diana González G.
Ma. Isabel Chuquiguanga
Diana Isabel González
8
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
INTRODUCTION
Our project is focused on how to improve vocabulary
problems with fun activities, which is addressed to
students of eighth year of Basic Education at the Instituto
Técnico Superior Agronómico Salesiano.
In
chapter
one,
we
mention
which
are
the
antecedents to perform this research. Also, we justify the
main reasons why we decided to do it. At the end of this
chapter, we name some important aspects about the
target group and the duration that this job will have.
Chapter two refers to our problem, which is based
on the process of action research that follows these steps:
1. Identify the reasons that cause a lack of
vocabulary.
2. Collect data through teachers’ and students’
interviews.
3. Interpret and analyze the gathered data to find a
solution to the problem.
Ma. Isabel Chuquiguanga
Diana Isabel González
9
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
4. Give some samples of fun activities to gain a wide
vocabulary.
We establish what we want to do with this project, in
which we take into account the multiple intelligences
theory.
To finish this project we propose to teachers to apply
fun activities, following the given sample ones.
Ma. Isabel Chuquiguanga
Diana Isabel González
10
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
1.
PROJECT CHARACTERIZATION
1.1.
ANTECEDENTS
The majority of Educative Institutions include English
in their curriculum. However, some primary students don’t
receive good knowledge of English because in some
cases their teachers aren’t professional. Also, the
designated time for this subject is not enough to learn
accurately. That means that they have just one or two
hours in a week. These have caused serious problems
when they start high school. The lack of vocabulary is
one of the inconveniences that teachers have to face with
students of the eighth year of Basic Education.
Personally, we have lived this experience with our
students, especially in this year since the students’ book
seems
to
contain
advanced
topics.
Consequently,
students can’t perform correctly the rest of the main skills
such as reading, writing, speaking, and listening.
Ma. Isabel Chuquiguanga
Diana Isabel González
11
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
1.2. JUSTIFICATION
In these days, many authors and publishers offer
English teachers a variety of good books. One of them is
Postcard which is used by students of eighth year of
Agronómico High School.
This book provides a wide
array of activities for listening, reading, speaking, and
writing that aren’t performed accurately by the students.
Through a continuous evaluation, we have noticed that
the trouble is the lack of vocabulary.
To verify this
problem in a general way, we apply teachers’ surveys
which indicate that 60% of them have the same
inconvenience with their students’ level vocabulary.
So,
we asked ourselves “What causes this problem? “
To
clarify the main reasons for it, we also made students’
surveys, showing as a result that they like to learn words
through different activities.
For this reason, we see the need to elaborate an
additional tool for teachers. This material helps them to
apply new activities which are fun.
Ma. Isabel Chuquiguanga
Moreover, these
Diana Isabel González
12
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
activities encourage students not only to memorize new
words, but also to use them, feeling the necessity to
communicate.
In
addition,
the
acquisition
of
the
vocabulary facilitates reading comprehension. If students
don’t understand the words they read, they can’t possibly
comprehend the text as a whole. Furthermore, students
can take advantage of all audio aids that exist around
them. Finally, students don’t use limited vocabulary but a
variety of words to express their feelings, thoughts, ideas,
and criteria.
1.3. TARGET GROUP
This project is going to be addressed to students of
Instituto Técnico Superior Agronómico, which is an
important Educative Institution which is located in Paute –
Uzhupud.
It was founded in 1928 by Silesians.
This
High School offers just one specialization, Agronomy. Its
infrastructure covers a large area where there are
entertaining fields for sports, gardens, crops, and stables.
There are about 600 hundred students and 56 teachers.
Although it has this number of students and teachers,
Ma. Isabel Chuquiguanga
Diana Isabel González
13
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
there are not enough didactic resources for English.
It
doesn’t have a lab, which is so necessary to teach the
subject accurately.
Our target group will be the students of the eighth
year of basic education, of which 80% are male, while the
20% are female because this high school begins to apply
coeducation this year. It has brought benefits for the
region since young people of different social-economics
status, who want to study Agronomy, can attend to this
prestigious institute.
1.4. DURATION
This project will be applied during the next school
year: 2008 – 2009. It will be carried out at the same time
of the developing of the units during nine months.
Ma. Isabel Chuquiguanga
Diana Isabel González
14
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
2. PROBLEM
To start presenting the problem of our Project, we
mention a concept: “Vocabulary permits everything we
do in an English language class, which ever skill or
language point is in practice”. Linda Tailor (page 23).
Once we have mentioned the importance of
vocabulary for the acquisition of a second language, we
concluded that good English means having a big
vocabulary.
Nevertheless, we have identified a
problem that is related to the lack of vocabulary in our
students who are beginning the high school. It causes
serious difficulties, since activities that the book
contains can’t be performed accurately.
This is not a
singular problem due to many colleagues confront the
same hard situation.
To show this position we have collected data through
teachers’ survey, which demonstrates that only 25% of
them are professionals, meanwhile 30% are studying
yet, and 45% are just graduated from high school.
Ma. Isabel Chuquiguanga
Diana Isabel González
15
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
-10% of teachers have an excellent English level,
25% have a good
one, and 65% have a very good level.
-90% teach in high school.
-70% of teachers work with students of eighth year.
-According to teachers, the students’ vocabulary
level is 0% excellent,
10% very good, and 60 % regular, 5% poor.
-60% of the students have problems with memorizing
words, 70% with
using words, 85% with spelling and pronunciation,
and 90% with
meaning.
-Many teachers agree that games, crosswords,
flashcards, puzzles,
songs, real things, pictures, field trips, etc. help
students to practice
vocabulary.
As we can see, there are many reasons that produce
the lack of vocabulary.
Firstly, teachers are not
professional. That means that they need to train in order
Ma. Isabel Chuquiguanga
Diana Isabel González
16
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
to enhance their acceptable English level.
Besides, they
probably use traditional methods to teach vocabulary, or
they know appropriate techniques to present vocabulary,
but they do not deem activities to practice learnt words.
The students ignore why and what they learn words for.
The students’ vocabulary problems are worrying. How can
they read texts, talk in dialogues, listen to a tale, write
descriptions, and so forth if they do not understand
words?
Moreover,
the
incorrect
pronunciation
that
students apply turns the communication misunderstood in
class, which sometimes becomes boring and fruitless.
To know what activities students like to do to learn
more words.
We also made a students’ survey, which
demonstrated that students like to learn vocabulary
through different activities.
Students like to
- 78, 7% see pictures, photos, and flashcards.
- 63, 6% repeat words by writing.
- 81, 8% repeat words orally.
Ma. Isabel Chuquiguanga
Diana Isabel González
17
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
- 81, 8% play in the computer or play station.
- 87, 8% learn with help.
- 90, 9% solve puzzles.
- 93, 9% watch movies.
- 63.6% draw and color.
- 87, 8% listen to songs.
- 63, 6% mime.
It is urgent to take action in order to solve the
problem that is shared with our students.
We, English
teachers, should take into account the setting of good
bases of a second language in this year, where lads and
lasses are starting a new educational level.
For this
reason, we feel the necessity to provide teachers and
students a resource of fun activities, which are going to be
used as a practical manner for students to learn words.
The most important aspect is that teenagers will learn
vocabulary while they enjoy playing with it.
These
activities are 100% interactive and communicative where
students will assimilate, use, and pronounce words with
Ma. Isabel Chuquiguanga
Diana Isabel González
18
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
accuracy. In our case, these activities will be used to add
and reinforce the existent tasks related to vocabulary in
the book.
Consequently, the rest of activities that are
based in the application of the rest of skills will be easier
to perform.
3. STRUCTURE OF THE PROJECT
3.1. GOAL
Our goal is to get an average of 85% of the
eighth year of Basic Education to improve their
vocabulary knowledge, in order to facilitate their book
management by using these activities.
3.2. PURPOSE
To provide fun activities for English teachers in
order to help their students in the acquisition of
vocabulary.
Ma. Isabel Chuquiguanga
Diana Isabel González
19
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
3.3.RESULTS
¾ By practicing these activities, the students will learn
vocabulary in an enjoyable way that permits students
to better their academic performance.
¾ The teachers will apply activities to develop students’
vocabulary
level
considering
their
type
of
intelligence.
¾ The learners will feel the necessity to know words in
these activities because they are going to see the
value of use, spelling, pronunciation, memorization,
and meaning while they develop daily class activities
based on the rest of the skills.
3.4. THEORETICAL FRAMEWORK
Ma. Isabel Chuquiguanga
Diana Isabel González
20
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Everybody knows that human beings are different
from the rest of living beings, for their intelligence. In
1987, Howard Gardner defines intelligence as:
¾ “The ability to solve problems that one encounters in
real life.
¾ The ability to generate new problems to solve.
¾ The ability to make something or offer a service that
is valued within one’s culture.”1
With
these
special
definitions
this
researcher
describes eight multiple intelligences:
1. Verbal-Linguistic Intelligence is the capacity
to effectively employ words, either orally or in
writing.
Characteristics:
¾ the structure or rules of language
¾ the meanings of language
¾ the pragmatic dimensions of language
1
Astudillo, Catalina. TEFL 3. 2002.
Ma. Isabel Chuquiguanga
Diana Isabel González
21
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
2. Logical-Mathematical
Intelligence
is
the
capacity to employ numbers.
Characteristics:
¾ logical patterns and relationships
¾ statements and propositions
¾ fuctions and complex processes
¾ related abstractions
3. Spatial Intelligence is the capacity to perceive
the visual-spatial world accurately and perform
transformations upon those perceptions.
Characteristics:
Students perceive:
¾ colors
¾ lines
¾ shapes and forms
¾ space and the relationship that exists
among these elements.
Students have the ability to
¾ visualize
¾ graphically represent visual or spatial
ideas
Ma. Isabel Chuquiguanga
Diana Isabel González
22
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
¾ understand one’s position in a spatial
matrix
4. Musical Intelligence is the capacity with
musical forms to perceive, discriminate and
judge, transform and express.
Characteristics:
¾ rhythm, pitch, or melody
¾ the timbre or distinctive tone of a
musical piece
5. Bodily-
Kinaesthetic
Intelligence
is
the
capacity to use our body in expressing ideas
and feelings.
Characteristics:
¾ coordination
¾ balance
¾ grace in physical movement
¾ muscle strength
¾ flexibility
¾ speed, and
¾ sensitive touching
Ma. Isabel Chuquiguanga
Diana Isabel González
23
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
6. Interpersonal Intelligence is the capacity to be
at work with people who are social.
Characteristics:
¾ sensitivity
to
facial
expressions,
gestures, and voice qualities.
¾ ability to discriminate personal cues and
feelings.
¾ expertise in responding to these cues
7. Intrapersonal Intelligence is the capacity to
understand yourself and to act adaptively.
Characteristics:
¾ an honest, accurate, and comprehensive
picture of yourself
¾ an awareness of your inner moods,
motivations, and feelings
¾ self discipline tendencies, and
¾ healthy self-esteem
8. .
Naturalistic Intelligence is the capacity to
adapt to the natural world of plants and animals,
Ma. Isabel Chuquiguanga
Diana Isabel González
24
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
as well as to natural geography and natural
objects.
Characteristics:
¾ appreciation and understanding of the
environment.
Our project guides teachers as to how they can
implement these intelligences for the acquisition of a
second language, because each student has different
manners of learning. Especially when they are being
presented with words, students need to practice them in a
variety of forms, depending on what most developed
intelligences students possess.
4. METHODOLOGICAL PROPOSAL
4.1. IMPORTANT ASPECTS OF FUN ACTIVITIES TO
IMPROVE
VOCABULARY
As we know that vocabulary is a complex process,
we propose these activities with some special features to
Ma. Isabel Chuquiguanga
Diana Isabel González
25
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
facilitate teachers and students in the process of
vocabulary acquisition.
First, these activities give young students the
opportunity to enjoy vocabulary learning with a meaningful
approach. Our students are from eleven to thirteen years
old, so they have a lot of energy and joy. For this, fun
activities are based on a games approach that facilitates
the teaching and learning process. Also, Michael Wallace
asserts that teachers can see two important reasons for
using games in class. “First, an increasing emphasis on
the importance of motivation, and of the appropriate kind
of positive affective atmosphere in the classroom.
Secondly, an increasing emphasis on the importance of
“real” communication”.2 That means that young learners
can play with words while they are learning them, feeling
and being aware of the basic aspects of vocabulary:
meaning,
use,
form,
pronunciation,
spelling,
and
collocation. Then each of these activities is focused on the
learning and practice of those elements.
2
Wallace, Michael. Teaching Vocabulary, London: Heinemann Educational Books, 1987.
Ma. Isabel Chuquiguanga
Diana Isabel González
26
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Besides, these activities particularly not only help
students improve their receptive vocabulary, but also
students enhance a productive vocabulary. Students
should be able to use words when they need them in a
certain context, producing the language. That is shown in
the appropriate performance of basic skills (speaking,
writing, reading, and listening).
Moreover,
students
develop
their
multiple
intelligences during these activities. The diversity of tasks
favors students at the moment they have to put on their
abilities in doing them. It’s very useful because we, as
teachers always should consider students as human
beings who feel and think.
Here, we give some examples of fun activities, hoping that
these will help teachers to improve students’ level of
vocabulary.
4.1.1. CONSIDERATIONS FOR APPLYING THESE
ACTIVITIES
Ma. Isabel Chuquiguanga
Diana Isabel González
27
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
We want to suggest some considerations which will
be very useful for English teachers when they apply this
kind of activities.
Firstly, English teachers must be ethical and
professional. A good teacher is one who considers his or
her students as human beings with differences and
needs. It’s not just an empty thing that has to be filled with
lists of words. Students have to be the central part of the
teaching and learning process. Only when teachers
change traditional attitudes for professional ones, can we
talk about an excellent teacher.
Another useful consideration for teachers is that they
have to include two essential aspects in class. The first
one is students’ well-being. That is, teachers have to
satisfy students in order to become an especial being in
students’ internal life. It’s clearly reflected when we see a
relaxed and quiet environment, where learners feel
energy and vitality, adopting an open and sensible attitude
to vocabulary learning. When teachers have a good
relationship
with
their
students,
Ma. Isabel Chuquiguanga
students
manifest
Diana Isabel González
28
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
spontaneity and confidence. The second aspect refers to
the measure students get involved in the activities.
Students must compromise and participate dynamically a
situation. Thus, teachers have to provide tasks where
learners feel concentration, persistence, intense mental
activity, energy and satisfaction. They need to show the
highest limit of their capacities, being competent.
In addition, we suggest to English teachers to
consider vocabulary as a vital part of the language.
Although some teachers believe that the learning and
teaching process of a language is focused on the
development of the basic skills and grammar, they should
realize that it depends on the level of vocabulary in the
students. Learners of a language need a wide variety of
words to communicate. How to recognize this? The
answer falls in the text of principles of learning and
teaching vocabulary, that says a student may be able to
“(a) recognize it in its spoken and written form;
(b) recall it at will;
(c) relate it to an appropriate object or concept;
(d) use it in the appropriate grammatical form;
Ma. Isabel Chuquiguanga
Diana Isabel González
29
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
(e) in speech, pronounce it in a recognizable way;
(f) in writing, spell it correctly;
(g) use it with the words it correctly goes with, i.e. in
the correct collocation;
(h) use it at the appropriate level of formality;
(i) be aware of its connotations and associations.”3
At the moment we teachers take into account
these principles, we can appreciate one more time that
teaching and learning vocabulary isn’t a simple process;
it’s a complex one.
To achieve success in class is the aim of all teachers
and students. One way to get it is by following these
important considerations
4.1.2
3
SAMPLE OF FUN ACTIVITIES
Wallace, Michael. Teaching Vocabulary, London: Heinemann Educational Books, 1987.
Ma. Isabel Chuquiguanga
Diana Isabel González
30
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
REVIEW: Before start units
TITLE: Instructions
TIME: 30-35 minutes
PURPOSE: To recognize some basic instructions.
MULTIPLE INTELLIGENCE: Bodily Kinesthetic.
BASIC ASPECT: Meaning
MATERIALS: no materials
KEY VOCABULARY: stand up, sit down, shake hands,
shake your head, bend your knees, fold your arms, cross
your legs, bite your nails, clear your throat, blow your
nose.
PROCEDURE:
1. First, teacher says a phrase.
2. Then students have to do the activity according to
what they are listening to.
3. The student who does not do the activity right,
he/she has to sit down.
4. The winner is the student who does not make any
mistake.
Ma. Isabel Chuquiguanga
Diana Isabel González
31
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Teacher: “stand up”
Teacher: “Shake hands”
Students:
Students:
Teacher: “Cross your legs”
Teacher: “Shake your head”
Students:
Students:
Teacher: “Sit down”
Teacher: “Bend your knees”
Students:
Students:
Teacher: “Clear your throat”
Teacher: “Fold your arms”
Students:
Students:
Ma. Isabel Chuquiguanga
Diana Isabel González
32
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Teacher: “Bite your nails”
Teacher: “Blow your nose”
Students:
Students:
Ma. Isabel Chuquiguanga
Diana Isabel González
33
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: One
TITLE: Color and numbers
TIME: 25-30 minutes
PURPOSE: To practice numbers and colors by solving
some sums.
MULTIPLE INTELLIGENCES: Spatial and mathematical
BASIC ASPECTS: Meaning and form.
MATERIALS: One copy for each student, color pencils.
KEY VOCABULARY: twenty, thirty, forty, fifty, sixty,
seventy, eighty, ninety, one hundred, white, green, blue,
yellow, black, brown, red, orange, pink .
PROCEDURE:
1. Give each student a copy of the picture.
2. Tell the students to solve the sums of the boxes.
3. Students have to look at the panel of colors and find
what color has the answer of each sum that they
solve before.
4. After students have identified the color that contains
the answer of the sums, they have to color the
picture.
Ma. Isabel Chuquiguanga
Diana Isabel González
34
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
20
30
40
50
60
70
80
90
100
Ma. Isabel Chuquiguanga
Diana Isabel González
35
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: One
TITLE: Greetings
TIME: 30-40 minutes
PURPOSE: To recognize the correct meaning and
pronunciation of greetings
MULTIPLE INTELLIGENCES: Verbal Linguistic,
Interpersonal
BASIC ASPECTS: Meaning and Pronunciation
MATERIALS: cards and a whistle
KEY VOCABULARY: Formal: Good morning, good
afternoon, good evening,
Good-bye.
Informal: Hello, hi, hey, bye, see you, see you later, see
you soon, and see you tomorrow.
PROCEDURE:
1. Give one card with greeting to each student.
2. Divide the class into two groups. Group A and group
B.
Ma. Isabel Chuquiguanga
Diana Isabel González
36
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
3. Ask group A to make a circle in the middle of the
classroom. Then ask students of group B to sit one
by one in back of the students of group A.
4. Tell students to start greeting when they hear the
teacher whistle.
5. Student A greets with the greeting on the card
student B. e.g. “Hi, Marco. How are you?”
6. Student B answers with the one on the card. E.g.
“Good bye, Vicky!”
If they don’t have the
same greeting, both students turn back. If they have
the same greeting, they go out of the circle and have
a short conversation. E.g. “How are you?
I’m ……
And you…?
Good
morning
Hi
See you later
Good
afternoon
Hello
See
you
tomorrow
Ma. Isabel Chuquiguanga
Good bye
Good
evening
Bye
See you
See
you Hey
soon
Diana Isabel González
37
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: One
TITLE: Cardinal Numbers
TIME: 40-45 minutes
PURPOSE: Relate numbers with their written form in a
reasonable way.
MULTIPLE INTELLIGENCES: Logical-Mathematical and
Interpersonal
BASIC ASPECTS: Use and written form
MATERIALS: A copy for each pair
KEY VOCABULARY: Numbers from 1 to 40
PROCEDURE:
1. Put students in pairs
2. Give a “definition”. It’s the total of numbers to be
written into the indicated squares.
3. Don’t use zeroes or any number higher than nine.
4. Use different numbers for each particular group.
5. An example is provided with the answer to 13Across.
Ma. Isabel Chuquiguanga
Diana Isabel González
38
Universidad de Cuenca
Facultad de
d Filosofía, Letras y Ciencias de la Educación
E
Ma. Isabell Chuquiguaanga
Diaana Isabel González
G
399
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Two
TITLE: Personal Pronouns and Possessive pronouns
TIME: 25-30 minutes
PURPOSE: To identify some words in order to complete
some information
MULTIPLE INTELLIGENCES: Musical and Verbal
Linguistic
BASIC ASPECTS: Meaning, pronunciation, spelling
MATERIALS: one copy of the worksheet for each student
KEY VOCABULARY: My, she, I, you, it, your, her, we
PROCEDURE:
1. Give each student a copy of the worksheet
2. Play the song twice before the students fill in the
blanks
3. Play the song in order for the students to complete
the song with some personal and possessive
pronouns.
4. After students have filled in the information, check
their answers.
5. Play the song again and sing it with the whole class.
Ma. Isabel Chuquiguanga
Diana Isabel González
40
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
JAMES BLUNT LYRICS
"You're Beautiful”
_____(1) life is brilliant.
_____(2) life is brilliant.
______(3) love is pure.
I saw an angel.
Of that I'm sure.
______(4) smiled at me on the subway.
She was with another man.
But ______(5) won't lose no sleep on that,
'Cause I've got a plan.
You're beautiful. ______(6)'re beautiful.
You're beautiful, _____(7)'s true.
I saw _____(8) face in a crowded place,
And I don't know what to do,
'Cause I'll never be with you.
Ma. Isabel Chuquiguanga
Diana Isabel González
41
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Yeah, she caught _____(9) eye,
As we walked on by.
She could see from my face that ______(10) was,
Flying high,
Fucking high,
And I don't think that I'll see ______(11) again,
But _______(12) shared a moment that will last till the
end.
You're beautiful. You're beautiful.
You're beautiful, it's true.
______(13)saw your face in a crowded place,
And I don't know what to do,
'Cause I'll never be with ______(14).
_____(15)'re beautiful. You're beautiful.
You're beautiful, it's true.
There must be an angel with a smile on ______(16) face,
When _____(17) thought up that I should be with
______(18).
But _____(19)'s time to face the truth,
______(20) will never be with you.
Ma. Isabel Chuquiguanga
Diana Isabel González
42
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Two
TITLE: Classroom Objects
TIME: 20- 30 minutes
PURPOSE: Bring classroom objects to mind and identify
them clearly and fast.
MULTIPLE INTELLIGENCES:
Verbal Linguistic and
Musical, Intrapersonal
BASIC ASPECTS: Pronunciation and Stress
MATERIALS: real objects or cards
KEY VOCABULARY: pencil, eraser, blackboard, book,
notebook, desk, chair, teacher, student.
PROCEDURE:
1.
Ask a student to make a mental note of something
in the classroom (or on a wall chart).
2. The rest of the class has to guess what it is.
3.
The student provides them a clue by giving them
the first letter of the target word. e. g. “pencil”
The student would say, singing, “I spy with my little
eye something beginning with … P.”
Ma. Isabel Chuquiguanga
Diana Isabel González
43
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Ma. Isabel Chuquiguanga
Diana Isabel González
44
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Two
TITLE: Kinds of Transportation and Movement
TIME: 30-40 minutes
PURPOSE:
Write and associate different kinds of
transportation accurately.
MULTIPLE INTELLIGENCES: Logical Mathematical and
Interpersonal
BASIC ASPECT: Spelling
MATERIALS: A copy for each student
KEY VOCABULARY: car, jet, canoe, float, lorry, plane,
sulky, train, truck, bicycle, express, omnibus, rowboat,
steamer, trolley, auto, bobs, cart, dray, lift, raft, ride, ship,
sled, taxi, tram, a horse, launch, oxcart, pickup, sleigh,
surrey, tandem, carriage, elevator, roadster, sailboat,
water skis, and kiddie car.
PROCEDURE:
1. Put students in pairs.
2. Solve this puzzle by fitting the words supplied into
their proper places in the puzzle diagram.
Ma. Isabel Chuquiguanga
Diana Isabel González
45
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
3. Consider the number of letters in the word and its
beginning letter.
4. One word is filled in most diagrams to help students
start.
Ma. Isabel Chuquiguanga
Diana Isabel González
46
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Ma. Isabel Chuquiguanga
Diana Isabel González
47
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Three
TITLE: Nouns
TIME: 40-45 minutes
PURPOSE: To write some information in order to take
care of the environment
MULTIPLE INTELLIGENCES: Naturalistic and Verbal
Linguistic.
BASIC ASPECT: spelling
MATERIALS: markers, color pencils, color cards.
KEY VOCABULARY: trees, rubbish, playground,
aerosols, rivers, environment
PROCEDURE:
1. Write some phrases on the board
2. Ask the students to complete the phrases
3. Then divide the class into seven groups
4. Ask each group to elaborate some posters with the
phrases that they have written on the board
5. After that, the students have to go out of the
classroom and place the posters where they want.
Ma. Isabel Chuquiguanga
Diana Isabel González
48
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Plant ______
Don’t use
__________
Don’t throw _______ on
the playground
Don’t pollute the
_______________
Ma. Isabel Chuquiguanga
Don’t step on the
_________
Take care of
the ________
Diana Isabel González
49
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Three
TITLE: Countries and Nationalities
TIME: 40-45 minutes
PURPOSE: To remember nationalities with their
corresponding countries.
MULTIPLE INTELLIGENCES: Logical mathematical and
verbal linguistic.
BASIC ASPECTS: Use, pronunciation, and stress.
MATERIALS: One copy for each group, one die; coins,
or poker chips.
KEY VOCABULARY: Peru-Peruvian, Brazil- Brazilian,
Paraguay-Paraguayan, Colombia-Colombian, United
States-American, Ecuador- Ecuadorian, China- Chinese,
Germany-German, Australia- Australian, Mexico-Mexican,
Japan- Japanese, Costa Rica- Costa Rican, FranceFrench, Poland-Polish, Spain- Spanish, Chile- Chilean,
Morocco- Moroccan, Canada-Canadian, VenezuelaVenezuelan, Great Britain- British, Ireland-Irish, BoliviaBolivian
PROCEDURE:
Ma. Isabel Chuquiguanga
Diana Isabel González
50
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
1. Put students in groups of three or four. Give each
group a worksheet and one die. Explain that they
are going to play a board game.
2. The first student rolls the die to move around the
board. He/She has to say the nationality according
to the country that he/she lands on.
3. If the student’s answer is correct, he/she gets to stay
on that square; if it is incorrect, he/she goes back to
the square where he/she began.
4. The first student to reach the end wins.
5. When one student has won, start the game again.
Ma. Isabel Chuquiguanga
Diana Isabel González
51
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
COUNTRIES AND
NATIONALITIES
Ma. Isabel Chuquiguanga
Diana Isabel González
52
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Four
TITLE: Ordinal numbers
TIME: 20-25 minutes
PURPOSE: To practice spelling
MULTIPLE INTELLIGENCES: Spatial and Verbal
linguistic
BASIC ASPECTS: Spelling and use
MATERIALS: One copy of the worksheet for each
student
KEY VOCABULARY: first, second, third, fourth, fifth,
sixth, seventh, eighth, ninth, tenth, eleventh, twelfth,
thirteenth, fourteenth, fifteenth, sixteenth, seventeenth,
eighteenth, nineteenth, twentieth, twenty-first, twentysecond, twenty- third, twenty-fourth, twenty-fifth, twentysixth.
PROCEDURE:
1. Give each student a copy of the worksheet.
2. Ask them to look at the alphabet.
3. Tell students to number the letters according to
the position of the
letter in the alphabet.
Ma. Isabel Chuquiguanga
Diana Isabel González
53
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
4. Students have to change their worksheets to
check their answers
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Ma. Isabel Chuquiguanga
Diana Isabel González
54
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Four
TITLE: Months of the year
TIME: 15-20 minutes
PURPOSE: To identify the months of the year.
MULTIPLE INTELLIGENCES: Verbal Linguistic and
Logical Mathematical
BASIC ASPECTS: Meaning and spelling.
MATERIALS: One copy of the worksheet for each
student.
KEY VOCABULARY: January, February, March, April,
May, June, July, August, September, October, November,
December.
PROCEDURE:
1. Give every student of the class a copy of the
worksheet.
2. Ask them to read the sentences that arte incomplete
3. Then ask them to fill in the blanks with the correct
month.
4. Students check the answers with their partners.
Ma. Isabel Chuquiguanga
Diana Isabel González
55
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Ma. Isabel Chuquiguanga
Diana Isabel González
56
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Four
TITLE: Jobs
TIME: 30-35 minutes
PURPOSE: To practice basic job and word place
vocabulary.
MULTIPLE INTELLIGENCES: Interpersonal and Verbal
Linguistic
BASIC ASPECTS: Meaning, spelling, and use
MATERIALS: One set of pictures, cut up and put in an
envelope, for each pair of students
KEY VOCABULARY: cashier, supermarket, till,
dentist, dental surgery, drill,
farmer, field, tractor,
hairdresser, hair salon, scissors
nurse, hospital, thermometer
police officer, police station, walkie-talkie
receptionist, hotel, computer
teacher, classroom, board
shop assistant, shop, clothes hanger
waiter, restaurant, plates.
PROCEDURE:
Ma. Isabel Chuquiguanga
Diana Isabel González
57
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
1. Divide students into pairs and ask the pairs to draw
three columns with the headings Who, Where,
What.
2. Give each pair an envelope containing the cut-up
pictures. Ask students to sort the pictures into sets
of three: Who (the worker); Where (where they
work); What (what they use).
3. When the pairs have sorted all the cards into sets of
three, ask them to write the words down in the
appropriate columns, e.g. nurse, hospital,
thermometer. Monitor and help as necessary.
4. When all the pairs have finished, check through the
words and give pairs a mark for each picture
correctly named and categorized.
Ma. Isabel Chuquiguanga
Diana Isabel González
58
Universidad de Cuenca
Facultad de
d Filosofía, Letras y Ciencias de la Educación
E
Ma. Isabell Chuquiguaanga
Diaana Isabel González
G
599
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Five
TITLE: Family tree
TIME: 40- 45 minutes
PURPOSE:
To practice the vocabulary of family
relationships
MULTIPLE INTELLIGENCES:
Verbal Linguistic and
Interpersonal
BASIC ASPECTS: Pronunciation and Stress
MATERIALS: One copy of the worksheet for each student
KEY VOCABULARY:
cousin,
daughter,
aunt, brother, brother-in-law,
father,
father-in-law,
grandfather,
grandmother, husband, mother, mother-in-law, nephew,
niece, sister, sister-in-law, son, uncle, wife.
PROCEDURE:
1. Divide the board into columns with the headings
English male names
and English female names. Elicit nine male and
female names, and write them on the board.
2. Divide the class into pairs.
Ma. Isabel Chuquiguanga
Diana Isabel González
60
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
3.
Tell students A to write a man’s name from the
board in each diamond
space on their copy of the family tree. Tell students B
to write a woman’s name from the board in each oval
space on their tree. They shouldn’t look at each
other’s trees.
4.
Practice the question forms: What’s the name of
…? What is …called?
5. Students take turns to ask each other question.
Student A asks student B about the women in
Steve’s family, e.g. what’s the name of Steve’s
mother? What’s Steve’s niece called? and Student B
asks Student A about the men in Steve’s family.
Students write the replies in the correct spaces on
their tree.
6. When students have finished, they compare their
trees to check their answers.
Ma. Isabel Chuquiguanga
Diana Isabel González
61
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Ma. Isabel Chuquiguanga
Diana Isabel González
62
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Five
TITLE: Verbs
TIME: 10-15 minutes
PURPOSE: To differ the use of some verbs that have
similar meaning.
MULTIPLE INTELLIGENCE: Intrapersonal.
BASIC ASPECTS: Meaning and spelling.
MATERIALS: One copy of the worksheet for each
student.
KEY VOCABULARY: go, come, bring, take, hear, listen,
lay, lie, look, see, look after, look for, borrow, lend, beat,
win, make, do.
PROCEDURE:
1. Give each student a worksheet.
2. Students have to read the sentences and choose
which of the two verbs goes first.
3. Go around the room to help students.
4. Then go over the answers with the class.
Ma. Isabel Chuquiguanga
Diana Isabel González
63
Universidad de Cuenca
Facultad de
d Filosofía, Letras y Ciencias de la Educación
E
Ma. Isabell Chuquiguaanga
Diaana Isabel González
G
644
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Six
TITLE: Describing people
TIME: 30-40 minutes
PURPOSE: Practice language of physical descriptionhair, build, and clothes
MULTIPLE INTELLIGENCES: Verbal Linguistic and
Interpersonal
BASIC ASPECTS: Meaning and pronunciation
MATERIALS: one copy of the sheet, cut up in an
envelope, for each student.
KEY VOCABULARY:
Hair: bald, beard, moustache
Curly, dark, fair, long, short, straight
Height: medium, short, tall
Size: large, medium, slim
Clothes: boots, coat, dress, glasses, handbag, hat, jeans,
sandals, shirt, shoes, shorts, skirt, suit, sunglasses,
sweater, tie, top, trousers, t-shirt
PROCEDURE:
1. Provide each student an envelope containing a set of
picture cards. Then students play in their pairs.
Student A puts all their pictures face up on the table.
Ma. Isabel Chuquiguanga
Diana Isabel González
65
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
2. Tell Student B to choose one picture from his or her
own envelope and look at it without showing it to
Student A. Student B pretends to be the person in
the picture.
3. Student A must find out who student B is. Student A
asks yes/no questions, e.g. Are you female?
If B says “no”, then A can put all the pictures of
women with dark hair to one side.
4. Play continues until Student A guesses Students’ B
name. Then it is Student A’s
Turn to choose a card.
5. Allow the game to continue for 10-15 minutes or as
long as you feel appropriate.
Ma. Isabel Chuquiguanga
Diana Isabel González
66
Universidad de Cuenca
Facultad de
d Filosofía, Letras y Ciencias de la Educación
E
Ma. Isabell Chuquiguaanga
Diaana Isabel González
G
677
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
UNIT: Six
TITLE: Hobbies
TIME: 30-40 minutes
PURPOSE: To memorize some hobbies
MULTIPLE INTELLIGENCES: Spatial and Verbal
Linguistic
BASIC ASPECT: Memorization and pronunciation
MATERIALS: One copy of the worksheet for each pair
KEY VOCABULARY: camping, cards, chess, climbing,
collecting stamps, computer games, cycling, dancing,
fishing, gardening, gliding, knitting, music, painting,
photography, pottery, reading, riding, sailing, sewing,
walking, windsurfing, yoga.
PROCEDURE:
1. Divide the students into pairs.
2. Give each pair a set of hobby cards and a set of
equipment cards.
3. They should spread the word cards (hobby cards)
out on the table, face up, and place the pictures
(equipment cards) face down in the middle.
Ma. Isabel Chuquiguanga
Diana Isabel González
68
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
4. They should take turns taking a picture from the pile.
5. Students have to match the equipment to the hobby.
6. The first player to find the right hobby card, saying
the name of the hobby, may keep the pair of cards.
7. At the end, the player with most cards is the winner.
Ma. Isabel Chuquiguanga
Diana Isabel González
69
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Ma. Isabel Chuquiguanga
Diana Isabel González
70
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
CONCLUSION AND RECOMMENDATION
We’d like to expose some realities and suggestions for
people, who are involved in teaching the learning
vocabulary process, such as:
• Nowadays, the methodology to teach English is the
most advanced one, especially strategies and
techniques for vocabulary, which teachers should
include in their curriculum.
• Students like learning vocabulary by enjoying it, so
teachers should use games.
• Students have a diversity of learning. For this
reason, teachers should apply different kinds of
activities, where students demonstrate their
abilities.
• Vocabulary should be produced by students;
therefore, teachers shouldn’t ask students only to
memorize it.
Ma. Isabel Chuquiguanga
Diana Isabel González
71
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Students’ vocabulary problems will never end for
teachers. However, it depends on us to solve these
problems, making students feel comfortable and happy
with learning a second language.
Ma. Isabel Chuquiguanga
Diana Isabel González
72
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
BIBLIOGRAPHY
¾ Brown, James Dean and Rodgers, Theodore S.
Doing Second Language Research. Oxford: Oxford
University Press, 2002.
¾ Tailor, Linda.
Vocabulary in Action.
New York:
Prentice Hall, Inc., 1992.
¾ Flower, John and Bernal, Michael.
Build your
vocabulary 2. England: Commercial Colour Press,
1989.
¾ Howard-Williams, Deirdre and Herd, Cynthia.
Word
Games with English 3. Oxford: Thomson Litho Ltd,
1986.
¾ Ascher, Allen. Saslow Joan, Top Notch 1. Person
Education, Inc.
¾ Johnston, Kathryn. American Shine for teens. Oxford,
2002.
Ma. Isabel Chuquiguanga
Diana Isabel González
73
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
¾ Howard, Deirdre. Word Games with English 1.
Oxford, 1994.
¾ Hadfield,
Jill.
Elementary Vocabulary
Games.
England, from Addison Wesley Longman Ltd, 1999.
¾ Gerngross, Gunter and Puchta , Herbert. Play way 2.
Cambridge: Cambridge University Press and Edition
Helbling, 1998.
¾ Barker, Chris. Boots Your Vocabulary 1. England,
Penguin Books Ltd, 2001.
¾ Wallace, Michael. Teaching Vocabulary.
London,
Heinemann Educational books, 1987.
¾ Colin, Grandger. Play Games with English 3. Great
Britain, by
Athenceum Press Ltd, Gateshad, Tyne & wear, 2003.
¾ Thomas, BJ. Elementary Vocabulary. , Great Britain:
Bell and Barn Ltd, 1990.
Ma. Isabel Chuquiguanga
Diana Isabel González
74
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
¾ O’Dell, Felicity and Head, Katie.
Games for
Vocabulary Practice. Cambridge University Press,
2005.
¾ Rafferty, Kathleen. 11th Book of Dell Crossword
Puzzles. New York: Dell Publishing Co., Inc 1965.
¾ Astudillo, Catalina. TEFL3.2002.
¾ Lyrics A & Z Universe.2000. Adds by Google. 20 Jun.
2008
<http://www.azlyrics.com/>
Ma. Isabel Chuquiguanga
Diana Isabel González
75
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
Ma. Isabel Chuquiguanga
Diana Isabel González
76
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
ENGLISH TEACHERS’ QUESTIONNARIE
Gender:______________________
Age:
______________________
1) You are
Professional ____
Graduated
____
Studying ____
2) How do you score your English level?
Excellent ____Very good ____
Good ____
Regular ____
3) Which level do you teach?
School ____
High school ____
If you teach in High School, please continue answering.
4) What year(s) do you teach?
First ___
Second ___ Third ___ Forth ___ Fifth
___
Sixth___
If you teach first year, continue answering.
5) How do you evaluate your students’ level in the
following aspects in a scale from 1 to 5?
1 2
3
4
5
Speaking
Reading
Listening
Writing
Vocabulary
6) Referring to vocabulary, what principal problem do
you think your students have?
Memorization __
Use ___
Spelling ___
Pronunciation ____
Meaning ___
7) What do you believe about using technology such
as internet for improving your students’ vocabulary?
Ma. Isabel Chuquiguanga
Diana Isabel González
77
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
______________________________________________
______________________________________________
____________________________________________
8) What activities do you suggest to practice
vocabulary?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
________________
9) Describe your funniest activity or game that you
use to enhance vocabulary?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
____________________
Ma. Isabel Chuquiguanga
Diana Isabel González
78
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
STUDENTS’ INTERVIEW
Gender: ____________________
Age:
____________________
To learn vocabulary,
YES
NO
1) I like to see pictures, photos, and flashcards.
___
___
2) I like to repeat words by writing.
___
___
3) I like to repeat words orally.
___
___
4) I like to play in the computer or play station.
___
___
5)
I
___
6)
like
___
8)
I
___
learn
with
help.
___
I
like
___
to
solve
puzzles.
I
like
___
to
watch
movies.
___
7)
to
like
to
draw
and
color.
___
Ma. Isabel Chuquiguanga
Diana Isabel González
79
Universidad de Cuenca
Facultad de Filosofía, Letras y Ciencias de la Educación
9)
I
like
___
___
10)
I
___
listen
like
to
to
songs.
mime.
___
Ma. Isabel Chuquiguanga
Diana Isabel González
80