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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
PROYECTO EDUCATIVO
TOPIC
INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF THE ORAL
EXPRESSION
PROPOSAL
DESIGN OF A GUIDE WITH WARM UP ACTIVITIES
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE OF LICENCIATURA EN CIENCIAS DE LA EDUCACIÓN,
MAJOR IN LENGUA Y LINGUÍSTICA INGLESA
RESEARCHER
Mendez Martinez David Benjamin
Martinez Burgos Danny Jonathan
TUTOR
MSC. Larry Torres
2018
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
DIRECTIVOS
MSC. Silvia Moy-Sang Castro MSC. Wilson Romero DECANA VICE --DECANO
MSC. Alfonso Sánchez Ávila DIRECTOR
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iv
DEDICATION
Quiero dedicar este trabajo de tesis primero a Dios por las bendiciones que
siempre ha derramado en mí y a esa Fe intacta que siempre se mantuvo, a
mis padres Oswaldo Martínez y Angélica Burgos, porque gracias a su
apoyo incondicional, a su enorme paciencia y a todos sus consejos he
logrado ser lo que hoy soy. Así también, quiero dedicar este trabajo a mi
esposa Monse Macías y a mi hija Danna Paula con todo mi amor y cariño
que han sido parte fundamental para alcanzar esta meta. A mis hermanos
Byron, Juliana, y Lady que de alguna u otra forma me han dado ese
incentivo y esa fuerza moral para seguir adelante y alcanzar mi objetivo. A
mis abuelos que, aunque lastimosamente no cuente con uno de ellos
siempre me han alentado y aconsejado de buena manera.
Danny Martínez
A mis padres que siempre me han apoyado en mi carrera, a mis hermanos
que me enseñaron a jamás desviarme del camino siempre seguir el
sendero correcto, que todo lo que comenzamos siempre hay que
terminarlo.
David Méndez
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THANKFULNESS
Damos nuestro agradecimiento al Sr. MSC Larry Torres por aportar con su
sabiduría y dedicarnos tiempo y paciencia en cada revisión de nuestro
proyecto. También nos gustaría agradecer al MSC. Roberto Anastasio,
Rector de la Escuela Fiscal LUIS FELIPE TELLO que nos abrió las puertas
de la institución para poder realizar nuestro proyecto educativo. Y a toda
nuestra familia que es lo más maravilloso que Dios nos ha dado.
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TABLE OF CONTENT
DIRECTIVOS ............................................................................................. ii
DEDICATION ........................................................................................... iv
THANKFULNESS ..................................................................................... v
ABSTRACT .............................................................................................. ix
RESUMEN................................................................................................. x
INTRODUCTION ....................................................................................... 1
CHAPTER I ............................................................................................... 4
THE PROBLEM ........................................................................................ 4
CONFLICT SITUATION ............................................................................ 4
SCIENTIFIC FACT .................................................................................... 5
CAUSES ................................................................................................... 5
PROBLEM FORMULATION ..................................................................... 6
RESEARCH OBJECTIVES ....................................................................... 6
GENERAL OBJECTIVE ............................................................................ 6
SPECIFIC OBJECTIVES ........................................................................... 6
RESEARCH QUESTIONS ......................................................................... 7
JUSTIFICATION........................................................................................ 7
CHAPTER II .............................................................................................. 9
THE THEORETICAL FRAMEWORK ........................................................ 9
CONTEXTUAL FRAMEWORK ................................................................. 9
BACKGROUND ...................................................................................... 10
THEORETICAL FOUNDATION ............................................................... 11
ORAL EXPRESSION .............................................................................. 11
ORAL EXPRESSION IMPORTANCE...................................................... 12
ORAL EXPRESSION CHARACTERISTICS............................................ 13
STRATEGIES TO PROMOTE ORAL EXPRESSION .............................. 14
ORAL EXPRESSION ACTIVITIES IN ENGLISH LEARNERS ................ 16
vii
DEVELOPMENT OF THE ORAL EXPRESSION ACTIVITIES ................ 17
ORAL EXPRESION TECHNIQUES ........................................................ 19
ORAL EXPRESSION COMPONENTS .................................................... 20
ADVANTAGES AND DISADVANTAGES IN ORAL EXPRESSION ........ 20
DEFINITION OF MOTIVATON ................................................................ 21
IMPORTANCE OF MOTIVATION ........................................................... 22
TYPES OF MOTIVATION ........................................................................ 22
INTRINSIC MOTIVATION ....................................................................... 23
ADVANTAGES AND DISADVANTAGES OF MOTIVATION .................. 23
EXTRINSIC MOTIVATION ...................................................................... 24
MOTIVATION AND WARM UP ACTIVITIES ........................................... 24
CHARACTERISTIC OF WARM UP ACTIVITIES .................................... 26
THE IMPORTANCE OF WARMING UP IN STUDENTS ......................... 26
WARM UP TYPES .................................................................................. 29
ADVANTAGES AND DISADVANTAGES TO USE WARM UP ACTIVITIES ............................................................................................. 31
EPISTEMIOLOGICAL FOUNDATION ..................................................... 32
PEDAGOGICAL FOUNDATION ............................................................. 33
SOCIOLOGICAL FOUNDATION ............................................................ 34
PHILOSOPHICAL FOUNDATION ........................................................... 38
LEGAL FOUNDATION ............................................................................ 39
CHAPTER III ........................................................................................... 44
METHODOLOGY .................................................................................... 44
RESEARCH DESIGN .............................................................................. 44
TYPES OF INVESTIGATION .................................................................. 44
EXPLORATORY ..................................................................................... 44
DESCRIPTIVE ......................................................................................... 45
CORRELATIONAL INVESTIGATION ..................................................... 45
BIBLIOGRAPHICAL ............................................................................... 45
FIELD INVESTIGATION.......................................................................... 46
POPULATION ......................................................................................... 46
SAMPLE ................................................................................................. 47
viii
MATRIX OF OPERATIONALIZATION OF VARIABLES ......................... 48
THEORETICAL METHODS .................................................................... 49
EMPIRICAL INSTRUMENTS OF INVESTIGATION ................................ 50
OBSERVATION ...................................................................................... 50
INTERVIEW ............................................................................................. 50
SURVEY .................................................................................................. 51
DATA ANALYSIS.................................................................................... 54
CHI-SQUARE .......................................................................................... 64
CONCLUSIONS ...................................................................................... 65
RECOMMENDATIONS ........................................................................... 69
CHAPTER IV ........................................................................................... 72
THE PROPOSAL .................................................................................... 72
JUSTIFICATION OF PROPOSAL ........................................................... 72
GENERAL OBJECTIVE .......................................................................... 73
SPECIFIC OBJECTIVES ......................................................................... 73
FEASIBILITY ........................................................................................... 73
DESCRIPTION OF THE PROPOSAL ..................................................... 74
CONTENT OF THE ACTIVITIES ............................................................. 75
PEDAGOGICAL ASPECT ....................................................................... 76
SOCIAL ASPECT.................................................................................... 76
LEGAL ASPECT ..................................................................................... 77
CONCLUSION ........................................................................................ 77
REFERENCES ........................................................................................ 79
BIBLIOGRAPHY ..................................................................................... 86
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGIA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: INFLUENCIA DE LA MOTIVACION EN EL DESARROLLO DE LA EXPRESSION ORAL. DISEÑO DE UNA GUIA CON ACTIVIDADES DE CALENTAMIENTO
AUTORES: Mendez Martinez David Benjamin Martinez Burgos Danny Jonathan
TUTOR: MSc. Larry Torres Vivar
REVISOR: MSc. Carlos Valle
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: Filosofía, Letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: Febrero, 2018 N° DE PÁGS.: 139
TÍTULO OBTENIDO: Licenciatura en Lenguas y Lingüística
ÁREAS TEMÁTICAS: (Guía de Métodos pedagógicos para coordinar el proceso
enseñanza – aprendizaje y permitir desarrollar nuestra propuesta de manera que sea factible para el beneficio de los y las estudiantes).
PALABRAS CLAVE: Actividad, motivación, participación, incrementar, estimular.
RESUMEN: La motivación es uno de los factores principales que tiene mucha influencia en el éxito
o el fracaso de los estudiantes en el aprendizaje de lenguas extranjeras. La mayoría del tiempo de la clase tiene como objetivo aprender la gramática correctamente, aprender vocabulario y escribir oraciones. Es posible que, debido a la insuficiencia de los recursos didácticos de la Escuela pública Luis Felipe Hernández Tello, la enseñanza del Inglés sea limitada, en consecuencia, los estudiantes utilizan el mismo material y las mismas estrategias para aprender inglés todo el tiempo, también reduce el interés de los estudiantes por el aprendizaje. Por lo tanto, con el propósito de conocer la influencia de la motivación para mejorar la expresión oral, este trabajo de tesis ha diseñado una guía con actividades de calentamiento que se desarrollarán al comienzo de la clase y fomentar el uso del inglés de forma oral. Comenzar una clase con una actividad de calentamiento promueve el interés entre los estudiantes, establece un ambiente amigable, aumenta la participación de los estudiantes y capta su atención. Esta guía tendrá un gran beneficio para la institución porque permitirá al docente mejorar o reforzar sus estrategias de enseñanza, especialmente, en el momento de aplicar las habilidades de expresión oral. Los padres también se beneficiarán porque sus hijos estarán más motivados para que
puedan obtener un mejor nivel de inglés. N.º DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SI X NO
CONTACTO CON AUTOR:
Méndez Martínez David Martinez Burgos Danny
Teléfono:
0978742967
0939214529
E-mail: [email protected] [email protected]
CONTACTO EN LA
INSTITUCIÓN: Nombre: secretaria de la escuela de lenguas lingüística
Teléfono: (04)2294888Ext.123
E-mail: [email protected]
NATIONAL FILE IN SCIENCE AND TECHNOLOGY FORM TO THESIS REGISTER
TÍTLE AND SUBTITLE: INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF THE
ORAL EXPRESSION. PROPOSAL: DESIGN OF A GUIDE WITH WARM-UP ACTIVITIES
AUTHORS:
Mendez Martinez David Benjamin Martinez Burgos Danny Jonathan
TUTOR: MSc. Larry Torres Vivar
CHECKER: MSc. Carlos Valle
INSTITUTION: UNIVERSITY OF GUAYAQUIL
FACULTY:
Philosophy, Letters and Education sciences
CAREER: Lenguaje and Lingüística.
PUBLICATION DAY: February, 2018 N. OF PAGES.: 139
OBTAINED TITLE: Mention in Language and Linguistic.
TEMATIC AREAS: (Guide of pedagogical methods to coordinate teaching and learning process and let to develop our proposal so that it be feasible for benefit of the students).
KEYWORDS: Activity, motivation, participation, increase, encourage
ABSTRACT: Motivation is one of the main factors that have much influence on the success or failure
of students in foreign language learning. Most of the time class is aimed at learning of grammar, learn vocabulary and write sentences. It is possible that due to insufficiencies in didactic resources at Felipe Hernandez Tello public school the teaching of English is being limited, in consequence, students are using the same material and the same strategies to learn English all the time, it also reduces the students’ interest by learning. Therefore, with the purpose to find out the influence of motivation to improve oral expression, this thesis work has designed a guide with warm up activities to be develop at the beginning of the class and encourage the use of English in an oral way. Starting a class with a warm up activity promote interest among students, set a friendly environment, increase students’ participation and get their attention. This guide will have a huge benefit for the institution because it will allow teacher to improve or reinforce his or her teaching strategies, especially, now to apply speaking skills. Parents will be also benefited because their children will be more motivated so that, they can get a better English level.
Register Number (in the data base): CLASSIFICATION NUMBER:
URL address (thesis at web):
PDF attached: YES X NO
AUTHOR CONTACT: Mendez Martinez David Martinez Burgos Danny
PHONENUMBER:
0978742967 0939214529
E-mail: [email protected] [email protected]
INSTITUTION CONTACT: Nombre: secretaria de la escuela de lenguas lingüística
Teléfono: (04)2294888Ext.123
E-mail: [email protected]
ix
GUAYAQUIL UNIVERSITY
PHILOSOPHY, LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGE AND LINGUISTIC
CAREER: Language and Linguistic. TOPIC: Influence of Motivation in the Development of the oral expression. PROPOSAL: Design of a Guide with Warm-up Activities TUTOR: MSC. Larry Torres Vivar
ABSTRACT
Motivation is one of the main factors that have much influence on the
success or failure of students in foreign language learning. Most of the time
class is aimed at learning grammar, learn vocabulary and write sentences.
It is possible that due to insufficiencies in didactic resources at Felipe
Hernandez Tello public school is being limited, in consequence, students
are using the same material and the same strategies to learn English all the
time, it also reduces the students’ interest by learning. Therefore, with the
purpose to find out the influence of the motivation based on warm-up
activities to improve oral expression. This thesis work has designed a guide
with warm up activities to be developed at the beginning of the class and
encourage the use of English in an oral way. Starting a class with a warm-
up activity promote interest among students, set a friendly environment,
increase students’ participation and get their attention. This guide will have
a huge benefit for the institution because it will allow teachers to improve or
reinforce their teaching strategies, especially, at the moment to apply
speaking skills. Parents will be also satisfied since their children will be more
motivated so that, they can get a better English level.
Keywords: Motivation, participation, encourage.
ix
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
ESCUELA DELENGUAS Y LINGUISTICA
CARRERA: Lenguas y Lingüística TEMA: Influencia de la Motivación en el Desarrollo de la Expresión Oral. PROPUESTA: Diseño de una Guía con Actividades de Calentamiento. TUTOR: MSC. Larry Torres Vivar
RESUMEN
La motivación es uno de los factores principales que tiene mucha influencia
en el éxito o el fracaso de los estudiantes en el aprendizaje de lenguas
extranjeras. La mayoría del tiempo de la clase tiene como objetivo aprender
la gramática correctamente, aprender vocabulario y escribir oraciones. Es
posible que, debido a insuficiencias en los recursos didácticos de Felipe
Hernández Tello, la escuela pública sea limitada, en consecuencia, los
estudiantes utilizan el mismo material y las mismas estrategias para
aprender inglés todo el tiempo, también reduce el interés de los estudiantes
por el aprendizaje. Por lo tanto, con el propósito de conocer la influencia de
la motivación para mejorar la expresión oral, este trabajo de tesis ha
diseñado una guía con actividades de calentamiento que se desarrollarán
al comienzo de la clase y fomentar el uso del inglés de forma oral.
Comenzar una clase con una actividad de calentamiento promueve el
interés entre los estudiantes, establece un ambiente amigable, aumenta la
participación de los estudiantes y capta su atención. Esta guía tendrá un
gran beneficio para la institución porque permitirá al docente mejorar o
reforzar sus estrategias de enseñanza, especialmente, en el momento de
aplicar las habilidades de expresión oral. Los padres también se
beneficiarán porque sus hijos estarán más motivados para que puedan
obtener un mejor nivel de inglés.
Palabras claves: Motivacion, participación, estimulacion.
1
INTRODUCTION
This research refers to the influence of motivation in the development
of the oral expression, they are activities that teachers apply in or out of the
classroom with the objective to make their students participate more actively
in the acquisition of the second language and promoting a pleasant
atmosphere, and in a consequence, improving the level of English.
Language is the primary source of communication around the world;
most people are speaking English because it is one of the most spoken
languages today. English is the language of sports, business,
entertainment, and science. In 2015, English First Company did an
investigation; here in advance EF, where in the ranking of 72 countries,
Ecuador got the place number 47, after this investigation, Minister of
Education implemented some strategies such as: teach English from early
age teach English with international standards and improve student´s
English proficiency in public schools.
For this research, it was chosen the Luis Felipe Hernández Tello
public school where they were found the following causes. In the first place,
there is not any motivational activity to wake up in students the interest by
learning. From the four-language skills, the teacher only used two of them,
teacher does not have didactic resources to apply listening and speaking
skills, and finally, the institution does not promote events where students
put in practice what they learn in class.
In addition, this investigation was carried out because of interest the
teaching of English at Luis Felipe Hernandez Tello public school, especially,
how teachers are developing the oral expression; in consequence,
researchers have designed a set of activities to motivate students to learn
English and practice oral expression skills frequently. Researchers propose
warm-up activities to motivate students to participate more in class and
practice more oral expression skills.
2
To carry out this work ahead, previously it was necessary look for
information in other sources and comparing and relating theories from
different investigations, as well as, it was necessary to make a field research
to collect real and useful information about teacher`s methodology,
implementation of didactic resources. On the other hand, teacher was asked
through an interview to know the development of language skills in the tenth-
grade students. In like manner, a survey was made to understand how
students feel into the classroom and which are the expectations of them in
front of teaching and learning of English language. Finally, all collected data
will be analyzed to give conclusions and recommendations.
The purpose, objectives, methodology, and development of this
thesis work are developed in four chapters.
First chapter
Here, the reader can find what the problem is, its causes, general
and specific objectives, formulation of the problem, questions of the
investigation and justification.
Second chapter
Researchers give to know the components that are involved in this
investigation through a bibliographical investigation where different
definitions, classifications and theories from different authors are
indicated to give scientific support to theoretical frameworks.
3
Third chapter
In this chapter is found, how the research was done, what types and
methods were used, and the instruments applied to gather the
information necessary to have conclusions a can give
recommendations
Fourth chapter
Finally, after having obtained results, different recommendations
were given; the use of warm-up activities, its objectives, application
and feasible will be boarded in this chapter.
4
CHAPTER I
THE PROBLEM
The present research project was carried out with tenth-grade
students at the Luis Felipe Hernández Tello public school in the city of
Guayaquil, as pre-require for obtaining a bachelor's degree in language and
linguistics at the University of Guayaquil. This institution was chosen to
analyze the level of proficiency in the teaching of the English language,
analyze the methodology and strategies that the teacher uses to encourage
the development of oral expression of the English language and propose
the design of a didactic guide based on warm-up activities aimed to improve
and encourage the use of English language.
CONFLICT SITUATION
Through field investigation, researchers applied an observation
sheet, thanks to this instrument; it was possible to make a diagnostic about
the problems in the teaching language, especially in the way as speaking
skill practice is developed with the tenth-grade students at Luis Felipe
Hernandez Tello public school.
In the first place, it was observed that students show some shyness
at the moment of speaking in English while other ones have problems trying
to look for words in their minds because they have a poor vocabulary; other
point observed was the lack of didactic resources to apply speaking
activities as: audio-visual instruments, they only use a text for reading,
writing, and grammar activities. The teacher does not have enough
additional resources to promote oral expression. There is not a promotion
inside the institution to encourage students to participate in activities such
as, role-plays, games, drama fairs, fun fairs, open house or any other event
that get the students interest.
5
The teacher´s methodology is other problem because the teacher
implement grammar activities along with others aimed to write and read,
meanwhile activities as listening, and speaking have been isolated, in this
point, it is necessary to clear up that the teachers does what it is possible to
do because the unappropriated resources, especially those designed to
teach oral skills.
Other point to consider is the survey results where it was evidenced
that students are not motivated to learn English and because of this, they
get bored easily and not pay attention, so they just decide not to attend
English class because of the limited activities that could catch their interest.
Finally, all aspects impact in the students’ performance and it is evidenced
in the low grades obtained in English language.
SCIENTIFIC FACT
Through field research made by researchers, they observed that
because of pedagogical, psychological and socio-economic factors, the
teaching and learning process of the English language has insufficiencies
in language skills, one of these is the insufficiency of oral expression among
students of tenth-grade at the Luis Felipe Hernández Tello public school, in
Guayaquil city, in the academic year 2017-2018
CAUSES
According to the research observation, it was observed many problems
in learning speaking skill into the classroom.
There is an insufficiency of didactic resources aimed to develop oral
expression due to the teacher is not integrating four language skills
appropriately.
6
There is an insufficiency of motivational activities aim to get students’
attention due to the teacher does not use an introductory dynamic
from the beginning of the class
There is an insufficiency of a didactic guide with warm-up exercises
that allow improving both the students ‘attention and the oral
expression
PROBLEM FORMULATION
How does the motivation influence in the development of the oral
expression in students of tenth-grade at Luis Felipe Hernández Tello public
school, ZONE 8, DISTRICT (09024) PROVINCIAL DEL GUAYAS,
CANTON GUAYAQUIL, PARROQUIA XIMENA, ACADEMIC YEAR 2017
– 2018?
RESEARCH OBJECTIVES
GENERAL OBJECTIVE
To determine the influence of motivation in the development of oral
expression through a field investigation, bibliographical and
statistical analysis to design a didactic guide with warm-up activities.
SPECIFIC OBJECTIVES
To analyze motivation through a field investigation, bibliographical
and statistical research.
To appreciate the oral expression through a field investigation,
bibliographical and statistical research.
7
To design of a didactic guide with warm-up, activities to improve oral
expression through obtained data interpretation.
RESEARCH QUESTIONS
1. Why is the motivation an important element in teaching and learning
process?
2. Which are the objectives aimed to elaboration of this project?
3. Which are the scientific and theoretical bases that give support to this
investigation work?
4. Who will get benefited with the implementation of this proposal?
5. What advantages would the institution get from the execution of this
project?
JUSTIFICATION
At this moment, learning English has become a necessity to face the
social and economic challenges of globalization, competitiveness among
educational systems, the internationalization of professions and scientific
and technological progress. The knowledge of the English language opens
many doors in the work world.
In Ecuador, Ministerio de Educacion has implemented through
national curriculum, the study of English from the early age, it has been a
very important step in Equatorian education because it improves the quality
of Education, as well as, the study of English language is in accordance with
the socio-economic needs, as it is proposed by Good Living Plan (2013)
“Education should have innovative pedagogy in function of the national
reality and different necessities of Equatorian people.” (p.121), however,
8
there is too much to do to improve the teaching and learning of English
language in the schools, especially at Felipe Hernández Tello public school.
As a thesis work requirement, Guayaquil University students chose
this institution because it is part of the university mission, to be committed
to the needs of social transformation and trained to generate science,
technology, and art in the field of education.
After having visited the English class leaded by Degree in Education
Mariuxi Castro Pacheco, she is English teacher in 10th grade at Luis Felipe
Hernández Tello public school, in Guayaquil city, in the academic year
2017-2018, where researchers observed that exists some insufficiencies in
language skills, one of these is the insufficiency of oral expression among
students. It is considered that it can be provoked for different factors, among
them the motivation; therefore, the objective of this investigation is to
determine the influence of motivation in the development of oral expression
through a field investigation, bibliographical and statistical analysis to design
a didactic guide with warm-up activities.
The design of a didactic guide with warm-up activities is aimed at the
improvement of the oral skills of the tenth-grade students. This project will
be feasible because it does not represent an economic investment,
however, it will have an impact in the community because parents see in
the teaching of the English language something important for the future of
their children, and they believe that they will have better opportunities and
the greater level of competence. It will also benefit English teacher because
they can take advantages of warm-up activities to improve motivation and
participation in their students, it will help teachers to create motivational
activities and adapt them to their daily planning. As a short- term, it is
expected the improvement of language skills and as long-term impact, the
increasing of English proficiency.
9
CHAPTER II
THE THEORETICAL FRAMEWORK
CONTEXTUAL FRAMEWORK
The following Project was carried out at Luis Felipe Hernández Tello
public school; this emblematic educational institution was founded in the
month of April of the school year 1992-1993, due to the great educational
need of the sector of the Cooperative 25 de Julio at Trinitaria Island.
With the union of the residents of the community, they proposed to
the educational authorities, the project that started with approximately 80
students together with parents and with enough space for their creation, a
report was sent to the provincial director Lcda. Elza Jurado Lazcano who
established the ministerial agreement No. 6 on May 11, 1992, appointing
Roberto Rodolfo Anastasio Torres as director-professor to oversee the
organization of the educational task and to carry out the necessary steps for
the construction and implementation of teachers in the school premises.
This was how the school was built in a building of wooden boards.
As far back as in 1995, the teaching body was increased becoming
a complete school and reaching to have 300 students. In 1994 the school
received the help of the Vice-Mayor of the city of Guayaquil Luis Chiriboga
Parra donated new resources and materials for the construction of three
new classrooms and later the school and had 10 classrooms in total, and in
gratitude to this educational work the community decided to name the
institution as Unidad Educativa Dolores Parra de Chiriboga in honor of her
mother and her original name until the academic period 2013-2014, after
that by order of the Ministry of Education changed the name to Luis Felipe
Hernández Tello which is preserved until today. Until the present academic
year 2017-2018 the institution has more than 24 teachers in its two days
(morning-evening) and 780 students in both days.
10
BACKGROUND
In the first place, in June 2015, it was presented in University of Biskra.
Argelia; Faculty of Letters and Languages; Department of Foreign
Languages; Pre-grade thesis commission, the topic about “The Role of
Motivation in Enhancing Learners’ Speaking Performance in English
Classrooms” by Aziza Aggouni as a requirement of her post-grade thesis.
This thesis work was aimed at the study of motivation in foreign
language learning. Researcher considers that motivation is an important
element in the learning-teaching process because learners need to be
aware, about what to learn and why they learn. Therefore, the objective of
this work has been determined the role of motivation in enhancing speaking
skill. The researcher used a sampling of 36 students to realize a survey and
two English teachers with different levels of motivation knowledge. Finally,
this thesis work concludes that: 1) it is positive the influence of motivation
and is an excellent strategy of students to acquire the language in the
classrooms. 2) Both teachers and students should take motivation during
the teaching-learning process. 3) One of these reasons by which students
do not speak English is the lack of motivation. 4) Stimulate students to
practice through appropriated activities to create a comfortable atmosphere
in their classrooms.
On the second place, it was found a work written by Rosalba Velandia,
in December 2008, about “the Role of Warming-up Activities in Adolescent
Students' Involvement during the English Class” This work was
implemented at the Porfirio Barba Jacob School, a public school located in
"La Palestina", Bogotá- Colombia. The main objective for this work was to
achieve to keep the students' attention at the beginning of the lesson
through enjoyable and short activities, as well as, to appreciate if it is
possible to engage students to learn English. The researcher used 68
students who belonged to two groups of 7th grade. They were between 12
and 15 years old. The researcher used an experimental and contextual
11
research, where the next conclusions were given: 1) to use a warm-up
activity is an effective way of helping students to pay closer attention; 2)
motivate people to stop whatever they are doing and improving their
attention. 3) The role of warm-up activities is to be an attention injector for
students. Warm-up activities encourage students to involve in the class
work by sharing answers, trying to participate, paying attention and giving
the answers.
Summarizing, both works get related to the objective of the present
investigation, to use motivation to wake up the student´s attention applying
dynamical activities and involve them in the day lesson, these activities
encourage and improve the communication in English by questioning and
answering, create a comfortable atmosphere of learning and improve the
students’ attention.
THEORETICAL FOUNDATION
ORAL EXPRESSION
Garcia (2012) Oral expression is the ability to use the voice to express
what is felt or thought through words; the gestures and all the expressive
resources of the speaker's movements are part of what unconsciously
accompanies the words.
According the foregoing text, oral expression refers to the form of
communication in which message is transmitted orally when information is
shared between individuals by using speech. In addition, Ahmad and
Shams (2011) state, oral expression can be supported by visual aid,
discussions, Speeches, face to face conversations, questions/ answer,
through radio, TV, internet, telephone conversation, voice mails, VHF
radios. Oral expression includes face-to-face conversations, speech,
telephonic conversation, video, radio, television, voice over internet, as well
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as, it also involves all speech facts, situations, speaker`s context, and the
context of another that at the same time help to build the speech.
The first way to transmit culture to future generations, and the first
pacts between people and groups was the oral expression, when the
graphic symbols had not yet appeared, which gave the language greater
security, diffusion and precision.
ORAL EXPRESSION IMPORTANCE
English is playing a major role in many sectors including medicine,
engineering, education, advanced studies, business, technology, banking,
computing, tourism etc. Because of it, English is being taught and learned
around the world as a second language today.
Feriz et al., (2014) mention that many people want to increase and
improve their oral expression in English, however to speak a foreign
language is not as easy as it seems. The purpose in oral expression is to
have more social contact, for example: when people spend with friend,
interact in a job interview, to speak in public, to speak for an audience with
different races, religions, political opinions or different cultures. Oral
expression helps to be more professional and to have more opportunities
than those who do not have a good oral ability, it depends from other skills
such as, speaking and listening, therefore it is vital also improve speaking
and listening skill.
O’Malley (2009) “Oral expression is a person’s ability to express
desires, thoughts, and ideas meaningfully using appropriate syntactic,
semantic, pragmatic, and phonological language structures.” (p.3). Oral
language is important because:
It provides the foundation for literacy development
It is essential to academic achievement in all content areas
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It is critical for overall success in school.
ORAL EXPRESSION CHARACTERISTICS
According with Santamaria (2012), the oral expression characteristics
are:
Oral expression is aggregative rather than analytic.
Oral thought tends to add onto, building meaning by adding details.
Oral expression tends to be redundant or “copious”;
The idea tends to be repeated in different ways in order to make sure
that the listener understands the point.
There is a tendency for expression to be conservative.
Sometimes, things are hard to accept and understand without
opportunity for reflection, so it is better-accepted thing in a
“conservative” ways
Thought is expressed with relatively close reference to the
human life world;
Speaker tries to explain his meaning in terms that the listener can
relate
Expression is agonistically toned.
Oral expression is a product of give and take, a person speaking can
defend himself against another’s attacks.
Oral discourse is empathetic and participatory
Speaker can adjust to the audience, and the audience’s reaction
becomes a factor in the production of the discourse.
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STRATEGIES TO PROMOTE ORAL EXPRESSION
Zwiers (2014), the development strategies of the oral competences
allow students, aspects such as the following:
Strengthening confidence to communicate through oral language.
Strengthening self-esteem and cultural identity based on the
assessment of their mother tongue and their socio-cultural
environment.
Increase vocabulary and syntax
Increase in the diversification of registers or speech levels and types
of discourses. appointment
The student’s abilities demonstrate the school success because they
demonstrate competency through oral communication, for instance: answer
questions in class or participating in some conversation. O’Malley (2009)
suggests some strategies to develop oral expression at home or at school:
Allow many opportunities to practice brainstorming, conferencing,
sharing for example:
To provide questions/topics in advance to allow time for preparation.
To provide opportunities for children to develop skills.
To increase the 'wait time' for expecting a response. For instance,
count silently to 10.
To incorporate oral activities such as poetry readings, parts in plays,
role-plays; warm up activities etc.
To help children build expressive fluency.
To answer questions and participating in discussions
To make formal and informal presentations
To engage in or analyzing oral expression processes.
To allow children extra time to respond to questions.
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To have children arrange oral and written sentences or paragraphs
in logical, sequential order.
To make children explain the steps of a procedure orally and in
writing.
To give Children opportunities to apply new vocabulary in classroom
discussions.
To make children make up stories using wordless picture books.
Allow children to use puppets to communicate thoughts or stories.
To encourage children to speak in complete sentences.
Do not interrupt or finish a sentence for a child
To play a game in which a child describes a simple design to a peer,
and have the peer follow the directions to draw it without looking at
it.
To incorporate multisensory activities into lessons to allow chance to
use descriptive language.
Provide a wide range of situations:
To tell stories and anecdotes
To describe and compare places, people and habits
Expressing opinions:
To show agreement and disagreement
To react to an event
To express judgment, wishes and feelings
To express probability and degrees of certainty
To elaborate on, retelling and summarizing what has been said
To express permission
To give instructions
To express plans and intentions
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ORAL EXPRESSION ACTIVITIES IN ENGLISH LEARNERS
Quispe (2009) expresses that there are different activities teacher
can use to develop oral expression in classroom.
Discovering intentions. - This activity has the objective to exercise the
capacity to identify the sender intention. It consists of using different oral
text expressed with different emotional states, (Happiness, sadness, love,
etc.). Teacher should ask for tracks that allow students discovery the sender
intention, Parrish (2004).
Anticipating answers. - It consists of showing an interview in parts. First,
the teacher makes question and students make a storming rain of ideas
about the possible interviewee’s answers. The objective is to get students
to develop the ability to active their knowledge and prior experiences useful
to understand the text. after that teacher allows listening the interviewee`s
answers to debate about correct students’ answers, Parrish (2004).
Role-plays. - It consists of assuming different roles for example Se (doctors,
drivers, journalist, friends, parents, etc.), the objective in this exercise is to
interchange opinions using a language similar for those used on the
assumed roles. Using role-plays students can take awareness about etic,
moral and environment situations, Skelton et al., (2013).
Role-play is an activity by which students are involved as a whole in
an experiential learning that requires creative thinking and expression.
Through movement and pantomime, improvisation, role-play and
characterization, students can explore different feelings and attitudes.
Controversy. - In this activity, the teacher shows a polemic topic as,
condition, to have a driving license to the 16 years old, crimes, and violence
on sports events, etc. the teacher asks for pro and cons about the topic and
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allows students express their ideas. Students should express in an oral way
what they think. The objective of this exercise is to develop abilities of
argumentation and persuasion, as well as, promoting attitudes based on
values, Wendelberger (2008).
Dialogues. - It consists of allowing students to practice English in small
talks, when they have enough experiences and they have increased their
fluency, students will begin to create conversations more complex. It is
important to use everyday activities focus on communication in students,
activities that wake up the interest of students, for example, warming
activities are ideal to motivate students to continue speaking English in
class, as well as, it creates a confidence environment.
Brennan (2010) “Conversations between two participants are named
Dialogues. Dialogue is something universal used by all human being,
this technique is the way as children learn their native languages.
With the objective to reach a good understanding, the students build
meanings interactively. Participation in groups using a dialogue
activity leads to an affective commitment of students. It is important
to say that dialogues a part of facilitating oral expression help
students to increase high levels of critical thinking.” (p.3)
DEVELOPMENT OF THE ORAL EXPRESSION ACTIVITIES
To achieve a good development of oral expression a permanent
practice is needed, therefore, the activities that stimulate it must be constant
and varied, setting its objective clearly, so that the student knows what is
expected of him.
The oral expression can be learned through several options, such as
the following:
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Micro-learning activities. - They are those activities that have a short
duration, between five or ten minutes, and are carried out in the learning
phases for other purposes. The objective of this activity is to direct attention
to specific oral expression skills, in such a way that each of them is slowly
reinforced. What matters is how the student expresses or understands the
text, Santamaría (2012)
"Micro-learning is a term used in the context of e-learning for the
interaction in a short time of a student with a learning subject that is
broken down into very small pieces of content. At present, this term
is not clearly defined. The learning processes that have been called
"micro-learning" can cover a lapse of a few seconds (for example, in
mobile learning) up to 15 minutes (learning objects sent as e-mails).
There is a certain relationship with old concepts such as
microteaching. Of course, the notion of micro-learning raises the
question of appropriate and micro-pedagogical micro-pedagogy, as
well as the learning problem itself.” (p.2)
Totalizing activities. -Refers to more extensive and complex activities,
prepared with the intention of developing the different procedures of oral
expression. A variety of resources and techniques are used and, even when
they are developed in an articulated way with written or audiovisual
communication, the emphasis is on oral expression, Cruz and Valenzuela
(2015).
To reach the goal of these two activities it is necessary to follow a route
that guides the work. This route is composed of the following steps:
Determination of purposes. It refers to what is intended to be
achieved at the end of the activity.
Formulation of indications. It is necessary to give the students
precise and clear instructions.
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Exhibition of the material. It consists of using of the means by
which the students will present their oral participation of what they
have understood or of the text that the students will understand.
Execution of the task. The students develop the procedures of the
oral activity.
Reflection on the activity. The students and the teacher discuss the
process carried out, the problems they found, the goals met and the
way to improve them.
ORAL EXPRESION TECHNIQUES
According with Hernández (2011), the oral expression techniques are:
Lecture. – The process of meaning and understanding of some
information.
Debate. - It consists of the organization of teams. Participation
prepares for the debate, hypothesis and theses raised, conduct the
debate, the coordinator should help complete the theme.
Forum. - Group discussion on a topic, event or problem, it consists
of a coordinator that moderate through questions, to get opinions
from different participants to reach conclusions
Round table. - Discussion of a topic by a group of experts to
Audience with the help of moderating; moderator present the topic,
explain the dynamics and give a conclusion.
Symposium. - It consists of a team of specialist in a topic which
exposes their or experiences in succession to integrate a complete
picture of the matter treaty.
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ORAL EXPRESSION COMPONENTS
The forms of oral expression are general techniques that must be
followed to communicate orally and effectively.
Oral expression is a skill that must be developed both in the native
language and in the foreign language; it is an instrument to communicate
that requires paralinguistic elements to complete its final meaning, Eyechart
(1990) and Hernández (2011).
Among the paralinguistic elements can be observed aspects such as:
Voice: Through the voice, you can transmit feelings and attitudes.
Posture: reflects serenity and dynamism.
Diction: The speaker must have a good command of the language
and the pronunciation of the words.
Structure of the message: plan ahead what you are going to say,
do not improvise
Fluency: Use words continuously.
Volume: Refers to voice intensity.
Rhythm: Harmony and accentuation
Clarity: Express yourself in a precise way
Consistency: Logically speaking
Eye contact: Eye contact is the use of the eyes or gaze in face-to-
face communication.
ADVANTAGES AND DISADVANTAGES IN ORAL EXPRESSION
According to Guzman (2014) the oral expression advantages and
disadvantages are:
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Advantages
It has immediate answers
Complemented with gestures or other auxiliary means
Elementary and economic
It is the easiest way to communicate
There is direct contact with the receiver
Immediately corrects a message, in case of any imperfection
Disadvantages
Not all people have the same idea about a certain word
Not all people have the conditions to clearly hear a message
Does not allow transmitting clear mental gratifications
It has limited coverage
It is of short duration, since it demands the use of technology
People with physical defects cannot perform it effectively
DEFINITION OF MOTIVATON
According to Shanks (as it is mentioned in Burton, 2012) Motivation is
a word pretty used in psychology, it refers to the set of two forces internal
and external that stimulate a desire and give energy to people to move
toward a goal or to be interested and committed to do a job, role, task or
subject to get a goal. Motivation is the interaction of both, conscious and
unconscious factors, as, the intensity of desire or need, incentive or reward
value of the goal, and expectations of the individual and of his or her peers.
All these factors are the engine for having a behavior in a certain way.
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IMPORTANCE OF MOTIVATION
Motivation refers to the psychological processes that lead to do certain
things. For Rost (as it is cited by Anjomshoa and Sadighi, 2016) When a
teacher starts incorporating motivation in his classroom, teacher will
become happier and more successful.
The lack of motivation involves students´ disinterest and low
performance. One of the most necessary factors that public and private
education require, is to encourage motivation and try to make interesting
the learning of students. Motivation is to choose, persist and effort,
motivation focus on the way how people to perform a task. Motivation is
important; first, because motivated students pay attention and try to
understand the material instead of learning in a superficial manner. On other
hand, Motivation increment the student`s energy because it determines
whether he or she will continue an activity with enthusiasm or not. Finally,
motivation leads the performance because of the effort, initiation, and
persistence.
In the English language teaching, motivation is part of what teacher
find every day in classroom. It is also help to language achievement in terms
of linguistic outcomes, such as; the knowledge structure of the language,
vocabulary, grammar and pronunciation and the four basic skills of the
language.
TYPES OF MOTIVATION
Motivation is something important by every learning process. It is said
that students who are not motivated are more likely to fail in achieving their
goals, for Fernández (2013) motivation must two different types; intrinsic
and extrinsic motivation but all depend of the people, there will have ones
who respond better to an intrinsic rather than extrinsic stimuli, Ryan and
Deci (as they are cited in Sephora, and Moghaddas, (2012).
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INTRINSIC MOTIVATION
Cherry (2017) mentions, intrinsic motivation refers to satisfy an
internal desire. It is said that this type of motivation makes individuals be
more creative and wake up more initiatives promoting solutions. In
classroom, at large, not every student has this type of motivation; however,
it is needed to encourage students using extrinsic motivation first.
Cherry (2017) intrinsic motivation includes:
Challenge: People are more motivated When they have goals with
Curiosity: Internal motivation get increased when something grabs
the person
Control: People want control their environments and want to
determine what they want of it.
Cooperation: Intrinsic motivation is increased when helping others.
Competition: Intrinsic motivation is increased when individuals can
compare their own performance with others.
Recognition: People enjoy having personal and professional status
recognized by others.
ADVANTAGES AND DISADVANTAGES OF MOTIVATION
According to keenum (2011) intrinsic motivation has the followings
advantages and disadvantages.
Advantages
Leads to more effective learning
Bring a personal experience for everyone in the groups
It is always within individuals
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Disadvantages
Requires the instructor to have personal knowledge of
everyone in the group
Time-consuming for Teachers
Varies for each individual
EXTRINSIC MOTIVATION
Cherry (2017) expresses that when an individual is motivated by
external stimuli for example: money, fame and praise, she or he gets a
desire to gain it, different from intrinsic motivation, which goes from within
the individual. The stimuli or rewards can be tangible or psychological;
Studying to get a good grade, cleaning the room to avoid being reprimanded
by parents, participating in a sport to win awards, competing in a contest to
win a scholarship are some examples of behaviors that are the result of
extrinsic motivation.
Advantages
Requires minimal effort on the part of the teacher or manager
Can be applied to all individuals in the group.
Use tangible or intangible rewards.
Disadvantages
Lack of effectiveness over a long-term period.
Rewards or benefits must be steadily increased or changed.
Discourages desire for learning for the sake of learning itself.
MOTIVATION AND WARM UP ACTIVITIES
Motivate students is sometimes a work difficult, however, there are
many activities that teacher can use to get student motivation for example,
25
role-plays, games, drama activities, math activities or warm up activities. As
it will be used Warm up activities as a motivational activity to improve oral
expression this manual is focused on this type of activity. Teacher need to
try and actively generate positive attitudes toward learning. So that they will
get more involved with it and a better learning process will take place,
Velandia (2008).
Warming up and attention
Warm up activities are planned to connect the interest by learning
with the objective of the lesson, warm up activities help learners put aside
distracting thoughts, and lead them to focus individually and as groups on
the classroom activity. Warm-up activity let students to stop whatever they
are doing and refocus their attention, Velandia (2008).
Warm up in the English lesson
To use a warm-up activity is an effective way to help the students
begin to think in English and to review previously introduced material.
Different types of warm ups help provide variety and interest in the lesson.
A warm-up helps to prepare learners for a period that involve physical
movement with exercises that keep them active, for example; standing up,
walking, jumping, matching pictures with sentences or vocabulary, drawing
or writing personal experiences or stories, and singing or listening to familiar
songs and chants, Velandia (2008).
Useful Strategies when Implementing Warming up Activities
Velandia (2008) to implement warm up activities is useful to have in
mind the following strategies:
Breaking the monotony of learning: it suggests starting with a
warmer, which can be a short stimulating game to set the tone.
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Making the tasks more interesting: Generate interesting
contents, novelty, and intriguing, exotic, fantasy and personal
elements; they stimulate competition and humor.
Increasing the involvement of the students: Make students
participate actively and creating specific rules and personalized
assignments for everybody.
CHARACTERISTIC OF WARM UP ACTIVITIES
Warm-up activities are also tools that help to get the students'
interest. Teachers should start the lesson with activities that encourage
students to gain confidence so that lesson can be developed easily. For
Velandia (2008) a warm up activity has some characteristics, they are the
following:
It goes to the beginning of the class
It is focused student`s attention
It helps students begin to work
It prepares students or a period of concentration
It is an interesting oral enjoyable activity
It is useful to continue the class
It is related to the topic
It is short
THE IMPORTANCE OF WARMING UP IN STUDENTS
The Importance of Planning
According with Cotter (2014) the warm-up often introduces and
practices the target language, for the first five or ten minutes. The warm up
should be planned with speaking activities where students can stand up
from their chairs and move their bodies or make sounds. A well-planned,
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effective warm up offers an environment of warming that will wake up the
interest by the day lesson. It is demonstrated that a writing-based activity
will not get the students communicating; it is better using exercises that
raises energy levels creating a positive atmosphere to practice and
experiment with the language.
For Zakhareuski (2013) “Starting with a warmer is important for a
number of reasons. Students need a chance to focus on the lesson
ahead. Teacher need them slowly and easily students to get into
learning, from something easy to something more complex. The
students require something easy to let them begin, so they can start
speaking in English. There are different warm-up techniques, which
teachers should use. For example, testing vocabulary is one of the
most obvious, others as: make little role-plays, make circle of
questions are applied in class, too.” (p. 2)
Length of Time
A factor to consider is the fact that the official language of learners is
Spanish; therefore, the students speak in their own language. This might
continue after they went into the class, for this reason it is necessary to give
them some time to get used to speaking English. In fact, learners increase
their confidence, Cotter (2014).
A warm-up should be planned during the ten minutes of the class
exactly because if the warm up takes more than 10 minutes, time gets lost
and the focus of the lesson cannot carry out their objective.
Warm up activities set the tone for the lesson
The warm-up is also important because it sets the tone for the next
forty minutes and it is a great idea for many reasons, Students will have an
28
idea of what to expect, and the topic can easily be introduced to them They
get students into English mode. However, it is so hard to prepare for the
intensive forty or ninety minutes of classroom time. Even though, students
encounter and use English every day, Velandia (2008).
A warm-up is useful to get into the topic or target language of the
lesson. It should help to focus on how to answer the few lower-intermediate
questions and will put everyone thinking about the topic. There are some
warm-up activities that students can do for example: a conversation-based
between the students and allows teacher to sit back, observe, and assess
everyone's ability.
Making Corrections
Sometimes students must be corrected during class. Because it
allows them to recognize their mistakes and correct them, however, teacher
should be prudent when it occurs, so that they will not be afraid to speak
again. Teacher should aware of weakness of their students for example:
students are not thinking in English, yet, so they will make mistakes even
with familiar material, Zakhareuski (2013).
Inhibited Students
Warm-up allows everyone to relax and get to know each other. In this
manner, people will become less inhibited and more likely to chat with their
peers and with the teacher. It also allows students recharge energy levels,
so, students feel a bit more comfortable in the class, Velandia (2008).
Teacher participation
Teacher can establish him/herself as a participant rather than a guide.
The students will feel more confidence, the teacher`s participation as a
29
volunteer creates more hesitant speakers inside and outside the classroom.
It also creates an atmosphere in which the students take responsibility for
the language they produce.
In others words, the warm up opens the class session, it sets the
learning atmosphere and expectations of the lesson. The result of using
warm-up activities should be focused in a positive group of students learning
English and communicating each other because learning cannot acquire if
students are tense and unwilling to speak, therefore warming up are useful
to start turning and open up the door to the knowledge.” (Zakhareuski, 2013,
p.2)
WARM UP TYPES
At the beginning of the lesson plans, a warm up can be useful to focus
students on a new topic, open up creative thinking, and help them to apply
the learning in new manners.
There are many types of warm-up activities researchers give some
examples:
Physical warm up activities
This warm-up is used for giving students the opportunity to engage
in a physical exploration of their environment around. It can be used as a
framework for many other exercises and explorations, as games of
movement, Hartman (2015).
Physical games are good because:
Students can learn through playing the game.
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Many skills are developed through games for instance: critical
thinking skills, creativity, teamwork, and good sportsmanship.
Promote a positive competition.
Provide a context for engaging practice to internalize important
vocabulary and structures.
Grab students’ attention and actively engage them.
Icebreakers
According with Gower (2011) it is a type of warm-up activity, which is
useful when the teacher is new in class; therefore, this type of exercise is
good for:
Build confidence
Get to know a new class
Establish positive relationships
Build trust within a group
Support transition or cross-curricular links.
Warm-Up Activities for Supporting Pulse and Rhythm
Warm-ups for pulse and rhythm are used for teaching students to play
in time with each other, it is ideal for improvising activities that encourage,
students to think on the spot introducing simple rhythmic notation in a
practical way.
Warm-Up Activities for the Voice
This warm up activity helps students to explore those higher pitches
through vocal sounds increasing confidence with expanding their vocal
range; however, it is not mean to sing, Gower (2011).
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Generally, Warm-up activities for the voice are useful for:
Get the muscles ready for use.
Get rid of tension in the body.
Make sure the body is relaxed and ready for singing.
Ensure that breath can move freely.
Experiment with vocal range.
Make sure students are singing on pitch.
Improve pitch matching.
Emotional engagement with the task
ADVANTAGES AND DISADVANTAGES TO USE WARM UP ACTIVITIES
Advantages
According to Farmer (2015) warm up activities have the following
advantages:
It allows students to have a bit of fun
It allows connecting to the topic of the lesson easily
It allows integrating students, especially those who are introverts
It allows teacher integrate English with other contents and situations
It allows teacher assesse students’ performance
It facilitates the participation of students
They serve for multiple purposes in the classroom.
It allows students get used to checking their progress, especially in
oral communication.
It allows teacher to build knowledge when students do not possess
experience or knowledge
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Disadvantages
According to Farmer (2015) warm up activities can have the following
difficulties:
Consumes precious time – consider their Length
lack of variety
It is more difficult to mitigate prejudices and/or needs when teacher
do not know students
It can be more difficult when there are certain personality types
(Introverts, for example)
Correct mistakes can freeze the student`s participation
It is difficult to carry out when students do not know enough fluency
Teacher forgets not talking much
In-group activities strong students cannot want to work with weak
students.
EPISTEMIOLOGICAL FOUNDATION
Humanistic Approach to Teaching
In education, the humanistic approach, the student is the element on
which the teaching process is based, because everything flows from and is
born from it, the humanistic approach refers to keeping in mind the needs,
expectations, wishes or interests of the student with the objective of
maintain their motivation, their participation and promote the development
of their autonomy.
Jakobsen (2011) "The Humanistic approach to Teaching pays
attention to the role of non-cognitive variables in learning: students' needs,
emotions, values and self-perceptions. When the classroom material is
personally meaningful to the students, they will be motivated to learn. "(P.2)
as well as, in this approach teachers are facilitators because they help
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student develop the positive self-concept, Combs, (as it is cited in Jakobsen,
2011).
PEDAGOGICAL FOUNDATION
Constructivism theory
This theory refers to the fact that for what learning process takes place,
knowledge must be constructed or reconstructed by the same subject who
learns through the action, Carretero (2004).
For this theory, learning is not something that can simply be
transmitted, as it is assumed in the behavioral theory. The teacher transmits
the knowledge, so learner acquires it by his own internal experience, so that
the learning will be unique in everyone. The constructivist teacher uses
contents, a method and some objectives that are the ones that will mark the
path of teaching and, then reconstruct in the mind of the people, elaborating
new knowledge from the base of previous teachings, Araya et al., (2007).
In constructivism, learning is active, not passive because learners
learn when they can control their learning and they are aware of the control
they have. This theory finally, according to several pedagogics and
psychologists is based on three modalities: the interaction with the
knowledge object, (Piaget); the interaction with other individuals,
(Vygotsky); and meaningful learning (Ausubel).
Didactic resources in the teaching and learning process
For a teacher, the materials and resources are the material and
symbolic supports for the realization of the activities in class and are closely
related to the contents and the objectives to be achieved. For Morales (as
is mentioned in Prado and Villacreses, 2016) he comments that: "The
didactic material works as an instrumental mediator and influences the
34
value education from an early age" (p.5), on the other hand, Torres (as it is
also mentioned in Prado and Villacreses, 2016), believes that: The use of
exploration and didactic materials is not enough to work on the content, but
rather it is the teaching activities that allow having access to the construction
of concepts, procedures and attitudes so that the students advance, deepen
and relativize, according to their possibilities, about their previous ideas.
Torres (2009) and Morales (2014) teacher and students must work
both with activities and with resources to give meaningful learning in
teaching, nowadays, thanks to new technologies it is easier for the teacher
to find educational resources on the internet to be worked on in class
activities, however, in spite of using didactic instruments, it is necessary that
teacher works with a didactic or pedagogical guide that helps to improve the
teaching and learning of his students.
Teacher in public schools should keep a humanistic sense, some
teachers are aware of what students are facing, therefore, the teacher's role
is important because teacher should know and be sensitive to the feelings
of students and colleagues believe that students can learn, have a positive
self-concept, believe in helping all students of achieve their best and use
many methods of instruction.
SOCIOLOGICAL FOUNDATION
Jenkins, (2012) defines sociology “as the systematic study of society
and social interaction. It uses many different methods to study a wide
range of subjects in a normal condition in a real world. Sociologists
study all aspects and levels of society. A society is a group of
individuals that interact in the same place and share a culture.
Culture refers to the practices, values, and beliefs that a group shares
with its similar.” (p.3)
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The sociology study individuals and their interaction with the society,
the participation of people in society depend on abilities to read, write, listen
and speak, to understand the economic, political and cultural factors.
The necessity of being prepared for a global world required of a
teaching and learning process aimed to contribute and participate actively
in all society problems to look for solutions. Today, traditional education has
changed by one more integrative way of teaching. Integrating oral
communication, awareness, culture, writing and reading skills with the
objective to create individual that can express their ideas with liberty,
responsible and solidarity. Skills in oral expression help to benefit from
educational activities, with the objective to participate in social and
economic activities in the society where they live in and take part at the
construction of their own destiny and happiness, as it is mentioned in the
(Good Living Plan, 2013, p. 24), through social justice, equity and solidarity.
In a fair society, people have the same access to the material, social
and cultural resources necessary to lead a life with order and harmony. So,
education, health, and work are the fundamental bases for democratic
justice more participative, where citizens participate in the collective control
of political decisions that affect their common destination.
“Equality is the central objective of the Good Living Plan, that through
this principle the basic foundations of social cohesion, justice and
democracy are forged.” (Good Living Plan, 2013, p.25), along with equality
and social justice, solidarity is also part of the development of society, the
humanistic postulate of giving without obtaining a benefit is to forge citizens
who recognize the needs and interests of others.
Oral expression is the means by which citizens make their ideals, their
objectives, their principles, their rights, their obligations heard; expressing
these feelings involves their participation in the social, economic and
36
political life of the communities. The oral expression brings about the
communicative interaction between the members of a society, brings with it
the debate, the discourse, the argumentation, the controversy to discover,
demonstrate and explain new paradigms, systems, methods, strategies and
techniques that improve the quality of the education, health and work.
The Role of Education in the Social Development
Education is a process occurring in the society, especially from the
nucleus of it, (the family), where parents teach their children to pronounce
first words and teach them some values, however, the development of ability
is out of house and they need to be taught trough specialized education.
This formal education changes when society changes, too, mainly in
economic, political and technologies. Therefore, they are used in different
places to teach in a specialized way, these places are named “schools”,
according to Türkkahraman (2017);
“Schools as an important component of the educational system
provide instruction and personality formation which enables
economic progress and community development. Community
development and the changes are particularly related to the
education and instruction that social problems are identified, and
citizens are informed about these matters in a democratic way.” (p.4)
At the school, there are teachers whose labor is to help children to
develop some abilities and improve others that have been acquired before.
This relation entails a teaching and learning process, today this relation is
vital to prepared professionals who build the future of a country. This
compromise makes of a society, a society more civilized.
Education is an instrument by which society is built from the
communities, these communities have public schools, and these public
37
schools have been created by the governments to help families with little
economic resources, help to children to have the same opportunities than
those in private schools with the objective of having an equal society.
Education brings the communities and the country the opportunity to
reduce the crimes, reduce health problems, the environment pollution and
reduce the poverty.
PSYCHOLOGICAL FOUNDATION
Behaviorism Theory
On the proposal from this thesis work will be designed a pedagogical
guide with warm-up activities, they are activities where the teacher gives
instructions his students and they repeat and follow instructions from the
teacher with the purpose to get attention from his students and create an
environment of the class more comfortable. In psychology, this method
entails a behaviorism theory.
Woollard (2010) defines this theory as “the theory of animal and
human learning that focuses on the behavior of the learner and the
change in behavior that occurs when learning takes place. Learning
in the context of behaviorism can be defined as the acquisition of a
new behavior or the modification of behavior because of teaching,
training or tutoring.” (p.1)
During many years the way of teaching has been a theory applied to
education, to teach concepts and processes and memorize them. It is the
principal intention in this theory. Behaviorism influences the environment
and experiences of students, and the environment, experiences and actions
of the teacher influences the student’s motivation and behavior. It can be
evidenced in the interest, curiosity, motivation, cooperation attitude and
believes influenced by reward and punishment.
38
On the other hand, nowadays, after the new theory established, (the
constructivism), on the mid-1970s, behaviorism has been used as a theory
that get complement an effective way of teaching, where students should
be given concepts, instructions, so that, students have a base to they build
their own meaning of the them through the critical development.
PHILOSOPHICAL FOUNDATION
Behind every school and every teacher there is a set of related
beliefs, (philosophy of education), that influences what and how students
are taught. A philosophy of education represents answers to questions
about the purpose of teaching and learning and teacher's role and teacher
methods.
School`s role. – “The school is carrying out an important role because it
allows working to improve the life condition of the society, contribute to the
economy stability, generating productive force, generation by generation.”
(Faith 2012, p.1)
The teaching`s purpose. – The human being has looked for teaching with
the goal of transforming his reality in a social, economic and technological
way taking in account and take care of his natural environment, Whitcomb
et al., (2015)
Teacher`s role. Teacher-centered philosophies emphasize the values and
knowledge that have survived through time. For Liao, (2012) “the role of the
teacher is to be a modulator and a supporter.” (p. 5), Teacher in class is not a
person, who knows everything, teacher has the responsibility to create in
students, different values apart from the scientific knowledge.
Teacher`s methods. - For many years, education was based on the
behaviorist theory, where teacher speaks in class and teaches many
concepts and make students memorize them. However, later it would
39
appear other method to teach, one that will involve the learning by
discovering thing for oneself or learn by doing things, (constructivism).
Today both methods are applied to equilibrate acquisition of knowledge.
LEGAL FOUNDATION
It is important that this research have a legal foundation because this
work belongs to the University of Guayaquil and all its members, therefore
it is needed that this thesis work carry out with all legal requirements aimed
to benefit of the Guayaquil city to allow and guarantee the participation,
inclusion and allowing the socioeconomic growth of the Ecuador.
National Constitution
Art. 28 Education responds to the public interest and is not a service
of individual and corporate interests. Universal access, permanence,
mobility and discharge will be guaranteed without any discrimination
and the obligation at the initial, basic and baccalaureate level or its
equivalent. It is the right of every person and community to interact
between cultures and participate in a learning society. The State
promotes intercultural dialogue in its multiple dimensions. The
learning was developed in a school and non-school. Public education
will be universal and secular at all levels and up to the third level of
inclusive education.
Good Living Plan (2013)
“Education should be recognized as a human right, at the same level
as job, water and nature”, the good living plan propose an innovative
pedagogy in function of the national reality and different necessities
of Ecuadorian people.” (p. 121).
40
Upper Education Law
Chapter 1
Relevance principle
Art. 107.- Principle of relevance. - The principle of relevance is that
higher education responds to the expectations and needs of society,
to national planning, and to the development regime, to the
prospective of scientific, humanistic and technological development
worldwide, and cultural diversity. To this end, higher education
institutions will articulate their teaching offer, research and activities
linked to society, academic demand, the needs of local, regional and
national development, innovation and diversification of professions
and academic degrees, to local, regional and national occupational
market trends, to local, provincial and regional demographic trends;
to the connection with the current and potential productive structure
of the province and the region, and to the national policies of science
and technology.
Organic Law on Intercultural Education
Chapter three: Rights and obligations of the students
Art. 7. - Rights. - The students have the rights of:
a. To be fundamental actors in the educational process;
b. To receive an integral and scientific formation that contributes to
the development of their personality and capacities respecting their
rights, fundamental freedom and promoting the equality of genre,
non-discrimination, assessment of diversities, the participation,
autonomy, and cooperation;
41
Organic Law of Higher Education
Official Register Supplement 526 of 02-Sep-2011
Higher Education aims to be of a humanistic, cultural and scientific
nature, constituting itself as a right of the people and a public social
thing that, according to the Constitution of the Republic, will respond
to the public interest and will not be at the service of individual
interests and Corporation.
Common European Framework
To learn the English language is a process that involves different levels
of communicative competence that students get systematically while they
are acquiring it. Common European framework is an instrument by which
many countries use to measure the student`s process in a foreign language.
Common European framework is a reference to measure writing,
reading, listening, speaking, vocabulary acquisition and grammar
proficiency. CEF classify the student`s progress in; (C) advance learner, (B)
intermediate learner and (A) beginner.
Speaking skill levels of proficiency
The investigation and its proposal is aimed to provide a pedagogical
instrument for English class to improve oral expression in tenth grade
students, therefore, it is important to determine the speaking levels of
proficiency students should get at the end of tenth-grade and those levels
that students should get at the end of third of Bachillerato.
42
Speaking
B2
Can engage in extended conversation on most general topics in
a clearly participatory fashion, even in a noisy environment.
Can sustain relationships with native speakers without
unintentionally amusing or irritating them or requiring them to
behave other than they would with a native speaker.
Can convey degrees of emotion and highlight the personal
significance of events, and experiences.
B1
Can enter unprepared into conversations on familiar topics.
Can follow clearly articulated speech directed at him/her in
everyday conversation, though will sometimes have to ask for
repetition of particular words and phrases.
Can maintain a conversation or discussion but may sometimes
be difficult to follow when trying to say exactly what he/she would
like to.
Can express and respond to feelings such as surprise,
happiness, sadness, interest and indifference.
43
A2 (It is the exit profile that students in tenth grade should reach)
Can establish social contact: greetings and farewells;
introductions; giving thanks.
Can generally understand clear, standard speech on familiar
matters directed at him/her, provided he/she can ask for repetition
or reformulation from time to time.
Can participate in short conversations in routine contexts on
topics of interest. Can express how he/she feels in simple terms,
and express thanks.
Can handle very short social exchanges but is rarely able to
understand enough to keep the conversation going of his/her own
accord, though he/she can be made to understand if the speaker
will take the trouble.
Can use simple everyday polite forms of greeting and address.
Can make and respond to invitations, suggestions and apologies.
Can say what he/she likes and dislikes.
A1
Can make an introduction and use basic greeting and leave-
taking expressions. Can ask how people are and react to news.
Can understand everyday expressions aimed at the satisfaction
of simple needs of a concrete type, delivered directly to him/her
in clear, slow and repeated speech by a sympathetic speaker.
44
CHAPTER III
METHODOLOGY
RESEARCH DESIGN
This work is focused on quantitative and qualitative methodology.
Qualitative is expressed as a process of scientific understanding based on
bibliographies and documents, so that, it can help construct a theory that
would guide the investigation from the theoretical support of the variables
studied, until the interpretative processes, and will give considerable
conclusions that are presented in chapter 4. To carry out the investigation
ahead it was necessary to apply two techniques: observation and
interviews. On the other hand, data was obtained from tabulations of the
survey and interviews, this quantitative result appears in from of tables or
charts.
TYPES OF INVESTIGATION EXPLORATORY
“This type o investigation examines or explores a research problem
that has not been studied before”, Cazau, (2006). It contributed to the
elaboration of the research background using previous information about
similar work has been written recently, and explains its objectives, the
methodology applied and conclusion. It was vital for the investigation
because it is hard to answer the research questions without the necessary
information to get a conclusion. As well as through, this type of research
researchers could also know the community, population, the context and
variables applied.
45
DESCRIPTIVE
Descriptive investigation explains systematically the characteristics of
variables, their processes, their properties, the properties of individuals, as
it is mentioned by Cazau (2006). This type of research contributed to
describe the precedents of the problem, the origin of the problem, describing
possible causes affecting oral expression; it was also used in class
observation to describe the methodology used by the English teacher and
the didactic material used by him.
CORRELATIONAL INVESTIGATION
“Correlational studies have as purpose to assess the relation between
two or more concepts, categories or variables.” (Hernández et al., 2003,
p.121). In this work, correlational investigation is evidenced when
researcher applied the chi-square, student`s survey, justification,
background, and conclusion. It helped to determine the union and influence
of motivation in oral expression.
BIBLIOGRAPHICAL
A project without this type of investigation does not have support,
every scientific work needs of ideas from other thinkers or authors and
expressing their arguments, Cazau (2006). Bibliographical research helped
to check extensive literature connected to the problem. For example: For
this purpose, researchers look for information in academic journals,
conference proceedings, government reports, books, legal documents,
visiting Guayaquil University library or by surfing in the internet.
46
FIELD INVESTIGATION
Field research is used in normal and natural conditions with the
purpose to obtained real information, Reyes and Sunderlin (2015),
researchers applied this type of research to know different educational
factors happening at simple English class. Field research helped authors to
gather data from directives about institutional history, departments in use,
application of an interview to the teacher. It also contributed to know topics
in planning, time of planning, didactic resources used in classroom and
development of oral skills. The field research also allows knowing students´
opinions that were used in qualitative and qualitative research.
POPULATION
The population at Felipe Hernandez Tello public school is about
722 students in total and 210 students in total in tenth grade. In tenth grades
there are 35 students per grade.
POPULATION
Section Number Percentage English Teachers 2 0.27 %
Students 720 99.73%
Total 722 100 % Source: Felipe Hernandez Tello public school Elaborated By: Mendez Martinez David and Martinez Burgos Danny Chart N° 1
POPULATION IN TENTH GRADE
Section Number Percentage
English Teachers 2 0.27 %
Students 210 99.73%
Total 212 100 % Source: Felipe Hernandez Tello public school Elaborated By: Mendez Martinez David and Martinez Burgos Danny Chart N° 2
47
SAMPLE
In the institution that will be carried out the survey and it will be
considered a sample of 1 teacher and 35 students to carry out the survey
The sample is also represented by the next formula, considering all
data gathered from Felipe Hernandez Tello public school
n = (PQ*N)/ ((N-1) *ϵ^2/κ^2 + PQ)
Where:
N = Sample.
PQ = Population variance = 0.25.
E = Error margin = 0.10
K = Constant of error correction = 2.
N = Population = 210
n= (210*0.25)/((210-1)*〖0.10〗^2/2^2 + 0.25 )
n =52.5
(210 − 1) ∗0.102
22 + 0.25
n =52.5
0.7725
n= 67.9
Sample = 70
SAMPLE
Section Number Percentage
Teachers 1 2.33%
Students 35 97.67%
Total 36 100% Source: Felipe Hernandez Tello public school Elaborated By: Mendez Martinez David and Martinez Burgos Danny Chart N° 2
48
MATRIX OF OPERATIONALIZATION OF VARIABLES DEPENDENT VARIABLE
VARIABLE DIMENSIONS INDICATORS
ORAL EXPRESSION
Oral expression
Definition
importance
Characteristics
Strategies to promote oral expression
Strengthen confidence Strengthening self-esteem and cultural identity Increase vocabulary and syntax Increase in the diversification of registers or speech levels and types of discourses.
Oral expression activities
Discovering intentions, Anticipating answers, Role-plays, Controversy, Dialogues
Development of the oral expression activities
Micro-learning activities Totalizing activities
Oral expression techniques Lecture, Debate, Forum, Round table, Symposium
Oral expression components
Voice, Posture, Diction, Structure of the message, Fluency, Volume, Rhythm, Clarity, Consistency, Eye contact
Oral expression Advantages and Disadvantages
INDEPENDENT VARIABLE
VARIABLE DIMENSIONS INDICATORS
WARM UP ACTIVITIES
Motivation Definitions
Importance
Advantages and Disadvantages
Types of Motivation Intrinsic
Extrinsic
Motivation and warm up activities Warming up and attention Warm up in the English lesson
Warm up Characteristics
The importance of warming up in students
The Importance of Planning Length of Time Warm up activities set the tone for the lesson Making Corrections Inhibited Students Teacher participation
Types of warm up activities
Physical warm up activities Icebreakers Warm-Up Activities for Supporting Pulse and Rhythm Warm-Up Activities for the Voice
warm up activities Advantages and Disadvantages
Source: Felipe Hernandez Tello public school Elaborated By: Mendez Martinez David and Martinez Burgos Danny Chart. N. 4
49
THEORETICAL METHODS
Analysis-synthesis: “It is used to split up the object of study into
multiply parts with the idea to find and to know theories about
variables through a logical process of investigation.” (Hernandez et
al., 2003, p.126). It contributed to tabulating all data collected to give
conclusion and recommendations.
Inductive-Deductive: “This method goes on a general premise to
obtain conclusions from a particular situation, (Bisquerra, 1989,
p.61). This type of method contributed to developing the chapter two
when researchers found different theories to explain variables;
motivation and oral expression. Authors ‘argumentation clear and
give to know enough reasons to give support to the content written
in it.
Historical and logical: It refers to the cause and effect of a problem
or situation and the time, when it is developed, was developed or will
develop. For example, the development that education has had in a
certain country, in different periods, Urgiles (2014). This method
contributed to the investigation because it was necessary to know
previous works and previous events happening through time up to
the moment of the investigation with scientific findings related to
learning theories, its evolution, and its use today so that it gives
support and natural connection with the object studied.
Structural - systemic functional method: Morales (2013) “In this
method the whole system is taken into account as the dialectical unit
among its components, understanding that the properties of the
system are qualitatively different from those of the component
elements” (p.2).This method contributed to the investigation to
organize and describe, warm-up activities and explain the function of
these activities aimed to improve oral expression; this relation had
50
support through different theories in motivation and oral skills,
analyzing a whole information collected to determine the feasibility of
this instrument that will be used as a motivational activity at the
beginning of the class.
EMPIRICAL INSTRUMENTS OF INVESTIGATION
The researchers made use of empirical instruments such as:
observation, interview and survey.
OBSERVATION
“Observations are necessary in an investigation to observe objectively
determined phenomena in the context where it develops.” (Hernandez et
al., 2003, p.316). Observation allows detecting and assimilating the
information found in the selected context for a record of certain facts through
a physical document as the observation guide. This technique was useful to
observe the role of the teacher for example: teacher`s methodology, didactic
resources applied in class, type of activities applied in class and
appropriated use of language skills and class organization. The role of the
students is also important for example: what type of activities students like
most or what activity they do not like doing, if teacher`s attitude influences
in the motivation of them or what do they find difficult to practice more in
English?
INTERVIEW
An Interview is “a series of prepared questions”, Pardinas (as it is cited
in Bañuelos, 2014, p.12). Researchers designed an interview was for tenth-
grade teacher at Felipe Hernández Tello. Public school, the questionnaire
attempted situations that could affect the development of the students’ oral
skill such as, use of English language, motivation, anxiety related to
language learning, learning strategies and didactic resources used in the
51
classroom. The intention of this technique was to explore the characteristics,
attitudes, and strategies that learners had to develop oral skills.
SURVEY
Garcia et al., (2013) “it refers gather data by interviewing people
through questionary” (p.1). The survey was designed with twelve questions
or statements aimed to tenth-grade students at Felipe Hernandez Tello
public school. Four statements were aimed at dependent variable, four
statements to the independent variable and two more questions to proposal
activities. The purpose of the survey was to know some situations as, types
of motivation, types of activities, the role of the teacher, interest of students
by learning English and methodology of teaching English with real
information.
52
GUAYAQUIL UNIVERSITY
PHILOSOPHY, LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGE AND LINGUISTIC
SURVEY TO STUDENTS
Objective: to know students` satisfaction about teacher`s methodology.
According to the statement, mark with an (x) the answer you consider
appropriated.
STATEMENTS Totally
Disagree Disagree Indifferent Agree
Totally Agree
1 The subject of English is
important for you
2 The teacher practices speaking
skills daily
3 You like to communicate in
English with your classmates
4 The teacher needs to reinforce
speaking skill activities
5 The teacher practices warm-up
exercises before beginning the
English class.
6 The warm-up exercises are
important for you
7 Warm-up exercises help you get
into English classes.
8 The teacher should use these
warm-up exercises to improve
the English class
9 The teacher uses additional
didactic resources to reinforce
English classes.
10 Support the use of an additional
didactic resource to reinforce
classes and English
Source: Felipe Hernandez Tello public school Elaborated By: Mendez Martinez David and Martinez Burgos Danny, 2017
53
GUAYAQUIL UNIVERSITY
PHILOSOPHY, LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGE AND LINGUISTIC
RESULTS OF SURVEY
SURVEY ON MOTIVATION AND ORAL EXPRESSION
STATEMENTS Totally
Disagree Disagree Indifferent Agree
Totally Agree
TOTAL
1 The subject of English is
important for you 2 3 0 19 11 35
2 The teacher practices speaking
skills daily 8 8 9 5 5 35
3 You like to communicate in
English with your classmates
3 3 5 17 7 35
4 The teacher needs to reinforce
speaking skill activities 3 4 4 15 9 35
5 The teacher practices warm-up
exercises before beginning the
English class.
15 12 6 2 0 35
6 The warm-up exercises are
important for you 1 1 1 15 17 35
7 Warm-up exercises help you get
into English classes. 4 1 3 19 8 35
8 The teacher should use these
warm-up exercises to improve
the English class
1 2 0 18 14 35
9 The teacher uses additional
didactic resources to reinforce
English classes.
10 9 5 7 4 35
10 Support the use of an additional
didactic resource to reinforce
classes and English
2 2 5 12 14 35
Source: Felipe Hernandez Tello public school Elaborated By: Mendez Martinez David and Martinez Burgos Danny, 2017
54
DATA ANALYSIS
35 students
Graphic 1 English Subject Importance
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
Analysis
The (85.7%) of students mentioned that English subject is important for
them, while the (14.3%) of them think not. Most of the students mentioned
that English subject is important; it should be because they do have an
interest to learn English and they consider the English language as an
important subject after computing and mathematics. Therefore, it is
suggested to motivate students with new activities in class and avoid the
students´ interest go away.
Chart 1 The subject of English is important for you ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 11 31.42%
Agree 19 54.28%
Indifference 0 0%
Disagree 3 8.57%
Totally agree 2 5.71%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
31%
54%
9%6%
English subject importance
Totally agree
Agree
Indifference
Disagree
Totally agree
55
DATA ANALYSIS
35 students
Graphic 2 Speaking skill practice
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
Analysis
The (45.7%) of students mentioned that the English teacher does not
practice speaking skills daily. On the other hand, the (28.56%) think that
teacher does do it. Most of the students mentioned that English teacher
does not practice speaking skills daily; it can be because of insufficiency of
vocabulary to gain fluency and the insufficiency of speaking activities.
Therefore, it is suggested that teacher implement activities that are more
communicational.
Chart 2 The English teacher practices speaking skills daily
ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 5 14.28%
Agree 5 14.28%
Indifference 9 25.71%
disagree 8 22.85%
Totally disagree 8 22.85%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
14%14%
26%23%
23%
Speaking skill practice
Totally agree
Agree
Indifference
disagree
Totally disagree
56
DATA ANALYSIS
35 students
Graphic 3 Communication in English
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martinez David and Martinez Burgos Danny, 2017
Analysis
The (68.57%) of students said that they like to communicate in English with
their classmates, while the (31.42%) of them do not like doing it. A great
number of students mentioned that they like to communicate in English with
their classmates; it can be because they have much interest in learning
English. Therefore, it is recommended that teacher creates speaking
activities, so that all students in class can participate and achieve an oral
expression more effectible with the practice.
Chart 3 You like to communicate in English with your classmates
ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 7 20%
Agree 17 48.57%
Indifference 5 14.28%
Disagree 3 8.57%
Totally agree 3 8.57%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
20%
48%
14%9%9%
Communication in English
Totally agree
Agree
Indifference
Disagree
Totally agree
57
DATA ANALYSIS
35 students
Graphic 4 Reinforcement of speaking skill activities
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martinez David and Martinez Burgos Danny, 2017
Analysis
The (68.56%) of students said that the teacher needs to reinforce speaking
skill activities, while the (38.44%) of them disagree. A great number of
students said that their teacher needs to reinforce speaking skill activities; it
can be because of excess of grammar activities. Therefore, it is suggested
that teacher looks for new and innovative speaking activities to refresh class
with a topic of interest or dynamics aimed to develop communication among
students.
Chart 4 The teacher needs to reinforce speaking skill activities
ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 9 25.71%
Agree 15 42.85%
Indifference 4 5.71%
Disagree 4 5.71%
Totally agree 3 8.57%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martínez David and Martínez Burgos Danny, 2017
26%
43%
11%11%
9%
Reinforcement of speaking skill activities
Totally agree
Agree
Indifference
Disagree
Totally agree
58
DATA ANALYSIS
35 students
Graphic 5 Practice of warm-up exercises.
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martinez David and Martinez Burgos Danny, 2017
Analysis
The (77.13%) of students said that their teacher does not practice warm-up
exercises before beginning the English class, while the (22.85%) of them is
indifference. A great number of students said that their teacher does not
practice warm-up exercises before beginning the English class; it can be
because teacher does not know warm-up activities, yet. Therefore, it is
suggested that teacher starts applying warm-up activities and to get used to
their students to do dynamics before starting day lesson.
Chart 5 Teacher practices warm-up exercises before beginning the English class. ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 0 0%
Agree 2 5.71%
Indifference 6 17.14%
Disagree 12 34.28%
Totally agree 15 42.85%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martínez David and Martínez Burgos Danny, 2017
0%6%17%
34%
43%
Practice of warm-up exercises
Totally agree
Agree
Indifference
Disagree
59
DATA ANALYSIS
35 students
Graphic 6 Importance of warm-up activities
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martinez David and Martinez Burgos Danny, 2017
Analysis
The (79.99%) of students said that the warm-up exercises are important for
them, While the (8.55%) is Indifferent. A great number of students said that
the warm-up exercises are important for them; it can be because these
exercises encourage them to get interest in the day lesson. Therefore, it is
recommended the use of warm up activities all the time or as teacher
consider necessary.
Chart 6 The warm-up exercises are important for you
ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 17 48.57%
Agree 15 31.42%
Indifference 1 2.85%
Disagree 1 2.85%
Totally agree 1 2.85%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
48%43%
3%3%3%
Importance of warm-up activities
Totally agree
Agree
Indifference
Disagree
Totally agree
60
DATA ANALYSIS
35 students
Graphic 7 Warm-up exercises purpose
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martinez David and Martinez Burgos Danny, 2017
Analysis
The (77.13%) of students said that warm-up exercises help them to get
into English classes. On the other hand, the (8.56%) of them disagree. Most
of students said that warm-up exercises help them to get into English
classes; it is can be because precisely, these activities are designed with
these purposes to grab student attention and continue with the content that
has been planned for day lesson. Therefore, it is suggested to use warm up
activities in every day lessons or at least three time to week.
Chart 7 Warm-up exercises help you get into English classes.
ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 8 22.85%
Agree 19 54.28%
Indifference 3 8.57%
Disagree 1 2.85%
Totally agree 4 5.71%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
12%
27%
4%1%6%
50%
Warm-up exercises purpose
Totally agree
Agree
Indifference
Disagree
Totally agree
61
DATA ANALYSIS
35 students
Graphic 8 Warm-up activities to improve English class.
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martinez David and Martinez Burgos Danny, 2017
Analysis
The (91.42%) of students agree with the application of warm-up exercises
to improve the English class, while the (8.58%) of them disagree. Most of
students said that the English teacher should use these warm-up exercises
to improve the English class because these exercises bring motivation,
innovation, participation and interest by learning English.
Chart 8 The teacher should use these warm-up exercises to improve the
English class ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 14 40%
Agree 18 51.42%
Indifference 0 0%
Disagree 2 5.71%
Totally agree 1 2.85%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
20%
26%0%3%1%
50%
warm-up activities to improve English class
Totally agree
Agree
Indifference
Disagree
Totally agree
Total
62
DATA ANALYSIS
35 students
Graphic 9 Additional didactic resources
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martinez David and Martinez Burgos Danny, 2017
Analysis
The (54.28%) of students mentioned that their English teacher does not use
additional didactic resources to reinforce English classes, while the
(31.42%) of them disagree. A great number of students mentioned that their
English teacher does not use additional didactic resources to reinforce
English classes; it was observed that teacher only use a text of grammar
with a few language activities. Therefore, it is suggested the use of guide
with warm up activities to develop different language skills because these
activities can be adapted to be used with four language skills.
Chart 9 The teacher uses additional didactic resources to reinforce English classes. ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 4 11.42%
Agree 7 20%
Indifference 5 14.28%
Disagree 9 25.71
Totally agree 10 28.57%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
11%
20%
14%26%
29%
Additional didactic resources
Totally agree
Agree
Indifference
Disagree
Totally agree
63
DATA ANALYSIS
35 students
Graphic 10 Use of additional didactic resources to reinforce English class
Source: Felipe Hernández Tello public school Elaborated by: Méndez Martinez David and Martinez Burgos Danny, 2017
Analysis
The (74.28%) of students said that they support the use of an additional
didactic resource to reinforce classes and English, while the (11.42%) of
them disagree. A great number of students said that they support the use of
an additional didactic resource to reinforce classes and English, because
they feel the necessity to learn English in many ways and didactic resources
are indispensable to create a real environment of English language.
Therefore, teacher can use this guide to implement more and better
language activities every day.
Chart 10 Support the use of an additional didactic resource to reinforce
classes and English ALTERNATIVES FREQUENCY PERCENTAGE
Totally agree 14 40%
Agree 12 34.28%
Indifference 5 14.28%
Disagree 2 5.71%
Totally agree 2 5.71%
Total 35 100%
Source: Felipe Hernández Tello public school Elaborated By: Méndez Martínez David and Martínez Burgos Danny, 2017
40%
34%
14%6%6%
Use of additional didactic resources to reinforce English class
Totally agree
Agree
Indifference
Disagree
Totally agree
64
CHI-SQUARE
65
CONCLUSIONS
Once this thesis work has finished some conclusions were obtained
with the purpose to determine the influence of motivation in the development
of oral expression through different types of investigations, methods and
techniques. Mainly, conclusions are focused on teacher`s methodology,
didactic resources applied in class, type of exercises applied in class and
appropriated use of language skills, class organization, types of activities
that students like most, influence of teacher`s attitude in the motivation of
them and problems to teach English in Felipe Hernandez Tello public
school. Knowing these conclusions, it can be designed a didactic instrument
to help to the teacher to improve motivation in class.
Teacher`s Methodology and activities applied in class
The teacher plans her classes every day; it is a vital part of the
teaching because teacher should give order and sequence in class
to the contents of the text guide.
The teacher has a traditional way (behaviorism) to teach English,
teacher explains the class, after that she asks students to read
sentences, she asks students to repeat some words, then she gives
the word meanings, she asks students to answer the questions and
write similar sentences, some students go in front of the class to write
sentences at the whiteboard. There is not the implementation on
listening and speaking activities.
The use of TICS is not possible in this place completely, because
there are not the adequate instruments like computers, speakers,
and projector. The only technology used rarely is a radio recorder to
apply a short listening activity
66
There is not an oral activity practice after finishing activities from the
text.
Didactic resources
If it is true, teacher has a book guide where she works every day with
her students in reading, writing and grammar activities; however,
there is not the use of other didactic resources aimed to practice
listening and speaking skills.
In public school the use of didactic resources is really limited.
Appropriated use of language skills
The teacher bases her classes in teaching grammar rules, gives
students some vocabulary, practice to read the short text and write
sentences. But reading is not being used correctly because students
only learn to read or pronounce some words and not to learn to
understand the text; the writing skill is developed using grammar
rules and vocabulary in sentences but anyone of linking words are
implemented; listening skill activities are very poor, rarely teacher
bring a radio recorder to the class, the only listening activity is
practiced by herself when she practice dictation of vocabulary or
sentences in class; speaking skill activities are the less used in class
when it should be practice frequently, students do not know how to
say their ideas in English, it can be for lack of vocabulary, especially
linking words or it can be because students do not have enough
confidence and they get nervous at the moment to say something.
67
Teacher`s attitude
The teacher`s attitude also plays an important role in the
development of teaching a foreign language. The teacher in this
course showed an attitude of plenty authority, she asked students sit
down in the same place, she indicated students to work in the task
from the book and showed a little confidence when students make
questions about the meaning of some words or when they did not
know how to do the exercise. In other words, the teacher is showing
a closed attitude in front of their students because a great number of
students did not participate in class, she did not propose any activity
where students show interest, students only show an extrinsic
motivation by to carry out an activity more in class for getting their
grades.
Problems to teach English
Overcrowded classes hinder to the teacher to monitor the individual
work or group tasks the noise in class; badly behaviors of some
students, use of cellular phones in class are distractors now to
develop the day lesson.
Activities to promote the learning of English language in the institution
When it was questioned to the students about English activities in the
institution, the answer was, they have not had any activity to promote
English learning in the institutions, the only activities are developed
in class all the time.
When it was questioned t by the teacher, she mentioned that due to
insufficiency of didactic resources at public school and the economic
68
situations of students have provoked some problems in parents when
she has wanted to implement this type of events that required of
much materials, teachers in public schools are being limited to carry
out this type of events, however, some activities are presented in
classroom.
69
RECOMMENDATIONS
Teacher`s Methodology and activities applied in class
Due to conclusions explained in the foregoing text researchers
suggest applying the following recommendations, bearing in mind, they
should be real, feasible and pertinent.
The teacher should plan their class always looking for diversifying
activities in class.
The teacher should apply both behaviorism and constructivism
methodologies to teach English, it means, let students discover thing
and let them to do things for themselves.
It is recommended that teacher use warm up activities as other
activity that she can use every day in class
The teacher should apply both behaviorism and constructivism
methodologies to teach English, it means, let students discover thing
and let them to do things for themselves.
It is recommended that teacher use warm-up activities as other
activity that she can use every day in class
Didactic resources
The teacher should use at least three language skills in the same
class, the same resources used in reading or writing can be used to
develop oral skills.
The teacher can be helped herself by finding didactic materials or
didactic activities on the internet and apply this in her planning.
It is recommended that teacher use warm-up activities as a didactic
resource that helps her to plan her lessons better.
70
Appropriated use of language skills
The teacher should practice more oral activities in the same manner
as it is developed other skills.
It is recommended that the teacher use dynamic to encourage oral
skills.
Teacher`s attitude
The teacher should do more activities where students feel confidence
with her teacher and they can participate more in class.
The teacher should create a comfortable environment to learn
English using activities that wake up the students` interest.
It is recommended that teacher use warm up activities to motivate
students to participate and can practice oral skills.
71
Problems to teach English
The teacher should ask students to work in pairs or group of three
students to monitor them in better way.
It is recommended that teacher use warm-up activities because after
this type of activities students feel better to begin learning English,
this activity encourages the students ‘interest.
Activities to promote the learning of English language in the institution
The teachers at Felipe Hernandez Tello public school should
implement at least one activity or general event where students can
demonstrate all they learn in class.
It is recommended that teachers at Felipe Hernandez Tello public
school implement the followings activities for a general event:
Dramas, Games, Role plays, Warm-ups, spelling bee contest, Song
festivals, Reading contest, Math contest in English, historical days,
typical foods, etc.
72
CHAPTER IV
THE PROPOSAL
TITLE: Design of a Guide with Warm-up activities
JUSTIFICATION OF PROPOSAL
In this proposal researchers focus their work on the design of a guide
with Warm-up activities which will be applied to the tenth-grade`s students
at Felipe Hernandez Tello public school, in academic year 2017-2018.
This proposal is very important, because it allows the teachers
motivate their students before starting the lesson. Motivate students every
lesson is something difficult but not impossible, wake up the interest by
learning English is one of the objectives that warm-up activities pursue
because it encourages students to participate more in class and give up
grammar activities for a moment. Warm-up activities are also important
because the teachers can use this instrument to develop a communicational
environment among students and improve their oral expression.
Warm-up activities open the possibility for students use English
frequently, students begin having confidence in themselves; in
consequence, the teachers should use motivational activities that involve
the development of every language ability. This proposal was designed to
help the teacher to increase the level of oral expression performance.
73
GENERAL OBJECTIVE
To design a guide with warm-up activities to improve oral expression
in tenth grade´s students at Felipe Hernandez Tello, academic year,
2017-2018.
SPECIFIC OBJECTIVES
To determine that motivation al activities are feasible for increasing
the level of oral expression.
To promote motivational strategies in the classroom as a tool for
encouraging oral expressions in English
To help the teacher to create an interesting and enjoyable
environment in class.
FEASIBILITY
This investigation was carried out at Felipe Hernández Tello public
school in the academic year 2017-2018. This research was feasible
because it had the support of Directives, Teachers, and parents, it was the
first step to carry out this research, it was explained the purpose and the
objectives of the investigation to the director who felt very interested
because this project will help students to improve English proficiency.
English teacher also felt very interested because in the interview the
teacher mentioned that need additional material or additional strategies to
improve her teaching performance in reading, writing, listening and
speaking skill. The teacher also mentioned that students little participate,
and they get bored because of using the same activities from the book all
the time. Therefore, this project is methodologically feasible because it
74
gathers pedagogical exercises aimed to contribute to the improvement of
language skill, apply new strategies and motivate students to learn English.
The proposal was also possible through economic resources because
it did not represent a huge investment because it tries about the design of
a methodological guide that will be given to the English teacher. The only
economical resources would be the investment of this guide; it will be of $
15.00; a photocopy of a whole research, the methodological guide and one
CD with Warm-up activities.
Didactically, the proposal does not have any problem because the
warm-up are designed to develop oral expression activities, however, it can
be possible teacher implements a warm up in reading writing and listening
skill using didactic resources such as; flashcards, radio, video, pencils,
color pencils, notebooks or books. It is important mentioning that a problem
can be solved easily without exaggerating in expenses.
Legally, the proposal is feasible because it goes according to the 4th
objective of the Good Living National Plan where it is mentioned that the
teacher must harmonize the educational process, taking into account the
proficiency that the student should have at the end of the school year;
abilities, competences and learning goals are necessary to be promoted to
the next level of their studies. For that reason, this project has a basis on
this article, because it wants that all students finish their school year with a
high level of proficiency.
DESCRIPTION OF THE PROPOSAL
The proposal is aimed to elaborate a Methodological guide for the
teacher who will apply it with students in the classroom, implementing
motivational activities so that, the teacher can create an innovative and
dynamic environment in class, and motivate learning of English, mainly,
75
practice more speaking activities to improve oral expression.
This guide entails an innovative proposal that will be used by the
teacher day after day, because this guide has warm-up activities whose
exercises are useful to continue the class, these exercises make the class
more interesting and enjoyable, and they prepare students for a period of
concentration and help them to begin to work, warm-up activities are short,
in consequence, they should be used at the beginning of the class.
CONTENT OF THE ACTIVITIES
Warm up 1: COMMANDS
Warm up 2: GUESS WORDS
Warm up 3: KNOCK-KNOCK
Warm up 4: NAME MEMORIZING GAME
Warm up 5: 20 QUESTIONS
Warm up 6: BROKEN TELEPHONE
Warm up 7: ALPHABET SHOPPING
Warm up 8: PERSONAL SPIDERGRAMS
Warm up 9: GUESSING PICTURES
Warm up 10: THE GROUP GAME
Warm up 11: BODY BUILDING GAME
Warm up 12: BLACKBOARD RACE
Warm up 13: FIND SOMEONE WHO...
Warm up 14: BADDITIONAL WARM-UP ACTIVITIES
76
PEDAGOGICAL ASPECT
Contribution of the English as a foreign language curriculum to sub-
nivel medio of Educacion general Basica
The principal responsibility of the EFL curriculum in the sublevel EGB
Media is to develop students with basic communication abilities to give and
require their basic needs and information in English or effectively respond
to a social situations and literary texts. This goal should carry out through a
meaningful language environment. The EFL curriculum has been careful to
consider five curricular threads, in order to help learners, grow into critical
and creative thinkers as they progress from an A1.2 to A2.2 level of the
CEFR.” (p.2)
EFL curriculum mentions that students can learn through
meaningful activities where students can experience the English language
for example: applying solving problems exercises, Hands-on activities and
collaborative projects, song, dance, art, crafts, music and other subject
areas like Math and Science involving familiar topics, as school and family.
SOCIAL ASPECT
Communication and cultural awareness
Cultural awareness is an important component of communication that
should be used in the classroom. Due to the world is diverse; the teaching
at the school should be based on a social aspect, too. The teacher is who
has the responsibility of ensuring that students are prepared for living in
society. The teacher should teach their students to recognize inequality,
injustice, racism, and prejudice. The students should be enabled to
appreciate the richness of a diversity of cultures and reject every way of
discrimination where they exist. The teacher should also encourage a social
77
competence positive because the students need opportunities for affective
learning experiences when they no longer assume that everyone thinks like
they do.
EFL curriculum, (2017) “Precisely, warm-up activities, dialogues and
role play in are ideals in order to practice a variety of social interactions,
such as conducting short surveys or telling a story based on picture
prompts. In other words, it is the teachers who help learners develop social
competence not only by implementing cooperative and collaborative
learning but also through the use of friendly competition and games.” (p.5)
LEGAL ASPECT
Organic Law of Intercultural Education
TITLE I
ART 2. Principles
f. Development of the processes. -The educational levels must be
adapted to the people’s lives, to their cognitive and affective
development, capacities, the cultural and linguistic aspects, their
necessities and the country necessity, taking into account in a
particular way the equality of the real groups.
CONCLUSION
In conclusion, the use of motivational activities at the beginning of the
class, create and interesting and enjoyable environment which helps the
students set a positive attitude front of the learning and to keep a group of
learners engaged in class, using warm up activity can be an effective way.
The use of warm-up activities can be to carry out many other reasons. One
of the reasons of using warm-up is to establish a good relationship between
students and teachers, so that they become interested to learn. Moreover,
78
warm-up is a good exercise for the students to recall their background
knowledge.
Through this study, researchers have wanted to help to improve
learning of English language in tenth-grade students at Felipe Hernandez
Tello public school with an instrument to motivate students to learn English
and achieve that the students get used to speaking more English in the
classroom.
79
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PHILOSOPHY, LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGE AND LINGUISTIC
RESULTS OF SURVEY
SURVEY ON MOTIVATION AND ORAL EXPRESSION
STATEMENTS Totally
Disagree Disagree Indifferent Agree
Totally Agree
TOTAL
1 The subject of English is
important for you 2 3 0 19 11 35
2 The teacher practices speaking
skills daily 8 8 9 5 5 35
3 You like to communicate in
English with your classmates
3 3 5 17 7 35
4 The teacher needs to reinforce
speaking skill activities 3 4 4 15 9 35
5 The teacher practices warm-up
exercises before beginning the
English class.
15 12 6 2 0 35
6 The warm-up exercises are
important for you 1 1 1 15 17 35
7 Warm-up exercises help you get
into English classes. 4 1 3 19 8 35
8 The teacher should use these
warm-up exercises to improve
the English class
1 2 0 18 14 35
9 The teacher uses additional
didactic resources to reinforce
English classes.
10 9 5 7 4 35
10 Support the use of an additional
didactic resource to reinforce
classes and English
2 2 5 12 14 35
Source: Felipe Hernandez Tello public school Elaborated By: Mendez Martinez David and Martinez Burgos Danny, 2017
ESCUELA DE EDUCACIÓN BASICA FISCAL LUIS FELIPE HERNANDEZ TELLO
Instalaciones de la escuela de educación básica Fiscal LUIS FELIPE HERNANDEZ TELLO, ubicada en la cooperativa 25 de Julio en el sector de la Isla Trinitaria, (2017, Noviembre 27)
Elaborado por: Méndez Martínez David and Martínez Burgos Danny,2017 Fuente: Felipe Hernández Tello, 2017
Msc. Roberto Rodolfo Anastasio Torres, Director de la Escuela de
Educación Básica fiscal LUIS FELIPE HERNANDEZ TELLO
Entregando el Oficio para la realización del Proyecto Educativo al sr. Director de la Unidad Educativa Felipe Hernández Tello (2017, Diciembre 5)
Elaborado por: Méndez Martínez David and Martínez Burgos Danny,2017 Fuente: Felipe Hernández Tello, 2017
MISS. MARIUXI CASTRO PACHECO PROFESORA DE INGLÉS DEL DÉCIMO GRADO
Con la docente de los décimos cursos, Miss. Mariuxi Castro Pacheco, a quien se le aplicó una entrevista y se pidió autorización en sus clases para poder tomar la opinión de las estudiantes, ((2017, Diciembre, 10)
Elaborado por: Méndez Martínez David and Martínez Burgos Danny,2017 Fuente: Felipe Hernández Tello, 2017
ENCUESTA A ESTUDIANTES DE DECIMO GRADO periodo lectivo
2017-2018
Con los estudiantes de Décimo grado , paralelo “C”, aplicando las encuestas de nuestra investigación.(2017, Diciembre ,10)
Elaborado por: Méndez Martínez David and Martínez Burgos Danny,2017 Fuente: Felipe Hernández Tello, 2017
SUPERVISION DE TESIS POR EL SR. MSC. LARRY TORRES
Supervisión de Tesis de Grado los días Martes y Jueves, desde Octubre del 2017 hasta Febrero del 2018. Encargado de la Revisión: MSC. Larry Torres
Elaborado por: Méndez Martínez David and Martínez Burgos Danny,2017 Fuente: Felipe Hernández Tello, 2017
DIDACTIC GUIDE WARM UP ACTIVITIES
AUTHORS
Martinez, Danny and Mendez, David (2018)
INTRODUCTION
Zakhareuski. A, (2017) Teacher spends a lot of time preparing explanation
and worksheets to introduce and practice the target language, most of them
unknown how it works, from the moment students need to be motivated
there is a necessity to satisfy the expectations that they have about the
present lesson. Starting a warmer activity is important for some reasons:
1. One of the reasons of using warm up is to establish a good
relationship between students and teachers and to set a positive
learning environment
2. Warm up activities will allow everyone to relax
3. Students need a chance to settle down into the class and get their
minds focused on the lesson ahead.
4. Warm up is used to motivate the students so that they become
interested to learn.
5. Teachers can use warm up to get students’ attention at the
beginning of the class.
6. Warm up activities are a good exercise for the students to recall their
background knowledge.
7. Warm up activities will allow them to identify their mistakes and not
make them again.
GENERAL OBJECTIVES
Provide teacher with an instrument aimed to develop oral skills
Help teacher to create a better classroom environment
Help students to learn in a better way
SPECIFIC OBJECTIVES
Motivate students to participat in classroom
Prepare and engage student for the lesson
Increase the confidence to participate more actively in classroom.
Practice oral expression activities every week in classroom
Learning English through motivational
Time
It is recommended that approximately between 5 or ten minutes of class
warm up activities can be developed. Although there is occasions where a
motivational activity can last thirty or forty minutes of class.
Level
Teacher knows the level of his or her students, in eight grade, students have
a A1 level of English according to common european framework. Warm up
activities can be apply to all levels of English.
Material
Teacher should use adecuate didactic resources to apply warm up activities
when it be needed.
Sample of Warm up Activity
NAME GAME.
Sit the students in a circle. Point to yourself and say your name "I'm
Jason". Then students say their names around the circle. You can use a
ball to pass around the circle as each student says his/her name. After going
around the circle a few times get each student to throw a ball to another
student. The student that catches the ball has to say the name of the student
who threw it. This will really test if they were listening!
CONTENT OF THE ACTIVITIES
Warm up 1: COMMANDS
Warm up 2: GUESS WORDS
Warm up 3: KNOCK-KNOCK
Warm up 4: NAME MEMORIZING GAME
Warm up 5: 20 QUESTIONS
Warm up 6: BROKEN TELEPHONE
Warm up 7: ALPHABET SHOPPING
Warm up 8: PERSONAL SPIDERGRAMS
Warm up 9: GUESSING PICTURES
Warm up 10: THE GROUP GAME
Warm up 11: BODY BUILDING GAME
Warm up 12: BLACKBOARD RACE
Warm up 13: FIND SOMEONE WHO...
Warm up 14: BADDITIONAL WARM-UP ACTIVITIES
Warm-up 1
COMMANDS
Good at the beginning of class to wake everyone up! Call out commands
such as: Attention, salute, march in place...stop, sit down, stand up, walk in
a circle, clap your hands...stop, run in place...stop, jumping jacks...stop,
swim in place.... stop, etc. At first students will copy you but later they should
be able to do the commands without you.
Warm-up 2 GUESS WORDS
Objective: Practice I sit a/an...?
Level: Sec. Activities:
PROCEDURE:
With toys, many objects are placed in a bag. You select a student, blindfold
him, and take out an object and say: Is it a /... Is it a /...?
Warm-up 3 KNOCK-KNOCK
PROCEDURE:
This can be used at the beginning of each class. Teach the Ss to knock on
the door before entering the classroom. There are 2 variations for the next
step: 1. When the S knocks, T says "Who's there?". The S replies "It's
(Koji)" and then the T says "Come in (Koji)". 2. When the S knocks the T
must guess who it is "Is that (Koji)?". The S replies yes or no - if no, the T
continues guessing. Having your Ss develop their own knocking styles
makes this even more fun.
Warm-up 4
NAME MEMORIZING GAME
PROCEDURE:
Have children sit in a circle. Start by saying "my name is..." and then answer
a question about yourself. For example, "My name is Jo and I like the color
Purple." The next person says, "This is Jo and he likes the color purple and
my name is Rose and I am 8 years old." The next person says, "That is Jo
he likes Purple, this is Rose and she is 8 and I am Jeremy and I like the
color blue." It is a chain and the kids have to repeat what the last people
have said about themselves. It is hard to be the last person in the circle!
Warm-up 5 20 QUESTIONS
PROCEDURE
One person thinks of an object (person, place, or thing). Everyone takes
turns asking yes/no questions until someone can guess correctly (or until 20
questions are asked). The difficult part is that you cannot ask "wh-"
questions!
Example: PINEAPPLE. Does it talk? No. Does it make life easier? No. Do
you eat it? Yes. Is it something you would eat for dinner? No. Etc...
If someone makes a mistake in forming the question, other club members
can help turn it into a proper question.
Warm-up 6 BROKEN TELEPHONE
PROCEDURE
This listening and pronunciation activity always gets people laughing. The
leader first must think of a sentence or phrase and whisper it to the person
beside her. That person will then whisper what she heard to the next person.
Each person can only say, "Can you please repeat that?" one time. When
the message reaches the end of the chain that person must speak aloud or
write it on the whiteboard. Oftentimes the message will be completely
different when it reaches the end. Try to find out where the chain broke! In
a big group, you can send the message two ways and find out which team
comes closest to the real message. (A famous example is the army
message that started as "Send reinforcements, we're going to advance" and
ended as "Send three and four pence, we're going to a dance.")
Level: Everyone, perhaps better in primary and ESO levels.
Purpose of the activity: To review vocabulary and whole sentences and
grammatical structures in general. Encourage the auditory and oral part of
language learning.
PROCEDURE
Two rows of 4 or five students are formed with a distance of two meters
between each one. At one end of the row there must be one student on the
board and on the other, a student at the end of the class. The teacher goes
to the end of the class and teaches the two ends of each row a sentence in
English. These two students have to communicate this message in a low
voice and in the ear of the next partner in the row and so on until the
message reaches the student or student on the board. This person has to
write the message on the board correctly and the first group with the correct
sentence on the board wins.
Observations: To promote the student's autonomy, the teacher can
supervise and choose a student to direct the activity, the student being the
person who chooses the corresponding phrase. It is important that students
maintain the distance between them.
Alternative: This exercise can be done in a sports hall that has a
blackboard or outside and replace a notebook with a blackboard.
Warm-up 7 ALPHABET SHOPPING
Adapted from BRITISH COUNCIL
Contributed by: Anna Searle
Learning Objective: Recycling irregular past tense (went/bought/found)
and revising vocabulary around shopping/things we own. Age: Any age
above Junior, but works best with teens.
Level: Elementary
Interaction: Whole class
Class Time: 10 minutes (can be extended for more vocabulary).
Preparation/Time: None! You can prepare some pictures of previously
introduced vocabulary around things we own, shopping but good to let the
students use their own examples for a more genuine shopping experience.
PROCEDURE
Line up around the room (sitting or standing, but with teens, it’s good to get
them standing up to add movement to the warmer). Do not explain the
game, other than listen to what I say, and choose an item you want to buy
at market when it is your turn. If you get it right, you remain standing up, if
you get it wrong, you will have to sit down. When you have worked out what
the theme is, shout out! Teacher leads with “I went to market and I bought…”
(Name item bought) e.g. an apple. Student 1 follows “I went to market and
I bought…” (Names item – see variations below) e.g. a banana.
Teacher: “Yes good, next.”
Student 2: follows “I went to market and I bought…” (Names item) e.g. a
carrot
Teacher: “Yes good, next.”
Student 3 follows “I went to market and bought …” e.g. dog food.
Teacher: “Yes good, next.”
Student 4: follows “I went to market and bought…” e.g. shoes.
Teacher: “No, sorry, sit down.”
Student 5: follows “I went to market and bought …” e.g. some earplugs for
my iPod.
Teacher: “Yes good, next.”
The theme here is listing in alphabetical order the items they say they buy,
if a student doesn’t follow the alphabetical order, they sit down. Most groups
can guess the theme is alphabetical by letter G or H, which is good as things
to buy gets more difficult further down the alphabet! You can then continue
with the alphabet with the rest of the class, and invite the students who sat
down to stand up and join in again, in alphabetical order until they have all
practiced the simple phrase and added a vocab item. You can also use this
warmer to work on the pronunciation of difficult past tense irregular verbs.
Variations: To add variety, choose different themes for the sequence:
instead of alphabetic choose only vegetables, or only fruit, or only clothes
items. The students need to work out the theme behind the sequence.
Another variety is to use other relevant past tense irregular verbs “I went to
the zoo and saw….” (an alligator), “I went to a party and met …” (someone
from Angola) for countries, nationalities, etc.
Warm-up 8 PERSONAL SPIDERGRAMS
Adapted from: BRITISH COUNCIL
Contributed by: Justin Hodge
Learning Objective: Get to know you / Yes / No questions.
Age: Junior +
Level: Elementary and above
Interaction: Teacher to whole class, then in pairs.
Class Time: 10-40 minutes
Preparation/Time: 5 minutes
PROCEDURE: Write your name in the middle of the board. Start a spider
chart around it with people, places, dates, hobbies, pets, etc. that are related
to you. Tell students to guess the relationships, but you can only answer
“yes” or “no”. Ask students in pairs to do the same with fewer people, places,
dates, etc.
Variations: 5-10 people, etc.
Further Commentary: Useful to tell the class about yourself. Make sure
students have formed question correctly
Warm-up 9 GUESSING PICTURES
Level: All levels.
Purpose of the activity: Revise vocabulary.
PROCEDURE
In this activity, a student represents on the blackboard one of the words of
the unit, such as "dog" - "dog" and the rest of the class has to guess it. You
cannot use letters or words.
Observations: It is convenient that students raise their hands to answer to
avoid excessive noise.
Alternative: Students can work in pairs or groups and instead of a
blackboard; you can use a notebook or a white board with a label
…………………………………………………………………………………….
Adapted from: BRITISH COUNCIL
Contributed by: Jennie Gant
Learning Objective: To practice asking and answering questions about
things you did in the past.
Age: Any
Level: From Pre-intermediate up to Advanced
Interaction: Pair work
Class Time: 10-15 minutes Preparation/Time: Nothing – all the material
comes from the students (hooray!)
PROCEDURE: Ask students to take a pencil and divide a page in their
notebooks into four squares. Then students (keeping their work secret and
showing nobody) choose a square and in it they should draw a picture or a
symbol which shows something that they did yesterday. Give them a minute
to think and draw (and go around the class whispering possibilities to
anyone stuck for an idea, e.g. if they did their homework, they could draw a
book and a pen – but no words).
Then ask the students to choose another square and draw something to
represent something great they did last month. Then another square and
another sketch for something they did but they hated last year and finally
the last square is for sketching something to represent the best thing they
have ever done in their entire lives!
Remind students that there should be no words on their page of sketches
and allow for a moment of frantic rubbing out. Then ask students to find a
partner. (So you have a room full of pairs – A and B.) Student A should take
Student B’s pictures and talk to B about them, guessing aloud what they
might mean. (Student B should remain silent and allow A to guess, however
wrong she gets it!) Then they switch roles and it’s Student B’s turn to look
at A’s sketches and have a guess.
You should monitor unobtrusively here – a great chance to note down
general errors, which can be worked on later in the lesson.
Then ask the class to stop guessing and start asking. Students try to find
out what their partner’s activities really were by asking questions to which
their partner may only reply with a ‘Yes’ or a ‘No’ (i.e. Student A asks “Did
you go to the beach last month?” Student B replies “No”). Teacher monitors
– another chance to see if you need to work on question formulation, finally
you say, “OK, you may explain now”. Student A can finally tell B about her
pictures and then B can talk about his. (Depending on the level and type of
class, this usually generates some great conversation, as having tried to
work out what the pictures mean, students are very interested in what they
really mean.)
Warm-up 10 THE GROUP GAME
Adapted from: Council of Local Authorities for International Relations (CLAIR) Chiyoda-ku, Tokyo Target language: Numbers 1-12 Target grade: Any
PROCEDURE
All the kids run round the schoolyard or the classroom in a big circle.
The teacher shouts out a number.
The kids have to stop and make groups that contain this number of
people. For example, if the teacher said “3”, then the kids get in
groups of three.
When they get all the members of their team, they sit down.
Repeat from 1.
Warm-up 11 BODY BUILDING GAME!
Adapted from: Council of Local
Authorities for International Relations
(CLAIR) Chiyoda-ku, Tokyo
Target Grade: 1-8
Target English: body parts
Preparation: an inflatable dice
This is the perfect game to play after teaching the song “Heads and
Shoulders.” But the actual scoring system can be used in a variety of other
ways. Make sure the kids remember the words for parts of the body (head,
eye, ear, mouth, nose, arm and leg) before playing.
PROCEDURE
Split the class into six teams. If they are in columns of desks, saying
the left hand column is team 1, the next team 2, etc. is usually the
best.
On the board, draw 6 six limbless, featureless faces and bodies.
Ask the front person in each group to stand up.
The ALT asks the kids who are standing up a question. The quickest
one to answer is the winner.
The winner rolls the inflatable dice.
If they get a “1”, they can draw an eye on their team’s face. If they
have a “2”, they can draw an ear. Similarly, “3” is a nose, “4” is a
mouth, “5” is an arm and “6” is a leg.
But each team can only have one nose, one mouth, and two each of
the ears, eyes, arms and legs. For example, if your team already has
two arms, and you roll another number “5”, then that go is a “pass”
because you cannot add another arm! This really helps the weaker
teams catch up (and sometimes win!)
The next person in each group stands up, and repeats from step 4.
The winning team is the first team to get two eyes, two ears, one
nose, one mouth, two arms and two legs. If time runs out then the
team with the most features is the winner!
The eyes, ears, etc. are drawn on one at a time. Suitable questions include
“What’s this?” and point to your own body, or “show me a ...” where the kids
have to point to their body. This game can also be adapted for junior high
school. Questions to be used there can be based around the current
grammar point (e.g. “Which is bigger, China or Japan?”).
Warm-up 12 BLACKBOARD RACE
Level: All
Purpose of the activity: Review the numbers and vocabulary in general.
PROCEDURE
It is divided into two parts on the blackboard and two students leave as
volunteers. The teacher or a student says a number in English aloud and
the students have to write it. The first or the first to write the number correctly
wins and another student leaves to compete with the winner.
Observations: To increase the autonomy of the students, the teacher can
choose a student to say the numbers aloud and thus the teacher only has
to supervise and observe.
Alternative: You can say, instead of numbers, words in English of the
vocabulary already learned or if not, words in Spanish and students have to
write their translation into Spanish.
Warm-up 13 FIND SOMEONE WHO...
Materials Paper and pens
PROCEDURE 1. Before the class, the trainer or teacher prepares game sheet.
Find someone who...
... likes fishing
... comes from Battambang
... has two older brothers
... can ride a motorbike
... is married
... has two children
2. The trainer or teacher writes the game sheet on the board and the
students copy it.
3. The students then stand up and have to ask each other questions to
find someone who "likes fishing" or "is married". When they find
someone, they must write their name on the game sheet. They should
find a different person for each statement.
Find someone who...
Sophal likes fishing
Thary comes from Battambang
Tivea has two older brothers
Sopheap can ride a motorbike
Sokheng is married
Chetra has two children
Additional Warm up activities
Brainstorm Race. – It allows finding out what students knows about a topic
before you begin a new lesson. It consists of dividing them into teams of
four and presents the topic once it is shown teacher leads big questions, so
students start giving a list of ideas, after that teacher can ask students to
say some definition or conclusion. Each student had to write his or her ideas
on a piece of paper, Peterson (2015)
Icebreaker. - This exercise consists in asking students for questions related
with everyday life at the school for example: to share their top three favorite
things they like to do, Peterson (2015).
If you were….what would you …?- the objective is to catch students
interest through big questions, It consists in a question designed with humor
or polemic, students should answer it, in consequence, all students can
listen and talk about their feelings and point of view, Peterson (2015).
If You Had a Magic Wand. - Magic wands open up amazingly creative
possibilities. It consists in to pass a magic wand around the classroom
before teacher begins a new topic and ask students what they would do with
a magic wand. What information would they want to have revealed? What
would they hope to make easy? Which aspect of the topic would they want
to fully understand? Your topic will determine the kinds of questions you can
ask to get them started, teacher can follow the model of the question as: If
You Won the Lottery, Zeremski (2016).
Super Powers. – This warm up is one of the most used to work with
adjectives. It consists of asking students to self-denominate a superhero
and explain which are their super powers, how do they use them?, and
explain which is or are their weakness.
The rest of students can ask for questions, the objective is to do students have
awareness of the responsibility that a power has and relate it with their personality,
Lund and Zacharias (2016).
Three Words. - This is a fast warm-up that is easily adaptable to any topic. Ask
students to come up with three words they associate with the new topic, for
example: give adjectives to any animals they like and relate them with the real-life
personality, Lund and Zacharias (2016).
Make a circle with a ball. - It consists of putting in a circle to the students
around the class or yard, teacher make a question or say one word, so that
students can answer the question or continue with a word similar the first.
Some teachers use a ball or a glove; it is used to pass the glove while
students say the word. The objective of this activity is review vocabulary or
any grammar structure, Zeremski (2016).
Body movements. - It is also good for classroom commands and
numbers. Stand the students in a line and call out instructions: "Jump 10
times", "Turn around 4 times" etc. Other good ones to use are: run (on the
spot), hop, hands up & down, touch your (body part), stand up and sit down
and star jump.
Spin the bottle. - Sit Ss in a circle with a bottle in the middle. T Spins the
bottle. When it stops spinning the S, it is pointing to has to answer a
question. If the answer is correct, then that S can spin the bottle. This is a
good class warm up activity (e.g. what did you do last weekend? Did it rain
yesterday? What did you have for breakfast this morning?)
DIDACTIC GUIDE BIBLIOGRAPHY
British Council, (2016) Warmers and fillers
Zakhareuski. A, (2017) Why You Should Always Start with a Warmer
Velandia. R, (2008) the Role of Warming Up Activities in Adolescent
Students' Involvement during the English Class
Council of Local Authorities for International Relations (CLAIR), Chiyoda-
ku, Tokyo. (2013) TEACHING MATERIALS COLLECTION