63
A C activ play fun bene say esse in th a fun well cont activ and Scho work see and skills KEY Fun AUTORAS Corina Gua This res vities in a ing with ru activities a efits for the that fun a ential resou his light, for n game thu The res as how fu tains four l vities in th past tens ool from G k, the resu how the fu the teache s by using Y WORDS: Activities, S: arango y A search ha teaching-l les, goals, as integra e teachers activities a urce to en rget that th us pressing search will un activitie esson plan e lesson p se. Two of Gualaceo w ults obtaine un activitie ers. In add a more en : Reading S UNIVE Alicia Naula as been d earning pr competitio al part of s as well a re an imp ncourage s hey are lea g more atte also revie s should b ns to work plans are f these les with studen ed in the E es created dition, the s njoyable an Skill, Young ERSIDAD a ABSTRA eveloped rocess. Fu ons, relaxa learning. T as the stud portant too students to arning and ention to th ew the effe be used w k with begi for practic sson plans nts in eight English cla a motivati students s nd interacti g Learners DE CUEN ACT to empha un activitie ations, and These form dents in im l in Englis o develop s d think of th he materia ectiveness within the c nner stude cing adject s were ap t grades. W assroom w onal enviro succeeded ve means s. CA asize the i es are defi d learning. ms of acti mproving s sh classroo skills like r he learning l. of differen classroom. ents from t tives, noun plied in T When app were very p onment am in develop which are mportance ined as a Teachers ivities hav kills. We c oms; they reading. S g activities nt lesson p This inves ten to twe ns, presen écnico12 lying our r positive. W mong the s ping more games. 1 e of fun form of can use ve many can also are the tudents, s as only plans as stigation lve. The nt tense, de Abril research We could students reading

UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

  • Upload
    others

  • View
    0

  • Download
    0

Embed Size (px)

Citation preview

Page 1: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

activ

play

fun

bene

say

esse

in th

a fun

well

cont

activ

and

Scho

work

see

and

skills

KEY

Fun

AUTORASCorina Gua

This res

vities in a

ing with ru

activities a

efits for the

that fun a

ential resou

his light, for

n game thu

The res

as how fu

tains four l

vities in th

past tens

ool from G

k, the resu

how the fu

the teache

s by using

Y WORDS:

Activities,

S: arango y A

search ha

teaching-l

les, goals,

as integra

e teachers

activities a

urce to en

rget that th

us pressing

search will

un activitie

esson plan

e lesson p

se. Two of

Gualaceo w

ults obtaine

un activitie

ers. In add

a more en

:

Reading S

UNIVE

Alicia Naula

as been d

earning pr

competitio

al part of

s as well a

re an imp

ncourage s

hey are lea

g more atte

also revie

s should b

ns to work

plans are

f these les

with studen

ed in the E

es created

dition, the s

njoyable an

Skill, Young

ERSIDAD  

a

ABSTRA

eveloped

rocess. Fu

ons, relaxa

learning. T

as the stud

portant too

students to

arning and

ention to th

ew the effe

be used w

k with begi

for practic

sson plans

nts in eight

English cla

a motivati

students s

nd interacti

g Learners

 DE CUEN

ACT

to empha

un activitie

ations, and

These form

dents in im

l in Englis

o develop s

d think of th

he materia

ectiveness

within the c

nner stude

cing adject

s were ap

t grades. W

assroom w

onal enviro

succeeded

ve means

s.

CA

asize the i

es are defi

d learning.

ms of acti

mproving s

sh classroo

skills like r

he learning

l.

of differen

classroom.

ents from t

tives, noun

plied in T

When app

were very p

onment am

in develop

which are

mportance

ined as a

Teachers

ivities hav

kills. We c

oms; they

reading. S

g activities

nt lesson p

This inves

ten to twe

ns, presen

écnico12

lying our r

positive. W

mong the s

ping more

games.

1

e of fun

form of

can use

ve many

can also

are the

tudents,

s as only

plans as

stigation

lve. The

nt tense,

de Abril

research

We could

students

reading

Page 2: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

ABS

AUT

AKN

DED

INTR

1

1

1

1

C

AUTORASCorina Gua

STRACT…

THORSHIP

NOWLEGM

DICATION…

RODUCTIO

1.1 WHAT

1.2 ADVAN

1.3 DISADV

1.4 THE RO

1.5 HOW T

CLASSRO

1.6 DECID

1.7 WHEN

S: arango y A

……………

P …………

MENT………

……………

ON…………

ARE FUN

NTAGES O

VANTAGE

OLE OF FU

TO USE F

OOM?........

DING WHIC

N TO USE

UNIVE

Alicia Naula

……………

……………

……………

………………

……………

F

ACTIVITIE

OF FUN AC

ES OF FUN

UN ACTIV

UN ACTIV

.................

CH GAME

FUN ACTI

ERSIDAD  

a

CONTEN

……………

……………

……….……

……………

………………

CHAPT

UN ACTIV

ES?………

CTIVITIES

N ACTIVIT

VITIES……

VITIES TO

................

TO USE …

VITIES? …

 DE CUEN

NTS

……………

……………

……………

……………

……………

TER I

VITIES

………………

……………

IES………

…………

TEACH E

................

……………

…..…………

CA

……………

……………

……………

……………

……………

………..……

……………

………………

……………

NGLISH IN

................

………………

……………

……………

……………

………………

……………

……………

……..……

……………

……..………

………….…

N THE

................

………...…

…………….

2

Pages

.. 1

…. 5

….. 6

… 7

…… 8

…. 9

…… 13

…. 14

…… 15

...... 15

… 16

.… 17

Page 3: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

2

2

2

2

2

2

2

2

D

AUTORASCorina Gua

2.1 DEFINI

2.1.1 INTE

2.1.2 EXTE

2.2 READIN

2.3 HOW D

2.3.1 COG

2.3.2 VYGO

2.4 THE AP

DEVELOP

S: arango y A

ITION……

NSIVE RE

ENSIVE RE

NG PROC

DO YOUNG

NITIVIST T

OTSKY´S S

PPROPIAT

P THEIR R

UNIVE

Alicia Naula

……………

EADING …

EADING…

CESS………

G LEARNE

THEORY B

SOCIAL D

TE WAY 1

EADING S

ERSIDAD  

a

CHAP

READING

……….……

.……..……

…….….……

………..……

ERS LEAR

BY PIAGE

DEVELOPM

11-12 YEA

SKIL………

 DE CUEN

PTER II

G SKILL

………………

……………

………………

……………

RN?……...…

T……..….

MENT THE

RS OLD Y

………………

CA

……………

……………

……………

………………

……………

……………

EORY……

YOUNG LE

……………

……………

……………

……….…....

……………

………….…

………….…

………….…

EARNERS

………………

3

19

. 20

. 20

… 22

. 22

…. 23

….. 25

…… 26

Page 4: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

3

3

3

3

3

3

3

3

AUTORASCorina Gua

FUN A

3.1 LESSO

3.2 LESSO

3.3 LESSO

3.4 LESSO

3.5 APPLIC

3.6 CONCL

3.7 APPEN

3.8 REFER

S: arango y A

ACTIVITIES

ON PLAN F

ON PLAN F

ON PLAN F

ON PLAN F

CATION AN

LUSION…

NDIX………

RENCES…

UNIVE

Alicia Naula

S TO DEVE

FOR ADJE

FOR NOUN

FOR SIMPL

FOR SIMPL

ND RESUL

……………

……………

……………

ERSIDAD  

a

CHAPTE

ELOP REA

CTIVES

NS…………

LE PRESE

LE PAST T

LTS ………

……………

………………

...…………

 DE CUEN

ER III

ADING SK

……….…

………….…

ENT TENS

TENSE……

………….…

……………

……………

…………….

CA

KILL “LESS

………………

……………

SE.…………

………….…

………………

……………

…………….

.……………

SON PLAN

……………

………….…

……………

………….…

……………

……………

…….………

……….……

4

NS”

… 30

…. 35

…. 38

…… 48

…… 53

…. 56

… 57

… 62

Page 5: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

“FU

AUTORASCorina Gua

FACU

UN ACTIV

S: arango y A

LTAD DE

ESCUE

VITIES TO

UNIVE

Alicia Naula

FILOSOFÍ

ELA DE LE

DEVELOP

Corina Gu

Lcd

Cu

ERSIDAD  

a

ÍA, LETRA

ENGUA Y L

TEMA:

P READING

AUTORA

uarango y

TUTORA

a. Verónic

uenca-Ecu

2011

TrabajobtencEspecInglesa

 DE CUEN

AS Y CIEN

LITERATU

:

G SKILL F

AS:

y Alicia Na

A:

ca León

uador

o de Inción del Tialidad da.

CA

NCIAS DE

URA INGL

FOR YOUN

aula

nvestigacióTítulo de Lde Lengu

EDUCACI

ESA

NG LEARN

ón previLicenciadua y Li

5

IÓN

NERS”

o a la as en la iteratura

Page 6: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

C

AUTORASCorina Gua

All the con

…………

Corina Gua

S: arango y A

ntent of thi

……………

arango Faj

UNIVE

Alicia Naula

is monogra

………..

ardo

ERSIDAD  

a

AUTHOR

aph is the e

 DE CUEN

RSHIP

exclusive r

………

Alicia Na

CA

responsibil

……………

aulaAnguis

lity of its au

………………

saca

6

uthors.

……..

Page 7: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

We wa

Director

our Th

S: arango y A

ant to expre

of the Gra

hesis Direc

UNIVE

Alicia Naula

ACK

ess our sin

aduation Co

ctor, who g

ERSIDAD  

a

KNOWLED

ncere than

ourse; but

guided and

 DE CUEN

DGEMENT

kfulness to

especially

supported

CA

T

o Lcdo. Ra

y to Lcda. V

d us along

afael Argud

Verónica L

this projec

7

do,

eón,

ct.

Page 8: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

I

me to fi

daughte

To the p

I

parents

uncondi

which m

Mateo,

eternal a

S: arango y A

want to d

nish my ca

er Nicky, f

people who

dedicate t

, who supp

itional love

made it po

for being

and deep g

UNIVE

Alicia Naula

edicate th

areer. To m

for their pa

o always tr

this work,

ported me

e. To my

ossible for

the reason

gratitude.

ERSIDAD  

a

is work to

my parents

atience, wis

rusted in m

first of all,

with sacrif

husband f

r me to a

n of my lif

 DE CUEN

the peopl

s Enrique a

sdom, guid

me to accom

to God, a

fice, persis

for his abs

chieve my

fe. To them

CA

le who alw

and Regin

dance, sup

mplish this

and with gr

stence, wis

solute love

y goal; to

m, I want

ways suppo

na, and my

pport, and

s goal.

reat love to

sdom, and

e and pati

my dear

to express

8

orted

y little

love.

Corina

o my

their

ence

son,

s my

Alicia

Page 9: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

T

strategie

With so

specify

The follo

learning

School

particula

when th

R

indepen

along w

extensiv

high de

aims to

gramma

reading

more re

four sk

vocabul

W

Accordi

understa

engaged

are in a

interacti

S: arango y A

The teachi

es to help

o many st

which app

owing rese

g process.

from Gual

ar, the role

hey are lea

Reading is

ndently from

with them.

ve and inte

gree of co

o develop

ar, languag

gives lea

eading. Re

ills in the

ary, which

Where do f

ng to Pia

anding th

d, interacti

agreement

ion, and h

UNIVE

Alicia Naula

IN

ing-learnin

p students

trategies f

proaches t

earch inve

The rese

laceo with

e of fun ac

rning a sec

a receptiv

m listening

Reading

ensive read

omprehens

reading sk

ge pattern

arners rich

ading has

e learning

h helps imp

fun activitie

aget theor

eir world.

ively study

t with Piag

e believes

ERSIDAD  

a

NTRODUC

ng process

learn the

from teach

to teaching

stigates th

earch was

a group o

ctivities in

cond langu

ve skill in t

g and spea

has been

ding. Inten

sion and re

kills and b

s, vocabul

h vocabula

been foun

of a sec

prove listen

es play a r

ies, childr

In order

ying the wo

get. He str

s that youn

 DE CUEN

CTION

s includes

material p

hers to ch

g help stud

he role of f

s carried o

of eight gra

regards to

uage.

the written

aking skills

n traditiona

nsive readi

etention ov

build more

lary, and d

ary recogn

nd to be th

cond lang

ning compr

role in teac

ren must

to do so

orld aroun

resses the

ng learner

CA

s a magn

presented

hoose from

dents lear

fun activitie

out in Téc

ades. The

o teaching

mode. It

as well it i

ally divide

ng is a typ

ver a long

e language

detailed m

nition, a h

he most im

uage. Rea

rehension.

ching stude

increase

o, young

d them. Vy

e fundame

rs are curio

nitude of

in the cla

m, it is dif

n more eff

es in the te

cnico 12 d

study foc

g students

can be de

is often de

d into two

pe of readi

g period of

e knowled

meaning).Ex

igh motiva

mportant ou

ading also

ents how t

their capa

learner m

ygotsky´s

ntal role o

ous. Active

9

different

ssroom.

fficult to

fficiently.

eaching-

de Abril

cuses, in

to read

eveloped

eveloped

o types;

ing for a

f time. It

ge (e.g.

xtensive

ation for

ut of the

o builds

to read?

acity for

must be

theories

of social

e young

Page 10: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

learners

between

in share

A

well as

through

F

second

improve

especia

teachers

students

H

how to

using th

The follo

used to

discuss

reading

present

S: arango y A

s will lear

n people a

ed experien

An easy wa

actively p

fun activit

Fun activiti

language,

e their lang

ally with y

s promote

s the chan

However, t

use them

he activity

owing pag

benefit the

in more

, how fun

the results

UNIVE

Alicia Naula

rn from so

and the soc

nces.

ay to mak

participate

ties.

es allow a

, fun activ

guage skil

young lear

e active pa

ce to use t

teachers h

in the cla

and be tho

ges will def

e teaching-

detail the

activities

s of the res

ERSIDAD  

a

ocial conte

cio cultural

ke students

in the cla

a suitable

ities are a

lls and ha

rners. Wh

articipation

the langua

have to kn

assroom.

oughtful of

fine what f

-learning p

e differenc

play a role

search stud

 DE CUEN

ext. He fo

l context in

s interact w

assroom w

environme

a useful too

ave a posit

hen using

from stud

age in real

now what

They mus

f the level

fun activitie

process. In

ces betwee

e in learni

dy.

CA

ocuses on

n which the

within this

with the le

ent. In rega

ol to enco

tive effect

games i

dents in th

communic

games are

st have a c

of ability i

es are and

addition, t

en extens

ng a seco

n the conn

ey act and

social co

arning ma

ards to lea

ourage stud

in the cla

n the cla

he class a

cation.

e appropri

clear objec

n their cla

d how they

this paper

ive and in

ond langua

10

nections

interact

ntext as

aterial is

arning a

dents to

assroom

ssroom,

and give

ate and

ctive for

ssroom.

y can be

will also

ntensive

age, and

Page 11: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

1.1 W

F

competi

we can

improve

acquisit

a break

use the

choose

students

are goi

activities

accordin

students

F

enjoyme

drawing

33).One

activities

complet

chance

T

classroo

S: arango y A

WHAT ARE

Fun activiti

itions, rela

n capture

e students

ion is thro

k from rout

e language

an appro

s. We also

ing to pre

s as well a

ng to the a

s’ success

Fun activiti

ent: Singin

g, coloring

e useful st

s. When

te motivat

for real co

Teachers

om. It is im

UNIVE

Alicia Naula

E FUN AC

ies are de

axations, a

students'

s' skill.

ugh fun ac

tine activiti

e in the c

opriate gam

o have to

esent som

as the appr

age and th

learning.

ies are al

ng, clappi

model-ma

trategy to

using ga

ion of the

ommunicati

need to

mportant to

ERSIDAD  

a

CHAPTE

FUN ACTI

TIVITIES?

efined as

nd learning

attention;

One usef

ctivities. Th

ies, but the

course of

me accord

know whe

me advant

ropriate tim

he level of

l those ac

ng hands

king, and

encourag

ames in t

e students

ion.

assess h

choose an

 DE CUEN

ER I

IVITIES

?

a form of

g. (Hadfiel

they can

ful strateg

hese activi

ey are a w

the game

ding to the

n to use th

tages and

me to use t

f the stude

ctivities tha

s, chanting

games. (B

e languag

the classr

in the cl

ow to us

n appropria

CA

f playing

ld, 5). Thro

provide E

gy to enc

ities are no

way of gett

. As teac

e age and

he game. I

d disadvan

hem and t

ents in ord

at loosely

g rhymes,

Broomfit, M

ge acquisit

room, tea

lass and g

se games

ate time an

with rules

ough fun a

EFL strate

courage la

ot just a di

ting the le

hers, we

d the leve

In this cha

ntages ab

he suitable

er to motiv

involve p

solving p

Moon, and T

tion is to

achers en

give stude

s properly

nd to integ

11

s, goals,

activities

egies to

anguage

iversion,

earner to

have to

el of the

pter, we

bout fun

e games

vate the

play and

puzzles,

Tongue;

use fun

courage

ents the

in the

grate the

Page 12: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

games

limitatio

should b

games i

S

and pre

been co

provide

used to

and so

languag

appropr

F

learning

students

clearly e

can be

and he

purpose

game.

In

stimulat

they wa

and exe

acquire

begin to

they wa

S: arango y A

into the re

ns of the

be. Theref

in class in

Some teach

fer not to u

onsidered

EFL and

improve s

on, fun a

ge proficie

riate why a

Fun activitie

g in particu

s to learn

explained a

very helpf

lp them fo

e of the gam

n playing

te and enc

ant to defea

ercise. Apa

new voca

o realize th

ant others t

UNIVE

Alicia Naula

egular sylla

syllabus,

fore, it may

order to de

hers think

use them i

only for th

ESL stud

students' p

ctivities ar

ncy. The

and how to

es involve

ularly. The

and to h

and well u

ful becaus

ollow the

me, and th

games, c

ourage stu

at the othe

art from ha

abulary al

hat they h

to understa

ERSIDAD  

a

abus and

games oft

y be challe

evelop stud

that develo

n classroo

heir one el

dents more

proficiency

re another

teachers

use them

many fact

e main foc

ave fun. T

understood

se they can

rules. Oth

hey may no

competition

udents to p

er teams. W

aving fun, s

ong with

ave to spe

and what th

 DE CUEN

curriculum

ten cannot

enging for

dents' Eng

oping fun a

om since fu

ement tha

e than fun

such as v

r useful st

only have

in the clas

tors: rules,

cus of usin

To follow a

by the stu

n help stu

herwise, th

ot get the b

n is very

participate

While playin

students le

spelling a

eak or pro

hey are sa

CA

m. Howeve

t be used

teachers t

glish langua

activities a

un activities

at is fun. In

n. Among

visual aids,

rategy to

e to know

ssroom.

competitio

ng games

a game, t

udents. De

dents und

hey will m

benefits the

important

in the activ

ng, studen

earn at the

and pronun

onounce th

ying.

er, because

as much

to try to ad

age.

are a waste

s sometim

n fact, gam

several st

, drama, ro

promote s

what gam

on, relaxat

in class is

the rules m

emonstratio

erstand th

misunderst

ey should f

t because

vity since n

nts have fu

e same tim

nciation. S

he words c

12

e of the

as they

dd some

e of time

es have

mes can

trategies

ole-play,

students'

mes are

ion, and

s to help

must be

ons also

he game

and the

from the

e it can

naturally

n, relax,

me. They

Students

clearly if

Page 13: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

In

the teac

help to

use it in

1.1.1 A

G

stress, a

not lose

teaching

T

that the

competi

are tryin

competi

points a

T

new ide

skills lik

attention

Moreove

F

comforta

in the c

words, t

believed

S: arango y A

n sum, fun

cher to cap

develop s

real comm

ADVANTA

Games are

and give th

e sight of

g.

The main re

ey spur m

itive aspec

ng to bea

itive while

and to win.

Through ga

eas, gramm

ke reading.

n and pa

er, they ca

Fun activit

able, and w

classroom.

texts, and

d that whe

UNIVE

Alicia Naula

n activities

pture the s

students´ s

munication

GES OF F

e effective b

hem the o

their peda

eason why

motivation,

cts of the g

t other tea

playing be

ames, it is

mar, and k

. It can be

rticipation.

an transform

ies can h

want to lea

Students

so forth,

en student

ERSIDAD  

a

let studen

students’ a

skills, prac

.

FUN ACTIV

because th

pportunity

agogical va

y games ar

so stude

games. Mo

ams and

ecause the

possible

knowledge

e clearly se

They ca

m a boring

help lower

arn more b

have to f

which inev

ts play ga

 DE CUEN

nts to learn

ttention an

ctice the la

VITIES

hey provide

for real co

alues, part

re conside

ents beco

oreover, wh

to behalf

ey want to

for a teac

to encour

een that g

an motivat

g class into

r students

because th

face unkno

vitably affe

mes, they

CA

n in a diffe

nd motivate

anguage u

e motivatio

ommunicat

ticularly in

ered effecti

ome very

hen playing

of their te

have a tur

her to intro

rage them

ames can

te student

o a challeng

´ anxiety,

here is a h

own gramm

ect their ab

y relax and

rent way a

e them. Al

nconsciou

on, lower s

tion, so we

second la

ve learning

absorbed

g games, s

eam. They

rn to play,

oduce stud

m to develo

capture s

ts to learn

ging one.

make th

high level o

matical str

bility to lea

d have fun

13

and help

so, they

sly, and

students'

e should

anguage

g aids is

in the

students

y are so

to score

dents to

op some

students'

n more.

em feel

of stress

ructures,

arn. It is

n. Since

Page 14: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

students

efficient

correct

worry an

such as

N

from ha

they wil

learn un

thinking

way with

A

games

languag

conside

drill, a

commun

actually

1.1.2 DI

In

distorted

activity w

languag

the limit

S: arango y A

s know th

tly, they d

themselve

nd stress,

s speaking,

Next, stude

ving fun. T

l learn a g

nconscious

about lan

hin the clas

Another ad

in the clas

ge because

er that gam

nd more

nication. T

speak out

ISADVANT

n some c

d by the in

which is a

ge acquisiti

ted time us

UNIVE

Alicia Naula

hat they a

do not wo

es in every

they can im

, reading, a

ents learn

They do no

grammatica

sly-learn w

nguage an

ssroom.

dvantage

ssroom ca

e students

mes provide

importan

They link s

tside the c

TAGES OF

cases, the

ngenuity o

bsorbing in

ion or else

sually avail

ERSIDAD  

a

are playing

rry about

y single se

mprove the

and so on.

without r

ot worry ab

al rule and

without real

nd begin u

is to inc

n enormou

s have a ch

e as much

ntly, they

students to

lassroom.

F FUN AC

e teacher

f the youn

n itself, bu

e takes too

lable for la

 DE CUEN

g games

making m

entence. W

eir fluency

ealizing th

bout errors

d have a c

lizing they

using it in

crease stu

usly increa

hance to u

h concentra

provide

o the real w

CTIVITIES

uses an

ng learners

ut is an uni

long for to

nguage lea

CA

and want

mistakes, a

When stude

and devel

hat they a

and punis

chance to

are learni

a spontan

udents' pro

ase studen

use it in a

ated practi

an opp

world beca

unsuitable

s. If the tea

important p

oo little retu

arning.

t to comm

and do no

ents are fr

op the skil

are learnin

shment; mo

use it. Th

ing. Stude

neous and

oficiency.

nts' ability

real situat

ce as a tra

ortunity f

ause stude

e game w

acher prov

pay-off in t

urn, it is a w

14

municate

ot try to

ree from

ls easily

g, apart

oreover,

us, they

nts stop

d natural

Playing

in using

tion. We

aditional

for real

ents can

which is

vides an

terms of

waste of

Page 15: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

1.2 THE

T

provides

which la

diagnos

the mos

enjoyab

1.3 HOCLASS

T

with lan

languag

her hea

ingredie

skills fro

languag

wants to

L

whether

teacher

who act

These

pedagog

S: arango y A

E ROLE OF

The inclusio

s an oppo

anguage is

stic tool for

st importan

ble for both

OW TO UROOM?

There are h

nguage te

ge is not n

ad, but so

ents, and h

om the pl

ge teacher

o develop.

Looking at

r a particu

has to kno

ts as a lea

and other

gically suit

UNIVE

Alicia Naula

F FUN AC

on of gam

rtunity for

s used mea

r the teach

nt reasons

h the teach

USE FUN

hundreds o

eaching. A

ecessarily

omeone wh

how they c

ayers. The

r´s point of

(Rixon, 1)

t the lang

ular game

ow if the g

der, or if th

r factors

table for dif

ERSIDAD  

a

CTIVITIES

mes as an

intensive

aningfully a

her, highlig

s for using

er and stud

N ACTIVIT

of games t

An effectiv

the teach

ho has re

can be var

e most ob

f view is a

)

guage skil

will be s

game need

he game w

make diff

fferent circ

 DE CUEN

integral pa

language

and as a m

ghting area

games is

dents.

TIES TO

that can be

ve user of

er who ha

eally thoug

ried to call

bvious way

according

l is a go

uitable for

ds a “maste

will be play

ferent gam

cumstance

CA

art of any

practice, o

means to a

as of difficu

simply th

TEACH

e used in s

f games

as a long li

ght about

forth diffe

y to class

to the skil

ood start w

r a particu

er of cerem

yed by grou

mes pract

s. (Rixon,

language

offers a co

an end, act

ulty. Lastly

ey are imm

ENGLISH

some conn

in the cla

ist of them

them know

erent activi

ify games

ll that the

when con

ular purpo

monies,” s

ups or indiv

ically as

1&2)

15

syllabus

ontext in

ting as a

y, one of

mensely

H IN A

nections

assroom

m in his /

ws their

ties and

from a

teacher

nsidering

se. The

omeone

vidually.

well as

Page 16: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

1.3.1 DE

Gam

for youn

games.

game t

appropr

many fa

It is

requirem

languag

that gam

educatio

Teac

languag

class o

characte

hearted

when th

using a

(Carrier

Ther

students

be cons

In addit

and ove

S: arango y A

ECIDING W

mes can be

ng learner

So teache

to use in

riate and th

actors into

s quite dif

ments. So

ge level, n

mes should

onal mean

chers shou

ge level. Th

or the co

eristics: w

, and high

he game s

game in t

r, 11)

re are fou

s. Age, lan

sidered wh

tion to the

eract some

UNIVE

Alicia Naula

WHICH GA

e used with

rs or begi

ers have a

a particu

he most su

account.

fficult to f

ome game

atures, an

d be used w

ing. Otherw

uld first co

hey should

ontent. Mo

whether the

hly motivat

hould be u

the mornin

r factors t

nguage lev

en choosin

factors m

etimes to h

ERSIDAD  

a

AMES TO

h a very wid

nners. The

a variety of

ular class

uccessful w

find a ga

es must b

nd charact

when they

wise, they

nsider the

d choose t

oreover, t

ey are old

ted to lea

used beca

ng or in the

that a tea

el, interest

ng a game

mentioned,

help stude

 DE CUEN

USE

de range o

ere are a

f choices.

and whic

with their s

me that m

be adapte

teristics. T

y are able t

will be a w

level of th

the game t

teachers

d or youn

rn or not.

ause there

e afternoo

cher shou

ts, and edu

. (Richard,

teachers

ents feel co

CA

of students

great num

However,

ch game

students, te

meets all

d in orde

The most i

o give stud

waste of tim

he game to

that fits the

should c

ng, serious

They sho

is a big d

on, on Mon

uld be awa

ucational b

,192)

should als

omfortable

s. They are

mber of la

in decidin

will be th

eachers m

of the te

er to fit s

mportant f

dents both

me.

o fit their s

e purposes

onsider s

s-minded

ould also c

difference b

nday or on

are with p

background

so be able

e. In fact, t

16

e not just

anguage

ng which

he most

ust take

eachers'

students'

factor is

fun and

students'

s of that

students'

or light-

consider

between

n Friday.

particular

d should

e to play

teachers

Page 17: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

should t

lead the

1.3.2 W

It

be conc

regarde

activity f

to stude

they are

is quite

teachers

teaching

them do

T

playing

classes

can take

Even

different

being u

even th

because

used in

contribu

because

S: arango y A

thoroughly

e game.

WHEN TO U

t is necess

cerned abo

ed as an int

for Friday

ents' skills

e used to

e a good id

s are goin

g them in

oing some

Teachers m

games, w

involving

e this oppo

n though

t learning

sed in an

he nature

e they offe

n the class

utes to st

e of limita

UNIVE

Alicia Naula

y understan

USE FUN A

sary for tho

out how to

tegral part

afternoon

if they are

reinforce

dea to inco

ng to introd

a tradition

written exe

may help s

which can a

learning ru

ortunity to u

games s

styles and

inappropr

of teacher

er several

sroom are

tudents' la

ations of ti

ERSIDAD  

a

nd the gam

ACTIVITIE

ose who w

o use them

of the lang

or for the e

e incorpora

or introduc

orporate ga

duce pres

nal way, (b

ercises, dr

students un

also meet

ules, drillin

use them i

sometimes

d preferen

iate time,

rs, it is sti

good adva

e a very

anguage s

me and c

 DE CUEN

me and its

ES?

want to use

m. We con

guage sylla

end of the

ated into t

ce a gram

ames in da

ent tenses

by simply

rilling, and

nderstand

all the req

ng, and re

n real com

do not

ces, and s

the nature

ill worthy

antages to

effective a

skills and

curriculum,

CA

nature in o

e games as

sider that

abus and n

term. Gam

the classro

mmatical ru

aily classe

s or condit

telling the

answering

these form

quirements

peating. M

mmunicatio

work sinc

some othe

e of games

to try to u

students.

and suppo

proficienc

teachers

order to be

s a learnin

games sh

not as an a

mes can co

oom, partic

ule or struc

es. For exa

tionals, ins

em the rule

g questions

ms of gram

s of the tra

Moreover, s

n.

ce student

er factors

s themselv

use them

Language

ortive activ

cy. Unfort

normally

17

e able to

ng aid to

hould be

amusing

ontribute

cularly if

cture. It

ample, if

stead of

es have

s).

mmar by

aditional

students

ts have

such as

ves, and

in class

e games

vity that

tunately,

have to

Page 18: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

cover a

easy to

Neve

can be

students

recomm

their stu

their goa

S: arango y A

ll the cont

incorporat

ertheless,

used to de

s opportu

mended for

udents in th

als.

UNIVE

Alicia Naula

ents, whic

te games in

it can be s

evelop stu

unity to

teachers t

his way en

ERSIDAD  

a

ch students

nto the cla

seen that g

dents' lang

practice

to try to inc

nhance stu

 DE CUEN

s will be te

ass.

games are

guage lear

commun

corporate g

dents' prof

CA

ested on, s

a very us

rning in or

nication. T

games tha

ficiency an

so it is not

eful tool, a

rder to pro

Therefore,

at may be u

nd help the

18

t always

and they

vide the

, it is

useful to

em meet

Page 19: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

2.1 DEF

R

indepen

develop

literary

compre

Read

learning

essentia

reason w

B

second

mental

meaning

passive

A

and EF

reading

materia

cultures

S: arango y A

FINITION

Reading is

ndently fro

ped along w

tradition.

hension at

ding is a re

g of a sec

al interacti

why stude

Barnett (19

language

process,

g, as man

skill”.

Anderson (

L students

becomes

ls are use

s.

UNIVE

Alicia Naula

a receptiv

om listeni

with them,

Reading c

t the later s

eceptive la

cond langu

ion betwee

nts learn th

989) stated

programs

as the re

nipulation o

1999) also

s and the

s valuable

ed. Studen

ERSIDAD  

a

CHAPT

READIN

ve skill in t

ng and s

, especially

can help b

stages.

anguage pr

uage, part

en langua

he languag

d that read

s and read

eader’s ac

of strategi

o confirmed

most imp

e in the c

nts can de

 DE CUEN

ER II

G SKILL

the written

speaking

y in societ

build voca

rocess. It i

ticularly En

ge and th

ge.

ing is an i

ding is see

ctive partic

es, and a

d that read

portant skil

communica

evelop rea

CA

mode. It

skills as

ties with a

abulary to

s one of th

nglish. Be

hought. Re

mportant s

en “as com

cipation in

s a recep

ding is a ne

l to acqui

ative class

ading skills

can be de

well it i

a highly-de

improve l

he four skil

esides ther

eading is a

skill in fore

mmunicatio

n the crea

tive rather

eeded skill

re. It is cl

s when a

s and und

19

eveloped

is often

eveloped

listening

lls in the

re is an

also the

eign and

on, as a

ation of

r than a

for ESL

ear that

authentic

derstand

Page 20: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

R

need at

reading

cannot f

not read

read is

intensiv

2.1.1 IN

In

compre

reading

patterns

his / he

the curr

learners

more te

supervis

different

students

assist a

they wa

reading

2.1.2 EX

E

motivati

S: arango y A

Reading is

t a certain

in a foreig

find in thei

d English

by readin

e and exte

NTENSIVE

ntensive r

hension an

skills and

s, vocabula

r own leve

riculum. M

s may or m

eacher-cen

sing what

t purposes

s’ reading

and guide s

ant to rea

comprehe

XTENSIVE

Extensive r

on for mo

UNIVE

Alicia Naula

one of th

n point of

gn languag

ir own lang

for pleasu

g. Readin

ensive read

READING

reading is

nd retentio

build mor

ary, detaile

el of readin

ost of the

may not be

ntered; tha

skills or re

s compare

skills, rea

students b

ad. In this

ension.

E READING

reading giv

ore reading

ERSIDAD  

a

he skills th

their lives

ge will be t

guage. It d

ure. We kn

g has trad

ding.

G

s a type

on over a l

re language

ed meaning

ng ability b

time, the

e intereste

at means t

eading tec

ed to exte

ding fluenc

y allowing

way stud

G

ves learne

g. It is evid

 DE CUEN

hat most o

s. Furtherm

to gain acc

does not m

now also th

ditionally b

of readin

long period

e knowled

g). A learn

because th

teacher c

ed in it. It s

teachers h

hniques to

nsive read

cy, and re

students c

dents lear

ers rich voc

dent that t

CA

of the lear

more, the

cess to info

mean that s

hat the wa

been divide

ng for a

d of time.

ge (e.g. gr

er will not

he reading

chooses th

seems tha

have to sp

o use. This

ding which

eading con

choose wh

rn to read

cabulary r

the import

ners will p

main pur

ormation t

some lear

ay people

ed into two

high de

It aims to

rammar, la

be able to

material i

e material

t the instru

pend a lot

s approach

h aims to

fidence. T

hat and ho

more, im

ecognition

ance of ex

20

probably

rpose of

hat they

ners will

learn to

o types:

gree of

develop

anguage

o read at

s set by

, so the

uction is

of time

h serves

improve

Teachers

ow much

mproving

, a high

xtensive

Page 21: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

reading

Bamford

used in

emphas

what to

encoura

S

majoring

selectio

In

different

Student

they wa

pressure

teachers

confiden

H

is a gre

classroo

to be su

ask stu

benefici

reading

improve

They ma

so teach

S: arango y A

has bee

d, 1998; G

the class

sis on read

read base

age further

Studying o

g in Englis

n and read

n conclusi

t ways of

ts can imp

ant to rea

e of unde

s can use

nce and int

Helping stu

at way for

oms. One s

uccessful i

udents wha

al for them

suppleme

e their read

ay be unsu

hers and s

UNIVE

Alicia Naula

n used fo

Grabe, 199

sroom, the

ding as mu

ed on thei

r reading of

only the cl

sh. They sh

d at their ow

ion, langu

learning a

prove the r

ad, what i

ertaking an

e a numbe

terest in re

udents to c

teachers

suggestion

in reading

at they lik

m and how

entary mat

ding skills

ure about h

tudents ne

ERSIDAD  

a

or the imp

97). Becau

e researche

uch as pos

r own ling

f English te

lassroom

hould be di

wn pace.

uage learn

available to

reading sk

nfluence t

n uninteres

er of strate

eading Eng

connect lan

to begin a

n is to ask

. For exam

ke to read

w it can le

erials, in o

, students

how they s

eed to com

 DE CUEN

provement

use the int

er integrat

ssible sele

guistic com

exts.

textbook i

irected to e

ners are s

o improve

kill if they a

their motiv

sting read

egies to in

glish.

nguage lea

ddressing

students t

mple, in a

d and exp

ead them t

order to ch

want to g

should perf

mmunicate.

CA

of readin

tensive ap

tes “extens

ecting free

mpetence a

is not eno

external re

successful

their leve

are allowe

vation to

ding. Besid

ncrease th

arning to th

the motiva

to write wh

reading cl

plain them

to achieve

heck their

get feedba

form certa

ng skill (D

pproach is

sive readin

ly and ind

as an appr

ough for s

eading of th

when the

el of perfo

ed to choo

read, with

des those

heir studen

heir person

ation issue

hat they wa

ass, teach

m how rea

e their goa

comprehe

ack from te

in languag

21

Day and

already

ng” with

ividually

roach to

students

heir own

ey have

rmance.

se what

hout the

factors,

nts’ self-

nal goals

e in their

ant to do

hers can

ading is

als. After

nsion or

eachers.

ge tasks,

Page 22: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

2.2 REA

A

process

decides

strategie

Recognvisual fi

occur on

be inter

Predictorder an

Confirmpredictio

Correctpredictio

Terminacomplet

2.3 HOW

“P

discove

Piaget (

Tongue

T

learners

perceive

S: arango y A

ADING PR

As the read

ses. The b

s which tas

es must em

nition Initiield as wr

nce in eac

rupted by o

ion. - The

nd significa

mation. - If

ons.

tions. - Th

ons are dis

ation. - Th

ted.

W DO YOU

Primary e

r the ways

(1967), Vy

2)

The well k

s pass thro

e, reason,

UNIVE

Alicia Naula

ROCESS

ders move

brain is the

sks must h

mploy. The

iation.-The

ritten langu

ch reading

other activ

brain is alw

ance in sen

f the brain

he brain rep

sconfirmed

he brain ter

UNG LEAR

ducation h

s in which p

ygotsky (1

known as

ough a ser

and under

ERSIDAD  

a

e through th

e employed

handle, whi

e five proce

e brain mu

uage and

activity, ev

vities. ways antic

nsory input

predicts, it

processes

d. rminates th

RNERS LE

has gener

people thin

962), and

pect of P

ries of stag

rstand in m

 DE CUEN

he cycles

d organ th

ich informa

esses it em

ust recogn

initiate re

ven though

cipating an

t.

t must also

when it fin

he reading

EARN?

rally been

nk and lear

Bruner (1

Piaget´s th

ges before

mature ratio

CA

of reading

hat process

ation is av

mploys in re

nize a grap

ading. No

h it is poss

d predictin

o seek to v

nds incons

when the

influence

rn, most no

1966).” (Br

heory hold

e they cons

onal terms.

g, they emp

ses inform

ailable, an

eading are

phic displa

rmally, thi

sible for re

ng as it see

erify its

istencies o

reading ta

ed by atte

otably in B

rumfit, Mo

ds that al

struct the a

.

22

ploy five

mation. It

nd which

e below.

ay in the

s would

ading to

eks

or its

asks are

mpts to

Britain by

oon, and

l young

ability to

Page 23: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

Operati O

the min

which th

experien

learners

“preope

complex

2.3.1 CO

P

1. Senso

2. Pre-op

3. Concre

4. Forma

1.-Senso

It

extends

construc

physica

hearing

A

so is un

other co

child ge

S: arango y A

ions Operations

d. Piaget

he child is

nce, opera

s in the

erational”. A

x understa

OGNITIVIS

Piaget esta

orimotor sta

perational s

ete operati

l operation

orimotor (0

t is the fi

s from birth

cts an und

l, motoric

, and moto

At this age

nable to d

oncepts, P

ets older.

UNIVE

Alicia Naula

are menta

believed t

able to un

ations only

two first

As the bra

anding.

ST THEOR

ablishes fou

age

stage

ons stage

ns stage

0-2 years)

irst of the

h to the ac

derstanding

actions.

or skills.

, the child

distinguish

Piaget belie

ERSIDAD  

a

al transform

hat it was

derstand t

develop a

stages d

ain mature

RY BY PIA

ur stages i

e four stag

cquisition o

g of the w

Young lea

is egocen

itself from

eves that e

 DE CUEN

mations or

operation

he world. W

as the child

do not p

es, the chi

AGET

n cognitive

ges in co

of the lang

world by co

arners jus

ntrist. He/s

m its enviro

egocentris

CA

r manipula

s that prov

While sche

d´s brain de

possess o

ld is capa

e developm

ognitive de

guage. At

oordinating

st have se

she has no

onment. U

sm gradual

tions that

vided the

emas deve

evelops. S

operations,

able of eve

ment

evelopmen

this age, t

g experienc

enses like

o concept o

nlike some

lly reduces

23

occur in

rules by

elop with

o young

hence

en more

nt which

the child

ces with

e vision,

of “self”,

e of the

s as the

Page 24: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

3. - C

4. - F

AUTORASCorina Gua

2. - P T

symbols

world, ra

internal

the lang

operatio

ideas in

Concrete

A

environm

concrete

are now

other ty

Formal Op

C

without

consolid

eventua

abstract

providin

this stag

formal a

S: arango y A

Preoperat

This is the s

s to repres

ather than

presentati

guage. At

on, accord

to new for

Operation

At this age

ment and

e example

w able to g

pes of syst

perational

Children in

being dist

dated. Pia

ally, even i

tions, and

ng logic rea

ge, a child

and abstrac

UNIVE

Alicia Naula

tional stag

second co

sent objec

its though

ions of the

this age,

ing to Piag

ms.

ns Stage (7

e, the chi

develops

es, being u

roup certa

tematic ord

Stage (11

this stage

tracted by

aget maint

if it took u

d new cap

ason and e

d begins to

ct logic.

ERSIDAD  

a

ge (2 to 7)

ognitive sta

cts. The ch

hts. Howev

eir world th

the child

get, is a m

7 to 11 ye

ld is now

logical th

unable to th

in things in

dering.

1 years on

e can con

the conte

tained tha

us until age

pabilities

establishin

o think mo

 DE CUEN

age; at this

hild is still

ver, they a

hrough incr

is unable

mental rule

ars)

able to c

ought. Ho

hink in abs

nto catego

nwards)

ncentrate o

nt, and als

at everyon

e 20. At t

are devel

g abstract

ore as an a

CA

age, the c

dominate

re able to

reasing the

e to perfor

e for manip

carry out

owever, he

stract term

ories, numb

on the form

so they ar

ne would

this stage,

oped in a

relationsh

adult and

child begin

ed by the

form some

e ability to

rm operati

pulating ob

operations

e/she still

ms. Young

ber order,

m of an ar

re establish

reach thi

, thinking

a child, s

hips. By the

he/she ca

24

s to use

external

e simple

acquire

ons. An

bjects or

s on its

requires

learners

and any

rgument

hed and

s stage

involves

such as

e end of

an use a

Page 25: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

In

their ca

tasks un

2.3.2 VY

Vygo

the deve

commun

believes

learning

understa

interacti

products

Vygo

two maj

Social

Soci

develop

develop

Vygotsk

function

level,

(interpsy

(Vygots

The Zon

S: arango y A

n sum, Pia

pacity to u

ntil they are

YGOTSKY

otsky's the

elopment o

nity plays

s that youn

g and

andings/sc

ion preced

s of sociali

otsky’s the

or themes

l Interactio

al interact

pment. In

pment (in

ky felt soc

n in the chi

and late

ychologica

ky, 1978)

ne of Prox

UNIVE

Alicia Naula

aget´s cog

understand

e psycholo

Y’S SOCIA

eories stre

of cognitio

a central

ng learner

the d

chema, So

des develop

ization and

eory is one

:

on

tion plays

contrast

which d

cial learni

ld’s cultura

r, on th

al) and

ximal Deve

ERSIDAD  

a

gnitive theo

d their wor

ogically ma

AL DEVELO

ss the fun

on (Vygotsk

role in th

rs are curio

discovery

ocial Deve

pment; con

d social be

e of the fo

a fundam

to Jean

developme

ng preced

al developm

he individ

then insi

elopment.

 DE CUEN

ories assu

rld. Childre

ature enoug

OPMENT T

ndamental

ky, 1978),

he process

ous and a

and

elopment

nsciousnes

havior.

undations

ental role

n Piaget’s

ent neces

des develo

ment appe

dual leve

ide the

.

CA

ume that c

en cannot

gh to do so

THEORY

role of so

as he beli

s of "mak

ctively invo

developm

Theory a

ss and cog

of constru

in the pro

s underst

ssarily pre

opment. H

ears twice:

el; first,

child (int

children’s i

undertake

o.

ocial intera

eved stron

ing meani

olved in th

ment of

rgues tha

gnition are

uctivism. It

ocess of c

tanding o

ecedes le

He states:

first, on th

between

trapsychol

25

ncrease

e certain

action in

ngly that

ng." He

heir own

new

at social

the end

asserts

cognitive

of child

earning),

“Every

he social

people

ogical).”

Page 26: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

The

under a

solving

occurred

In su

sociocu

(Crawfo

from a

environm

social fu

internali

Piag

its effec

no form

operatio

beginnin

an instru

the wor

achieve

2.4 THELEARN

Y

concept

differenc

about th

S: arango y A

ZPD is th

dult guidan

the prob

d in this zo

um, Vygot

ltural cont

ord, 1996).

culture,

ments. Init

unctions, w

ization of t

get and Vig

ct on intelle

mative effe

ons are de

ng speech

ument or to

rld, but als

e goals take

E APPROPERS DEV

Young lear

ts are form

ces betwe

heir own le

UNIVE

Alicia Naula

he distance

nce and/or

blem inde

one.

sky focuse

text in whi

. Accordin

such as

tially young

ways to co

hese tools

gotsky diffe

ectual deve

ects on th

erived from

h serves a

ool of thou

so the m

es place (B

PRIATE WELOP THE

rners from

med. They

en fact an

earning. Th

ERSIDAD  

a

e between

r with peer

ependently

ed on the

ch they ac

g to Vygo

speech a

g learners

ommunica

s led to high

ered in the

elopment. P

he structu

m action,

regulative

ught, not on

means by w

Brumfit, Mo

WAY THAT E READIN

11 to 12

have their

d fiction. T

hey have d

 DE CUEN

n a studen

r collabora

y. Accordi

connectio

ct and inte

otsky, hum

and writing

develop th

ate needs.

her thinkin

eir views of

Piaget argu

ure on thi

not talk. V

e, commun

nly providin

which plan

oon and To

11-12 YEANG SKILL

are relativ

r own view

They are a

definite vie

CA

nt’s ability

ation and th

ing to Vy

ns betwee

eract in sh

mans use t

g, to med

hese tools

Vygotsky

g skills.

f the nature

ues that th

nking; me

Vigotsky a

nicative fun

ng a syste

nning and

ongue; 3)

ARS OLD

vely matur

ws of the w

ble to mak

ws about w

to perform

he student

ygotsky,

en people

hared expe

tools that

diate thei

to serve s

believed

e of langua

he languag

ental actio

argued tha

nction. It b

m for repre

self-regul

YOUNG

re, so thei

world; esta

ke some d

what they

26

m a task

’s ability

learning

and the

eriences

develop

r social

solely as

that the

age and

e exerts

ons and

at in the

becomes

esenting

lation to

r basics

ablishing

ecisions

like and

Page 27: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

do not l

classroo

are com

aware o

S

second

critical

languag

the critic

to pube

the two

plasticity

normally

acquisit

S

acquisit

maintain

more ef

learners

and 9 ta

older yo

S

advanta

have so

up the

languag

languag

S: arango y A

ike doing.

om. They

mpetent use

of the main

Some of the

language

period hy

ge is an in

cal period f

rty. Lenne

sides of

y. Lenneb

y comple

ion difficult

Students

ion of sec

n this adva

fficient acq

s beginning

ake much l

oung learne

Students in

aged acqu

ome first la

years of

ge skills a

ge. Even t

UNIVE

Alicia Naula

They have

are able to

ers of their

n rules of sy

e earliest s

e focused

ypothesis.

nnate proce

for acquisi

eberg belie

the brain

erg claime

eted at

t.

between

cond langu

antage ove

quirers of s

g the stud

longer to m

ers do.

n the 11-

irers of sc

anguage sk

academic

and begin

hough ado

ERSIDAD  

a

e a develo

o work wit

r mother to

yntax in th

studies of t

on provin

Lenneber

ess determ

ition of a la

eved that a

develop s

ed that late

puberty,

the ages

uage skills

er younger

school lan

y of a sec

master skil

-12 age r

chool skills

kills to tran

c instructio

nning to a

olescents

 DE CUEN

oped sense

th others a

ongue, and

eir own lan

the effect o

ng or disp

rg theoriz

mined by b

anguage fr

after latera

specialized

eralization

making

of 11 an

s, and ove

r students

nguage tha

cond langu

ls needed

range on

s in the se

nsfer, and

on lost wh

acquire sc

can acqui

CA

e about wh

and learn f

d in this co

nguage.

of age on t

proving Le

ed that t

biological f

om roughly

lization (a

d functions

of the lan

post-adole

nd 12 are

er several

. These st

an younge

uage betwe

for academ

arrival m

econd lang

they still h

hile acquir

chool skill

re second

hat happen

from other

onnection, t

the acquisi

enneberg's

he acquis

factors wh

y two year

process b

s), the bra

nguage fun

escent la

e faster

l years' tim

tudents are

r students

een the ag

mic purpos

may be th

guage, sin

have time t

ring basic

ls in the

d language

27

ns in the

rs. They

they are

tion of a

s (1967)

sition of

hich limit

rs of age

by which

in loses

nction is

anguage

in early

me they

e faster,

. Young

ges of 5

ses than

he most

nce they

to make

second

second

e school

Page 28: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

skills at

instructi

O

can be e

of the la

our pup

S

learn fa

children

age, it i

know th

S: arango y A

a fast pac

on easily.

Once youn

encourage

anguage. S

ils to get th

Summarizin

ster and in

n are able t

s easier fo

eir mother

UNIVE

Alicia Naula

ce, they ha

ng learners

ed to becom

Security is

he maximu

ng, we can

n a differe

to recogniz

or them to

r tongue, it

ERSIDAD  

a

ave less tim

s feel secu

me indepe

not an attit

um out of th

n say that y

nt way tha

ze differen

learn a fo

s written a

 DE CUEN

me to mak

ure and co

endent and

tude or ab

he languag

young lear

an younger

nt words an

oreign lang

and oral for

CA

ke up lost y

ontent in th

d adventuro

ility, it is es

ge lessons

rners from

r children

nd its func

guage bec

rm.

years of ac

he classroo

ous in the

ssential if w

s.

11 to 12 y

because th

ctions. Also

ause they

28

cademic

om, they

learning

we want

years old

he older

o, at this

already

Page 29: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

S: arango y A

UNIVE

Alicia Naula

ERSIDAD  

a

CHAPT

 DE CUEN

TER III

CA

29

Page 30: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

CO -To passfash- Toundeadjeread -To adjeclothpuzz

AUTORACorina Gu

Age: 11-12Course: EighSubject: EngAim: At the esentences.

SKILLS/ OMPETENCES

read a short sage about hion clothes. recognize anderline the

ectives in the ding.

find the ectives about hes in the zle.

AS: uarango y Alici

ht glish end of the lesso

d

1.Conceptu -Adjectives:large, small 2. Procedu-Reading -Individual r-Fill in the b-Students idthem correc-Comprehe-Students pskills: readi

ia Naula

on, students w

CONTENTS

ual

: casual, dirty, l, trendy, baggy

ures

reading blanks. dentify adjectivctly in sentencension of the wo

practice two of tng and writing.

UNIV

3.1

will be able to id

S

new, bright, y, formal, etc.

ves and use es. ord in context.the four main .

ERSIDAD DE  

1 LESSON PLA

Theme: ALevel: Be Tim

dentify adjective

METHO

STR -Teacher bewith a warm-Teacher acprevious kn- Review ab-Teacher givthe students-Students w-Teacher chunderstandi-Students preading skilpassage. -Teacher mstudents’ ta

CUENCA

30

AN

Adjectives ginners

me: Fifty minutees, learn how t

ODOLOGICAL RATEGIES

egins the class m up. ctivates studenowledge.

bout adjectivesves instructions

work in pairs. hecks studentsing. ractice their l by reading a

onitors the sks.

es o pronounce th

RES

t’s

. s to

´

Human TeacherStudents MaterialBoard MarkersEraser PencilsHandoutPicturesCopies

hem well, and a

SOURCES

Resources r s

l Resources

ts

apply them in

EVALUA

-Underline tadjectives inpassage. -Find the adthe word se -Fill in the b

ATION

the n the

djectives in earch.

blanks

Page 31: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORACorina Gu

AS: uarango y Alici

3. Attitudin-Student’s a-Respect, to

ia Naula

nal active participaolerance, and c

UNIV

ation. cooperation.

ERSIDAD DE  

- Students preading throadjectives in

CUENCA

31

practice their ough searchingn the puzzle.

g

Page 32: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

Rea

dretrouyou

clothclothcloth

Lfrom

AUTORASCorina Gua

d the pass

Fashi

Fashioessy than users. Womung womenhes are vhes. Nowahes are alw

Sports clothessandalsshoes f

Look at thm the box.

B

S: arango y A

sage abou

ion

on changesthey are men used n used to ery similadays, peopways comclothes ar

s like jeanss and formfor men.

e pictures

Baggy Cas

UNIVE

Alicia Naula

ut fashion

s. A hundnow. Mento wear lonwear mini

ar. Many pple wear c

mfortable. Tre very cos, jackets,

mal black

s and writ

sual Dirty F

ERSIDAD  

a

and unde

red years used to ng skirts askirts. Todpeople weclothes to lThey look omfortable., and trainshoes. Th

te the corr

FloweryDre

 DE CUEN

erline the a

ago, clothwear heavnd dressesday, men´sear jeans, look good good both

. Teenageners, too. here are e

rect adjec

essy Sma

CA

adjectives

hes were vy jacketss. In the 19s and wom

T-shirts and be co

h in men ars like to Women wlegant bla

ctive. Choo

all Striped

s.

more s and 960s,

men´s and other

omfortable.and womewear casu

wear colorfck or brow

ose the ad

Large

32

r casual . Casual en. ual ful wn

djective

Page 33: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

F

AUTORASCorina Gua

Find the

S: arango y A

adjective

UNIVE

Alicia Naula

es in the

ERSIDAD  

a

e word se

 DE CUEN

earch.

CA

33

Page 34: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

Bagg

Larg

Strip

AUTORASCorina Gua

gy Brigh

ge Medi

ped

S: arango y A

htCasual

um New

UNIVE

Alicia Naula

Clean

w Small

ERSIDAD  

a

Dirty

Tight

 DE CUEN

 

Flowery

Trendy

CA

Formal

Stylish

 

 

 

 

 

 

h

34

 

 

Page 35: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

CO-To abouzoo”the n -To nounpuzz

AUTORACorina Gu

Age: 11 – 12Course: EighSubject: EngAim: At the eSKILLS/

OMPETENCESread the text ut “A day in the” and underlinenouns.

find some ns in the zle

AS: uarango y Alici

2 ht glish end of the lesso

e e

1.ConceptuNouns: Pautiger, crocodlion, banana 2. Procedu-Read in pa-Demonstra-Motivation -Students id-Comprehe-Students pskills: readi 3. Attitudin-Student’s a-Respect, to

ia Naula

on, students wCONTENTS

ual ul, friends, elepdile, giraffe, juna, kangaroo, et

ures airs ation

dentify nouns ansion of the wo

practice two of tng and writing.

nal active participaolerance, and c

UNIV

3.2

will be able to reS

phant, zoo, ngle, monkey, tc.

and write them.ord in context.the four main .

ation cooperation

ERSIDAD DE  

2 LESSON PLATheme: NLevel:BegTime: Fifty

ecognize nounsMETHO

STR

.

-Teacher bewith a warm-Teacher acprevious kn-Teacher givthe students-Students w-Teacher chunderstandi-Students preading skiltext “ A day -Teacher mstudents’ ta-Teacher chunderstandicomprehens-Students pspeaking.

CUENCA

35

AN Nouns ginners y minutes s, and know ho

ODOLOGICAL RATEGIES egins the class

m up. ctivates studenowledge. ves instructions.

work in pairs. hecks students ing. ractice their l by reading thein the zoo” onitors the sks.

hecks the studeing through sive exercises.ractice their

ow to use themRES

t’s

s to

e

ents

.

Human TeacherStudents MaterialBoard MarkersEraser PencilsPhotocoPicturesNoteboo

m SOURCES

Resources r s

l Resources

opies

oks

EVALUA

-Read the te“A day in thand recognnouns in the -Write the cnoun under pictures. -Find the nopuzzle

ATION

ext about e zoo” ize the e text.

correct the

ouns in the

Page 36: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

Rea

AUTORASCorina Gu

ad the text

S: uarango y A

t and und

Alicia Naul

erline the

UNIVE

a

nouns.

ERSIDAD  

 DE CUEN

CA

36

Page 37: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORASCorina Gu

Write the Word bank

bird cat turtle.

 

 

S: uarango y A

words fromk dog

Alicia Naul

m the word

fish

 

 

 

 

UNIVE

a

d bank und

ERSIDAD  

PET PUZZ

der the corr

hamste

 DE CUEN

ZLE

rect picture

er rabbi

CA

es and find

it snake

37

d them in th

e

he grid.

Page 38: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

ACSA

SCOMP

-To reaand gu -To unverbs wsimplethe rea

AUTORAS:Corina Guar

Age: 11 – 12 Course: Eight Subject: EnglisAim: At the end

SKILLS/ PETENCES

ad the story uess its title.

derline the which are in present in

ading.

rango y Alicia N

sh Language d of the lesson

1.Conceptual-Verbs 2. Procedure-Reading -Individual pra-Demonstratio-Motivation -Fill in the blan-Students idencorrectly in se-Comprehenscontext. -Students pracskills: reading

Naula

, students will b

CONTENTS

l

s

actice ons

nks ntify verbs and

entences ion of the voca

ctice two of theand writing

UNIV

3.3

be able to use

use them

abulary in

e four main

ERSIDAD DE  

3 LESSON PL

Them Level

the simple pre

METHODSTRAT

-Teacher begiwith a warm u-Teacher activprevious know-Teacher givesthe students.-Students wor-Teacher checunderstanding-Students pracreading skill bystory. -Teacher monstudents’ tasks-Teacher checunderstanding

CUENCA

38

LAN

me: Simple Pres Beginners Time:

esent correctly

OLOGICAL TEGIES

ns the class p

vates student’s wledge s instructions to

k in pairs cks students g. ctice their y reading a

itors the s cks the studentg through

sent Tense

Fifty minutes and know how

RESO

o

ts

Human ReTeacher Students Material RBoard Markers Eraser Pencils PhotocopiePictures scissors

w to use it.

OURCES

esources

Resources

es

EVALUAT

-Read the textguess the titlestory. -Underline thewhich are in thsimple presenin the text. -Cut the stripethe words, andthe correct sentences. _Write the thirperson singula

TION

t and of the

e verbs he t tense

es, read d form

rd ar form

Page 39: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORAS:Corina Guar

rango y Alicia N

3. Attitudinal -Student’s act-Respect, tole

Naula

tive participatioerance, and coo

UNIV

on. operation.

ERSIDAD DE  

comprehensiv

CUENCA

39

ve exercises. of the verbs. _ Find some vthe puzzle.

verbs in

Page 40: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORCorina G

fathe

moth

killed

wild

in o

begi

One

tries

hand

marr

RAS: Guarango

_____

This sto

er gets ma

her. The s

d, but the h

beasts to

ne of the

nning, they

day, when

to kill her

dsome prin

ried, and liv

y Alicia Na

READ TH

_________

ory is abo

arried with

stepmothe

hunter doe

kill her. Sn

beds. Th

y are scare

n the dwar

r with a po

nce comes

ve happily

UNIV

aula

HE STORY

_________

ut a little

another w

r is jealou

esn´t do tha

now White

en the se

ed and sur

rfs leave he

oison apple

s and kisse

forever.

VERSIDAD

Y AND TRY

_________

princess w

woman. H

us of her

at. He leav

finds a littl

even dwarf

rprised, bu

er alone in

e. Howeve

es her. The

 D DE CUEN

Y TO GUE

_________

whose mo

e gets ma

beauty. S

ves her in t

le cottage

fs that live

t finally the

n the cottag

er, snow w

ey ride aw

NCA

ESS ITS TI

_________

other is de

arried to g

heorders S

the woods

in the woo

e there re

ey allow he

ge, the evi

white just fa

way togethe

40

ITLE.

____

ead. After

ive her da

Snow Wh

pretending

ods and fal

eturn home

er to live w

l queen co

alls asleep

er on his h

that, her

aughter a

ite to be

g that the

ls asleep

e. At the

with them.

omes and

p. Then a

orse, get

Page 41: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

G

C

AUTORCorina G

GrimmsFairy

Cut the str

RAS: Guarango

ytales:poste

ripes and

y Alicia Na

edbyrarraya

form the c

UNIV

aula

anov. 05 Mar

correct se

VERSIDAD

rch 2011.We

entences.

 D DE CUEN

eb.02 Nov.2

NCA

2011.

41

Page 42: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORCorina G

 

RAS: Guarango y Alicia Na

UNIV

aula

VERSIDAD

 D DE CUEN

 

 

NCA

42

Page 43: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORCorina G

RAS: Guarango y Alicia Na

UNIV

aula

VERSIDAD

 D DE CUEN

NCA

43

Page 44: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORCorina G

RAS: Guarango y Alicia Na

UNIV

aula

VERSIDAD

 D DE CUEN

NCA

44

Page 45: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORCorina G

 

RAS: Guarango y Alicia Na

UNIV

aula

VERSIDAD

 D DE CUEN

 

NCA

45

Page 46: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORCorina G

 

Answer A farmeA chef iA dentisA pilot is READ T

RAS: Guarango

r key

er is a perss a personst is a perss a person

THE VERB

Write   _

Listen  _

y Alicia Na

son who grn who cookson who fixn who flies

BS AND W

_________   

_________    

UNIV

aula

rows cropsks food. xes teeth.planes.

WRITE THE

                 Ta

                Wa

VERSIDAD

.

E THIRD P

lk   ________

ash  _______

 D DE CUEN

 

ERSON S

____        Wat

___         Spea

NCA

INGULAR

tch  _______

ak  ________

46

FORM.

_____ 

____ 

Page 47: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORCorina G

FIND TH

RAS: Guarango

HE FOLLO

y Alicia Na

OWING VE

UNIV

aula

ERBS IN T

VERSIDAD

HE PUZZL

 D DE CUEN

LE.

NCA

47

Page 48: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

ACSA

SCOM

-To reasentencmatch tcorresppicture. -To recverbs wthe pas

AUTORAS:Corina Guar

Age: 11 – 12 Course: Eight Subject: EnglisAim: At the end

SKILLS/ PETENCES

ad the ces and them with the ponding .

cognize the which are in st tense.

rango y Alicia N

.

sh d of the lesson

1.Conceptual Verbs in the paIrregular verbs. 2. Procedures-Individual read-Demonstration-Motivation -Fill in the blank-Students answ-Students practskills: reading, 3. Attitudinal -Student’s activ-Respect, tolera

Naula

, students will b

CONTENTS

ast tense: Regula.

: ding ns

ks wer the teacher’stice three of the speaking, and w

ve participationance, and coope

UN

3.4 LESSO

be able to use

ar and

s questions four main

writing.

eration

IVERSIDAD D 

ON PLAN FOR

the correct for

METHODSTRA

-Teacher beginswarm up. -Teacher activaprevious knowle-Teacher gives instructions. -Students work -Teacher checkunderstanding.-Students practand speaking. -Teacher monitotasks. -Students practspeaking by shadebating informthe reading.

 DE CUENCA

48

R PAST TENSE

Theme: SimpLevel: BeginnTime: Fifty m

m of the verb i

OLOGICAL TEGIES

s the class with

ates student’s edge. students

in pairs. ks students

tice their reading

ors the students

tice their aring and

mation based on

E

ple Past Tenseners inutes n the past tens

RESO

a

g

s’

Human ResTeacher Students Material ReBoard Markers Eraser Pencils PhotocopiesPictures handouts

se.

OURCES

sources

esources

s

EVALUAT

-Match the sentwith the corresppicture. -Read the sente -Play a game msentences usingsimple past. -Write sentencepast tense accothe picture.

TION

tences ponding

ences.

making g the

es in the ording to

Page 49: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORASCorina Gu

READ TTHE PIC

She

One

She

Wh

Som

A w

(Rita P

S: uarango y A

THE SENTCTURES. U

e always co

e night, a m

e walked in

en the bea

me men fo

woman onc

Ponce, Mar

Alicia Naul

ENCES AUSE NUM

overed her

man follow

n the street

autiful lady

llowed her

ce lived in G

rlene River

UNIVE

a

LEGEN

ND ORDEBERS TO

r face with

wed her to f

ts after mid

y turned rou

r every nig

Guayaquil.

ra, Irene R

ERSIDAD  

NDS OF E

ER THE EVORDER T

a veil.

find out wh

dnight.

und, she lif

ht, but she

. People na

Rosero, and

 DE CUEN

ECUADOR

VENTS OFTHE STAT

ho she was

fted her ve

e suddenly

amed her T

d Kari Kille

CA

F THE STOEMENTS.

s.

eil to show

disappear

The Veiled

er, 60)

49

ORY ACC

her face; i

red.

d Lady.

CORDING T

t was a sk

TO

ull.

Page 50: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

the

Do ___

AUTORASCorina Gu

Write affirmverb.

Play (On _________

Drink (Las_________

homework_________

S: uarango y A

mative sen

n vacation)

_________

st night) _________

k (Yesterd_________

Alicia Naul

ntences us

)

_________

_________

ay)

_________

UNIVE

a

ing Simple

____

_____

____

ERSIDAD  

e Past tens

___

__

 DE CUEN

se under ea

Ride

_________

Go (_________

Eat _________

CA

ach picture

e ( Last we

_________

(Last mont_________

( This mor_________

50

e. Use the

eekend)

_________

th) _________

rning) __________

correct for

_____

_________

__________

rm of

_

___

Page 51: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

S

AUTORAS:Corina Guar

Start

rango y Alicia N

go to school

Ph

play baseball

msf

read a book

bsb

sing a song

Ctr

fix a bike

Play the piano

G2s

go to the park

Naula

Paint a house

do hom

meet some friends

Go squ

buy some bread

scogoa

winpri

Clean the room

getA+

Go Ahead 2 squares

gean

finhom

UN

the mework

Rulmovmaksenthe useExaI pla

back 2 uares

ore a al

n a ize

takbus

t

Ridhor

go hiki

et ngry

TradPlac

nish the mework

maksno

IVERSIDAD D 

Let´s P

les: Roll the diceve your piece. Yke a past tense

ntence with the wsquare. You mu

e an expression oample; ayed baseball las

e the s

wrilett

e a rse

Whenyou hexpre

ing (1)yest(2) lasweeke (3) twago (4) las(5)twoago (6) las

de ces

ke a wman

 DE CUENCA

51

Play

e and ou must

words in ust also of time.

st week.

te a ter

Send an email

n you roll the dichave to use the ession below:

terday st end wo days

st month o months

st year

GoBack 1

eabu

take apictur

drink milk

Trade places

Climb a tree

studymath

e

o

go fishing

at ug

a re

call afrien

y

take bath

drawpictu

find some money

a nd

brush your teeth

Kiss a frog

watch a game

Go Ahead2

w ure

start homework

win a game

d

Page 52: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AUTORAS:Corina Guar

rango y Alicia N

catch a cold

Sm

Naula

See a movie

UN

go skiing

say “he

IVERSIDAD D 

llo”

 DE CUENCA

52

go camping

say “thanks”

listen to music

FINISH 

Page 53: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

F

based o

activities

process

the two

eight ye

T

applied

schema

Target g

Level:

Time: 5

Aim: A

following

bright, la

Materiaindividu

Warm u

Presentwith the

the mea

recogniz

S: arango y A

For the pre

on diverse

s like gam

s. The les

lesson pla

ear of Basic

The lesson

in Técnic

a:

group: Eig

beginners

50 minutes

At the end

g adjective

arge, smal

als: Hando

ally.

up: Quick L

tation:The

e adjectives

anings of t

ze the adje

UNIVE

Alicia Naula

APPLICA

esent resea

e readings

mes and ot

sson plans

ans. The st

c Educatio

n plan for

co“12 de

ght grade

d of the le

es from th

ll, baggy, d

outs of the

Link

eteacher g

s given in t

the adject

ectives, an

ERSIDAD  

a

ATION AN

arch work,

to practic

ther activiti

are deve

tudents wh

on.

r Adjective

Abril” hig

esson, stu

he reading

dressy, and

reading, h

gives stude

the handou

ives. After

d underline

 DE CUEN

D RESULT

we have d

ce the read

ies to use

loped for b

ho worked

es and Si

h school

udents will

g: casual,

d trendy.

handouts o

ents a few

ut. If neces

r that, stud

e them.

CA

TS

developed

ding skill t

it in a mo

beginner le

in this pro

imple Pre

according

l be able

dirty, new

f other act

w minutes t

ssary, the t

dents have

four lesso

through so

otivational

evels. We

oject were f

sent Tens

g to the f

to recogn

w, striped,

tivities in p

to get fam

teacher he

e to read t

53

on plans

ome fun

learning

applied

from the

se were

following

nize the

flowery,

airs and

miliarized

elps with

the text,

Page 54: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

Practiceadjectiv

takes 5

Meaninthe adje

sentenc

adjectiv

question

answer

she has

Producstudents

Evaluattheir we

“My bes

represe

students

Target g

Level: B

Time: 5

Aimfollowing

hires, fin

S: arango y A

e:In this a

e under th

minutes.

gful practectives by

ces orally.

e for eve

ns like “w

“casual cl

s.

ction: At th

s, and they

tion: Stud

earing cloth

st friend l

ntation in o

s are aske

group: Eig

Beginners

50 minutes

: At the e

g verbs fr

nd, fall, etc

UNIVE

Alicia Naula

activity, stu

he picture

tice: At the

y showing

After that,

ery studen

what kind o

lothes” or

e end of th

y have to a

dents have

hes by usin

likes to w

order to cr

d to talk ab

ght grade

end of the

rom the re

c.

ERSIDAD  

a

udents hav

and find

e beginning

some flas

, the teach

nt in the

of clothes

some othe

he class, th

answer the

e to talk a

ng adjectiv

wear baggy

reate their

bout their c

lesson, s

eading. Sle

 DE CUEN

ve to reco

adjectives

g, the teac

shcards to

her gives a

classroom

do you l

er word ac

he teacher

e questions

about their

ves. The te

y jeans, a

own sente

close friend

tudents w

eep, get,

CA

ognize and

in the pu

cher presen

o the stud

a little pap

m. Next, t

ike to we

ccording to

r asks som

s in a writte

r close frie

eacher mod

and the st

ences. For

ds.

will be able

let, live, c

d write the

uzzle. This

nts the me

dents and

per with a

the teach

ear?” the s

o the pape

me question

en form.

ends and d

dels the se

tudents fol

grading pu

e to recogn

come, ride

54

e correct

s activity

aning of

forming

different

er asks

students

er he or

ns to the

describe

entence,

llow the

urposes,

nize the

, marry,

Page 55: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

Materia

Warm u

Presentand the

helps w

teacher

and the

Practicethe stor

the verb

work in

Meaninforms. S

adding -

Evaluatwhole le

With

recogniz

contexts

Sinc

provoke

being in

S: arango y A

als: A copy

up: Bingo

tation: Stu

e teacher e

with the m

gives the

n they hav

e: First, st

ry. Second

bs. Third, t

groups of

gful practStudents h

-s or -es.A

tion: The

esson sinc

h this readi

ze verbs i

s.

ce the mom

ed created

nvolved in t

UNIVE

Alicia Naula

y of the rea

udents are

explains th

meanings o

handout w

ve to guess

tudents ha

d, students

the teache

three, by f

tice: The t

have to cha

Also, they h

evaluation

e it cannot

ing, studen

n the simp

ment these

great exp

these tasks

ERSIDAD  

a

ading and a

e given a

he meaning

of the unk

with the re

s the title o

ve to unde

have to r

er gives so

forming cor

teacher giv

ange them

have to find

n is being c

t be physic

nts have th

ple presen

activities w

ectations,

s, perform

 DE CUEN

a handout

few minut

gs of the v

known ver

ading. Stu

of the story

erline the v

ead aloud

me cut str

rrect sente

ves a list o

m into the th

d some ver

considered

cally grade

he opportu

nt tense an

were prese

and stude

ing all of th

CA

of exercise

tes to obs

verbs. If n

rbs. At th

udents hav

.

verbs in th

after they

ripes. Next

ences in pr

of verbs wr

hird perso

rbs in the p

d in every a

d.

unity to pra

nd use the

ented in th

ents showe

hem withou

es per stud

serve the p

ecessary,

he beginn

e to read t

e present

y finish und

, students

resent tens

ritten in the

n singular

puzzle.

activity alon

actice read

em in the

he classroo

ed their inte

ut any diffic

55

dents.

pictures,

teacher

ing, the

the text,

tense in

derlining

have to

se.

eir basic

form by

ng the

ding and

different

om, they

erest for

culties.

Page 56: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

A

since d

emotion

their rea

abilities

F

interact,

student

told us

interacti

use of th

F

also spe

lesson

success

be very

motivati

T

inattenti

would b

S: arango y A

After conclu

developing

ns in the cl

ading throu

and starte

Fun activit

, and lea

from eigh

that he r

ive strateg

he languag

Fun activitie

eaking, wri

in order to

sful. One o

y creative

ng activitie

Teachers m

ion to clas

be impleme

UNIVE

Alicia Naula

uding our r

reading

assroom. W

ugh fun ac

ed to read w

ies offer

rn effectiv

ht grades f

really enjo

gies since

ge.

es can be

iting, and l

o motivate

of the mos

in facilita

es such as

must vary

ss. Teach

ented in the

ERSIDAD  

a

CONCLU

research, w

skills thro

When the

ctivities, th

without fea

the oppor

vely the t

from Técn

oyed readi

they allow

applied to

istening. T

e and enga

t importan

ating the t

games.

the fun

hers have

e lessons.

 DE CUEN

USION

we were re

ough fun

students w

ey felt mo

ar.

rtunity to

target lang

nico12 de

ng a pass

w him to fe

improve n

Teachers c

age stude

t suggestio

teaching-le

activities i

to select

CA

eally please

activities

were encou

ore confide

make stu

guage. Jo

AbrilSchoo

sage or a

el more co

not only the

can use fun

nts, makin

ons is that

earning pr

in order t

different

ed with the

brought

uraged to

ent in their

udents par

osé Quich

ol from Gu

text usin

onfident ab

e reading s

n activities

ng the clas

t teachers

rocess, em

o avoid s

fun activit

56

e results

positive

improve

reading

rticipate,

imbo, a

ualaceo,

g these

bout the

skill, but

in each

ss more

have to

mploying

students’

ties that

Page 57: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

W

Q

B

F

G

DetcDsyoi

AUTORASCorina Gua

WARM-UP

QUICK LIN

Size of Gr

Focus: en

Descriptioeveryone group of fexample, month, or

Expected

BINGO GA

Focus: So

Group: 20

Descriptioenjoy. Bingto play. Prcall sheDistribute Bshould pulyoung learon the callis made on

S: arango y A

PS

NK

roup: 20

nergizer, so

on: As thequickly joifour is foreveryone people wit

Outcome

AME

ocialization

0

on:Bingo isgo is also arepare diffeet and Bingo chal out one irners will tled word ifn a card, th

UNIVE

Alicia Naula

APPEN

ocialization

e group leins in a grmed, the with the sth the same

e: group co

and fun

s a simple a convenieerent BING

put tharts to eacimage, desthen placef it is on thhe child wit

ERSIDAD  

a

NDIX

n, fun

eader shouroup of foleader sh

same colore Zodiac s

ohesion, fu

game thaent game aGO cards fe squarch child (escribe it, a

e pennies, heir card. Wth that card

 DE CUEN

uts out "gour. At anyhouts out ar shoes, pesign, etc.

n.

t people fras it doesnfor each cres into each card and show it

fun foam Winning, ond calls out

CA

et into groy time, eveanother ineople born

rom many 't require a

child and aa hat

should bt to the yopieces or nce a predBINGO.

oups of foen before

nstruction. n in the sa

different aa lot of insta grid. Cut or a e different

oung learnesomething

determined

57

our," the For

ame

ages can tructions t out the

bowl. t). They ers. The g similar d pattern

Page 58: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

S: arango y A

UNIVE

Alicia Naula

ERSIDAD  

a

 DE CUEN

CA

58

Page 59: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

S: arango y A

UNIVE

Alicia Naula

ERSIDAD  

a

APPLICA

 DE CUEN

ATION

CA

Stbingo beginclass.happywon s

Spuzzthe of t

59

tudents pla at the ning of th They felt

y because ome prize

Solving a zle during applicatiothe activit

ay

e t they

es.

on y.

Page 60: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

S: arango y A

UNIVE

Alicia Naula

ERSIDAD  

a

 DE CUEN

CA

Studeight yeaEducatiosome actthe applilesson pl

exadho

60

ents from ar of Basicon, making tivities durication of oan project

Teacher xplaining abdjectives, anow to use t

c

ring our .

bout nd hem.

Page 61: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

S: arango y A

UNIVE

Alicia Naula

ERSIDAD  

a

 DE CUEN

CA

csat

Teachecontrollingstudents’ activities the class 

61

er g

during

Page 62: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

“Cogniti

Anderso

process

reading

Barnett,

Course

Dec 200

Barnett,

Course

Dec 200

Beare K

Skills; T

Brumfit,

children

Carrel,P

Second

de Ame

Carrier,

Kong, 1

S: arango y A

ion and De

on, R. C.

ses inreadi

research.

, Marva. “

Articulatio

08, Web. 2

, Marva. “

Articulatio

08,Web. 2

Kenneth. A

The New Y

, Christop

n,”China, L

Patricia ,

d Language

erica, 1998

Michael;“G

990. Print.

UNIVE

Alicia Naula

evelopmen

, & Pears

ing compr

New York

“Teaching

on.” Wiley

21 Oct 201

“Teaching

on.” Wiley

1 Oct 2011

About.com

ork Times

her; Moon

ongman G

Devine, Jo

e Reading

. Print.

Games an

.

ERSIDAD  

a

REFERE

nt.” Home A

son, P. D

ehension.

k: Longman

Reading

online lib

1.

Reading

online libr

1.

: English a

Company

n Jayne;

Group Ltd,

oanne,Esk

g,” Cambri

d Activities

 DE CUEN

NCES

As A2 link.

D. A sche

In P. D. P

n. n.d. Web

Strategies

brary:Article

Strategies

rary:Article

as a 2nd L

,2011. We

Tongue R

1995. Prin

kery, David

dge Unive

s for the La

CA

n.d. Web.

ma-theore

Pearson (E

b ,21 Octo

: How Me

e first pub

: How Me

e First pub

Language;

eb, 24 Octo

Ray. “Tea

t.

d; “Interac

ersity Pres

anguage L

26 Octobe

tic view o

Ed.), Hand

ber 2011.

ethodology

blished On

ethodology

blished On

Improve R

ober 2011

aching En

ctive Appr

ss, Estado

earner, “ H

62

er 2011.

of basic

dbook of

y Affects

nline: 31

y Affects

nline: 31

Reading

.

glish to

roach to

sUnidos

Hong

Page 63: UNIVERSIDAD DE CUENCA ABSTRA CTdspace.ucuenca.edu.ec/bitstream/123456789/2132/1/tli327.pdfesson plan e lesson p e. Two of ualaceo w lts obtaine n activitie rs. In add a more en Reading

AC

AUTORASCorina Gua

Haldfiel

Thomso

Lantern

Lee, W

Univers

Ponce,

English

2010.

Rayburn

Resourc

Richard

Group.1

Rixon, S

Macmill

The Na

Langua

DC; 200

S: arango y A

d, Jill; “In

on Publishi

fish ESL, “

R. “Langu

ity Press,

Rita; Rive

2,”Third E

n, Jenna.”

ce.net.n.d.

d, Patricia;

1996. Web

Shelagh;”

an Publish

ational Ca

geTteachin

03-2004. W

UNIVE

Alicia Naula

ntermediat

ing Compa

“Reading P

uage Teach

1979. Prin

era Marlen

Edition, Ec

Fun Read

Web. 21 O

“Making It

b. 15 octob

How to us

hers Ltd, 19

apital Lan

ng,” Strate

Web. 24 O

ERSIDAD  

a

te Commu

any, 1995.P

Packet Puz

hing Game

t.

ne; Rosero

uador. Min

ding Activit

October 20

t happen.”

er 2011.

se Games

981.Print.

guage Re

egies for D

October 201

 DE CUEN

unications

Print.

zzles” 2009

es and Con

o Irene; M

nisterio de

ties .Readi

011.

New York:

in Langua

esource C

eveloping

11.

CA

Games,”

9. Web. 25

ntests,” Gr

Miller Kari.“

Educación

ng Games

: Addison-W

age,”Hong

Center; “T

Reading S

An inter

5 October 2

eat Britain

“Our WorlT

n y Cultura

s for Kids R

Wesley Pu

Kong, Illus

The Essen

Skills, Was

63

rnational

2011.

, Oxford

Through

a, 2099-

Reading

ublishing

strations

ntials of

hington,