UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE PEDAGOGÍA

DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

1. PROJECT PROPOSAL

TITLE: Didactic Materials for English language teaching in basic general education

AUTHOR: Christian Andrés Pazos Lara

Ambato- Ecuador

Octubre 2016– Marzo 2017

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 Table of Contents
PROJECT PROPOSAL .................................................................................................... 1

PROJECT PROPOSAL .................................................................................................... 3

1. Current conditions or situation in the class observed ................................................ 3

2. The problem ............................................................. Error! Bookmark not defined.

3. Justification ................................................................................................................ 3

4. Who will benefit......................................................................................................... 4

5. Operational Objectives ............................................................................................... 5

5.1 General objective ..................................................................................................... 5

5.2 Specific Oobjectives ................................................................................................ 5
6. Steps for implementing the project ............................................................................ 5

7. Measurable criteria to evaluate the project-ongoing monitoring and final evaluation5

8. Arguments supported by theoretical literature ........................................................... 7

Contribution ........................................................................................................................

BIBLIOGRAPHY ............................................................................................................. 7

ANNEXES ..........................................................................................................................

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 2. PROJECT PROPOSAL

TITLE: Didactic Materials for English language teaching in basic general education

PLACE: Unidad Educativa Rumiñahui

TUTOR: Dra. Maryorie Chimbo

LEVEL: Basic general education

GENERAL BASIS:

1. Current Conditions or situation in the class observed

English is a language widely used in many fields in the world. More than 350 million people
speak it as a native language. About 560 people use it as a foreign language. In Ecuador the
government has seen that this language is very important. That is the reason why it is taught
in private and public school all over this country. Unidad Educativa Rumiñahui is a public
institution located in Rodrigo Pachano Avenue. In this school, students are also involved in
the learning of this language. This project pretends to look for how this language is being
taught and see what difficulties students have faced to learn it. For example, students do not
really have their books. Instead they just have some photocopies, and do not have an English
laboratory which makes the learning environment not appropriate at all to learn this
language. Also it was seen that the teachers do not use a micro-planning to carry on their
clases in a successful way. Those inconvients have caused a negative impact in the students’
learning.

2. The problem

Limited teaching material in Unidad Educativa Rumiñahui.

3. Justification

Teaching materials are the resources a teacher uses to deliver instruction. Each teacher
requires a range of tools to draw upon in order to assist and support student learning. These
materials play a large role in making knowledge accessible to a learner and can encourage a

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student to engage with knowledge in different ways. According to (University Collegge
Cork, 2017).

Also for (Ministry of Education, Guyana, 2016). It means teaching materials is a generic
term used to describe the resources teachers use to deliver instruction. Teaching materials
can support student learning and increase student success. Ideally, the teaching materials
will be tailored to the content in which they're being used, to the students in whose class
they are being used, and the teacher. Teaching materials come in many shapes and sizes, but
they all have in common the ability to support student learning.

This project was done in order to know if the Unidad Educativa Rumiñahui has the
necessary resources for learning and how it influences the students, it is worth saying that
didactic materials refer to those ways and resources that facilitate teaching and learning in an
educational context for the acquisition of concepts, skills, attitudes and knowledge. All
teachers at the time of giving their classes should select the resources needed for learning. It
can be mentioned that over time they have been evolved with the emergence of technology.

The board has been the most resource used by teachers. This subject has been taken since it
is important, because it is an instrument that helps to arouse the student's interests to
understand in a better way the given information by the teacher, other benefit is into the
classroom because it helps students to be more disciplined because the materials are novel
and interesting, through this they can to capture new knowledge.

This research reveals that didactic material is a methodological strategy that helps to
improve the quality of the teaching in the English language learning, also it reinforces
student’s creativity, imagination and aptitudes.

4. Who will benefit

Through this project the main benefited people are teachers and students of the Unidad
Educativa Rumiñahui of Basic General Education, this will create the initiative to renew
English language teaching material where students can improve their knowledge through the
use of new language strategies.

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5. Operational Objectives

5.1 General Objective

 To determine the benefits with the implementation of teaching materials in the

English classes of students of basic general education.

5.2 Specific Objectives

 To optimize the development of English language teaching and learning through

the implementation of teaching materials in the classrooms of basic general
education.
 To Expand student knowledge using teaching materials to arouse interest in
English language learning
 To fortify the English language learning motivation through music, videos,
posters, and others.

6. Steps for implementing the project

 To visit the Unidad Educativa Rumiñahui located on Avenida Rodrigo Pachano,

 To ask the teachers about the use of material to teach English.
 To collect information using observation sheets and taking notes.
 To analyze the collected information.
 To report on a writer project.
 To present and explain the information obtained in the micro project.

7. Measurable Criteria to evaluate the project-ongoing monitoring and final

evaluation
According to (Madrigal, M 2014). The books are a massive, distributed archive of
the history of reading, hidden in plain sight in the circulating collections," the site
argues. "Marginalia, inscriptions, photos, original manuscripts, letters, drawings, and
many other unique pieces of historical data can be found in individual copies... Each
book has to be opened and examined.

Audio visual: aids are multisensory materials which motivate and stimulate the
individual. It makes dynamic learning experience more concrete realistic and clarity.
It provides significant gains in thinking and reasoning.
Audio visual aids are sensitive tools used in teaching and as avenues for learning.
These are planned educational materials that appeal to the senses of the people and

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quicken learning facilities for clear understanding. According to (Audio visual,
2010)
For (Wood,M.2003). The potential of television as an educational tool has been
widely recognized in terms of early childhood education. Television offers the same
potential in primary and secondary education, particularly within the classroom
setting. When teachers use TV in the classroom, students have a better understanding
of the topic, 'and enter into more discussion on the content and ideas presented.

Also for (teaching English, 2005) Flash cards are a simple, versatile, yet often
underexploited resource. I would like to offer some reasons for using flash cards and
a selection of activities for use in the Young Learner classroom, although some of
the activities could also be used with fun-loving, lower level adult classes.

The Internet also provides opportunities to employ many different entry points to
learning. Teachers can draw from written data, graphical, audio and video. Podcasts
can also be used
It is important that electronic text is always provided either in Word format or as
accessible text based PDF documents. Electronic reading materials can instantly be
accessed by students with print disabilities and can be converted to large print or
Braille via the services of the Disability Support Service assistive technology lab in
the Boole library. Electronic material can also be accessed via portable devices such
as iPads, other computer based tablets, Android smartphones or iPhones. It say to
(University Collegge Cork, 2017).
The measurement criteria indicated to do the following micro project was the
qualitative investigation where it was possible to collect informative data doing a
small interview with the teachers about the materials that are used in the school for
English. This information was also obtained by the members of this project
throughout the respective visits that were made to the school because of the pre-
professional practices. That we are developing.

The situation of the the Unidad Educativa Rumiñahui is bad, the classes given by
blocks two and three in relation to children from six to twelve years old of the
institution do not have books that are related to the language and according to the
child`s age, and we observed that they do not have their respective laboratories and
audio-visual materials, like computers, TV, radio, projector, earphones. Flash cards,
and others technological tools to do their class more attractive, this is because the
infrastructure of the institute does not have enough space to increase more
classrooms and also the institute does not store any economic resources.

In conclusion, didactic materials are everything that is used by the teacher to

promote teaching and learning in the classroom.

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There are different kinds of audio-visual materials. In the visual group we can find
the book, the board, flashcards, and other visuals that make learning attractive to the
students’ eyes. In the audio group we can find the tape-recorder. In the audio-visual
group we can find the televisión, the internet, movie player, and others.
Unfortunately in this school because of the limited help given by the government
students haven’t received an optimal support to make the students learning more
attractive.
Teaching materials are not as difficult to search as they seem at first. The Internet
has many resources for teachers, most of them free, that can significantly increase
the contents of your teaching tools. You can also make your own materials. Every
learning materials developed will be an asset to you when you next teach a similar
unit. An investment of time or money in good teaching materials is an investment in
good teaching.

According to (Madrigal, M 2014). The books are a massive, distributed archive of

the history of reading, hidden in plain sight in the circulating collections," the site
argues. "Marginalia, inscriptions, photos, original manuscripts, letters, drawings, and
many other unique pieces of historical data can be found in individual copies... Each
book has to be opened and examined.

Audio visual: aids are multisensory materials which motivate and stimulate the
individual. It makes dynamic learning experience more concrete realistic and clarity.
It provides significant gains in thinking and reasoning.
Audio visual aids are sensitive tools used in teaching and as avenues for learning.
These are planned educational materials that appeal to the senses of the people and
quicken learning facilities for clear understanding. According to (Audio visual,
2010)
For (Wood,M.2003). The potential of television as an educational tool has been
widely recognized in terms of early childhood education. Television offers the same
potential in primary and secondary education, particularly within the classroom
setting. When teachers use TV in the classroom, students have a better understanding
of the topic, 'and enter into more discussion on the content and ideas presented.

Also for (teaching English, 2005) Flash cards are a simple, versatile, yet often
underexploited resource. I would like to offer some reasons for using flash cards and
a selection of activities for use in the Young Learner classroom, although some of
the activities could also be used with fun-loving, lower level adult classes.

The Internet also provides opportunities to employ many different entry points to
learning. Teachers can draw from written data, graphical, audio and video. Podcasts
can also be used

Página 7
It is important that electronic text is always provided either in Word format or as
accessible text based PDF documents. Electronic reading materials can instantly be
accessed by students with print disabilities and can be converted to large print or
Braille via the services of the Disability Support Service assistive technology lab in
the Boole library. Electronic material can also be accessed via portable devices such
as iPads, other computer based tablets, Android smartphones or iPhones. It say to
(University Collegge Cork, 2017).
The measurement criteria indicated to do the following micro project was the
qualitative investigation where it was possible to collect informative data doing a
small interview with the teachers about the materials that are used in the school for
English. This information was also obtained by the members of this project
throughout the respective visits that were made to the school because of the pre-
professional practices. That we are developing.

The situation of the the Unidad Educativa Rumiñahui is bad, the classes given by
blocks two and three in relation to children from six to twelve years old of the
institution do not have books that are related to the language and according to the
child`s age, and we observed that they do not have their respective laboratories and
audio-visual materials, like computers, TV, radio, projector, earphones. Flash cards,
and others technological tools to do their class more attractive, this is because the
infrastructure of the institute does not have enough space to increase more
classrooms and also the institute does not store any economic resources.

In conclusion, didactic materials are everything that is used by the teacher to

promote teaching and learning in the classroom.
There are different kinds of audio-visual materials. In the visual group we can find
the book, the board, flashcards, and other visuals that make learning attractive to the
students’ eyes. In the audio group we can find the tape-recorder. In the audio-visual
group we can find the televisión, the internet, movie player, and others.
Unfortunately in this school because of the limited help given by the government
students haven’t received an optimal support to make the students learning more
attractive.
Teaching materials are not as difficult to search as they seem at first. The Internet
has many resources for teachers, most of them free that can significantly increase the
contents of your teaching tools. You can also make your own materials. Every
learning materials developed will be an asset to you when you next teach a similar
unit. An investment of time or money in good teaching materials is an investment in
good teaching.

Página 8
 ç

8. Arguments supported by theoretical literatura

Nowadays it is more necessary to learn English, because it is used a lot in almost all
areas of knowledge and development of humans, it can be defined as the current
world language.

In English language can be find three main groups or branches: English as

Mother tongue, is where the native speakers are; English as a Second
Language, those people who need to learn English to communicate; And

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 English as a Foreign Language, People who learn English in school, high
school, or university, as a subject of classes and is not used as a usual way of
communication. In this case English as a Foreign Language is practiced almost
always in the classroom, but it does not play a fundamental role in the social
and economic life of the people; In short, it is not the English that is needed to
develop daily life. (Mendéz, 2009, p.90)
English is a language used in almost all countries, so today it is necessary to know a
little English and not to restrain ourselves from learning new languages because it is
very useful to develop our intelligence.

As Tapia points out Taipe (2014) "On the role of teaching materials in teaching,
teachers, in defining good tools, emphasize the importance of material that generates
students' interest and is considered the most important element. According to
teachers, teaching often starts with the interest and experiences of students, this is
something that helps the learning process through increased motivation” (pag 37)

The book is a necessary material for the help and understanding of the topics to be
discussed with the students. Madrigal (2014) affirms that:
The books are a massive, distributed archive of the history of reading, hidden
in plain sight in the circulating collections," the site argues. "Marginalia,
inscriptions, photos, original manuscripts, letters, drawings, and many other
unique pieces of historical data can be found in individual copies. Each book
has to be opened and examined.(prr. 2)

Audio visual education aims to develop the compression of students in the class.
Olivares (2011) affirms that:
Are multisensory materials which motivate and stimulate the individual. It
makes dynamic learning experience more concrete realistic and clarity. It
provides significant gains in thinking and reasoning.
Audio visual aids are sensitive tools used in teaching and as avenues for
learning. These are planned educational materials that appeal to the senses of
the people and quicken learning facilities for clear understanding. (pag. 162)

Television has been a very helpful device to make more attractive the class. Regard
to the topic, says Wood (2003):

The potential of television as an educational tool has been widely recognized in

terms of early childhood education. Television offers the same potential in
primary and secondary education, particularly within the classroom setting.
When teachers use TV in the classroom, students have a better understanding

Página 10
 of the topic, 'and enter into more discussion on the content and ideas presented.
(prr. 5)

Also for teaching English (2005) Flash cards are a simple, versatile, yet often
underexploited resource. I would like to offer some reasons for using flash cards and a
selection of activities for use in the Young Learner classroom, although some of the
activities could also be used with fun-loving, lower level adult classes.(pag. 95)

8. Bibliography

Olivares,M. (2011). (26 de october de 2010). Obtenido de Audio visual:

http://avaudiovisualaids.blogspot.com/2010/10/av-aids-in-teaching.html

Broughton citado por Taipe, J. (2014). los materiales didácticos y su influencia para
desarrollar la creatividad en el área de inglés. IPLAC(2140). Recuperado el enero de
2014, de
http://www.revista.iplac.rimed.cu/index.php?option=com_content&view=article&id
=2881:actividades-creativas-para-fomentar-espacios-deaprendizajes-en-la-
comprension-lectora&catid=290:experiencias-educativas&Itemid=439

JoannaBudden, B. C. (2005). Using flash cards young learners. Spain: TeachingEnglish.

Madrigal, A. (7 de mayo de 2014). The Atlantic. Obtenido de

http://www.theatlantic.com/technology/archive/2014/05/what-is-a-book/361876/

Wood, M. (2003). Using television to educate, stimulate and disseminate.

Curriculum&Leadership Journal, 1.

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10.- Annexes

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