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Universidad Técnica Particular de Loja
FACULTAD DE LENGUAS
FACTORS WHICH INFLUENCE UPON THE
NON-FULFILLMENT OF THE MEC'S ENGLISH PROGRAMS
IN TElE CICLO DIVERSIFICADO IN YANZATZA'S CANTON,
SCHOOL YEAR 1994-1995
Tesis previa a la obtención del Títulode Licenciadas en Ciencias de laEducación. Especialidad Inglés
ELVA GUALAN OVIEDO
LUCIA JARAMILLO HIDALGO
DIRECTOR: LIC. MELIDA RAMON
Loja - Ecuador
1996
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2017
Lcda.Mélida Ramón
THESIS DIRECTOR
CERTIFIES:
That the research paper on the theme:
Factor which influence upon the
non-fulfillment of the MEC'S English
programs in the Ciclo Diversificado in
Yanzatza's Canton, has been reviewed and
corrected. Therefore, it has been
authorized to be presented in the public
defence to obtain the L.icentiate degree in
English.
Lic.l.,élída Ramón
THESIS DIRECTOR
Loja, October, 1996
ji
ACKNOWLEDGEMENT
Ve express our gratitude to the Universidad
Técnica Particular de Loja, to the Faculty of
Languages; and to Lcda. Mélida Ramón who as thesis
Director has spent much time in reading and giving
us constant assistance to correct the initial text.
The Authors
iii
DFID ICAT ION
To ¡ny parents, who taught me the lave to the
study, to ¡ny husband with whom 1 have shared my
yearning for a better future, ar'id to my children
Germán Geovanny, Erik Danilo, Alberth Patricio, who
have rnativated even more ¡ny sincere wish for a
prafessional success.
Elva Aurora.
To my beloved parents Carlos Jaramillo and Luz
Hidalgo, to ¡ny brothers, to my dear daughter DIANA,
who with the most affectionate lave of authentic
friends and companions gaye me their moral support
with true fortitude and sincerity during this
research develapment.
Lucía Antonieta
iv
1 NTRODUCT ION
In Ecuador T s formal educational system, the
Ministry of Education -through its counselors and
technical advisors- establishes and works out the
plans and programs to be followed by teachers of ah
educational levels. The participation of the persons
involved in the teaching tasks is minimun, and it
has generahly been stated -in more that one
ocassion- that their formative contents do not or
simply barely reflect . the needs and interests of the
ecuadorian community.
This justification has led educators to
underestimate the government educational planning
anci substitute it with a planning based on the
teacher's personal experience.
The main goal of this research is determining
the factors that influence on the accomplishment or
not accomphishment of the Plans and Programs of the
English language subject, taking into account that
within the last few years great importance has been
placed on having mastery over this language.
y
The investigation has been carried out in three
phases: in the first phase, through the aid of the
theoretical outlíne we deal with the general
curricular planning system especially in Ecuador-
and therefore we have carried out an analysis of the
official English language programs for the ciclo
diversificado and its future perspect±ves.
The second phase contains the analysis of the
accomplishment or not accomplishment of the English
language programs in the Yanzatza Canton's high
schools in relation to their extent, organization
and feasibility as well as the teacher's educational
formation, specialization and perfection. Po achieve
these goals, hypothetical assumptions have been
stated which will be confirmed or rejected through
the field research and the applícat±on of
statistical tests.
Once the conclusions have been elaborated, a
feasible and applicable curricular planning
alternatíve is outlined in the third phase, taking
into consideration as basic factors the student's
vi
learning process and his natural and social
e nvironment.
This investigation was carried out in the
Zamora Chinchipe Province, Yanzatza Canton,
specifically in the ciclo diversificado of the
foliowing high schools: "10 de Noviembre", located
in Los Encuentros; "Juan XXIII", "Martha Bucarám de
Roldós", and "1ro. de Mayo", located in Yanzatza;
and, "Técnico Pecuario UNE", located in Chicaña.
The means we have used to gather information
were the plans and programs applied by the English
teachers in the high schools abo ye mentioned as well
as surveys which have been answered by these
teachers.
vii
CAPITULO 1:
THE MOST RELEVANT POINTS OF THE CURRICULARPLANNING
LL
1.2.
1.3.
1.4.
1.5.
1.6.
The educational planning as asystem ....... ........................ihat the curricular planningmeans ...............................Characteristics of the didacticplanning............................Objectives of the curricularplanning ............................Elements of the curricularplanning............................Classifying the curricularplanning ............................
1.6.1. In accordance with thetime planning can be ......
1.6.2. In relation to space,planning can be: ..........
1.6,3. In regards to theeducational area planning±3 classified as follois
2
4
8
11
12
18
18
20
21CAPITULO II:
CURRICULAR PLANNING IN ECUADOR
2.1. Study of the plans and programs ...... 252.2. Classification of the study plans 252.3. Study program
2.3.1. Classification of the studyprogram ................... 37
23.2. Analytical program ........ 442.4. Characteristics of the curricular
planning in Ecuador ................. 452.5. The curricular reform ............... 51
vi¡¡
CAPITULO III:
THE OFFICIAL ENGLISH SYLLABUS IN THE CICLODIVERSIFICADO3.1. Structyre of the English syllabus
543.1.1. Informative date
543.1.2. The subject's groundwork
543.1.3. General ob'iectives for the
English syllabus .......... 573.1.4. Engl±sh syllabus for the
fourth year ............... 573.1.5. English syllabus for the
fifth year ................ 753.1.6. English syllabus for the
s±xth year ................ 853.1.7. Methodological
Recommendation ............ 993.1.8. Bibliography .............. 99
3.2. Critic±zing the Enqlish syllabus inthe ciclo diversificado ............ 103
3.3. Organization ....................... 1103.4. Feasibility of the contents ........ 114
CAPITULO IV:
ANALYSIS OF THE INVESTIGATION DATA4.1. Analysis of the first hypothesis 117
4.1.1. Statement .................1174.1.2. Hiah schools where the
investigation vas carriedout.......................MEC's programs vs teacher'Eprograms ..................Logical model of thehypothesis ................Mathematical model ........Statical model ............Conclusion................of the second hypothesis -.Logical model ............Mathematical model .......Statistical model ........Matrix of observedfrequencies..............
ix
4.1.3.
4.1.4.
4.1.5.4.1.6.4.1.7.
4.2. Analysis4.2.2.4.2.3.4.2.4.4.2.5.
118
119
130131131133134137137138
138
4.2.6.
4.2.7.4.3. Arialysis
4.3.1.4.3.2.4.3.3.
4.4. Ana lysi s4.4.1.4.4.2.4.4.3.
Matrix of expectedfrequencies ..............Conclusion ...............of the third hypothesisStatement ................Basis....................Conclusion ...............of the fourt.h hypothesisStaternent................Basis....................Conclusion...............
138139140140140145146146146152
V. CONCLUSIONS ............................. 154VI. ALTERNATIVES ............................ 157VII. BIBLIOGRAPHY ............................ 164VIII. ANNEXES ................................ 167
x
CHAPTER I.
THE MOST RELEV?NT POINTS
OF THE CURRICULAR PLANNING
11. TRE EDUCATIONAL PLANNING AS A SYSTEM
In dealing with the respect Theory of
Systems, two fundamental aspects are
considered. They are planning and
educational.
Planning ±5 a rational and conscious
process which serves for achieving objectives
throughtdifferent means. The purpose of any
planning process is to achieve consistent
changes with respect to a determined reality.
Education, on the other hand, is a social
and cornplex reality, because of that it
becomes a dynamic candition system sAThose aim
is to achieve the whole development of the
man as Benjamin Bloom says 'To educate is to
arise changes in the person who is learning".
Although planning and education are
different sets supported by the general
theory of systems, they can go together in
terms of the±r aspects of convergence.
3
In short, planning and education are
identified as complex and dynamic systems
whose constitutive elements are the basis of
a same formal object, which is to assure the
attaínment of consistent changes in the
educational field. Those changes refer to
the person because his integral development
becornes the main object of the educational
process.
In Ibiss' opinion (1983) -with Éespect to
the educational and information aspects- the
idea of the system acts as agglutinatíve of
two worlds, tw'o entities, which are planning
and education to obtain a more specific one
which is the system of the curricular
planning having different components that are
intimately related and interacted.
EDUCATIONAL PLANNING SYSTEM
E = Educational
E P = Planning
S = System
EPS= Educational
Planning
System
4
12. WHAT THE CURRICULAR PLANNING MEANS
According to Webster's New World
Dictionary (pg. 340) the word currículum
means "a fixed series of studies required in
high school, for graduation, qualification in
a major field of study".
The world planning means to devise a
scheme or doing making or arranging to make
plans, a project or purpose "Webster's New
World Dictionary. pg . 1032)".
In short, curricular planning means to
make plans, it ±5 a project or purpose of a
series of studies required in high school for
guaduation in a major field of study.
The Curricular Planning is used to design
available means of performance whích consists
of the ways to reach educational objectives
according to Coombs.
Ve know that planning is considered the
most effective way to promote a consequent
development of the countries. Therefore, it's
necessary to make a whole of projections to
carry out a technical measuring of
performance. If we relate that to the
educational field, we have that according to
Cooxnbs the Educational Planning, in a wide
sense is the application of a systematic and
rational analysis of the development of the
educational process, its aim is to place
education in a situation that rnay satísfy -in
the most effective way- the necessities and
objectives of the students and society as
well.
Planning in the field of education is a
condition of the proper functioning of the
educational system process. Schiefelbeing
(1978, pg. 13) takes it into account when he
tells us that "planning ±5 mainly a
definition technique and also the measurable
object±ves and the compatibílity of means and
aims".
In descr±bing planning we have already
mentioned a fundamental element in íts
6
definition. It is the term process. In
accordance with Royal. Spanish Aeademic
Dictionary, the term process refers to "any
phenomenon that permits a continuous
modification through time."
As we can notice the term process implies
two elemental constants: modification and
time to which beings and things are submitted
to make concrete their real and existential
circumstances *
The term "process" implies change,
transformation, transition, as Aristóteles
says "to be or not to be". So, the
Educational Planning with respect to the
meaning of process tríes to shorten the
distance between what it is and what it is
wished. Moreover, if we agree with this
meaning of process, and if we consíder that
the purpose of education is to achíeve the
whole development of human being, then the
educational planning has to contain three
stages:
7
1.2.1. To research and identify the problems
and necessities in the educational
field with respect to the role of the
school and the problems of the
society, the previous planning of
methodologies, the claims of new
professions, the decrease of
desertion, the academic excellence,
the democrat±c and permanent
education, and so on.
1.2.2. Since the curricular planning is a
systematic process, it also implies
the performance of an analysis of the
different elements and factors that
are related to each other and which
interact with a human being. In short,
ve must have knowledge of the
problematic situation in which the
person lives in order to establish the
tendencies and effects which will be
derived from it in the future.
1.2.3. Ve have to design the most effective
alternatives that may solve the
8
requirements of the educational
problems. This, in other words, is
understood as the proposal of forming
and developing of the potencíalities
of the human being.
Finaily, we refer to what a
Latin-American Seminarist proposed in
the city of Santiago, Chile in 1962.
"The eurricuiar planning is a
systematic and continuous process
which implíes the application and
coordination of the different methods
of social investigation, as well as
the first notioris and techniques of
education, the administration of
economy and finances with the
participation and help of the general
audience with definite aims and
determined phases to give everyone the
opportunity of developing
potentialities." This way, planning
offers its most effective contribution
to the social, cultural and economic
development of the country.
9
1.3. CHARACTERISTICS OF THE DIDACTIC PLANNING
Kaufman (1973, pg. 11) states that "to get
educational planning become an authentic
strategy of novelty and be helpful to
establish the human diqnity, it must be an
objective, coherent, integral, and
participative process."
1.3..1.THE EDUCATIONAL PLANNING MUST BE
OBJECTIVE
An exhaustive analysis of the
student T s problems and his
environmental conditions are needed in
order to design a curricular planning
which will ensure the attainment of the
proposed changes in the study and its
surroundings.
1.3 .2.THE EDUCATION.AL PLANNING MUST BE
COHERENT
It will become coherent when:
lo
a. The problems and necessities that
have been found and their given
solutions are suitable to be carried
out in the process.
b. The goals or problem solutions agree
with strategies and resources that
have been previously selected for
use.
c. Chiefly, there will be coherónce in
the educational planning if the
educational proposais are introduced
within the economy, social, and
political development of the
c ou ñ try.
1.3.3. THE EDUCATIONAL PLANNING MUST BE
INTEGRAL
The main purpose of educating the
person is to form him in both
instructive and formative aspects.
11
The educational planning process
becomes a methodological process which
attempts to define, analyze and plan
the required changes of the person in
the cognitive, affectii.re, cultural and
psychomotor capacities.
1.3.4.TNE EDUCATIONAL PLANNING MUST BE
PARTICIPATIVE.
This means that the politics, the
image or the ideal outline of the man
and of the professíonals of Ecuador
must be introduced into all the places
involved in the educational task.
1.4. OBJECTIVES OF THE CURRICULAR PLANNING
In Nerici's points of view (page 128),
the main objectives of the curricular
planning are:
1.4.1. Increasing the effectiveness in
teaching.
1.4.2. Assuring a good control in teaching.
12
1.4.3. Avoiding improvisations which confuse
the student.
1.4.4. Supplying sequence and increasing
progression to the scholar tasks.
1.4.5. Offering attention chiefly on the
most relevant and emergent subject's
points.
1.46. Proposíng scholar tasks in accordance
with available time and the students'
possibiljtjes,
1.4.7. Facilitating coordination between the
subjects to achieve an integral
education.
1.4.8. Making possible the gathering of
didactic resources in convenient
schedules and to use them adequately.
1.4.9. Showing consideration and respect
toward the students, by planning
ahead the class actívities
1.5. ELEMENTS OF THE CURRICULAR PLANNING
When dealing with the elements of the
curricular instruments, we can state that the
instructjonal design becomes the project
13
designed by the teacher in order to form the
student entirely (teaching projects) and
which must be developed within an academic
year, a quarter or in an hour class of 45 or
30 minutes. The instructional design includes
four elements: objectives, contents, methods4,
organization, and evaluation.
In relation to the points of view of Jorge
Bravo and other authors (1990, pg. 161 and
162), we can say that the objectives are
goals or achievements that the teacher
attempts to reach. They are modifications
produced on individuals as a result of the
educational experiences. They are
declarations which specífy the students'
behaviour, they are goals or purposes which
are handied for arriving to an aim. They are
aspírations that the educational reality
tríes to manage. Together with the terrn
objective, the terms aim and goal are found.
There is a relationship between them.
In short, the objectives are the purposes
or desires to be reached in a long term. The
14
purpose of the objective is to carry out the
aim. When the aim ±5 quatitative?, it becomes
the goal.
The contente are the body of knowledge
that are identified with the purpose of
tra±ning people according to a studied
subject, a course or a career. They are
described in terms of specific themes wh±ch
will be covered during a determined grade,
course or career. The contents are suggested
in the NEC's Programs in units, subunits, and
themes, in relation to the objectives of the
subject and the characteristícs of the
formation outline that have been set up.
In the philosophical sense "the word
method is a kind of route to carry out the
truth. This is a conception of method
applicable in any branch of human knowledge."
(Moraleda Cañadilla, Mariano. (1980, pg. 51).
Etimologically speaking,the method means
"a road to carry out an aim." It represents
the way to conduct the thought or the actions
15
to achieve an aim. In other words, it is the
discipline that is imposed to the thought and
the act±ons for obtaining major effic±ency in
what we want to do. Finally, the method is
the general planning of the actions taking
into consideration specific goals according
to a determined criterion. (Merici, Imídeo,
1973, pg. 237).
In a general sense, the term organization
is understood as "The process or the result
of putting in order interdependent elements
in a logical, systematic and functional
entity. A scholar organization is the
schematic arrangement of different elernents
involved in the educational process and
related to the aim, necessities and the
educational resources. To organize is to
foresee something.
It xneans to plan in order to avoid or
diminish all the improvisations which waste
time through rough calculations and efforts
on the part of the teachers. The major±ty of
autors agree that to organíze is to put in
16
order and foresse the educational task
efficiently with regard to the aims,
resources and círcumstances. " (Garcia.
Mafalda, 1991, pg.15-55).
The term evaluation has been defined in
the foliowing terms: Sailor and Alexander,
(1970, pg. 299) state that "to evaluate ±5 to
determine the value of something in relation
to a specific criterion.."
Fernando García (Documento de trabajo, pg.
10) defines evaluation as "an integral,
systematic, accumulative, and permament
process wich values the changes produced .in
the pupil's behaviour as a result of the
plans and programs of study, and also of
methods, means, resources and everything wich
±5 involved in the development of the
educational phenomenon."
Manuel Fermin, (1971, pg. 14-15) defines
evaluation "as a systematic, continuous, and
integral process to determine the point to
17
which the educational object±ves are
archieved."
In regard to the aboye mentioned
definitions, evaluation is •the tool which
serves for determining the value of something
or for getting information to take decisions
which dll be focussed toward the fulfillment
of objectives or the appraisal of changes in
the pupil's ehavior.
In short we consider that the
instructional process is a system and as such
it is mainly made up of basic elements which
are: objectives, means and producto. The
objectives are the planned goals whích are
expected to be reached as a result of an
educational program which has been planned in
advance. The means include the contents, the
methods, the techniques, the didactic
resources, the activities, arid the evaluation
which contribute to the accomplishment of the
proposed goals; and the product which
consists of the results that have been
18
achíeved as a consequence of the interaction
of those different components.
1.6. CLASSIFYING THE CURRICULAR PLANNING
In the educational field, three types of
planning are distinguished
1.61.In accorciance with the time, planning
can be:
a. Long terin planning. It mainly
includes periods of ten, fifteen and
twenty years. It defines the great
national politics within the context
of the educational currents in the
world and in relation to the
national and local necessities.
Planning gives us a clear idea about
what one pretends to do in the field
of education. It introduces, in
general terms, the most complex
changes that are expected to be
obtained through the curricular
19
planning, in the human resources, in
the substructures, and so on
Planning decides the action courses
for the future that are the most
suitable for Ecuador, and the great
strategies that must be set.
b. Moderate Term Planning. It refers to
the government's plan, for example,
in our country the presidential
period is of four years.
o. Short Term Planning. It includes
periods from a month to a year. It
constitutes the juncture between the
performance and the planning for a
moderate term, the annual plans, the
quarterly, the monthly and weekly
plans belong to this type of
planning.
20
1.6.2.In relation to space, planning
can be:
a. National Planning. It refers to the
application of plans throughout the
whole nation, for instance, The
National Project for literate
people.
b. Regional planning. It refers to the
specific characteristics of the
educational phenomenon, which exists
in different regions or areas. Ve
can mention, for instance, the
educational plan of the rural or
urban zones.
c. Local or Institutional Planning. It
refers to the actions that the
educational institutions must carry
out in a planned way. The
institutional planning as the last
instance of concretion of the
national and local necessities must
demonstrate coherence and a close
21
relationship between the politics,
aims and strategies of the national
and regional planning.
1.6.3. In regard to the educational area,
planning is classified as foliows:
a The global planning which comprises
the educational area in all its
aspects and leveis: pre-primary,
primary, secondary and universitary.
b. Planning by sectors which is
referred to specific areas or
sectors of the educational field,
for instance, the project of
Technical Education and the
Educational Project for adults.
c. In accordance with the systematic
viewpoint of the educational
problem, three closely related
instances are mentioned: the
macroplanning, the median planning
and the microplanning.
22
The macroplanning. It is based
on the relation between
education and econorny taking
into account the econornic value
of education arid its
contribution to the development
of the country. The official
plans and programs are part of
the macroplanning.
The median planning. It is
placed on a less general level
than the macroplanning. It
requires that the great
proposais be organized within
other proposal of minor
concretion so that they can be
performed in a short period of
time. Therefore, the median
planning becomes the nexus
between the macroplanning and
the microplanning.
- The rnicroplanning. At thís
level the objectives,
THE MACROPLANNING
THE MEDIAN PLANNING
THE MICROPLANNING
23
procedures, and strategies of
instruction are determined. The
curricular planning is
considered as a great system on
which a series of leveis are
distinguished. Each level is
related to each other and
includes the subsequent one.
Phis way, the curricular
microplanning is an
institutional subsystem
comprising the annual plans,
the unit plans and the class
plans.
Information takan froni Varela, Luía, (190), Introducción a laMicroplanif jcación Curricular, (documento inédito.
CHAPTER II
THE CURRICULARPLANNING IN ECUADOR
25
2.1. STUDY OF THE PLANS AND PROGRAZ4S
The cornerstone in the curriculaf planning
outline is represented by the making up of
the Plans and Programs. This instrument
allows the teaching quality to be defined and
also favors the progress or impairment of
education. The plan can not be -for example-
a simple list of the knowledge to be learnt,
its contents must respond to the society's
profile sought by the educator. This points
out the fact that for preparing and rnaking up
the plan, it is required an investigation,
tudy, and experimentation, as well as the
political will be of the educator and
especially of the public sectors engaged in
the search of options to face the educational
crisis.
2.2. CLASSIFICATION OF THE STUDY PLANS:
The study Plan is the logícal organization
of fields, areas, and subjects which must be
developed in the teaching-learning process
through levels, cycles, or courses. This plan
26
reflects the aims and object±ves sought by
the educat±onal process as a product of the
economic model pursued by the state. If there
±5 an insistence in the application of a
developmental model, the prominent field will
be that of the technical and practical
formation negiecting the humanistic aspects.
The final result will be the production of
professionals with technical prevalence
without any knowledge of the social context
just like it happens with the laborers or
workers in the rnetropolises.
The tradítional Study Plan consists of a
list of topics in all the subjects that are
considered important, and which constitutes
the educational content. This in turn becomes
a currícular of classical and academical
focus whose field will yield the results
presently produced by the Ecuadorian
educational system: "encyclopedia facade high
school graduates
The modern Study Plan attempts to achieve
a logical, psychological, and social
27
organization of the subjects whose fields
have a correspondence between the technical,
scientific and humanistic aspects, directed
toward the social changes in order to solve
the needs and demands of the society which in
union with the collective participation, may
mod±fy history in benefit of the present as
well as of the future generations.
2.2.1. Planning the disciplines.
The planning of the disciplines,
jointly with the extra-curricular
activities, gives sense to the study
plan itself; through its activities
it tríes to achieve the high school
objectives. This type of planning
also aliows all the disciplines and
the extra-curricular activities to be
assembled in a global planning. The
planning of each discipline
comprises: the course plan, the unit
plan, and the class plan.
28
a. The Course Plan
"The course plan contains one
academic years work for the
activities of a determined
discipline, including its dependent
relationship between the former and
posterior years. It also contains
its coordination with other
disciplines -related or non related-
so the teaching process may be
carried out in a more efficient
manner, as well as in a more organic
way and with a sense of continuity.
It is the curricular instrumei-it
that foresees the work load for the
academic year by outlining the
activitíes to be developed in the
course within a determined subject.
It is the ample and general
ínstrument that serves as a
referential basis for the
ínter-learning operations to be
29
developed in the course." (Nerici,
Imideo, 1973, pag. 130).
b. The Unit Plan
The Didactjc Unit is a sector or
fragment of the curriculum, it is
one of the modern forms for
structuring the teaching contents.
The unit is a way for introducing
order within the great variety of
concepts generalizations, skills,
and attitudes; as a result of the
explosion of knowledge. The didactic
units are teaching-learning themes
which possess a variety of
conceptualizatjons.
"The Didactic Unit is a portion
of coherent contents that forms a
whole capable of furnishing
knowledge, off ers experiences, and
creates an attitude in accordance
with the objectives stated in
relation to the child's nature and
30
the matter at hand". Diego Gonzáles.
(en Salguero, Marco Antonio, 1989,
pag. 103).
"The Dídactic Unit is an
organization of objectives,
activities, and means centered upon
a purpose which is the problem and
also prepared to be applied within a
teaching-learning situation. A unit
can be conceived as the act of
planning that manifests itself in a
written plan, and which covers the
teachi ng-learning activity carried
out by teachers and students."
(Marcella, Nerboving. (en
Salguero, Marco Antonio 1989, pag.
104-105)
The didactjc units whose
particularities correspond to
learning, have been classified
according to the childhood stages as
follows: globalized, differential,
and systematized. These types of
31
didactic units are only a few from
the many existent classifications.
The didactic units even exist for
the industrial sector and are
prepared by commercial companies;
however, the units should be adapted
to the national reality and be based
upon experiences obtained in the
teaching tasks in conjunctions with
the science and the worldwide
teehniques.
The Unit Plan can present a forrn
of the program's organization linked
to teaching techniques, or it may
only offer the manner of organizing
a discipline's prograni independently
from the teaching method that must
be applied. This second concept
states that the discipline's
programs should be re-organized in
significant parts called units.
Therefore, the units -in their
whole- are neither too extensive nar
32
too brief. They do have an intímate
structure that makes them
comprehensible and significant. The
units are only learning units. In
other words, they are groups of
facts, data, or behavíour which in
turn form a whole that permits an
easier way to learn due to its
comprehensibility and significance.
This way, the unit prevents the
student from learning in isolation;
otherwise, it would require much
effort to be assimilated as a whole
or as a unit.
e. The Class Plan
"The lesson is the execution of
one class, where during its
development the teacher transmits
part of the knowledge to the
students. In this sense, the lesson
assumes that there is a group. of
ignorant students and a wise teacher
who gives them his knowledge."
33
(Nerici, Imideo, 1973 pq.139
It is necessary to emphasiZe
that the eachirig_1earfl1flg proCeSS
is a psycho-PhYSical procesS, where
a basic forrn can be distinguished
whose phases or steps are , the
folloWiflg
- ImpreSsiOfl, preparatiOfl
introductiOfl
- Elaboration, develOPmeflt or
• acquisitiofl and
- ExpressiOfl, applícatiOfl, evaluation..
These three steps that possess a
diversity of names form part of the
class or lesson. Only after the
three steps or phases are fulfilled,
•the teaching-learning process can be
considered as complete. The most
common type of lessofl is the
t.ransmiSsiOfl of knowledge, which is
a product of the multiplicitY of
problems found in the educatiOnal
system whose peculiaritY becomes
34
rooted in the traditionalism of
teaching. Therefore, it ±5 essentíal
to experirnent with other forms of
lessons such as: the independent
study and the group work, this leads
toward a greater effort being placed
in the teacher's preparation with
the aim of being compatible with the
requirements of modern education.
• The sharing of class activíties
between the teacher and the students
is often known as form or didactic
resources. Within the knowlege
transmission and reception process,
operational techniques are applied
which are used by teachers according
to the class planning or design that
will be carried out. The lesson
types are the foliowing: imparting
or explanation, independent work,
and group work.
In the design of any of the
three lesson types, the didactic
35
process and the scientific knowledge
are essential since it is not
possible "to separate the scientific
from the pedagogical; however, the
sicientífic without the pedagogical
shines and gives warmth, while the
pedagogical without the scientific
can only shine. The formally
brilliant lesson that lacks a deep
scientific content has no value
whatsoever. ?•
The putting together of a lesson
maintaíning an equilibrium between
the scientific and the pedagogical
determines the teacher's quality.
The lesson plan must take into
account, in detail, the didactic
process and to do so, it ±5 very
important to start from a complete
knowledge of the didactic resources.
Information takan fron Salguero, Marco Antonio, (1989), pag. 166-167.
36
23. THE STUDY PROGRAN
A study program is a curricular
instrument where the knowledge is properly
selected, organized, dosed, and formalized,
as well as the dexterities, skílls, and
behaviours of an area or subject that will
later be developed within the educational
experience in accordance with the determined
time span in the Study Plan. In other words,
it is the Curricular Instrument that
expresses an action guide directed toward the
extent of the learning experiences.
The main difference between the
traditional program and the modern program is
that the traditional one gives emphasis on
the study courses becoming, in the worst
cases, a copy of the index from one or many
textbooks to later give out these contents as
a compulsory scholastic theory. The modern
program gives emphasis on the experiences,
objectives, and on rationalizing and
obtaining optirnurn results from the contents,
37
attitudes, needs, and problems that the
students face.
The prograru is a very valuable guide for
the educational task, it is a curricular
development process that must gather
determined characteristics. The program is
not a strait jacket but an instrument that
aliows a permanent preparation work of
adjustment and development in the
ínter- learning. experíences; taking ínto
account the strategies of evolution, of
follow-up, of solving difficultíes, of the
limitations, and of the differences that
arise in its application and evolution during
íts diverse stages.
2.3.1. Classificatjon ot the study program
In the elaboration of the study
programs, the sectorial as well as the
national spheres are taken into
account. In other words, there are two
programs which are the synthetic and
the analytical programs.
38
2.3.1.1. Synthetic Program
It is the curricular instrument
of national directorship which
guides the teaching activity for its
particular adaptation in function of
the student's social environment
directed toíard the performance of
actions for the benefit of social
progress. By being synthetic, it
points out the particular study
items, so the students may achieve a
basic knowledge, mainly aiming
toward the course's general
objectives of each subject.
This program has been
tradítionally elaborated by the
Ministry of Education and Culture
through its Curriculum Department.
This institution has established the
general study contents which permit
the Ministry to verify that all the
contents to be developed in the
educational institutjons are the
39
same, with the purpose of getting
all the students from the same
course to have similar knowledge.
2.3.1.2. Charaeteristjes of the
Synthetic Program
This program is based on
contents directed toward the
teaching activity. The contents must
be adapted to the student's specific
peculiarities, to the environment
and to the profile of the society
that we hope to end up with.
Furthermore, this instrument must
possess general objectives of the
educational system at course
leveis. Another characteristjc is
that it doesn't have activities
established in it.
The main goal of the synthetic
program is to preserve the
Ecuadorian citizen's formation
unity. In other words, the meanings
40
and aims understood within the
programs should have as a final goal
the production of a society that the
teacher longs for the future
generations.
2.3.13. Structure of the synthetic
program
The national level study program
contains in its structure the
following aspects:
a. Introductjon: It consists of
the program's presentation, and
it must be characterized by the
use of clear wording using
direct language; it should
point out the sígnificance and
the importance of the area or
subject from a scientific,
social, cultural, and formative
point of view. Also, it
contains a global panorama of
the study program, ch±efly in
41
regard to the objectives, the
contents, and its social
projection for the student's
formation.
b. General Objectives of the
Course: They are guidelines
that determine the achievements
to be reached by the students
at the end of the course as a
•direct result of the
ínter-learning process. These
objectives are directly related
to the goals and principles of
education. The general
objectives should correspond to
level, cycle, course, area, and
subject.
o. Contents: It is the
systematized, selected, and
organized whole of knowledge
that guides the
teaching-learning process. To
carry out the content's
42
inventory it is necessary to
select them taking into
consideration the existence of
the main, secondary, and
complementary contents; once
this is achieved it is possible
to organize them.
The contents must be
discr±minately selected in
relation to the soc±ety profile
that is be±ng sought and the
type of prof essionals
required, always taking into
consideration the nature of the
subject that is being dealt
wi t h.
d. Methodological Recommendations:
They are the group of didactic
suggestions directed toward the
teacher, so he may develop and
apply the study programs in the
ínter-learning process.
43
To elaborate methodological
recommendatjons, it ±5
necessary to consider different
aspects such as: the most
relevant work activities, the
use of didactjc materials
centered upon the exploitation
of the sector's own resources;
and the determínatjon of the
specific evaluation criteria.
e. Evaluation: It deals with its
three kinds which are:
diagnostic, formative, and
additíve or accumulatjve.
f. Bib].iography: Phis relates to
the documents, newspapers,
booklets, magazines, textbooks,
specialized books, videotapes,
and audiotapes, that facilítate
the elaboration of the
analytical programs.
44
2.3.2. Analytical Program.
"It consísts of a detailed break down
of the contents within the topics and
sub-topics of each subject in the
different areas. Traditionally, its
elaboration is the responsibílity of
each teacher and is carried out
according to his individuality. This
curricular instrument has the following
characteristics: it has specific
objectives, presents the activities
that must be accornplíshed by teachers
and students alike, points out the
didactic resources, and determines the
form of evaluation.
For an efficient development of the
analytical program it ±5 necessary for
the teacher to have a fuil knowledge of
the planning instruments, and of the
general and special didact±c
techniques. Today, the analytical
programs are organized through the
45
following plans: annual, of didactic
unit, and in the class plan.
The annual and the unit programmings
are used throughout the professíonal
life, while the lesson plan is
exclusively used in the teacher's
formation.
2.4. CHARACTERISTICS OF THE CURRICULAR PLANNING IN
ECUADOR
From the analysis of the educational
phenomenon it can be seen that the teacher
and the student are integrating agents of the
educational community. The social environment
has a determinant influence upon them and it
sets its conditions, limits, and
possíbilities; it also fixes its goals, its
pedagogic objectives, forces the methods to
be modified, as well as it modifies its
procedures and forms of learning.
Actually, it is the society that
determines what education should be like
46
according to its singular set of values,
whích in turn are the reflection of the
existent social-economic and political system
in a determined historical moment or in a
phase of its development. For the educational
field, an educational model was elaborated in
1962 whose plan can be synthesized as
foliows:
- Expansion of the elementary school and
of the literacy process.
-: Restructuring of the secondary
education so it rnay help in the
country' s technological developinent.
- Training for the teachers and the
creation of a group of school
supervisors.
- Administrative decentralization.
- Review of the examination's program and
unification of the school calendar.
- Control of the private education.
In±ormation takn froni Salguero, Marco Antonio, (1989), pag.161-166.
47
For the 1973-1979 period, the
developmental petroleum-military dictatorship
continued to enforce the Development Plan for
Education; with sorne minimun changes this
plan is still in force although it has been
applied for more that forty years. There is
no a serious and coherent educational
planning that may allow us to foresee a
greater horizon. Instead, with this type of
education, the concentrating economy model
will continue to be and the final result will
grow worse than educational system's crisis.
P1anning in the educational sector has a
very brief history in the country. The
Education's Integral Planning Department was
created in 1960, as a response to the
developmental criteria in the economical
sector. Since the decade of the sixties the
planning system has been preceded by the
projection and execution plan which complies
with the governmental policies.
Only in 1976, the National Direction of
Educational Planning was created. This
48
institution soon started controlling the
Curricular Planning reforms in order to
reformulate the plans and programs. In the
early 80 1 s there was an attempt to locate
planning within a realistic context; however,
after a level of discussion and expectations
it was created through workshops and
seminars. The final changes in it were
minimun.
The purpose of this information is to
point out how the planning of educational
modeis is related to the economic model.
Besides, we also intend to indícate that
planning in Ecuador lacks tradition in the
educational fíeld. However, the conceived
planning attempts to show that there is a
great ínterest in creating new politics that
permit the teacher the construction of
educational theories based on the reality of
the educational system in order to obtain
solutions in accordance with the student's
needs.
One of the classifjcatjons in the
educational planning activity comprises the
following levels: planning of the educational
system, planning of the currículum and
planning of the teaching task.
The planning of the system takes into
account the goals of education as well as the
Law of Education, the Ministry's Law of the
Teachirig Career, the regulations of these
laws, the Law of Culture, and so Qn. In these
documents the political and adminstratíve
aspects are outlined, and the government
shall apply these concepts in the educational
system's structure with its two sub-systems,
which are: the scholastjc or formal and the
extra-escholastjc or non-formal.
This planning, from a vertical point of
view, is the responsibility of the state
through its Ministery of Educatiori. But, if
ve understand planning as a flexible
instrument for the social and the ascending
professjonal organization, it must therefore
be participative in the educational policy
50
decisions. Planning should also be taken as a
function of the communíties ; that is, from
the lower layers up and not only in the other
sense of direction.
Once planning is viewed in this way, it
will be possible to incorporate and relate
useful factors and rnembers in the sectorial
as well as in national communities; such as
the teachers associations,_ the labor
associations, sport clubs, cultural
associations, and many more sectors which
actively particípate in the educational
field.
Po introduce ourselves within the
curricular planning field, it ±5 necessary to
express that the teacher must know how to
coherently structure each plan that forms
part of the curricular planning. Phis is what
precisely is dealt with by the programming
understood as the group of sequential and
linked actions to be developed for the
different stages and steps that characterize
Informat j n taken from Salguero, Marco Antojo, (1989), pag. 23-28.
51
each one of the curricular plans.
The curricular instruments focus the
technical and pedagogic aspects, they are the
tools that allow ari achievement of the
objectives; among them, we can mention the
following: institutional plan, area plan,
plans and programs, annual plan, unit plan,
and the class plan. The Institutional, Area,
Annual, and Didactic Unit plans are
instruments that must be elaborated by a
group, while the Iesson Plan is done by the
teacher himself.
2.5. THE CURRICULAR REFORM
The Curricular Reform is a reordering of
purposes, contents, sequences, methodologies,
resources, and the evaluation system based
upon the Ecuadorjan real situation which
pretends to change the encyclopedic system to
a development of the intellíge.nce and
thinking; the memorizing techníque for the
comprehension of the knowledge; the strict
discipline for the autonomy and creativity;
52
and the lack of individual and social ethics
for the education of values This intends to
lead each Ecuadorian to commit himself with
the country and its permanent objectives
This reform is the access door toward a
global revolution of the educational system
whích must necessarily include the
universitary education and whose final goals
are the achievement of a better life quality
and a greater social efficiency.
CHAPTER III,
THE MINISTRY'S
ENGLISH SYLLABUS IN
THE CICLO
DIVERSIFICADO
54
3.1. STRUCTURE OF THE ENGLISH SYLLABUS
The synthetical program of the English
language subject has the foliowing
structure:
3.1.1. Informatjve data:
It describes the program's name, the
English language subject, the year for
which it has been designed, the
cultural area, the number of weekly
hours (2), and the number of hours per
te rm.
3.1.2. The subject?s groundwork:
In this step, the program reacl-iing 'is
outlined, as well as the intention of
the studies in relation to the
formation outline in the English
language field, and the coursing that
it has to give as in the educative
center as the teachers who are working
within this area. These three elements
55
are summarized as foliows: handie the
main phonoloqical, morphological and
syntactic structures which weren't
studied in the basic level necessary to
comprehend the application of graded
readings, in order to get a good
communication and reading.
To teach English to an individual is
•to introduce him to a cultural and
social relationship with the outs±de
world. T teach English a student is to
introduce him to the wonderful world of
the science and technology.
Our country, which is also immersed
within the current and never stopping
technological developments, has the
urgent obligation of preparing future
technicians with an integral
educational formation, that may allow
them to assume with efficiency and
responsability the rest of the
technological advances whích are also
subject to different changes. This is
o
56
where the main importance of learning
this subject líes.
Since all the specialized and
bibliographical materials of the
different fields of the human knowledge
such as books, catalogues, manuals,
quides, magazines, are written in
English, and are indispensable for the
professional formation of our students,
it is necessary that all the students
possess mastery over this language.
The complexity of today's world
demands that the teaching of any foreign
language be isolated from any pohitical,
rehigious, or social prejudices; that is to
say, English teachnig must be recommended
accordíng to people's idiosyncrasy with the
only aim of contributing to the development
of science and technology.
57
3.1.3 General Objectives of the English
Syllabus
As a third element, the Ministry's
English Syllabus contains the followíng
objectives: General Objectíves of the
English Syllabus br the ciclo
diversificado
To use a basic vocabulary and the
maín phonetic, porphological, and
syntactíc structures in the
cornprehension of graded, scientific,
technical, and cultural readings.
3.1.4. ENGLISH SYLLABUS FOR THE FOURTH YEAR
31.4.1. Objectives:
a. To use the structures seen in the
main cycle in sentences and
recognize them in different
contexts.
58
b. To recognize in context the new
phonetic, morphological, and
syntactic structures.
e. To formulate sentences and
paragraphs in written and oral forms
by applying the new phonetic,
¡norphological, and syntactic
structures learnt up to this year.
3.1.4.2. Content Outline
UNIT ONE: APPLICATION OF BASIC
STRUCTURES STUDIED IN THE FOURTH
YEAR.
1.1.Struotures with BE in the
present and past tense.
1.1.1. NP + BE + Adj. Ph.
1.1.2. NP + BE + NP.
1.1.3. NP + BE + Adv. Ph.
59
NOTES: 1.
Use these structures in aff±rmatjve
and negative statements, yes/no
questions, wh-questions and tag
questions.
2.Noun Phrase:
a.Proper Nouns: John, Jane, Mary,
etc.
b..Subject Pronouns: 1, You, he, she,
etc.
c.Determiner + nouns: the book, My
father, etc.
1.1 4.Pronuncjjatjon : [1] vs [iy] as
in SHIP arid SHEEP.
1 2. Present tense.
1.2.1.Present Progressive
1.2.2.Simple present tense of verbs
other than
12.3.Use of DO, DOE.S, DON'T,
DOESN'T.
60
1.2.4..Pronuciation: [s], [z] and
[iz] as in DESKS, PENS, and
CLASSES, or WORKS, LISTENS,
and WATCHES.
1.3. Past Tense.
1.3.1. Past tense of regular verbs
1.3.2. Use of DID and DIDN'T
1.3.3. Pronunciation: [t], [d] and
[id] as in WORKED, STUDIED,
and WANTED.
1.4. IT and THERE in subject
position
1.4.1.IT + BE + Complement (Use of
IT in sentences about time,
weather, distance, etc.)
1.4.2.THERE + BE Indefinite NP +
Adv. Ph.
a.There is, There are
b..There was, There were
c..There is gaing to be, There will
be, There shouid be, etc.
61
l.4.3.Pronuncjjat ion: [ey] vs [el as
in SAY and SAID.
1.5. Future Tense
1.5.1.Future Tense with BE + GOING
TO VERB
1.5 .2. pronuncjatjon : [e] vs [aj as
MEN and MAN
1.6. Moda].s: WILL, CAN, MAY, Etc.
1.6.1.Forms and meanings
1..6.2.A.ffirmatjve and negative
statements, yes/no questions,
wh-questjons, tag questions
with modais.
1.6. 3. pronuncjatjon : [u] Vs [uw] as
in LJOOK and LUKE.
UNIT TWO: TRANSITIVE VERBS: DIRECT
AND INDIRECP OBJECTS.
2.1. Direct Object + to + Indirect
Object (Pattern A).
62
Indirect Object + Direct Object
(Pattern B).
Examp].es:He gaye a book to Mary
He gaye Mary a book.
Suggested verbs: Give, write, read,
show, teil, seil, teach, send, lend,
bring, take, pass.
2.2. Tndireot Object + Direct
Object (Pattern B).
Exampie: He asked the teacher a
question.
Suggested verbs: Ask, cost, save,
charge, wish.
2.3. Direct Object + To + Indirec,t
Object(Pattern A ).
Exainp].e: She explained the lesson to
me.
63
Suggested verbs: Explain, announce,
describe, introduce, mention, prove,
repeat, say, speak, suggest, report.
2.4. Direct Object + Indirect
Object (Patterns A with for)
Example: John opened the door for
me.
Suggested verbs: Open, answer,
close, cash, change, pronounce,
prescribe.
2.5. Direct Object + Por +
Indirect Object (Pattern A
with for).
Indirect Object + Direct Object.
Exaniple: My father bought a car for
me.
My father bought me a car.
Suggested verbs: Buy, get, make, do.
64
26. Pronunciation: [or] VS [o]
as in BOAT and BOUGHT.
or GO and COST.
UNIT THREE: IRREGULAR VERBS
3.1. Irregu].arity with Vowe].
Di fference
Present: 1 SEE you every day.
Past: 1 SAW You yesterday.
Suggested verbs: Begin, break, come,
drink, drive, eat, fail, fight, fly,
get, forget, give, know, meet, read,
ride, ring, run, sit, see, sing,
speak, swim, take, wake, wear, win,
wríte.
3.2. Pronuncjatjon: [a], vs [o]
as in BTJT and BOUGI-rT, or CUT
a nd
COST.
65
3*3. Xrregularjty without Vowe].
Difference.
Present:We SPEND sorne rnoney every
day.
Past: We SPENT sorne rnoney
yesterday.
Suggested verbs: Bulit, cut, cost,
have, hit, lend, let, make, put,
send, spend.
3.4. Pronuncjatjons: [] vs [a]as in HAT and HOT or HAD and
GOT.
3.5. Irregularjty with Vowe]. and
Consonant Differences.
Present: 1 GO to class every day.
Past: 1 WENT to class yesterday.
Suggested verbs: Bring, buy, do,
feel, go, hear, leave, say, seli,
66
sleep, teach, teli, think, stand,
understand
3.6. Pronunciation: [] vs [a] as
in CUT and COT, or COME and
GOT.
Note: Use the verbs usted aboVe in
affirmative and negatíve
statements, yes/no questions,
short answers, and
wh-questions.
UNIT FOUR: VERB + VERB PHRASE
4.1. Verb + To + Verb.
Example: 1 want to study English
Suggested Verba: Agree, decide,
expect, hope, intend, learn,
like, need, plan, promise,
try, want.
4.2. Verb + Noun Phrase + Verb
Examp].e: 1 want John to go. (Quiero
que Juan vaya) 1 wanted
John to go. (Quise que Juan fuera!
fuese).
4.3. Verb + Noun Phrase + Verb
Exarnple: 1 saw John go.
Suggested verbs: See, hear, watch,
feel, let, make, have, help.
4.4. Be + .Adjeotive + To + Verb.
Example: It is important to speak
English.
Motorcycles are dangerous to drive.
4.5. Pronunciat ion:
[cm 1 vs [a] in BEGAN and
BEGUN, or SWAM and SWUM.
67
UNIT FIVE: PERFECT TENSES
S.I. Present Perfect
HAVE
+ PAST PARTICIPLE
HAS
Examples:We HAVE WORKED here this
year.
He HAS SPOKEN English today
5.1.1. Statements:
a. Mfirntative:
(1-lAVE - HAS) + PAST PARTICIPLE
b. Negative:
(HAVE - HAS) + NOT PAST PARTICIPLE
68
5.1.2. Yes/no questions:
69
a. Affirmative:
(HAVE - HAS) + NP + PAST.
PARTCIP...
b. Negative:
(HAVEN'T - HASN'T)
+ NP + PAST.
PARTCIP. .2
5.1.3. Short Answers
Examples:Yes, 1 have.
No.I haven't.
Yes, he has.
No. He hasn't, etc.
5.1.4. Wh-Questions.
HAllE
Wh-w + NP + Past participle ... 2
HAS
has
Example: What you done today?
have
70
5.2. Present Perfect Progressive
HAVE
+ BEEN + -ING form
HAS
Examples:We HAVE BEEN STUDYING
English th±s year.
Mary HAS BEEN WORKING hard this
we e k.
5.2.1. Statement:
1-ÍAVE
a. Mfirmative: +BEEN+ -ING FORM
HAS
HAVEN'T
b. Negative: + BEEN + -ING FORM
HASN'T
5.2.2 Yes/no Questions:
HAVE
a.Affirmative +NP+BEEN+ING FORM
HAS
71
HAVEN' T
b.Negative: +NP-i-BEEN+-ING FORM
HASN1T
52.3.Examples: Yes, 1 have been.
No, 1 haven't been..
Yes, He has been.
No, He hasn't been
5.2.4. TÑh-Questions:
HAVE
Wh-ord + NP + BEEN +-ING FOPM
HAS
Example:What have you been doing
lately?
5.3. Past Perfect.
HAD + PAST PARTICIPLJE
Examples: He did well in his exams
because HE HAD STUDIED.
72
Susan (HAD) FINISI-EED her homework
before she went to the meeting.
N o t e:When the word BEFORE or
AFTER are included in the
sentence, the past perfect
is not absolutely necessary.
It is sufficient to use the
simple past tense.
Suggested verbs:
Simple form Past form Past Parciple
Re ad read read
meet met met
keep kept kept
sleep siept siept
feil felt felt
leave left left
lend lent lent
send sent sent
spend spent spent
build built buílt
73
say said said
have had had
make made made
stand stood stood
understand understood understood
cost cost cost
cut cut cut
hit hit hit
put put put
let let let
find found found
bring brought brought
thínk thought thought
teach taught taught
buy bougth bought
fight fought fought
win won won
seli soid soid
teli toid toid
sit sat sat
lose lost lost
dríve drove driven
write wrote written
break broke broken
wake woke woken
1 we n t
did
gone
done
74
choose
speak
we ar
g row
k now
t hrow
fly
draw
eat
g ive
come
become
fail
take
sing
ring
drink
begin
swirn
run
get
f or ge t
see
chose
spoke
wore
gr ew
knew
threw
flew
drew
ate
gaye
carne
became
fe 11
took
sang
rang
drank
began
swam
ran
got
forgot
s aw
chosen
spoken
worn
grown
k nown
t hrown
f lown
drawn
eaten
g ive n
come
become
fallen
taken
sung
ru ng
drunk
begun
swurn
ru n
gotten/got
forgotten
seen
75
be was/were been
show showed shown
5.4. Pronunciation: [m] vs [n] vs [9] as in SOME,SON, SUNG.
3.1..5.ENGLISH SYLLABUS FOR THE FIFTH YEAR
3.1.5.1. Objectives:
a.To recognize in context the new
phonetic, morphologicai, and
syntactic structures.
b.To state sentences and paragraphs
in oral and wrítten forms by
applying the phonetic,
morphologícal and syntactic.
3.1.5.2. Content Outline
UNIT ONE:.APPLICATION OF BASIC
STRUCTURES STUDIED IN FIFTH YEAR.
1.1.Direct and Indirect Ohjects
76
1.2..Irregular Verbs in the Past
Tense
1.3.Verb + NP + To + Verb..
1.4.Perfect Tenses
1.5 .Pronunciation: Vowel contrasts
in connection with simple forms,
past tense forms, and past
Participle forms of irregular
verbs.
UNIT TWO: PASSIVE VOICE.
-. Active: AGENT + VERB + PATIENT
Columbus discovered
America in 1492.
- Paseive: PATIENT + BE + PAST PART.
+ (BY AGENT).
Aineríca was discovered by
Columbus in 1492.
2.1. Simple Present Tense
AM
PATIENT + ARE+PAST. PART .+ (BY AGENT).
1Is
77
Gacelas are made in Ecuador.
2.2. Past Tense
WAS
PATIENT + PAST PART.+(BY AGENT).
WERE
Ecuador was conquered by Spaniards.
AM
PATIENT ARE+BEING+PAST.PART. (BY AGENT).
Is
Lunch is being cooked riqht now
2.4. Future Tense
BE GOING TO
PATIENT + PAST PART. + (BY AGENT).
WILL BE
The hostage is going to be executed
tomorrow.
78
2.5. Present Perfect.
HAVE
PATIENT +BEEN-i-PAST.PART.+(BY AGENT).
HAS
The wíndows have been closed today
2.6.Pronunciation: [o] vs [ 1 as in
ETHER and EITHER.
UNIT THREE; TWO-WORD VERBS
3.1 .Verb+ Prepositions (Inseparable)
Look at: We look at John
we 100k at hirn
3.2. Verb +Particle (Separable)
Put Qn: Put on your shoes
Put them Qn.
79
3.3. Suggested Verbs.
Verb + Preposition: Look at, look
for, look into, taik to, listen to,
ask for, wait for, think of, etc.
Verb + Particle: Cali back, cali up,
ful out, give back, leave out,
look over, look up, put away, put
on, put out, pick up, pick out, take
off, taik over, throw away, turn
on, turn off, wake up, look out for,
run out of, get along with, get rid
of.
3.4. Pronunciatjon: {t} vs [d] as un TWO and DO.
UNIT FOUR: PREPOSITIONAL PHRASES AS
NOUN MODIFIERS
4.1. Single-word Modifiers: Review
4.1.1. Adjectíve + Noun
The BLONDE GIRL SPEAKS ENGLIISH WELL.
80
41.2. Noun + Noun
The ENGL1ISH BOOK is very good.
4.1.3. Prepositions: In, on, at,
with, from, near, besides,
next to, far from, aboye
below, over, under, in front
of, beh±nd, oposite, etc.
4.1.4. Wh-questíons with WHICH
Which book do you want?
The one on the desk.
4.1.5. Pronunciatjon: [d] vs ['dr] as
in DAY and THEY
UNIT FIVE: ADVERBS OF PURPOSE, MEANS
AND OF INSTRUMENT.
5.1. Adverbs of Purpose
5.1.1. (in order) To + Verb
1 came here (IN ORDER) TO LEARN
Enqlish
81
5.12. For + Noun Phrase
1 came here FOR THE ENGLISH COURSE
5.1.3. Wh-questions with "WI-IY"
5.2. Adverbs of Means (by + Naun
Phrase)
He carne BY BUS
He sent the news BY RADIO
5.3. Adverbs of Instrument (with
+ Noun Phrase)
He opened the door WITH A KEY.
5.4. Wh-quest±ons with "HOW"
How did you get here?
By taking a bus
55. Pronunciations: [s] vs [z]
as in ICE and EYES
82
UNIT SIX: POSSESSION MD OTHER
REIIAT 1 ONSH 1 PS
6.1.Of + Noun Phrase
The legs OF TI-rE TABLE ARE SHORT
6.2. Noun Phrase + ' (or s')
JOHN'S legs are short.
TODAY'S newspaper is interesting.
6.3. Possessive Deterininers and
Possessive Pronouns.
6.3.1. Determiners: MY, YOUR,
HIS, etc.
These are MY Books.
6.3.2. Pronouns: MINE, YOURS, HIS,
ect.
These are MY Books. Those are Yours.Es
83
1
6.4. Pronunciation: [SI vs [C] as
in SHOE and C1-EEW.
UNIT SEVEN: COMP.ARISONS.
7.1. Expressions of Comparison
The same as, different from,
like, the same.... as
as..... as.
7.2. Comparison oÍ"Inequality
more ... than, _er than,
less. ... than, fewer
than.
7.3. Superlative Forms.
The rnost, the est, the
least, the fewest.
7.4. Irregular Comparisons.
7.4.1. .Adjectives: good, bad, far,
much, many, little.
7.4.2. Adverbs: well, badly.
84
7.5. Pronunciation: ['] vs [] v's
[J] as in SHOE, CHEW and
JEW.
UNIT EIGHT; INCLUDED CLAUSES
8.1. Included Statements
NP + Verb + Included
Statement
1 know (THAT) JOHN SPEAKS
ENGL.ISH
Suggested verbs: know, think,
believe, imagine, guess, suppose,
hear, understand, assume, forget,
realize, rernember, etc.
8.2. Included Wh-Clauses
NP + Verb + Included
wh-clause
1 know WI-LO SEES MARY
1 know W'HO MARY SEES
83. Relative Clauses
85
8.3.1.Noun Phrase + Clause (Type 1)
The student THAT SEES MARY
1 know the student THAT SEES MARY.
8.3.2.Noun Phrase + Clause (Type 2)
The student (THAT) MARY SEES
1 know the student (THAT) MARY SEES.
The student (THAT) MARY SEES is my
friend.
8.3.3. Pronunciatiora: [b] Vs [y]
vs [f] as in BASE, VASE and
FACE.
3.1.6. ENGLISH SYLLABUS FOR THE SIXTH YEAR
3.1.6.1. Objectives:
a. To state sentences and paragraphs
in oral and written forms
applyíng the new phonetic,
morphologícal, and syntactic
86
structures learnt up to this
course.
b. To understand the contents of
graded readings of scientif±c,
technical, and cultural traits.
31.6.2. Content Outline
UNIT ONE:APPLICATION OF FUNDAMENTAL
STRUCTURES STUDIED IN
BASIC CYCLE.
1.1. •Passive Voice
1.2. Two-Word Verbs.
1.3. Possession: Ph + 's
14. Comparisons with Adjectives and
Nouns
1.5. Included C].auses: Wh-Clauses and
relative clauses.
87
1.6. Review of the consonant
contrasts studied in the fifth
year.
UNIT TWO: CONDITIONAL SENTENCES
2.1. Possible situation
RESULT CLAUSE + CONDITIONAL CLAUSE
(Present/FUtUre) (Present)
1 iILL go, if she GOES
1 CAN pass the test,if 1 STUDY hard.
Suggested words to be used instead
of WILL: can, must,, might, be going
to, have to, expect to, etc.
2.2. HypothetiCal Situation,
Contrary to Fact or Unlikely
to Occur.
RESULT CLAUSE + CONDITIONAL CLAUSE
(Past Tense) (Past Tense)
1 WOULD go, if she WENT
88
Suggested words to be used instead
of WOULD: could, might.
2.3. Hypothetical Situation of
Past Time
RESULIT CLAUSE + CONDITIONAL CLAUSE
(Would + Have) (Past Perfect)
1 WOULD NAVE GONE if she HAD GONE
1 COULD NAVE passed the test if 1
1-rAD STUDIED hard
UNIT THREE: PARAGRAPH
3.1. Reading of a Paragraph for
the purpose of identifying
it as a unit of though.
3.2. Identification of its
elements.
3.2.1. Topic sentence
3.2.2. Supporting sentences
89
3.2.3. Transítional expressions
3.3. Simple Analyis
3.3.1. Syntactic: Hints about
agreement (person, gender,
number and tense)
3.3.2. Organizational choice:
a. Cause-effect
b. Comparison
c. Time and space
d. Exemplification
3.4. Transitional Words:
Vocabulary to be identifíed
in context.
3.4.1. Addition: again, also, and,
the, in addition, in fact,
besides, moreover, to.o, etc.
3.4.2. Comparison: in the same way,
likewise, similarly, etc.
90
3.4.3. Result: accordingly,
CQnsequently, then,
therefore, thus a result,
etc.
3.4.4. Contrast and concession:
after ah, but, despite,
however, neverthehess, on
the contrary, Qn the other
hand, at the same time, of
course, etc.
34.5. Passage of time: afterwards,
at last, after a while,
lately, since, then, etc.
3.4.6. Order: first 1y), second( ly), finahly, next, last,
etc.
3.4.7. Example: namely, that is
(Le.), such as,. etc.
91
3.4.8. Summary: in other words, in
short, in brief, briefly,
etc.
UNIT FOURTH: PARAGRAPH SIMPLE
ANALYSIS
EXEMPLIFICATION
4.1. Paragraph Sample: THORNLEY,
G.C. Elementary Scíentific
English Practice, Longman
Limited, London, 1975.
Jet engines are very powerful.
Usually two, three or four are
enough; but sorne big aircrafts have
six. Anyone in a jet plane feels the
power of the engines. Jet planes
travel at about six hundred miles an
hour. Soon they will travel faster
than that; they may perhaps travel
faster than sound. (Sound traveis at
about 1.100 miles feet a second.
That is about 160 miles an hour).
Then we shall not hear them untíl
92
they have gone. They will have
their noise behind thern.
Topic Sentence:
Q: What are we taiking about?
A: We are taiking about jet engines.
Supporting Sentences:
Q: How many engines are usually
enough?
A: 2,3 or 4.
How many do sorne big
aircrafts (planes) have?
A: 6
What does anyone in a jet
planes feel?
A: The power of the engines.
Pransitiona]. expressions:
Transítional expressions are words
or phrases to join one sentence with
93
the previous one in a natural, way,
for example:
But in ". But sorne big aircrafts
have six
Soon in ". Soon they will travel
faster
Then in ". Then we shall not hear
them
Syntactica]. Analysis:
Transítíve vG Intransitjve Verbs
NP v o
They will leave the noise behind them.
They will travel the stots faster than that.
For Practice,
the students will fill with examples of their own.
Organizationa]. Choice - Comparison
How many engines do jet
planes usually have?
94
A: 2, 3or4.
Q: How rnany do sorne big ones
have?
A: 6
How fast do jet planes
travel?
A: At about 600 miles an hour
How fast will they travel
soon?
A: Faster.
4.2. Word Building.
4.2.1. Verb + Suffix
a. Verb + Suffix =
achieve ment
amuse ment
assist
ance
acquaint
ance
conclude si on
include sion
celebrate
tion
constitute
ti on
re ad
er
write er
Noun
Achi eveme nt
amusement
assitance
acquaintance
conclusion
inclusion
ce lebration
constitution
reader
writer
95
b. Noun + Suffíx = Adj ective
fox y
foxy
rock —y rocky
le ge nd
ary
legendary
vis ion ary vis j o nary
brother
ly
brotherly
fn e nd —ly
friendiy
care
ful
careful
pain
ful
p ai nf u 1
care
less careless
pain
less painless
c. Adjective + Suffix Noun
he avy ness
heavinéss
sad
ness sadness
acid _ity acidi ty
fatal
ity
fatality
d. Verb + Suffix= Adj ective
desire able
desirable
drink able
drinkable
4.2.2. Prefix + Base = Noun
en 1+ Adjective = Noun
96
en force enf orce
en_ able enable
4.2.3. Prefix exemplification
Prefix Meaning Example
ante_ before preceding, antecedent.
anti_ against antigovernment.
co_ together jóin co-author.
contra_ against contradic.
ex former, out of ex-member.
en in, into inborn
inter_ between interaction
Pref ix Meaning Examp].e
Intra within intrastate
mal bad, wrong maifunction
multí many multiform
post after postgraduate
pre_ before,earlíer prewar, etc.
Note : The word-building vocabulary
usted aboye should be
97
discussed in context as it
comes out in the reading.
UNIT FIVE: GRADED READING:
Suggested reading according to
student's major field.
5.1. Fisico-Matemáticas:
Electric wire
Gravi tati on
Li g ht
Flying
Eclipses
Switches and fuses
Magnets
Galileo
Pendulums
Faraday and hís generator
\Toltage and current
Sir Robert Watson Watt
The use of Radar
The air Brake, etc.
5.2. Biología y Química.
Hot metal
Mineral oil
Sorne of the gases
The soíl
Malaria
Transplants and inplants
The amazing world of insects
The cause of illness
How illness is carried
Food and the body
Drugs etc.
5.3. Ciencias Sociales
The Flight of Apollo II.
The travels of Marco Polo
The fine planets
Earthquakes
Black goid
Transport in our cities
Continental drift
Sir Walter Raleígh
Thomas ¡Uva Edison
98
Learning a foreign languaqe
Time capsules, etc.
31.7. METHODOLOGICAL RECOMMENDATIONS:
The me thodological recommendations
contain methods, procedures,
technicjues, and activities that will
help the teacher to plan learning
experience,and will also become a
practical tool for the students.
3.1.8. BIBLIOGRAPHY:
Bibliography for the student:
HERDOIZA, Plutarco. Inglés Oral
Básico, Imprenta Olmedo, Quito, 1972.
HERDOIZA, PEREZ, SANTILLAN, Oral
English for Beginners, Talleres
Gráficos de Educación.
loo
LADO, Robert, Lado Englísh Series,
Books 1-6, Simón and Schuster, Inc.,
1973.
MELGREN - WALKER, New Horizons in
.EiaJ.iii, Books 1-6 Addison-Wesley
Publíshing Company, Inc., 1973.
Ti-lE NATIONAL COUNCIL OF TEACHERS OF
ENGLISH. Ençlish for Today, McGraw -
Hill Book, Company, 1972.
THORNLEY, G. C. Elernentary Scientific
English Practice, Longman, Group
Limited, London, 1975.
WARDHAUGH - CARRILLO Y OTROS. English
for a Changing World, Scott, Foresman
and Company, Glenview, Illinois,
197 6
WEST, Michael. New Method Readers,
Standard Edition, Reader 2-6,
Longmans, Green and Co. Ltd. London.
101
Bibliography for the Teacher:
ALiJEN and CAMPBELL. Teaching English
as a second Lançuae A Book of
Readings, McGraw - Hill Book Comany,
1972.
CROFT, Keneth. Readinçs on Ençlish as
a Second bançuaçe, Winthrop
Publishers, Inc., 1972.
FINOCCHIARO, Mary. English as a
Second Language, From Theory to
practice, Simon and Schuster, Inc.,
1970.
FINOCCHIARO, Mary. Teaching English
as a Second Language, Harper and Row,
New York, 1958.
FRIES, Charles. Teaching and Learning
English as a foreing Language,
University of Michigan Press, Ann
Arbor, 1948.
102
INFORMATION CENTER OF THE UNITED
STATES, Enlish Teaching Forum,
Inforrnation Agency, Washington D.C.
1963-1996.
KENYON- KNOTT, A Pronouncirig
Dictionary of American Englísh, G.
and C. Merriam Cornpany Publishers,
Springfield, Mass.., 1963.
RENZO, Titone, Psicolinguistjcp
Aplicada, Edit. FCapelusz.
KROHN, Robert. English Sentence
Structure, The University of Michigan
Press, Ann Arbor, 1974.
LADO, Robert. Lado Ençlisl-i Series:
Teacher's Manuals, 1-6 A Regents
Publication Simon and Schuster, New
York, 1974.
LADO, Robert y FRIES C. English
pronunciation, The University of
Michigan Press, Ann Arbor, 1967.
103
TEACHERS OF ENGLISH TO SPEAKERS OF
OTHER hANGUAGES. Tesol Quarterly
Georgetown University, Washington,
D.C. 1967-1996.
32. CRITICIZING THE ENGLISH SYLLABUS IN THE CICLO
DIVERSIFICADO
3.21. The subject's basis:
For the authors of this thesis,
the aboye mentioned transcript aliows
them to describe the syllabus'
importance; but it doesn'•t allow us
to have a scientific basis -which
deals with the teaching of languages-
and presents many different
objectives. The Englísh language
should be taught in exclusive courses
that deal with the educational and
cultural aspects of the liriguistic
compone nts.
104
These type of courses are still
quite commOfl thrOUghout the world and
at any level of the educati0fl -
systems. They are subjeCt to
examination5 or to having conteflts
related to other academic studies
that are not really lingUiStiC,
mainly because they will have the
same teacher or teachers haVing the
same academiC formation and subjeCt
to the same norms, or because the
educatioflal center5 normS rnust be
foliowed in all the clasSeS.
It is probable that these
classes end up by being subjeCt to
examiflations that decide UpOfl the
course'S contents. The time matter
(two class hours per week) is the
central problem that must be faced by
the English lanqUaqe teaching task.
It would be. "ideal" to have a
perpetual student Both, teacher5 and
schoOl authoritiesshould take
advantage of thestudent'S
105
motivations, and furnish the course
with the greatest relevance and be
sure that the subject beíng taught
does not contain superfluous
linguistic elements.
It is essential to carry out a
careful selection of the linguistic
contents, the situations, and the
topics to be presented. The Englísh
language teacher must be prepared for
carrying out a certain number of
tasks, related to his role as a
teacher. The degree of accomplishment
of this goal will depend on the
greater or lesser homoqeinity of the
class' interest. We consíder that it
is very irnportant to demand this
capacity from a specialized teacher.
This ±5 not in contradiction with the
final goal of any other language
course, which would be the achieving
of a level of spoken language,
comprehension, reading, and writing
similar to that of a native speaker.
106
In certain practices, aboye all in
reading speed, one must even try to
exceede the native speaker's skills.
These twa goals are not
contradictory. Every Enghish language
teacher should try to achieve the
second goal throughout the teaching
process. Therefore, he must try ta
restrict the number of idíomatic
sk±lls and limit the number of
lexícal and grammatical elernents of
the caurse in arder to achieve a
greater effectiveness. (W.A. Bennett,
1975, Las lenguas y su ensefanza, pp.
97-99)
o
322. Objectives:
The general objective for the
ciclo diversificado is very himited
and it doesn't include the entire
learning extension of the three years
and of the 17 units.
107
Moreover, the transcription of
the course's objectives aliows us to
state that they are not specific,
xnainly because they are not related to
the contents, instead they point out
activities that are difficult to be
rneasured, and others imply activities
that are too general and that do not
possess immediate achievement results.
They are neither operative nor
concrete, they are not stated in terms
of the student's behaviour or conduct.
3.2.3. Extension
In relation to the extension, it can
be seen that the English . Syllabus for
the major cycle of the secondary
school applies once again the
knowledge that the students were
supposed to have acquired in the
basic cycle and intends to include
all the linguistic elements of the
English language. In other words, it
is a very long program.
108
Four Year:
The contents for the fourth year
include five units, the first, six
topics; the second unit has six
topícs; the third unit has six
top±cs; the fourth unit has five
topics, and the fifth unit has four
topics. All this has to be developed
within 60 class hours. If we compare
this time with the class time load of
only two hours per week, it is
impossible to be properly studied.
Fifth Year:
The contents for the fifth year
include eight units. In the first
unit, there are five topics; the
second unít demands the development
of six topics; the third unit
comprises four topics; and the
fourth, fifth, and sixth units have
five topics, the seventh unit has
four topics, the eight unit has four
109
topics. This means that in the fifth
course 60 class hours must be
scheduled to cover these topics.
LE we compare the schedules and
the class hours, it can be seen that
it is impossible to carry out the
development of the topics indicated
aboye.
Sixth Year
The contents for the sixth year
include five units. The first unit
contains six topics. In the second
unit, three topics. In the third
unit, four topics. In the fourth
unit, three topics, and in the fifth
unít, three topics. These contents
inust be covered within 60 class
hours, whích is impossible to be
achieved according to the schedules
and the number of class hours.
110
However, we must also take into
account the cognitive capacity of the
student's so in the teaching task it
may be possible to comply with the
gradual and systematic principies,
this way the knowledge may be well
assimilated and allow the students to
practice communication using the
English language. Students remember
soniething when they practice it over
and over.
3.3. ORGANIZ.ATION
hen dealing with the contents, it ±5
necessary to point out the existence of a
vertical relationshíp; in other words, the
contents for the majar cycle in the secondary
school are established in relation wíth the
contents given out in the basic cycie.
The main purpose of teaching the English
language in the secondary school is to get
the students to use this language, and to use
it properly and fully; however, the students
111
usefulness, so to achieve the aboye statement
it is necessary to allow for pleasant
environmental conditions that may promote
this activity. The teaching of the English
language in the secondary schools is carried
out in the six years that make up the basic
and the ciclo diversificado and it is subject
to examinations -usually the students have
the same teacher in all the years- and this
subject must observe the same norms as ah
the other subjects.
It is highly possible that these classes
end up being subject to a specific
examination, although this examination may
not be carried out in a really exhaustive
way- will decide upon the contents of the
course. It is hoped that the new examinations
may avoid the "traps" that usually show up in
the examinations of other subjects. Theré is
an even growing sector of the language
teaching group that directs its attention to
groups of individuals that seek a determined
purpose in the learning of a new language.
Many young people who have a more or less
112
Many young people who have a more or less
precise idea of what their future profession
will be, now look at the English language as
a basic need.
The time factor is the central problem
that must be dealt with by the Englísh
language teaching task. It would be ideal to
have a perpetual student! Both, the English
language teacher as well as the foreing
language chief of the teaching staff, must
take advantage of the student's motivations
and give the language courses a greater
relevance, also they must be sure that the
subject does not contain superfluous
linguistic elements.
It is essential to carry out a careful
selection of the linguistic contents, its
situations, and topics that will be presented
to the students. The English language teacher
should be prepared to carry out a certain
number of tasks related to his teaching role.
The achievement degree of this goal will
113
depend on the greater or lesser homogeneity
of the class' interests..
Ve consider that it is veryimportant to
demand this capacity from a specialist. This
±5 not in contradiction with the final goals
of any language course, which are: the
achieving of a spoken language level, a
proper comprehension, and reading and writing
skills equívalent to those of a nat±ve
speaker. Every English language teacher
should try to achieve these goals throughout
the teaching process, therefore he must limit
the number of idiornatic skills and lexical
and grammatícal elements to achíeve a greater
effect±veness in the course.
The danger encountered by the teaching
task of the English language has always been
the fact qf considering as complete any
teaching course, within a limited time
schedule. This usually leads to an attempt of
trying to include all possible linguistic
forms within that time outline, placíng more
importance on the number of elements to be
114
presented instead of on the comprehension
level that could je achieved with a
cletermined number of carefully selected
forms.
When there is a saturated number of
elements in a course -like a poorly packed
suitcase- the usual outcome is that many of
these elements are not fully explained, and
also it is not possible to carry out any
complementary tasks. Phis is so, even if the
number of classes are increased and it
doesn't allow for a reduction of the contents
in a rational way, if the situation demands
it..
3.4. FEASIBILITY OF THE CONTENTS
The contents presented in the Syllabus
units are not feasible of being directed,
they can be carried out without achieving
optimum results, even if the feasibility has
been improved by taking into account a list
of the most widely used irregular verbs to be
studíed in the major cycle of the, secondary
115
school. The contents off ered by the English
Syllabus are not relevant because they are
limited only to a listing of the activities
to be carried out with affirmative and
negative forms, yes/no questions, long and
short answers, information questions, and
special vocabulary. In .other words it does
riot give out contents but instead it simply
gives out a list of activities that must be
filled in with the contents that the teacher
decides to include.
The contents have not been planned in
accordance with the student's knowledge
level, they are simple activíties that must
be more diffícult by the teacher.
CHAPTER IV
ANALY Z ING T HE RE SE ARCH
117
4.1.ANALYZING THE FIRST HYPOTHESIS
4.1.1. STATEMENT
The first hypothesis points out that
the non-accornplishment of the
official English language programs in
the ciclo diversificado of the
Yanzatza Canton's high schools is due
to the extent and organization of its
contents.
In order to verify the
hypothesis related to the
non-accornplishnient of the official
English language programs in the
ciclo diversificado of the Yanzatza
Canton's high schools, .we have
carried out a comparative analysis of
MEC's* planning with respect to the
programs presented by the teachers
themselves
* MEC iueans Minitery of Education and Culture.
118
41.2. HIGH SCHOOLS TÑHERE THE RESEARCN NAS
CARRIED OUT
HIGH SCHOOLS WITH CICLO DIVERSIFICADO OF THE
YANZATZA CANTOS
Table No. 1
LotiDiez de Ncvi€nbre Los encuentrcs 4 thJuan XIU - Yanzatza 4th, 5th, 6t1-Mrfta Bucaran de Yanzatza 5th 6th,10 de Mo Yarizatza 4t1-4 5th, 6th4Ic. Pecuaria UNE Chicafia 4th1 6th,
SOURCE: RESEARCH GROUP
119
4.1.3. MEC'S PROGRANS VS TEACHERS' PROGRANS
"10 DE MOVIERE" HIGH SCHOOL
Cheznistry —Siology Fourth course
Table No. 2
In this course eight units have
been determined, while in the program
presented by the Ministry of
Education there are only five: as far
as the tities of the topics are
concerned, the teacher's prograrns
neither take into account the sense
nar the arder pointed out by the
Min±stry. These programs agree upan
only one unit, and in the first unit
120
its sub-units correspond. Therefore,
it can be concluded that there is
only a 25% of accomplishment.
"JUAN XXIII" HIGH SCHOOL
Chemistry-Siology Tourth Course
Pable No. 3
In th±s course the number of the
units practically agree with the
number of unita presented in Mec's
prograrn; but the contents only
correspond in three sub-units of the
first unit, th±s implies that the
121
accompl±shment level is only about
3%.
Chemistry-Eiology and Social Sciences Fifth
Course
Table No. 4
In this course there is a
coincidence between the MecTs
contents and those applied by the
high school teachers, there ±5 a
correspondence in most units and in
the f±rst unit, one of its sub-units
agree in both cases; in an overail
vier of the un±ts and sub-units
-without analyz±ng in depth the
contents- it can be stated that the
122
accomplishment level surpasses the
90%.
Chemisty-Biology and Social Sciences Sixth
Course
Table No. 5
The Mec's program for this course
presents five units and the teacher's
program establishes six units; only
the first unit agrees in both cases
and therefore there is less than a 5%
accomplishment of the teacher's
program in relation to the one given
out by the M±nistry of Education.
123
"MRPHA BUCARAM DE ROLDOS" HIGH SCHOOL
Secretarial Sciences and Mechanics F'iftli
Course
Table No. 6
Of the six units prograrnmed by the
Min±stry, the teachers of this high
school follow a program that only
corresponds in two sub-units of unit.
To with the M±nistry's program,
meaning that less than 5% is complied
with; furthermore we must point out
that the contents follo'wed lack order
3
El
124
and mainly give priority to the
review unit.
Industrial Mechanics Sixth Course
Table No. 7
In this planning the number of units
coincides but in terms of contents
only the sub-units of units 1 and 2
agree with Mec's program, the rest of
the contents are cornpletely
different, it can be stated that the
5% is complied with.
11 1 de Mayo" HIGH SCHOOL OF Y»TZATZA
Accounting and Farrning Fourth Course
Table No. 8
In this program the teacher
surpasses the number of class hours
.ind±cated by the M±nistry's program,
the teacher has establíshed 79 class
hours while the M±n±stry has
considered 60 class per±ods for
125
126
developing five units. In relation to
the contents, the two programs agree
in one unit and in 5 sub-units. In 3
units, the contents do not
correspond. This determines a
fulfilment level barely aboye 10%.
Faing and Accounting rifth Course
Table No. 9
In this case two units and a sub-unit
coincide in the teacher's and Mec's
programs, as a result we can state
that there is a bit over 40% of
fulfilment in relation to the
Ministry' s prog.rams.
127
Farming and Accounting Sixtli Course
Pable No. 10
In this course the teacher's and
Mec's programs agree in one unit and
in one sub-unit. Therefore, the
fulfilment is below 25%.
128
"TECNICO PECUARIO UNE"
HIGH SCHOOL
Fourth course
Table No. 11
For this course, the Ministry •has
established eigth units, but this
h±qh school and specif±caily the
study prograin for this course has
only developed seven units of which
only one unit and four sub-un±ts
agree with the Ministry's program.
Ve must also point out that their
first un±t is directed toward
reviewing the contents studied in the
third course. This reduction to a
minirnun of the rurnber of new topics
129
to be dealt with in the acaderníc
year. As a result, the fulfilment
level is sl±ghtly over 12%.
Siztli course
Table No. 12
In this course the teacher's program
presents 7 units iristead of the 5
units established by the Ministry?s,
however the correspondence between
the two programs ±5 zero. In other
words, the teacher's program is
completely different from the one
130
given out by the Ministry. The
fulfilment level can be defined as
well below 3% because there are few
coincidences in part of the contents.
Mostly the teacher's pragram applied
is directed toward reviewing the
contents already studied in earlier
courses.
Ve can conclude that the fulfilment
level of the Ministry's English
language program is low in the
investigated high schools. Next, we
will verify the causes for this
result, among which we can point out
the program's extent and
organization. The foliowing
information has been obtained through
the applied survey. (See Annex No.
1)
4.1.4. LOGICAL MODELOF THE HYPOTHESIS
There is a significant relationship
between the English language
131
program's fulfilrnent level by the
teachers in charge of this subject in
the "ciclo diversificado" of the
Yanzatza Canton's high schools and
the extent and organization of such
programs at a confidence level of 95%
of probabilities throuqh the
application of Person's Chí-square
test.
4.1.5. MATHEMATICAL MODEL
Ho : X 2c = X2t
Hl : X2cX2t
oc : 0,05 ==> 5%
gl : (c-l) (f-l)
(2-1) (6-1)
:5
R(Ho): X2c - 11,070
4.1.6. STATICAL MODEL
(fo - fe)2
x2 =
fe
MATRIX OF OBSERVED FREQUENCIES
142TRIX OF EXPECTED FREQUENCIES
X 2 c 4,8 + 2,94 + 2,62 + 0,31 + 2,15
+ 2,15 + 4,6 + 2,8 + 2,51
+ 0,29 + 2,5 + 2,5
X2c=30, 17
132
133
4.1.7. CONCLUSION
.The nuli hypothesis at a confidence
level of 95% and wíth 5 degrees of
liberty possesses a calculated
ch±-square of 11,070.
Once the stat±stical model's
calculation is carried out the
calculated chi-square's result ±5
30,17; theref ore, the nufl hypothesis
is rejected and the alteranate
hypothesis is approved. In
conclusion, it can be stated that
teachers consider that the non
fulfilment with Mec's plans and
programs for the English language
subject ±5 d±rectly related to their
extent and organization.
134
4.2. .ANALYZING THE SECOND HYPOTHESIS
4.2.1. S'MTEMENT
The non-feasibility of the English
language programs' contents have
determined their non-accomplishment.
Do you think that the Ministrys
English programs meet the needs of
the students?
Yes = 1 No =. 6
Table No. 13
Why do you think so ? YES NO• They contribute to the development 1 6
Of the student's communication
y5tem
• They correspond to the knowledge 1 6
level of the 3tudents
• They correpond to the close 1 6
evitonrnent of the students
TOTAL 3 118
135
GRAPHI C.AL RE PRE SENTATI ON
TABLE N°13
Do you think that the contents of the
English Language subject's teaching
hou1d be directed toward the needs
of each major?
yes=7 No=O
Table No. 14
136
Why do pu thlnk so?* The contents are useful for the students.* The contents correspond to what the students are* The students must Iearn according to theír major, to becloser to what they really wish.
* To form quahfied high school graduates.TOTAL
VES NO
7 0
7 0
7 0
o
28 0
GRAPHYCAL REPRE SENTATION
TABLE N° 14
100%
90%//
80%."
70%-
60% •'
S0%
y -
40% -/
30%
20%- .
10%-
0%-
Y ES NO
137
42.2. LOGICAL !4ODEL
There is a significant relation
between the non-accomplíshment of
the Ministry of Education's English
language programs in the Yanzatza
Canton's high schools and the
non-feasibility of application, at a
confidence level of 95% of
probabilities and according to
Pearson's Chi-square test.
4.2.3. MATHEMATICAL MODEL
Ho : X2c = X2t
Hl X2c - X2t
0,05 ==> 5%
gi : (c-l) (f-l)
(2-1) (8-1)
:7
R(Ho): X 2c - 14,067
42.4. ST.ATISTICAL MODEL
(fo - fe)2
X2c=
fe
4.2.5. MATRIX OF OBSERVED FREQUENCIES
4.26. MATRIX OF EXPECTED FREQUENCIES
FEP.SIBflITY TES NO TOTALPertinence 3,8 6,2 10Opportunity 3,5 5,5 9Teactier's profesional Qualification 3,5 5,5 9Textbook in ue :3,5 5,.5 9Methology and didactic material 3,8 6,2 10Time 3,1 5,3 8Sequence 3,5 5,5 9Output 3,5 5,5 9TOTAL 28,1) 45, 0 73
138
Xc = 0,01 + 0,64 + 0,64 + 0,07 +
0,01 + 0,39 + 0,64 + 0,07 + 0,006 +
1
0,40 + 0,40 + 0,04 + 0,006 + 0,09 +
0,40 + 0,04
= 3, 85
42.7. CONCLUSION
Since the calculated Chi-square
(3,85) ±5 lower than the tabulated
Chi-square (14,067), the nuil
hypothesis is approved and the
alternate hypothesis rejected.
Consequently, it can be concluded
that there ±5 no significant relation
between the non-accomplishment of the
Ministry's study plans and programs
and their feasibility of application
under the cond±tions and
circurnstances in wh±ch the
teaching-learning process of this
subject ±5 carried out.
luic
4.3. ANALYZING TRE THIRD HYPOTHESIS
4.3.1. ST.ATEI4ENT
Due to the extent, organization and
non-feasibility of the Ministry's
proqrams contents, the English
language teachers of the Yanzatza
Cantan do not use the English
language textbooks suggested by the
Ministry of Education.
4.3.2. BASIS
In proving the first hypothesis it
vas found that the non-accornpljshment
of the Ministry's plans and programs
has a highly significant relation
with their contents' extent and
organization; while, in the process
of proving the second hypothesis that
deals with the feasibility aspect we
have found the faliowing
consequences:
141
a. The non-accomplishment of the
Min±stry's plans and prograrns
is not significantly related to
their feasibility of
appl±cation, taking into
account indicators such as
pertinence, opportunity,
teacher's qualities, textbook
used, methodology, duration,
sequence, and results.
b. The 100% of the surveyed
teachers indícate that the
programs established by the
Ministry of Education and
Culture do not meet the
students' learning needs (see
table No. 13)
c. The 100% of the surveyed
teachers consider that the
teaching of the English language
in the "Ciclo diversificado" of
the investigated high schools
should possess in their study
142
progranis topics related to the
students' specializatíon;
otherwíse, the teaching of this
subject will result useless and
intrascendental (see Table No.
14)
In additiori to the conclusions
stated aboye, we have to
indícate the foliowing
information which confirms many
of the presented reasons that
are related to the feasibility
aspect and that justify to an
extent the teacher' deníal to
use the textbook outlíned in
Mec's plans and programs that
should serve as work guides for
teachers and students.
Do you use the English books
suggested by the Ministry of
Education?
yes =1 No6
Table No. 15
You do not use these books due to the: YES NO• Organization and extent of the contents 1 6• Non-feasibility of the contents according lo the 1 8
students specialization.• Non- availability of the books. 1 6TOTAL 3 18
GRAPHICAL REPRESENTATION
TABLE N°15
143
144
As we notíce, circumstances
metioned aboye have greatly
contributed to the teacher's
decision of not applying such
books in their teaching task.
This way, the English language
textbooks suggested by Mec's
plans and programs have been set
aside from the teaching-learning
process.
In the investigated areas, we
have found that the high
schools' English language
teachers use the foliowing
textbooks:
- ESTRELLA,, Gustavo, English
book
- VARELA, Luis, English hook
- VERA, Rebeca, English for
students, Book two
- Inglés Curso Audio Visual,
Auto instrucción programada
145
Having compared the
bibliograghy stated at the end
of the fourth, fifth, and sixth
courses' prograrns, we have found
that the applied textbooks do
not correspond to the students'
needs. This fact have let us to
confirrn that the Ministry's
suggested books are not used in
the teaching-learning process.
4.3.3. CONCLUSION
Ve can conclude that the teaching
English Language in the ciclo
diversificado of the investigated
highschools is based on the teacher's
personal experience and not precisely
on the Mec's plan and
Micro-curricular planning as well as
the bibliography suggested on it.
This hypothesis has let us to confirm
that the Ministry's suggested books
are not used in teaching process
146
because they do not meet the
student's learning need.
4.4. AN.ALYZING TRE FOURTH HYPOTHESIS
4.4.1. STATEMENT
Most of the English language
teachers of the Yanzatza's Cantora do
not meet the requ±rements of the
Ministry's prograrns in terms of their
professioflal degree.
4.4.2. BASIS
The study plans and prograrns requíre
a professionally trained teacher to
guide its applicat±on, guidance and
evaluation. It has properly been
stated that the teaching formation is
reflected in the manner in which the
teaching-learfliflg process' planning,
organization, execution and
evaluation is conducted. One of these
aspects corresponds to the teachervs
professional±Sm and another to the
147
formation, updatíng and ±mprovíng the
perfection processes.
In terms of the professionalism
aspect, it is in charge of the higher
educational centers to carry out such
task (Universitjes and Institutes)
The Higher university formation level
is the greater benefit and result
that will be achieved in the young
people ? s íntellectual formation.
The professionaljsm level in the
high schools where this investigation
has heen carried out is as foliows:
TEACHER t S PROFESSIONALISM
TABLE No. 16
TE1R S LEGREE £Teachers of aecondary schools 6 $36Licentiate in CC. EE. 1 14Doctor in (X.EE. O OTOTAL 7 1 100
GRAPHICAL REPRESENTATION
TABLE N°16
148
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
TABLE Nro 17
T!' S SPEXIALT fEng1ih Tehers 6 86Other Subjects teachers 1 14TOTAL 7 100
GRAPHICAL REPRESENTATION
TABLE N°17
149
Enqshteachers Subiects
Tea chers
Teachers Speclalty
TABLE Nro. 18
GRAPHICAL REPRESENTATION
TABLE N°18
150
151
In relation to the hypotesis'
staments, it has been found that
there is a .high level of
professionalisrn in the teachers who
work in the investigated area; the
86% possess a degree for teaching at
secondary schools, and 14% have an
academic degree. In reference to
their specialties, the 86% are
Englísh teachers and only one
teacher has a gym theacher degree.
Finaily, in terms of their experíence
as high school teachers it can be
stated that most of the investigated
teachers have an acceptable level of
work experience on theír fields,
Therefore, the teachers'
professionalism level can not be
considered as a definite or
influencing cause for their decision
of not applying the Mínistry of
Education's English. programs in their
daily teaching activities.
CONCLUSIONS AND
ALTERNAT IVE S
152
44.3. CONCLUSION
Consequently, the hypothesis is nuli
of fulfillment, the teachers who work
in the investigated area are English
language teachers, and the alternate
hypothesis is approved. There is no
significant relation between the
non-accomplishment of the Ministry's
English program and the teacher's
prof essionalism.
154
CONCLUS Ioi'rs
The performance of our research has allowed us
to conclude the foliowing:
1. According to the MEC, the English language
plans and prograrns allow the student to come
into contact with only comprehensive readings,
and morphological as well as with syntactic
aspects of the English language.
2. According to the sur\ 'yed teachers, the
Ministry's English programs are redundant and
difficult to be understaod due to their lack of
coherence.
3. When the teachers' programs are compared to the
ones given out by the MEC, it can be clearly
seen that the first one reduces to a minimun
expression the Ministry's program, in sorne
cases the topícs coincide and in other cases
only the sub-topics agree in both, but mainly
the teachers cover topics that are not
considered in the Ministry's plans and
programs.
155
4. The English teachers have improperly
interpreted the intention of MEC's programs.
The first topics for the "ciclo diversificado"
refer to the application of basic structures of
the already studied contents. However, the
application is supposed to be much more
beneficial for the learning process because it
also introduces knowledge, skills and
dexterities and not only the review of the
knowledge that has already been acquired.
S. The reduction of the contents for teaching
English carried out by the teachers, indirectly
suggests that the MEC' plans and programs are
too long and that their organization has not
considered the time as one of the factors for
teaching these numerous topícs.
6. The English teaching plans and programs
presented by the NEC, seek to achieve a
comprehensive reading level in the students,
and on this basis the phonologícal,
morphological and syntactic structures have
been organized. The high school teachers have
set aside this purpose and attempt to get the
156
students to communicate through a group of
typical words or sentences; as a result, the
learning process can not be carried out in
function of the student's daily needs,problems -
or solutions.
7. The MEC's English plans and programs deals with
general aspects of the language and they have
not been directed toward the student's
particular needs in reference to hís
specialization study area. When the aim of
teaching is directed toward a coniprehensive
reading of technical or scientific books, then
the most appropriate manner to deal with this
situation is to get the student to develop
idiomatic skills that may allow him to
comrnunicate in a language related to his major.
Both, the MEC's as well as the teachers'
planning and programs has not considered this
aspect in the students academíc formation.
157
ALTERNATIVE S
The hypothesis that has guided this research
work stated four basic factors that have an
incidence in the non-accomplishrnent of the
ministry's "ciclo diversificado" English programs,
by the high school teachers who have the
responsibility of carrying out this task. .kmong
these factors wecan name the programs' extent,
organization, feasibility of application, the
non-professionalism of the teachers and the lack of
application of appropriate textbooks. Throughout
this investigation it has been proved that there is
a non-accomplishment of Ministry's plans and
programs.
In terms of theír contents, it has been
established that the accomplishment level is mostly
25% mainly because the teachers present their
personal programs which have no relation or
coherence wíth the MEC's plans and programs.
These subject's programs have no coherence with
the students' needs or the demands of their major.
As the teachers' academic formation is concerned, it
158
has beenfound that the 99% of English teachers
have an acadernic degree in English, there is only
one case where the teacher's university degree does
not enable hirn to teach this subject.
This alternative gathers the incidence of these
factors as weaknessés that impair a permanent
improvement in the English .language teaching
process. Even MEC recognizes the existence of
limitations in its plans and programs and has
stated: "... it only allows to deal with the main
phonological, morphologícal and syntactic structures
that have not been studied in the basic cycle and
that are necessary for a comprehension of gradual
application readings."
... this number of productive hours for the
"ciclo diversificado" (87), even added to the basic
cycle's (130), are not enough to achieve the oral's
comprehension and expression objectives, writing
skills, and the comprehension of everyday readings.
The total number of productive school hours in
secondary education (217) only aliows for a basic
structural preparation for reading gradual technical
and scientific texts and an exercise of their basic
159
skills'. In order to reach, oral comprehension and
expression, as objectives of teaching the English
language, it is necessary to cover aproximately 1000
productive schools hours. This is the general
criteria of linguists and pedagogues such as the
Ecuadorian professor Mr. Plutarco Herdoiza
(Ministerio de Educacion y Cultura, Plan y Programas
para el Ciclo diversificado, Ed. voluntad,
Quito-Ecuador, 1978). iith these antecedents in mmd
ve present the following proposals in order to
improve the Teaching-learning process of the English
language:
1. The teacher's academic formation. The School
Board of Direction should annually approve
plans, programs, and projects for updating and
perfecting the teacher ? s academic level such
as:
1.1. New English language teaching techniques.
1.2. Reading comprehension.
1.3. Communication activities within and
outside the classroom.
1.4. Morphological and syntactic structuring
of the English language.
160
1.5. Technical English.
This academic formation complements the one
furnished by MEC with the aim of continuing in an
appropriate manner with the Ecuadorian-British
agreement for the teaching of the English language.
Through this agreement, the government has increased
the number of weekly class hours from two or three
to five which has been put into practice up to the
third year of high school. The academic formation
carried out based on this agreement ±5 related to
the development of the language, methodologies,
handling of the pedagogical book, etc. Unfortunately
the high schools' authorities have not responded
properly to these apportunitíes and have not allowed
their teachers to attend the seminars. We,
therefore, prapose a scheduling of the work
activities of the teachers in each hígh school, so
there may be an appropriate coordination between
MEC's organisms and the teachers' academic updating
and improvement.
- Allow for pedagogic resources. In other words,
allow the teachers the construction of
comniunicative systems that may permit them an
161
interd±sciplinary academic work. These
resources will let the teachers to analyze
contents, methods, techniques, pedagogic norms
and learning strategies.
- To elaborate a pedagogical evaluation and
follow up, that may allow the student's
situational diagnosis in a permanent manner in
order to detect weaknesses, strengths and
present the corrective measures at the time
when the problerns are detected.
- To elaborate English language plans and
programs directed toward meeting the
communicationneeds, which will in turn present
the advantage of having a selection of the
contents according to the students' needs and
academic specialty as well as the real
environrnent where the educational establishment
is located.
- Po introduce audio-visual _techniques and
telemathícal ones fr teachigtheEnglish
language.
162
- Curricular extensiofl and organization. In order
to organize the contents tor teaching the
English language it is necessary to take as a
central axis the pÉactice known as contact with
the community, .readings related to real events,
intervention and comprehension of the students'
situation, elaboration of objectives, and
interchange and cooperatiofl instead of dealing
with only certain aspects of the language, this
way it is possible to concentrate on the
dexterities the student must develop and
improve, such as:
- Communícatiofl dexterities
- Evaluation dexterities
- Production dexterit±eS
- CornprehensiOfl and explanation dexterities
These skills include those that at the proper
time are also emphasized in working with the
students such as: listening, speaking, reading and
writing.
The curricular extension and organization is a
programmiflg that aliows to grade •the students
163
through and evaluate their dexterities since the
teacher will always be facing products elaborated by
the students themselves. In each one of the
products, the teacher will have the opportunity to
value the attitude taken in the task, the
integration, the abilities in handling means and
techniques, the productions quality, the interest
level, the student's concern and the interiorization
of the learning process.
Ve really wish that this research may
constitute a technical contribution and an
alternative that must be taken into account by the
educational authorities in order to facilítate for
the Eglish teachers the annual planning elaboration
as well as those of didatic unitswjjinujstjc
and pedagogic criteria of progressive advance. This
factor will surely benefit the "ciclo diversificado"
students in our educationalsystem.
164
EIBLIOGRAPHY
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Modalidad Abierta, Loja, 1990, pp. 1-123, Cuatro
capítulos: Nociones generales sobre planeamiento, la
planificación educativa, sus niveles y programación.
AGUILAR, F. Ruth Marlene y Miguel Quezada González,
Documento de trabajo para la elaboración de
proyectos de tesis, UTPL, UAL, Loja, 1990.
AGUIRRE, González, Ermel, Manual de educación,
recopilación actualizada de las Leyes de Carrera
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reformas vigentes de educación, Edit. del Pacifico,
Guayaquil, 1991.
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recopilación y estudio actualizado de Ley de Carrera
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Resoluciones y reformas vigentes de educación, Edit,
El pacifico, Guayaquil, 1991.
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general, Traducción del portugués por Francisco
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Cap Y: Enseñanza de idiomas.
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planes de estudio, UNAN, CISE, México, 1978.
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ciclo básico, Edit, Técnica Moderna, S.A., Quito,
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ANNEXES
168
ANEXO No. 1
UNIVERSIDAD TECNICA PARTICULAR DE LOJA
MODALIDAD ABIERTA
FACULTAD DE IDIOMAS
ENCUESTA PARA LOS PROFESORES
Señor profesor:
Pretendemos conocer los factores que inciden en elincumplimiento de los programas oficiales de Inglés,en los colegios " 1 deMay&', "Martha Bucarám deRoldós", "Juan XXIII", "UNE" de Chicaña" y 11 10 deNoviembre" de los Encuentros, por lo que lesolicitamos contestar al cuestionario el que acontinuación se detalla
1. DATOS INFORMATIVOS
1.1. colegio en el que enseña
1.2. Ubicación
1.3. Cursos del ciclo diversificado
1.4. Jornada: Matutina Vespertina Nocturna
1.5. Titulo que usted tiene
1.6. Especialidad
17. Años de experiencia:En la asignatura de Inglés
169
2. CUESTIONARIO
a. Marque si o no, según convenga:
- Cree Ud. que los programas oficiales, COfl
respecto a los contenidos son:
i. Extensos:
- cantidad- Tiempo de ejecución
2. organización
- verticalidad- Horizontalidad- Correlación- Coherencia
b. Marque si o no, según convenga.
Los contenidos dados por el Ministerio deEducación, son factibles de desarrollarlos en
las aulas por su
1. Pertinencia
2. oportunidad
3. Cualidades profesionales del profesor de
Inglés4. Texto utilizadoS. metodología del profesor y uso de material
6. Duración7. secuencia8. Producto
GRACIAS POR SU COLABORACION
170ANEXO No 2
UNIVERSIDAD TECNICA PARTICULAR DE LOJA
MODALIDAD ABIERTA
FACULTAD DE IDIOMAS
ENCUESTA PARA LOS PROFESORES DE INGLES
Señor profesor:
Pretendemos conocer los factores que inciden en elincumplimiento de los programas oficiales de Inglés,en los colegios " 1 de Mayo", "Martha Bucarám deRoldós", "Juan XXIII", "UNE" de Chicaña" y "10 deNoviembre" de los Encuentros, por lo que lesolicitamos dar contestacion al cuestionario que acontinuación se detalla.
1. DATOS INFORMATIVOS
1.1. Colegio en el que enseña
1.2. Ubicación
13. Cursos del ciclo diversificado
1.4. Jornada: Matutina Vespertina Nocturna
1.5. Titulo que usted tiene
1.6. Especialidad
1.7. Años de experiencia en:
la asignatura de Inglés
171
2. CUESTIONARIO
2.1. Cree que los programas oficiales obedecen a lasnecesidades de los alumnos?
SI () NO ()
Por qué?
- Contribuyen al desarrollo del sistema decomunicación del estudiante
- Están de acuerdo al nivel de conocimientosde los estudiantes.
- Están de acuerdo al medio inmediato delestudiante.
2.2. Cree que la enseñanza del Inglés en el nivelsecundario debe estar de acuerdo a las diversasespecialidades?
SI () NO ()
Por qué?
- Para que sirva de ayuda a los estudiantes
- Para que estén de acuerdo a lo queestudian
- Debe aprender de acuerdo a su especialidadpara acercarse más a lo que quiere
- Para formar bachilleres eficientes.
2.3. Utiliza los textos que el Ministerio deEducación sugiere?
si( ) No( )
organización y extensión de contenidos- No practicabilidad de los contenidos
- No disponibilidad del texto.
172
GRACIAS POR SU COLABORACION