CAPÍTULO VI

PROPUESTA

UNIVERSIDAD CENTRAL DEL ECUADOR

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

PROGRAMA DE EDUCACIÓN A DISTANCIA

MODALIDAD SEMIPRESENCIAL

CARRERA DE INGLÉS

GUÍA
DE ACTIVIDADES
BASADA EN ESTRATEGIAS METODOLÓGICAS
PARA EL DESARROLLO DEL SPEAKI NG Y LISTENING
EN ESTUDIANTES CON AUTISMO

Autora: Chicaiza Flores Verónica Alexandra

Quito, Noviembre 2018

1
 TO KNOW HOW TO LISTEN TO SPEAK IS THE
BEGINNING OF LEARNING

METHODOLOGICAL STRATEGIES GUIDE FOR THE DEVELOPMENT OF

SPEAKING AND LISTENING IN STUDENTS WITH AUTISM.

Author: Chicaiza Flores, Veronica Alexandra

2
 Índice

CAPÍTULO VI................................................................................................................................... 1
PROPUESTA ..................................................................................................................................... 1
Índice.................................................................................................................................................. 3
Introduction ........................................................................................................................................ 4
Justification ........................................................................................................................................ 5
Science Foundation ............................................................................................................................ 6
Methodological Strategy to Listen.................................................................................................. 6

Objectives of the proposal.................................................................................................................. 7

General Objective ........................................................................................................................... 7

Specific Objectives ......................................................................................................................... 7

CONTENTNS OF THE PROPOSAL ................................................................................................ 8

Activity 2.......................................................................................................................................... 13
BIBLIOGRAFÍA ............................................................................................................................. 28
Netgrafía........................................................................................................................................... 30
Anexo ............................................................................................................................................... 31

3
 Introduction

It is necessary to respond efficiently to the students’ needs and to the demands of the modern world
As well as to the proposal of the curricular reform General Basic Education.

Improve their learning conditions. The direct beneficiaries of this proposal’s activities are the
students, as well as the English teachers, who will be able to guide with efficiency the English
learning to students with Autism.

This proposal is important, as it is necessary to use the techniques detailed in it, in order to improve
the students’ performance, as well as to develop the activities, which have an interdisciplinary
approach.

When applying these strategies, the students will be the direct beneficiaries during the teaching-
learning process, with a portaging role and the teacher´s participation, who acts as a guide and teacher
in the classroom.

During the observation in the English class, it could be noted that both the teacher and the students
with Autism agree to use the Methodological Strategies to speak and to listen in the English learning
process. Therefore, a Methodological guide has been prepared, based in Methodological Strategies
to develop and improve the listening and speaking skills.

The main of this proposal is to develop an d to improve the speaking an listening skills, using
Methodological Strategies , which will enable the students to use then in conversations, dialogues
and daily communication.

They will be able to understand and will learn new vocabulary.

4
 Justification

This guide has been prepared, as students with autism enjoy learning another language so, the
methodological strategies can be used to stimulate the students’ participation to develop the speaking
and listening skills.

Also, the proposal is considered an important tool for the teachers, as it will help the English learning
teaching process to improve the listening and speaking skills.

Within this guide the teachers will find Methodological Strategies based on the listening and speaking
skills. The teachers will use flash cards which show pictures, images, colors, animals, etc. That will
help the students to learn new vocabulary.

Students and teachers will be the beneficiaries, as they will enjoy the English class with the use of
adequate Methodological Strategies. This will motivate the students with Autism to learn in an easy
and fun way.

5
 Scientific Foundation

Methodological strategy “Teacch” It is an excellent method to work with the students with autism,
since it has given positive results to these children, it consists of making materials very visually
attractive. In this way it will attract the children´s attention and in this way, and the teacher will be
able to work individually and independently from, the student.

Methodological strategy “Memorization” RUBIN (1981) confirms the use of. "Strategies in
comprehension and production tasks with second language learners, who reported daily on the use
of strategies”.

This author identified a variety of learning strategies such as monitoring, clarification of responses
or verification, inference, deductive reasoning, and memorization strategies. Page 259.

According to the author he affirms the importance of the proper use of the strategies and mentions
that help these the teacher to improve the English language learning.
In order to be able to develop speaking s and listening skills in the students, it is important to
emphasize that for the met of develop these strategies, we must take into account the approaches
in English language teaching.

Methodological strategy “Imitation Games” WING. (1998).Through this research he mentions:

that: "Children with autism develop social imitation games and imaginative activities in the same
way as other children"

Methodological Strategy to Listen

Methodological strategy "Repetition" This strategy will develop the ability to listen by means of
repetitions listening and watching CDs and listening sounds, with the teacher´s help with in this
strategies the students will be able to remember sounds, give opinions in a conversation and
understand the word pronounce d by the English teacher.

The student can listen to instructions on how to do a thing, relating sounds with movements, it also
helps to remember the sounds. The student will listen to the sounds for several times and will
associate them with movements, the student’s for example can buy an exercise video and listen to
the instructions and at the same time getting in shape.

All activities have a time of 40 minutes or depending on the feasibility of the teacher the
materials are very accessible as much for the teacher as for the students.

6
 Objectives of the proposal

General Objective

To create a guide based on methodological strategies, to give the students with autism some activities
to recognize: vocabulary, greetings, numbers and colors.

Specific Objectives

To select adequate methodological strategies for students with autism so they can recognize
vocabulary and pronunciation.

To select specific activities from pictures flash cards, attractive images so the students can easily
learn speaking and listening.

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 CONTENTS OF THE PROPOSAL

Activity 1
Greetings and Emotions

Fuente: www.saludos eningles.com

Objective: To be able to recognize adjectives to express emotions and greetings.

Method: Sugestopedia to relax the mind.
Strategy: Teach. (Memorization and repetition).
Resources: Striking images.
Didactic material: Flashcards.
Structure:

 Grammar: Greetings and adjectives (pleasant and unpleasant emotions).

 Listening: Typical song (GOOD morning teacher).
 Speaking: Talk about emotions.
 Writing: Sentences with adjectives and greetings
 Reading: About the new vocabulary learned.

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Process:

To explain the meaning of the adjectives and greetings related to pleasant and unpleasant,
emotions, using flashcards.

Greetings:

Fuente: www.saludoseningles.com

Adjectives

Fuente: www.adjetivos seningles.com

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  The students will tell the teacher and the classmates what flashcard they liked.
 The students will look to the flashcards and memorize them.
 The students will write one sentence with on adjective and will sing the greeting
song.

This activity will help to motivate the students and to learn new basic vocabulary. The
students will need to learn the song about the greetings and speak to sing it, moving the all
their body.

The teacher song about the greetings.

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DIRECCIÓN PROVINCIAL DE EDUCACIÓN INTERCULTURAL BILINGÜ DE PICHINCHA
EDUCACIÓN INFANTIL FAMILIAR COMUNITARIA

CLASS PLAN
INFORMATIVE DATA: La Paz PARROQUIA: Calderón COMUNIDAD: Llano
Grande ACTIVITY : ONE Age: 8-12 year’s old Date: July 4th, and 7th, 2016
TOPIC: Greeting for Emotions
OBJECTIVE: To recognize adjectives for emotions and greeting.
METHODOLOGICAL: Sugestopedia to relax the mid.
ANTICIPATED PROBLEMS: Student might be confused with greeting a new vocabulary
1.- 2.-TEACHER ACTIVITIES 3.-STUDENT ACTIVITIES 4.-RESOURCES 5.-SUCCESS
TIMING INDICATORS
8:00 to -Greet the students -Greet the Teacher -Striking images. -To greet in English
8:10 -Warm up to motivate the student. - Student´s collaboration -The ability to
- Give them images related to greetings. -Follow the Teacher´s instruction. memorize and repeat.
8:10 to -Explain to the children when they greet Greeting song. 6.-EVALUATION
8:20 each other. -Comprehension
-Look at the materials. -The student should pay attention to the -Speaking
-Say hello and make gestures. teacher. -Pronunciation of the
-Be clear and keep motivating them. -They must be silent while the teacher Greeting
8:20 to -Collocate the material in the correct is explaining the greetings.
8:45 side. -They participate by speaking with the
- Be able to help students if they need it. teacher.

……………………………… …..………………………………
ENGLISH TEACHER. DIRECTOR.

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 DIRECCIÓN PROVINCIAL DE EDUCACIÓN INTERCULTURAL BILINGÜE DE PICHINCHA
EDUCACIÓN INFANTIL FAMILIAR COMUNITARIA

CLASS PLAN
INFORMATIVE DATA: La Paz PARROQUIA: Calderón COMUNIDAD: Llano
Grande
ACTIVITY : TWO Age: 8-12 year’s old Date: July 11th and 14th 2016
TOPIC: The numbers s and colors
OBJECTIVE: To recognize the colors and pronunciation of the numbers. METHODOLOGICAL: Natural approach.
ANTICIPATED PROBLEMS: Student might be confused with numbers and new vocabulary
1.- 2.-TEACHER ACTIVITIES 3.-STUDENT ACTIVITIES 4.- 5.-SUCCESS
TIMING RESOURCES INDICATORS
8:00 to -Greet the students -Greet the Teacher -Striking -To greet in English
8:10 -Warm up to motivate the student. - Student´s collaboration images. -The ability to memorize
- Give them images related to numbers -Follow the Teacher´s instruction. - Clothespins and repetition.
and colors.
8:10 to -Explain to the children when they greet The color song. 6.-EVALUATION
8:20 each other. -The student should pay attention to
-Look at the materials. the teacher. -Comprehension
-Say hello and make gestures. -They must be silent while the -Speaking( basic
-Be clear and keep motivating them. teacher is explaining the numbers Vocabulary)
and colors.
8:20 to -Collocate the material in the correct side. -They participate by speaking with
8:45 - Be able to help students if they need it. the teacher.

……………………………… …..………………………………
ENGLISH TEACHER. DIRECTOR

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 Activity 2

The numbers s and colors

Fuente: www.numeros eningles.com

Objective: To be able to recognize the colors and pronunciation of the numbers.

Method: Natural approach.
Strategy: Memorization and repetition.
Resources: Colored images and numbers.
Didactic material: flashcards with colors, numbers and clothespins.
Structure:

 Grammar: Numbers and colors.

 Listening: The color song.
 Speaking: Talk about the numbers and colors.
 Vocabulary of the song
 Reading: They will read the new vocabulary learned.
 Pronunciation: The students will have to pronounce correctly all the song.

Process:
 Feedback about the greetings and adjectives.
 Listening of the song to teach the numbers and colors.
 Ask the student: if they recognize the new vocabulary.
 Ask the student: if they were able to understand all the words, if not the teacher will use
pictures and clothespins of different colors.
 To work in pairs and practice the speaking and listening.
This activity can helps students to recognize the colors and the numbers with the song.

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 Activity 3
The Alphabet

Fuente:www.abecedario eningles.com

Objective: To be able to recognize the alphabet in English.

Method: Sugestopedia to relax the mind (Natural approach).
Strategy: Teach. (Memorize and repetition).
Resources: Striking images and song.
Didactic material: Flashcards.
Structure:

 Grammar: The alphabet

 Listening: Typical song (the alphabet).
 Speaking: Spell.
 Writing: Sentences with alphabet.
 Reading: They will read the new vocabulary.

Process:
To explain the alphabet (consonants and vowels).
Emotions, using flashcards.

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Consonants:

Vowels.

Fuente: www.vocales eningles.com

 The students will tell the teacher and the classmates what flashcard they like.
 The students will look to the flashcard and memorize.
 The students will write one sentences with the alphabet song.

This activity will help to motivate them and to learn new vocabulary. After the students
will need to learn the song about alphabet and speak and move the face when the teacher to
take out the graphics.

The teacher sing the alphabet.

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 The Alphabet Song.

a-b-c-d-e-f-g
h-i-j-k-lmnop
q-r-s and
t-u-v
w, x
and y and z
I just said my "ABCs",
Now is your turn, follow me.

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 DIRECCIÓN PROVINCIAL DE EDUCACIÓN INTERCULTURAL BILINGÜE DE PICHINCHA
EDUCACIÓN INFANTIL FAMILIAR COMUNITARIA

CLASS PLAN
INFORMATIVE DATA: La Paz PARROQUIA: Calderón COMUNIDAD: Llano Grande
ACTIVITY : Three Age: 8-12 year’s old Date: September25th and 28th 2017
TOPIC: The alphabet.
OBJECTIVE: To recognize the alphabet. METHODOLOGICAL: Natural approach.
ANTICIPATED PROBLEMS: Student might be confused with pronunciation of alphabet.
1.-TIMING 2.-TEACHER ACTIVITIES 3.-STUDENT ACTIVITIES 4.-RESOURCES 5.-SUCCESS
INDICATORS
8:00 to -Greet the students -Greet the Teacher -Striking images. -To greet in English
8:10 -Warm up to motivate the student. - Student´s collaboration - flash cards -The ability to memorize and
- Give them images related to -Follow the Teacher´s instruction. repeat.
alphabet.
8:10 to -Explain to the children when they The alphabet 6.-EVALUATION
8:20 greet each other. song. -Comprehension
-Look at the materials. -The student should pay attention to -Speaking( basic
-Say hello and make gestures. the teacher. Vocabulary)
-Be clear and keep motivating them. -They must be silent while the teacher
8:20 to -Collocate the material in the correct is explaining the alphabet.
8:45 side. -They participate by speaking with the
- Be able to help students if they teacher.
need it.

………………………….. …………………………….
ENGLISH TEACHER. DIRECTOR.

17
 Activity 4
The animals.

Fuente: www.animales eningles.com

Objective: To recognize the animals in English.

Method: Sugestopedia to relax the mind.
Strategy: Teach. (Memorization and repetition).
Resources: Striking images and song.
Didactic material: Flashcards.
Structure:

 Grammar: The names of animals

 Listening: Typical song (the animals).
 Speaking: The name of animals.
 Writing: Sentences with new vocabulary.
 Reading: About the new vocabulary learned.

Process:
To identify different animals.
Using flashcards.

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 The pet song

Do you have a pet?

Yes, I have a dog.

I have a pet.
He is a dog.
And he says, “Woof, woof, woof, woof, woof. Woof woof.”

I have a cat.

I have a pet.
She is a cat.

And she says, “Meow, meow, meow, meow, meow. Meow meow.”

 The students will tell the teacher and the classmates what flashcard they liked.
 The students will look the flashcards and memorize them.
 The students will write one sentence with one the animals and will sing the song.

This activity will help to motivate them and to learn new basic vocabulary. The students
will need to learn the song about animals and speak and move the face when the teacher to
take out the graphics.

19
 DIRECCIÓN PROVINCIAL DE EDUCACIÓN INTERCULTURAL BILINGÜE DE PICHINCHA
EDUCACIÓN INFANTIL FAMILIAR COMUNITARIA

CLASS PLAN
INFORMATIVE DATA: La Paz PARROQUIA: Calderón COMUNIDAD: Llano Grande
ACTIVITY: FOUR Age: 8-12 year’s old Date: October 2sd and 5th 2017
TOPIC: The numbers s and colors
OBJECTIVE: To recognize the animals. METHODOLOGICAL: Natural approach.
ANTICIPATED PROBLEMS: Student might be confused with animals and new vocabulary
1.-TIMING 2.-TEACHER ACTIVITIES 3.-STUDENT ACTIVITIES 4.-RESOURCES 5.-SUCCESS INDICATORS
8:00 to -Greet the students -Greet the Teacher -Striking images. -To greet in English
8:10 -Warm up to motivate the - Student´s collaboration - Clothespins -The ability to memorize and
student. -Follow the Teacher´s repeat.
- Give them images related to instruction.
animals.
8:10 to -Explain to the children when The animal’s song. 6.-EVALUATION
8:20 they greet each other.
-Look at the materials. -The student should pay -Comprehension
-Say hello and make gestures. attention to the teacher. -Speaking( basic
-Be clear and keep motivating -They must be silent while the Vocabulary)
them. teacher is explaining the
8:20 to -Collocate the material in the animals.
8:45 correct side. -They participate by speaking
- Be able to help students if with the teacher.
they need it.
……………………………… …..………………………………
ENGLISH TEACHER. DIRECTOR.

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 Activity 5
My house.

Fuente: www.partes de la casa eningles.com

Objective: To recognize the parts of the house in English.

Method: Sugestopedia to relax the mind.
Strategy: Teach. (Memorization and repetition).
Resources: Striking images and song.
Didactic material: Flashcards.
Structure:

 Grammar: The names of parts of the house.

 Listening: Typical song (the house).
 Speaking: Question and answer about the house.
 Writing: Sentences with new vocabulary.
 Reading: About the new vocabulary learned.

Process:
To explain the parts of the house.
Emotions, using flashcards.

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 My house

This is my house,

my big big house,

This is my house, this is my house.

This is my house

my big big house,

This is my house, this is my house.

This is the living room:

The sofa and the chairs,

the table and the lamp,

here I watch TV.

This is the kitchen:

the fork and the knife,

the plates and the glasses,

here I have breakfast.

This is my house

my big big house,

This is my house, this is my house.

This is the bedroom:

the bed and the picture,

the chair and the desk,

here I sleep and dream.

This is the bathroom:

the bath and the towel,

the mirror and the tap,

here I wash my hands.

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  The students will tell the teacher and the classmates what flashcard they liked.
 The students will look the flashcard and memorize them.
 The students will write one sentence with on parts of the house song.

This activity will help to motivate them and to learn new basic vocabulary. After the students will
need to learn the song about the parts of the house and speak and move the face when the teacher to
take out the graphics.

23
 DIRECCIÓN PROVINCIAL DE EDUCACIÓN INTERCULTURAL BILINGÜE DE PICHINCHA
EDUCACIÓN INFANTIL FAMILIAR COMUNITARIA

CLASS PLAN
INFORMATIVE DATA: La Paz PARROQUIA: Calderón COMUNIDAD: Llano Grande
ACTIVITY : Five Age: 8-12 year’s old Date: October9th and 12th 2017
TOPIC: My house
OBJECTIVE: To recognize the parts of house. METHODOLOGICAL: Natural approach.
ANTICIPATED PROBLEMS: Student might be confused with the parts of house.
1.- 2.-TEACHER ACTIVITIES 3.-STUDENT ACTIVITIES 4.-RESOURCES 5.-SUCCESS
TIMING INDICATORS
8:00 to -Greet the students -Greet the Teacher -Striking images. -To greet in English
8:10 -Warm up to motivate the - Student´s collaboration - Clothespins -The ability to
student. -Follow the Teacher´s instruction. Flash cards. memorize and repeat.
- Give them images related to
parts of my house.
8:10 to -Explain to the children when My house song. 6.-EVALUATION
8:20 they greet each other. -The student should pay attention to the teacher. -Comprehension
-Look at the materials. -They must be silent while the teacher is -Speaking( basic
-Say hello and make gestures. explaining the parts of house. Vocabulary)
-Be clear and keep motivating -They participate by speaking with the teacher.
them.
8:20 to -Collocate the material in the
8:45 correct side.
- Be able to help students if they
need it.
……………………………… …..………………………………
ENGLISH TEACHER. DIRECTOR.

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 Activity 6
My family.

Fuente: www.la familia eningles.com

Objective: To recognize “My family in English”.

Method: Sugestopedia to relax the mind.
Strategy: Teach. (Memorize and repetition).
Resources: Striking images and song.
Didactic material: Flashcards.
Structure:

 Grammar: The names of parts of the house.

 Listening: Typical song (the house).
 Speaking: Question and answer about the family.
 Writing: Sentences with new vocabulary.
 Reading: They will read the new vocabulary learned.

Process:
To explain the members of the family.
Emotions, using flashcards.

25
 The family song.

Mummy and daddy

Sister and brother
Grandma and grandpa
My family
Mummy and me
Daddy and me
My family
I love my family
Sister and me
Brother and me
My family
I love my family
Grandma and me
Grandpa and me
My family
I love my family
I love my family
I love my family
And my family loves me

 The students will tell the teacher and the classmates what flashcard they liked.
 The students will look the flashcards and memorize them.
 The students will write one sentence with the parts of the family song.

This activity will help to motivate them and to learn new basic vocabulary. After the students will
need to learn the song about the family and speak and move the face when the teacher to take out
the graphics

26
 DIRECCIÓN PROVINCIAL DE EDUCACIÓN INTERCULTURAL BILINGÜE DE PICHINCHA
EDUCACIÓN INFANTIL FAMILIAR COMUNITARIA

CLASS PLAN
INFORMATIVE DATA: La Paz PARROQUIA: Calderón COMUNIDAD: Llano Grande
ACTIVITY : Six Age: 8-12 year’s old Date: October 16th and 19th 2017
TOPIC: My family.
OBJECTIVE: To recognize family members. METHODOLOGICAL: Natural approach.
ANTICIPATED PROBLEMS: Student might be confused with the family members.
1.- 2.-TEACHER ACTIVITIES 3.-STUDENT ACTIVITIES 4.-RESOURCES 5.-SUCCESS
TIMING INDICATORS
8:00 to -Greet the students -Greet the Teacher -Striking images. -To greet in English
8:10 -Warm up to motivate the - Student´s collaboration - Clothespins -The ability to
student. -Follow the Teacher´s instruction. Flash cards. memorize and repeat.
- Give them images related to
parts of my house.
8:10 to -Explain to the children when My family song. 6.-EVALUATION
8:20 they greet each other. -The student should pay attention to the teacher. -Comprehension
-Look at the materials. -They must be silent while the teacher is -Speaking( basic
-Say hello and make gestures. explaining the family members. Vocabulary)
-Be clear and keep motivating -They participate by speaking with the teacher.
them.
8:20 to -Collocate the material in the
8:45 correct side.
- Be able to help students if they
need it.
……………………………… …..………………………………
ENGLISH TEACHER. DIRECTOR.

27
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Krohn, R. (1971). English Sentence Structure (And the Staff of the English Language

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 Netgrafía

ACRBIO. (23 de JUNIO de 2015). Colección de Actividades MÉTODO TEACCH y Guía de trabajo.

Obtenido de http://www.imageneseducativas.com/coleccion-de-actividades-metodo-

teacch-y-guia-detrabajo/.

Barrera, B. I. (2009). Canciones en el aula de inglés. Revistas digital Innovación Educativas, .

Obtenido de Agostocsif.es/.../mod.../ISABEL_BARRERA_BENITEZ02.pdf

Relación entre lenguaje y pensamiento. (2019). Obtenido de http:www.undacionactivate.org/las-

ideas-de-vygotsky-sobre-lenguaje-y-pensamiento

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Anexo propuesta

Anexo1

31
 Anexo2

The greetings song.

32
Anexo 3

33
Anexo 4

34
Anexo 5

35