UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS...
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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CARRERA LENGUAS Y LINGÜÍSTICA PROYECTO EDUCATIVO PREVIO A LA OBTENCIÓN DEL TITULO DE LICENCIADO EN CIENCIAS DE LA EDUCACIÓN MENCIÓN LENGUA Y LINGÜÍSTICA INGLESA TOPIC: THE INFLUENCE OF VISUAL STORIES ON READING COMPREHENSION PROPOSAL: DESIGN A MULTIMEDIA CD WITH VISUAL STORIES RESEARCHER: STEPHANY NATALI NIETO ESPAÑA PROJECT´S ADVISOR: MSc. LARRY TORRES VIVAR GUAYAQUIL – ECUADOR 2018
Transcript of UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS...
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
PROYECTO EDUCATIVO
PREVIO A LA OBTENCIÓN DEL TITULO DE
LICENCIADO EN CIENCIAS DE LA EDUCACIÓN
MENCIÓN LENGUA Y LINGÜÍSTICA INGLESA
TOPIC:
THE INFLUENCE OF VISUAL STORIES ON READING
COMPREHENSION
PROPOSAL:
DESIGN A MULTIMEDIA CD WITH VISUAL STORIES
RESEARCHER:
STEPHANY NATALI NIETO ESPAÑA
PROJECT´S ADVISOR:
MSc. LARRY TORRES VIVAR
GUAYAQUIL – ECUADOR
2018
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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
DIRECTIVOS
Arq. Silvia Moy-Sang Castro, MSc. DECANA
Lcdo. Wilson Romero Dávila, MSc. VICE-DECANO
MSc. Alfonso Sánchez Ávila. DIRECTOR DE CARRERA
Ab. Sebastián Cadena Alvarado. SECRETARIO
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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
MSc. SILVIA NOY – SANG CASTRO, Arq. DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN CIUDAD.-
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de
la Educación me designaron Consultor Académico de Proyectos Educativos
de Licenciatura en Ciencias de la Educación, Mención: Lenguas y Lingüística
Inglesa, Modalidad Presencial el día 27 de Noviembre del 2017.
Tengo a bien informar lo siguiente:
Que Nieto España Stephany Natali con C.C: 0917216541 diseño el proyecto
educativo con el TEMA: THE INFLUENCE OF VISUAL STORIES ON
READING COMPREHENSION. PROPUESTA: DESIGN A MULTIMEDIA CD
WITH VISUAL STORIES. El mismo que ha cumplido con las directrices y
recomendaciones dadas por el suscrito.
El participante satisfactoriamente ha ejecutado las diferentes etapas
constitutivas del proyecto, por lo que procedo a la APROBACIÓN del proyecto,
y pongo a vuestra consideración el informe de rigor para los efectos legales
cosrrespondientes.
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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
MSc. SILVIA MOY – SANG CASTRO, Arq. DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN CIUDAD.-
Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el
TEMA: THE INFLUENCE OF VISUAL STORIES ON READING COMPREHENSION.
PROPUESTA: DESIGN A MULTIMEDIA CD WITH VISUAL STORIES.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
Nieto España Stephany Natali C.C: 0917216541
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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
PROYECTO
“THE INFLUENCE OF VISUAL STORIES ON READING
COMPREHENSION IN STUDENTS OF TENTH GRADE OF EDUCATIONAL
UNIT FRANCISCO HUERTA RENDON CORRESPONDING TO ZONE 8,
DISTRICT 6, PROVINCE GUAYAS, CANTON GUAYAQUIL, PARISH
TARQUI, AND 2017 – 2018 ACADEMIC YEAR”.
APROBADO
______________________ Tribunal No. 1
______________________ Tribunal No. 2
______________________ Tribunal No. 3
Nieto España Stephany Natali C.C: 0917216541
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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE: __________________________
EQUIVALENTE A: ______________________________
______________________ Tribunal No. 1
______________________ Tribunal No. 2
______________________ Tribunal No. 3
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DEDICATION
I dedicate this thesis to God, my parents for giving me their unconditional
support because they have been my motivation to keep going and always
give me encouragement at all times of the life.
Stephany Nieto España
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ACKNOWLEDGMENT
To God for allowing me to achieve this goal, for giving me health, strength to
overcome the obstacles and advance in this project.
To my parents for teaching me values and guiding me with their good advice
and that all sacrifice brings its rewards in the future.
To the teachers who were in the training process and are part of my personal
and professional development.
Stephany Nieto España
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Título: La influencia de las historias visuales en la comprensión lectora. Propuesta: Diseño de un CD multimedia con historias visuales.
AUTOR/ES:
Stephany Nieto España
TUTOR:
MSc. Larry Torres Vivar
INSTITUCIÓN: Universidad de Guayaquil
FACULTAD: Filosofía, Letras y Ciencias de la Educación
CARRERA: Lengua y Lingüísticas
FECHA DE PUBLICACIÓN:
2018
No. DE PÁGS: 178
TÍTULO OBTENIDO: Licenciado(a) en Lengua Inglesa
ÁREAS TEMÁTICAS: Lengua Inglesa, Historias Visuales, Comprensión Lectora.
PALABRAS CLAVE: Influencia, Historias Visuales, Comprensión Lectora.
RESUMEN: Esta investigación educativa demuestra la influencia de las historias visuales en la comprensión lectora, y se aplica en el aula como herramientas útiles para mejorar el proceso de aprendizaje y generalmente se practica leyendo libros asignados por cada curso sin utilizar fuentes de lectura adicionales que puedan mejorar las habilidades de lectura como descremada, escaneo, idea general y habilidades de comprensión. Por lo tanto, esta investigación tiene como objetivo explorar, estudiar, analizar y buscar algunas soluciones al problema académico detectado en lectores de lenguas extranjeras de décimo grado en la Unidad Educativa Francisco Huerta Rendón correspondiente a la Zona 8, Distrito 6, Provincia Guayas, Cantón Guayaquil, Parroquia Tarqui, y año lectivo 2017 - 2018, en el que se propondrá diseñar un CD multimedia para usar historias visuales y lograr un fortalecimiento en las habilidades de lectura de los estudiantes en el idioma inglés. Finalmente, esta investigación tiene un gran valor teórico que puede usarse para investigadores académicos, profesores o estudiantes de inglés que pueden encontrar varias teorías educativas, citas metodológicas, estratégicas, académicas, interpretaciones y sugerencias sobre cómo aplicar historias visuales para animar a los lectores de lenguas extranjeras a hacer lecturas intensivas y extensas que los beneficiarán para aumentar sus habilidades de lectura en inglés.
No. DE REGISTRO (en base de datos): D40649423
No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SI x NO
CONTACTO CON AUTOR/ES:
Stephany Nieto España
Teléfono:
0980916196
E-mail:
CONTACTO EN LA INSTITUCIÓN:
Nombre: Secretaría de la Escuela de Lengua y Linguisticas.
Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
THESIS REGISTRATION FORM
THEME AND SUB-THEME: Theme: The influence of visual stories on reading comprehension. Proposal: Design a multimedia cd with visual stories.
AUTHOR/S: Stephany Nieto España
TUTOR: MSc. Larry Torres Vivar
INSTITUTION: University of
Guayaquil
FACULTY: Philosophy, Letters and Education
Sciences
CAREER: Lengua y Lingüísticas
PUBLICATION DATE: 2018
No. OF PÁGS: 178
DEGREE: Degree in English Language an Linguistics
THEMATIC AREAS: English Language, Visual Stories, Reading Comprehension.
KEY WORDS: Influence, Visual Stories, Reading Comprehension.
SUMMARY: This educational research demonstrates the influence of the visual stories
on reading comprehension, and is applied in classroom such as useful tools to improve the learning process and usually reading is practiced by using assigned books per each course without using extra reading sources that can enhance reading abilities as skimming, scanning, general idea and comprehension skills. Thus, this research aims to explore, study, analyze and search some solutions to the academic problem detected in foreign languages readers of tenth grade in Educational Unit Francisco Huerta Rendon corresponding to Zone 8, District 6, Province Guayas, Canton Guayaquil, Parish Tarqui, and 2017 – 2018 academic year, on which will be propose design a multimedia CD for using visual stories and achieve a strengthening on reading skills of those English learners. Finally, this research has a great theoretical value that can be used for academic researchers, teachers or English learners who can find several educational theories, methodological, strategical, academic quotes, interpretations and suggestions about how to apply visual stories for encourage to L2 readers to make intensive and extensive reading that will benefit them to increase their reading skills in English language.
No. OF REGISTRATION (Data Base):
D40649423
No. OF CLASSIFICATION:
URL (thesis on the web):
PDF ATTACHMENT: YES x NO
CONTACT WITH AUTHOR/S: Stephany Nieto España
Phone: 0980916196
E-mail: [email protected]
CONTACT WITH THE INSTITUTION:
Name: Secretary of the school of Languages and
Linguistics.
Phone: (04)2294888 Ext. 123
E-mail: [email protected]
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GENERAL INDEX
PRELIMINARY PAGES
Cover Page…………………………………………………………………………………. i Signature of Authorities………………………………………………………………........ii Tutor Approval……………………………………………………………………………...iii Legal Authorization………………………………………………………….....................iv Court Approval……………………………………………………...................................v Court Qualification…………………………………………………………………………vi Dedication……………………………………………………………………………….....vii Acknowledgment………………………………………………………………………....viii Repositorio Nacional en Ciencia y Tecnología………………………………………ix-x General Index………………………………………………………………………..........xi Table Index………………………………………………………………………………..xiv Figures Index………………………………………………………………....................xv Annexes Index..…………………………………………………………………………. xvi Summary……………………………………………………………………………xvii-xviii Introduction…………………………………………………………………………………1
CHAPTER I THE PROBLEM Context of Investigation…………………………………………………………..............2 Conflict Situation……………………………………………………………………………2 Scientific Fact…………………………………………………………………………........3 Causes……………………………………………………………………………………...3 Problem Formulation………………………………………………………………………3 Objectives of Investigation…………………………………………………................4
General Objective…………………………………………………………………..4 Specific Objectives…………………………………………………......................4
Scientific Questions…………………………………………………………...................4 Justification………………………………………………………....................................5
CHAPTER II THEORETICAL FRAMEWORK
Background…………………………………………………………………………………9 Theoretical Foundation………………………………………………………………...13
Reading Comprehension…………………………………………………………….13 Characteristics of Reading Comprehension………………………………………..15
Components of Reading Fluency………………………………..............................15 Automaticity………………………………………………………………………...15 Rhythm and Intonation…………………………………………………………….16 Comprehension Skills……………………………………………………………..16 Literal / Word Recognition………………………………………………………...16 Inference………………………………………………………………..................17 Evaluation…………………………………………………………………………..17
Types of Reading………………………………………………………………………..17
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Silent Reading………………………………………………………....................18 Intensive Reading…………………………………………………………………18 Extensive Reading…………………………………………………….................18 Oral Reading…………………………………………………………...................18
Reading Stages……………………………………………………………...................18
Pre – Reading Stage………………………………………………………………19 While – Reading Stage……………………………………………………………19 Post – Reading Stage………………………………………………………........19
Reading Resources……………………………………………………………………..20
Printed Readings…………………………………………………………………..20 Digital Readings……………………………………………………………………20
Visual Stories……………………………………………………………………...........21 Visual Narrative…………………………………………………………………………21
Visual……………………………………………………………………………….22 Narrative……………………………………………………………………………22 Story………………………………………………………………………………...22
Visual Language………………………………………………………………………..23 Visual Images……………………………………………………................................23
Images……………………………………………………………………………...23 Narrative Images…………………………………………………………………..24
Types of Visual Stories………………………………………………………………...25
Interactive Stories……………………………………………………...................25 Visual Stories Genres…………………………………………………......................25
Myth Stories…………………………………………………..............................25 Folktale Stories………………………………………………………..................25 Ghost Stories………………………………………………………………………26 Enchanted Tales………………………………………………………………….26 Fable Stories…………………………………………………………..................26 Legend Stories……………………………………………………………………26
Epistemological Foundation…………………………………………………………27 Padagogical Foundation……………………………………………........................29 Psychological Foundation…………………………………………….....................31 Sociological Foundation……………………………………………........................32 Technological Foundation…………………………..............................................33 Legal Foundation………………………………………….......................................34
CHAPTER III METHODOLOGY, PROCESS, ANALYSIS AND DISCUSS OF RESULTS Design of the Investigation……………………………………………………………...38 Types of Research……………………………………………………………………..38
Qualitative Research……………………………………………………………..38 Quantitative Research……………………………………………………………39
Types of Investigation………………………………………………………………….39 Descriptive Investigation………………………………………………………….39 Exploratory Investigation…………………………………………………………39 Scientific Investigation…………………………………………………………….40 Bibliographical Investigation……………………………………………………..40
Popualtion and Sample………………………………………………………………..41 Popualtion…………………………………………………………………….........41
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Sample……………………………………………………………………………...41 Distributive of the Population and Sample………………………………………...41 Chart Operationalization of Variables………………………………………………42 Methods of the Investigation…………………………………………………………43
Deductive Method…………………………………………………………………43 Inductive Method…………………………………………………………….........43 Historical Method……………………………………………………………........44 Functional Structural Systemic…………………………………………………..44
Research Techniques and Instruments…………………………………………….44
Observation………………………………………………………………………..44 Survey………………………………………………………………………………44 Interview…………………………………………………………………………....45
Empirical Instruments………………………………………………………………....45
Observation Guide…………………………………………………………..........45 Survey Questionnaire……………………………………………………………..45 Interview Questionnaire…………………………………………………….........45
Analysis and Interpretation of Data………………………………………………....49 Chi Square Analysis for Variable Correlation……………………………….........59 Conclusions and Recommendations……………………………………………….60
Conclusions………………………………………………………………….........60 Recommendations………………………………………………………….........60
CHAPTER IV THE PROPOSAL Justification………………………………………………………………………………..61 Objectives………………………………………………………………………………..62
General Objective…………………………………………………………………62 Specific Objectives………………………………………………………………..62
Feasibility of the Application…………………………………………………………62
Financial……………………………………………………………………………62 Legal………………………………………………………………………………..62 Technical……………………………………………………………………..........62 Human………………………………………………………………………..........62
Description of the Proposal…………………………………………………………..63 Introduction………………………………………………………………………...63
Conclusion………………………………………………………………………………..64 Bibliography………………………………………………………………………………65 References……………………………………………………………………………….67 FAVORITE FAIRY TALES (PROPOSAL)…………………………………………….1
xiv
INDEX OF TABLES
Population and Sampling……………………………………………………...41
Analysis and Interpretation of the Survey Results
Statement 1 Table……………………………………………………………49
Statement 2 Table……………………………………………………………50
Statement 3 Table……………………………………………………………51
Statement 4 Table……………………………………………………………52
Statement 5 Table……………………………………………………………53
Statement 6 Table…………………………………………………………...54
Statement 7 Table…………………………………………………………...55
Statement 8 Table…………………………………………………………...56
Statement 9 Table…………………………………………………………...57
Statement 10 Table………………………………………………………….58
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INDEX OF FIGURES
Analysis and Interpretation of the Survey Results
Statement 1……………………………………………………………………49
Statement 2……………………………………………………………………50
Statement 3……………………………………………………………………51
Statement 4……………………………………………………………………52
Statement 5……………………………………………………………………53
Statement 6…………………………………………………………..............54
Statement 7…………………………………………………………..............55
Statement 8…………………………………………………………..............56
Statement 9…………………………………………………………..............57
Statement 10………………………………………………………………….58
Chi Square Test……………………………………………………………..59
xvi
INDEX OF ANNEXES
ANNEX I
Letter of Approval of the Tutor………………………………….……………...01
Letter of Approval of the Director……………………….……………………..02
Letter of Approval of Educational Institution…………………………….…...03
Management Progress Report Tutorial ………..…………………………….04
Tutorial Report Topic……..…………………………………………………….05
Work Titulation Evaluation……………………………………………………..06
Final Work Review…………………………………………………………..….07
Resign from Thesis……………………………………………………………..10
ANNEX II
Certificate Signed by Responsable of the Antiplagio………………….…….01
Urkund Screenshoot………………………………………………………...….02
ANNEX III
Photos………………………………………………………………………...…01
ANNEX IV
Interview to the English Teacher………………………………………………01
Results of Survey……………………………………………………………….04
Survey to the Students……………………………………………………........05
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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES CAREER LANGUAGE ANG LINGUISTICS
TITLE OF RESEARCH WORK PRESENTED
ABSTRACT
This educational research demonstrates the influence of the visual stories on reading comprehension and is applied in classroom such as useful tools to improve the learning process and usually reading is practiced by using assigned books per each course without using extra reading sources that can enhance reading abilities as skimming, scanning, general idea and comprehension skills. Thus, this research aims to explore, study, analyze and search some solutions to the academic problem detected in foreign languages readers of tenth grade in Educational Unit Francisco Huerta Rendon corresponding to Zone 8, District 6, Province Guayas, Canton Guayaquil, Parish Tarqui, and 2017 – 2018 academic year, on which will be propose design a multimedia CD for using visual stories and achieve a strengthening on reading skills of those English learners. Finally, this research has a great theoretical value that can be used for academic researchers, teachers or English learners who can find several educational theories, methodological, strategical, academic quotes, interpretations and suggestions about how to apply visual stories for encourage to L2 readers to make intensive and extensive reading that will benefit them to increase their reading skills in English language.
Keywords: Influence, Visual Stories, Reading Comprehension.
xviii
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
RESUMEN
Esta investigación educativa demuestra la influencia de las historias visuales en la comprensión lectora, y se aplica en el aula como herramientas útiles para mejorar el proceso de aprendizaje y generalmente se practica leyendo libros asignados por cada curso sin utilizar fuentes de lectura adicionales que puedan mejorar las habilidades de lectura como descremada, escaneo, idea general y habilidades de comprensión. Por lo tanto, esta investigación tiene como objetivo explorar, estudiar, analizar y buscar algunas soluciones al problema académico detectado en lectores de lenguas extranjeras de décimo grado en la Unidad Educativa Francisco Huerta Rendón correspondiente a la Zona 8, Distrito 6, Provincia Guayas, Cantón Guayaquil, Parroquia Tarqui, y año lectivo 2017 - 2018, en el que se propondrá diseñar un CD multimedia para usar historias visuales y lograr un fortalecimiento en las habilidades de lectura de los estudiantes en el idioma inglés. Finalmente, esta investigación tiene un gran valor teórico que puede usarse para investigadores académicos, profesores o estudiantes de inglés que pueden encontrar varias teorías educativas, citas metodológicas, estratégicas, académicas, interpretaciones y sugerencias sobre cómo aplicar historias visuales para animar a los lectores de lenguas extranjeras a hacer lecturas intensivas y extensas que los beneficiarán para aumentar sus habilidades de lectura en inglés.
Palabras Claves: Influencia, Historias Visuales, Comprensión Lectora.
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INTRODUCTION
This thesis is based on the Common European Framework, National
English Curriculum Guidelines with the purpose of enhancing the teaching-
learning process in students of Tenth Grade Section "A" of Education Unit
“Francisco Huerta Rendon”, corresponding to Zone 8, District 6, Province
Guayas, Canton Guayaquil, Parish Tarqui, and 2017 – 2018 Academic Year.
This Educational research is structured in the following way:
CHAPTER I: presents the problem, context of the investigation, conflict
situation, scientific fact, causes, problem formulation, both general and specific
objectives, scientific questions, and justification.
CHAPTER II: the theoretical framework that has a background studio which
mentions people who have investigated the same variables and the
Theoretical, Epistemological, Pedagogical, Psychological, Sociological,
Technological, and Legal Foundations; as well as the study of the Contextual
Framework for this thesis.
CHAPTER III: methodology process, analysis, and discussion of results which
contains: design of the investigation, types of research, types of investigation,
population and sample, chart operationalization of variables, methods of the
investigation, research techniques and instruments, analysis and interpretation
of data, chi square analysis for variable correlation, conclusions, and
recommendations.
CHAPTER IV: contains the proposal of the investigation, title of the proposal,
justification, both general and specific objectives, the feasibility application
such as: financial, legal, technical, human, description of the proposal,
including an introduction, conclusion, bibliography, references, and annexes.
2
CHAPTER I
THE PROBLEM
CONTEXT OF INVESTIGATION
The Institution "Francisco Huerta Rendon" is an important High School
in the city of Guayaquil, providing a proper education towards students that
fomenting the use of values and cooperation it has created an excellent
environment for them. However, the students of 10th grade at "Francisco
Huerta Rendon" High School have reflected a difficulty in the English language.
Thus, the researcher takes into account this institution in order to foster
students to improve this language so, the use of empirical techniques were
used to identify the failure, where it found an insufficiency in reading
comprehension moreover, that skill is crucial in the development of English
proficiency for this reason, the researcher is going to propose a solution for this
problem in order to improve this skill.
CONFLICT SITUATION
Once applied the research instruments to students of the tenth year of
Education Unit Francisco Huerta Rendon, it was found big deficiencies in
reading comprehension and the use of strategies in order to apply them during
a reading activity demonstrating the low performance in English learning.
Moreover, during an oral reading activity developed by those L2 readers,
it was observed that they could not pronounce appropriately most of the words,
which resulted very confusing for their partners that could not understand the
general idea, these issues represent a great disadvantage for educational
goals of that classroom.
3
Another detail observed was a lack of reading material used by the
teacher, who only is limited to use the book assigned to that class without using
other reading sources as additional books, newspapers, magazines, comics or
visual stories although, that educational institution does not count with
technological devices and English lab where is easier to present visual stories
that would contribute to encouraging L2 readers to practices their reading
comprehension in class.
In this way, the technical material is not used at all in that classroom,
which results in a methodological disadvantage to engage learners to read in
order to achieve a significant improvement on reading comprehension, being
the teacher a guide for students, providing the strategies for becoming
autonomous readers even outside of the classroom.
SCIENTIFIC FACT
Deficiency in reading comprehension in students of 10th grade at
"Francisco Huerta Rendon" High School zone 8, district 6, Province of Guayas,
Canton Guayaquil, Parish Tarqui, and 2017- 2018 academic year.
CAUSES
Lack of methodological techniques to employ during reading activities.
Insufficiency in visual stories activities.
Inadequacy in multimedia resources based on visual readings.
PROBLEM FORMULATION
How do visual stories influence on reading comprehension in students
of the tenth year of Education Unit “Francisco Huerta Rendon” corresponding
to Zone 8, District 6, Province Guayas, Canton Guayaquil, Parish Tarqui, and
2017- 2018 academic year?
4
OBJECTIVES OF INVESTIGATION
GENERAL OBJECTIVE
To determine the influence of visual stories on reading comprehension
by means of a bibliographical study, field research and statistical analysis to
design a multimedia CD with visual stories.
SPECIFIC OBJECTIVES
1. To characterize the visual stories by means of a bibliographical study,
field research and statistical analysis.
2. To evaluate reading comprehension through bibliographical study, field
research, and statistical analysis.
3. To design a multimedia CD with visual stories through an interpretation
and analysis based on the data obtained.
SCIENTIFIC QUESTIONS
What is the current status of the teacher and students of the tenth year
of Educational Unit Francisco Huerta Rendon on reading
comprehension?
What are students’ opinion about the low reading performance?
Which are the theoretical assumptions to evaluate the influence of visual
stories in reading skills?
Which is the impact in students using visual stories for improving reading
comprehension?
What are the advantages of using visual stories in students of the tenth
grade at "Francisco Huerta Rendon" High School?
What are the resources that the researcher will use for enhancing
reading comprehension?
Which is the researcher recommendations for the English teacher in
order to implement the new didactic material?
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What innovative proposal would improve reading skills by means of the
use of visual stories?
JUSTIFICATION
This Educational investigation is convenient because the use of visual
stories for improving reading skills tend to be a teaching area very little applied
in classrooms because usually reading is practiced by using assigned books
per each course without using extra reading sources that can enhance reading
abilities as skimming, scanning, general idea and comprehension skills.
Thus, this research aims to explore, study, analyze and search some
solutions to the academic problem detected in L2 readers of the tenth year in
Educational Unit Francisco Huerta Rendon, on which will be propose new
methodologies, strategies and techniques for using visual stories and achieve
a strengthening on reading comprehension of those English learners.
On this way, this thesis is based on educational blueprints made by the
Ministry of Education that designed innovative educative policies by using as
model the Common European Framework (2003), that establishes procedures
in the search of improving the teaching-learning process, but in this case
specifically reading skills, on which states that L2 reading abilities of English
learners of A2.1 level should include:
6
Reading competence for A2.1 English level (tenth year - EGB)
Overall reading comprehension
Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency every day or job-related language.
Reading for information and argument
Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
Reading instructions Can understand regulations, for example, safety, when expressed in simple language.
Source: Adapted from (CEFR, 2003, 68).
In addition. CEFR (2003), indicates that comprehension readings can
be developed by using the same reading input, but planning different reading
objectives by taking into account quantitative and qualitative factors to select
the information that will be presented to L2 readers that contains different level
of cognitive complexity supported by didactic materials as visual stories, charts,
diagrams in order to help English learners to increase their reading skills.
Besides, CEFR (2003), suggests to apply aesthetic uses of language
that open opportunities to create imaginative and artistic activities with
educational purposes that can be used for teachers for developing reading
comprehension activities as visual stories, audio-visual texts, and cartoons that
help L2 readers to establish an effective association between words and
pictures in order to reach a better comprehension of the reading activity dealt
in class.
7
In reference to legal support, this educational Project is based on LOEI
(2011), which supports a development, strengthening and a constant fostering
to bilingual and intercultural education. Likewise, LOEI establishes that:
Calidad y calidez.- Garantiza el derecho de las personas a una
educación de calidad y calidez, pertinente, adecuada,
contextualizada, actualizada y articulada en todo el proceso
educativo, en sus sistemas, niveles, subniveles o modalidades; y
que incluya evaluaciones permanentes. Así mismo, garantiza la
concepción del educando como el centro del proceso educativo,
con una flexibilidad y propiedad de contenidos, procesos y
metodologías que se adapte a sus necesidades y realidades
fundamentales. Promueve condiciones adecuadas de respeto,
tolerancia y afecto, que generen un clima escolar propicio en el
proceso de aprendizajes (p.10).
This legal quotation describes that Ecuadorian government is
compromised to increase education quality in all educational institutions in this
country by applying innovative, creative, moral, inclusive, relevant, flexible
methodologies that benefit all the Ecuadorian students during all their learning
process with the objective to create a better society. Furthermore, this project
is also based on National Plan for a Good living (2013), which states that
Ecuadorian Constitution is:
A major milestone by viewing education and training as holistic
improvement of the people’s capacities, increasing their
opportunities for social mobility: “Education is people’s lifelong
right and an unavoidable, inexcusable duty of the State. It is a
priority area for public policy and for public investment, to
guarantee equality and social inclusion, as a prerequisite for
8
Good Living. People, families and society have the right and the
responsibility to participate in the educational process”. (Article
26, p. 61).
Moreover, teachers of this educational institution will be the indirect
beneficiaries of the proposal designed for practicing reading skills of the L2
readers of tenth year by means of the visual stories that will become in an
innovative tool for encourage English learners to read intensively and
extensively if teachers consider to plan extensive reading strategies based on
this didactic material.
On the other hand, L2 readers will be the direct beneficiaries, because
they will be able to practice their reading skills as skimming, scanning,
inference, and oral reading and comprehension skills by using this multimedia
CD with visual stories that were based on their preferences.
Finally, this research has a great theoretical value that can be used for
academic researchers, teachers or English learners who can find several
educational theories, methodological, strategical, academic quotes,
interpretations and suggestions about how to apply visual stories for encourage
to L2 readers to make intensive and extensive reading that will benefit them to
increase their reading skills in English language.
9
CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND
Reading skills tends to be treated as one of fundamental English
language skills developed in EFL classrooms due to its wide range of benefits
for L2 learners, who perceive reading situations as a great opportunity to not
only obtain information, but also a superb chance of expanding all their reading
abilities as scanning, skimming, inference and reading comprehension, on
which those L2 readers can achieve great improvements on English language
acquisition and at the same time obtaining amazing profits for the other English
skills.
Richards, Renandya & Grabe (2002) agreed that a reading activity is an
excellent source for providing L2 readers pedagogical exposures in order to
increase their linguistic abilities by means of written texts that “also provide
good models for writing, and provide opportunities to introduce new topics, to
stimulate discussion, and to study language (e.g., vocabulary, grammar, and
idioms). Reading, then, is a skill which is highly valued by students and
teachers alike” (p. 273).
However, in order to understand how teaching reading skills have
evolved through the years, is necessary to make an historical overview of
teaching approaches, and how reading skills were taught in those different
reading situations that according to Zainuddin (2012), in Grammar translation
method, where its principal purpose was not communication, reading skills
were used extensively for translation of Latin and ancient Greek languages in
order to study ancient cultures and customs, in which reading abilities were
destined only for people of an elite social class in order to read classic books,
and not for an integral language acquisition. Besides, indirect method, reading
10
skills did not have the main role, because in this approach, according to Brown
(2000), teachers used real objects, visual aids to obtain a better and
understandable input for L2 learners, due to this method was focused on
improving speaking skills above all other language skills by means of
associating ideas to pictures and abstract vocabulary.
In the same way, Zainuddin (2012) explains that in the audio-lingual
method, reading skills did not have special attention, because even though L2
learners read to memorize complete series of sentences or dialogues, this way
of reading only was to make rote learning without making reading
comprehension in what they were reading, but only for obtaining a
mechanization of their thought to achieve according to this approach, a habit
of speaking in the target language through repetitions. What is more,
Suggestopedia and silent way approaches were not designed for developing
reading skills, and each of one of those teaching methods followed the previous
styles of its predecessors, which was focused intensively on developing
speaking skills, even if that meant abandoning the other language skills as
reading.
However, Zainuddin (2012) indicated that Total Physical Response
could be the approach that began implementing comprehension techniques by
using pictures and written words in order to present visual stories trying to
connect students with real context by means of understanding those pictures
or visual aids provided by teachers in order to make L2 learners infer about the
situation showed in the lesson, and reading activities were usually introduced
after students memorized several commands, but is necessary to remember
that TPR was also mainly designed to develop oral proficiency. Additionally, A
natural and communicative approach also put all its emphasis on speaking and
leaving reading skills in a secondary role, but the use of visual aids widely used
11
in those teaching approaches due to its great influence in comprehension skills
on L2 learners.
Taking into account that reading skills did not have a special attention
that it required, a second language reading research was developed by
Richards, Renandya & Grabe (2002), which provided large L2 reading features
that are necessary to achieve big improvements on reading skills in L2 learners
as the use of graphics representations (visual stories), genres, reading
strategies, extensive and intensive reading in daily classes, a combination
between reading and writing in a content-based reading instruction.
In this case, Lema (2016), developed an educational thesis about the
use of stories to teach English reading skills of students of eight grade of
Educational Unit José María Román located in Riobamba, Ecuador. In which,
according to the results gathered by research techniques as pre-observation
and pre-reading test applied to each student, the majority of students did not
apply basic strategies of reading skills as skimming, scanning and even had
several difficulties to understand what they were reading in the activities.
However, once the researcher taught them scanning, skimming, reading
comprehension strategies by using stories with pictures in order facilitate its
comprehension, those students achieved a great performance in the reading
activities, who in the post-reading test were able to apply skimming and
scanning what helped them to increase their score in reading comprehension
about the story presented by the researchers.
Also, students of the University of Guayaquil refer in some research
project about reading comprehension and their diversity of applications such
as: "The influence of basic reading strategies to improve reading
comprehension for English learners" (Barahona and Sanchez, 2016). They
12
mention the importance of using technological and didactic resources in order
to promote basic strategies in students so, that problem was found through
empirical techniques and the creation of virtual handbook was possible in order
to enhance reading comprehension with traditional stories helping them in the
reading process.
Moreover, Bazán and Rivera (2017), express that teachers and students
have to be involved in technological resources as ICT (Information and
Communication Technologies) in their thesis named "The incidence of
interactive exercises focused on technological resources to develop reading
comprehension" so, the researchers assume that their proposal was a success
since that, students can comprehend the main aspects required in the reading
process.
Furthermore, the researchers Illescas and Rodriguez (2017), in their
project titled "Incidence of visual stories in the development of the reading
comprehension" where, it finds some causes as lack of motivation for reading,
low use of technology and a proper application of visual material, so those
aspects infer in the process of comprehension in students of 8th year.
Moreover, the researchers bring a solution a booklet with activities based on
visual stories, in this case, improving reading comprehension.
In this way, the implementation of images for enhancing reading
comprehension foster the mental imagery skills of students, stimulating
sensations, types of experiences and prior knowledge. Gould (1996), cited by
Moran, Holmes and Tadhg MacIntyre (2012) stated, mental imagery is “a
symbolic sensory experience that may occur in any sensory mode” (p. 28), it
focus that we can use our senses for input and output information since that,
students learn better when they are in contact with experiences so, the
cognitive process is related with our senses that permit to organize the stimulus
13
in order to enhance the process of learning. Some authors have investigated
this topic by providing important findings in the educational field.
According to Boerma (2016) in his article about mental imagery skills,
he examined the role of mental imagery skills in story comprehension. The
results were that students with a high level of imagery skills outperformed
students with low level of imagery skills. In this case, the teacher has to provide
proper strategies when students read images and how to develop and use their
mental imagery skills.
Jenkins (2009), refers to the effects of using mental imagery as a
comprehension strategy in reading moreover, the researcher used two
experimental groups. On the first, students were involved in activities for
fostering mental imagery skills while the second group did not receive the same
activities based on mental imagery skills. The results were that the first group
had a satisfactory success with its development in how to improve reading
skills.
To sum up, this research project tries to enhance reading
comprehension using visual stories also, the projects before mentioned have
demonstrated that this project will be a success thanks to the innovative source
as the use of images since that, it permits to develop the creativity and
imagination awaken emotions as well as promoting new ways of learning and
achieving the student`s interest.
THEORETICAL FOUNDATION
READING COMPREHENSION
Reading comprehension is fundamental in any activity performed in ESL
because is a means of obtain, gather, process, comprehension and convey
information with other people that allow to receive and produce messages
14
through the recognition of written words, symbols and signs that have different
meanings that need to be decoded by L2 readers becoming in a complex
process for learners.
However, Reading implies not only word recognition but also it requires
that students apply comprehension skills to connect sentences, remember
grammatical rules, vocabulary storage, semantics, reading techniques,
strategies and a vast background knowledge that grant L2 readers achieve a
successful reading that means good communication. For those features
aforementioned, reading is a complex cognitive process that depends on.
Source: Adapted from (Tindale, 2003, p.7).
In addition, Harmer (2010), indicates that reading is useful for “language
acquisition. Provided that students more or less understand what they read,
the more they read, the better they get at it. Reading also has a positive effect
on students’ vocabulary knowledge, on their spelling and on their writing” (p.
99). As is explained by this teacher’s trainer, reading provides several benefits
to L2 learners due to it is highly useful to stay focus on acquiring vocabulary,
grammar, pronunciation, and comprehension, but additionally reading activities
grant to English teachers an excellent opportunity to consolidate reading habits
that are fundamental to any language acquisition. Furthermore, reading can
stimulate discussion tendencies, debates, imagination and critical reasoning
which are necessaries in order to develop skillful learners.
Information processing/decoding skills (bottom-up skills)
Background knowledge (top-down skills)
An interaction between bottom-up and top-down skills, or
A complex mix of top-down and bottom-up skills combined with social experiences (new literacy approaches).
15
CHARACTERISTICS OF READING COMPREHENSION
Reading comprehension permits comprehend and interpret written
words on a page of an article or any other reading material moreover, this
process contains two main aspects: word recognition and comprehension.
Word recognition refers to the process of perceiving how written symbols
correspond to one’s spoken language and comprehension is the process of
making sense of words, sentences and connected text. (Koeak, 2017).
Also, it is necessary background knowledge, vocabulary, grammatical
knowledge, experience with text and other strategies to help them understand
written text and the fluency. “Fluency is the ability to read aloud with expression
to demonstrate an understanding of the author’s message” (Department of
Education and Training in Western Australia, 2004, p.30). According to Mc
Kenna & Stahl (2009), the three key components of reading fluency are
accurate word recognition, automaticity and appropriate rhythm and intonation
of speech.
Each component affects comprehension in a different way.
Accurate word recognition: In order to improve reading fluency pupils
should be reading at their instructional reading level i.e. 90% - 95% accuracy.
(Beers, 2003).
COMPONENTS OF READING FLUENCY
AUTOMATICITY
This is the ability to read words without conscious decoding. Here your
reading allows you to read words fluently so that you can concentrate on
comprehending the text. Mental energy is required for decoding meaning
therefore very little mental energy may be left for comprehension. (Beers,
2003).
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RHYTHM AND INTONATION
This is also referred to as prosody and concerns the ability to read with
some sort of inflection. It often prosody indicates a child’s level of
understanding about the parts of speech contained in a sentence which is, in
essence, a lower order form of comprehension.
While other opinions highlight the importance of reading rate in
connection with reading fluency, Beers contends that ‘improving a student’s
reading rate doesn’t automatically mean a student’s attitude towards reading
improves or that comprehension improves’.(Beers, 2003).
COMPREHENSION SKILLS
Comprehension occurs as the reader builds a mental representation of
a text message so, the comprehension processes that bring about this
representation occur at multiple levels across units of language: word level,
sentence level or syntactic processes, and text level. Across these levels,
processes of word recognition, inference, evaluation, and appreciation. (Cain,
2011).
LITERAL / WORD RECOGNITION
According to Wolf and Katzi-Cohen (2001), word recognition is "a
summation of accuracy and speed of meaning access through decoding of
printed words" (p, 60).
This definition tells us that word recognition involves two sub-processes:
visual decoding of words; and relevant semantic resources through a word
dictionary in the mind referred to as a mental lexicon.
17
INFERENCE
The language of any text, spoken or written, is not completely explicit, in
this way, deeper comprehension and building a situation model require that the
reader make inferences that bridge elements in the text or otherwise support
the coherence necessary for comprehension. (Cain, 2011).
In other words, inferences make a text coherent bringing comprehension
for the reader thus, making inferences forces the student to engage in building
meaning when students infer they are interacting personally with the text.
EVALUATION
Readers judge, justify and defend understanding to determine
importance based on stated criteria.
It means the student will be able to evaluate what was read to help
comprehend text and solve problems.
TYPES OF READING
Reading is an important skill that as teachers it has to develop in the
classroom and using these kinds of readings it is easier to increase the
student’s interest also, promoting the development of eye reading (Denise
Johnson and Anne Bair., 2003).
In other words, the ability of decoding and analyzing a text and word
patterns on a page with our eyes. However, there are two other types of reading
that we, as educators, need to be aware of for incorporation into best teaching
practices for all.
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SILENT READING
Silent reading is reading quietly a text so, adopting this kind of reading
offers the advantage of eye movement, complete silence, accurate eye
fixations, and speed. (Al – Jawi, 2010).
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific
information. (Khan, 2013). In addition, this is an activity that requires great
mental effort and focuses. Because of this, the learner who engages in
intensive reading must be careful to follow specific guidelines as understand
the main idea or summarize the text.
EXTENSIVE READING
For Khan (2013), "extensive reading is used to obtain a general
understanding of a subject and includes reading a longer text for pleasure"
(p.5). It means that students read for enjoyment fostering their reading speed
and fluency so, a teacher can bring to their student’s additional material for
reading at home for motivating them.
ORAL READING
Reading aloud requires a reader to investigate the meaning of a text with
her / his limited cognitive resources. In this case, the reader has to deal with
both pronunciation, intonation and at the same time to extract meaning from
the text. Therefore, the limited cognitive resources for pronunciation, intonation,
and vocalization reduce the reader’s overall comprehension (Hale et al., 2007).
READING STAGES
Generally, the process of reading consists of three stages: pre –reading,
while – reading and post – reading stages so, those stages:
19
PRE – READING STAGE
By pre-reading activities, we mean tasks / activities that students do
before they read the text in detail. The purpose of this stage is to facilitate while-
reading activities. Garmer calls this stage of reading Lead-in, where the
students and teacher prepare themselves for the tasks and familiarize
themselves with the topic of the reading exercises. (Gulchekhra, 2013).
Moreover, pre – reading activities contain: Predicting based on the title,
predicting based on vocabulary, predicting based on the true or false questions,
skimming, scanning, eliciting word games, word spider, discussions,
brainstorming.
WHILE – READING STAGE
These include activities that a pupil engages in while reading the text
and the purpose of these activities would be to enable pupils to achieve the
lesson aims by handling the text in different ways. Reading discussion,
Answering the questions, predicting what is next, matching, jigsaw reading,
reading puzzles, true / false activities are while-reading activities. (David
Nunan, 2016, p. 45)
POST – READING STAGE
The purposes of this stage are to help students use their acquired
knowledge in similar readings, to have them integrate their reading skills both
with the other language skills: listening, speaking, writing and with the foreign
culture, to make use of keywords and structures to summarize the reading
passage, to extract the main idea of a paragraph or a reading text and to
interpret description. Useful and interesting activities of this stage are a
retelling, reporting, discussion, writing a paragraph, role play, gap – filling,
summarizing. (David Nunan, 2016, p. 45)
20
These activities provide the students with opportunities to relate what
they have read to what they already know or what they feel. It has noticed that
in order to conduct the reading lessons effectively and improve your students’
reading sub – skills implementing pre reading stage, while reading stage, and
post reading stage is very pivotal.
READING RESOURCES
PRINTED READINGS
The use of printed material has been used for centuries until nowadays
from newspapers, magazines and specially books as this author refers to the
printed material.
I think in pages, not in screens; I like the idea of the book as object, of
the book as artifact, of reading as a three – dimensional, tactile
experience, in which the way a text looks or feels or even smells has an
influence of how, or whether, I engage. (Ulin, 2010, p. 121).
Moreover, printed readings offer students the ability to develop and
expand their awareness through the senses since that, it can touch the printed
material, also how to turn pages, how to find the top and bottom on a page,
how to identify the front and back cover of a book, and so forth as part of this
learning.
DIGITAL READINGS
Books are always going to be a part of people’s lives. However, the
appearance of books has taken a drastic change within the past couple of
years. Transitioning over to a digital age, books are no exception. While many
readers are familiar with printed books, e-books are a relatively new option
when considering the format of reading. (Byars, 2015).
21
In addition, the advances being made in technology to make lives easier
and more efficient, the printing readings bring students the opportunity to read
in wherever place facilitating their process of learning since that, the students
can choose a proper environment for practicing this enjoyable skill.
VISUAL STORIES
Poovaiah & Pimenta (2010), stated that visual stories can be dealt also
as visual narrative, and it refers to images, illustrations, films, comics,
sequential art and history painting that grant to readers a visual perception of
a story is being developed at that moment, this story can be supported by words
if the level of the students is a beginner one in order to produce a better
understanding of the visual story, and achieve in L2 readers a bigger interest
in developing this type of reading activities in class.
Visual stories have been developed through years in the human history
since ancient times in which men used to paint on walls of caverns in order to
record battles, daily activities that in many times were painted in sequences to
tell their story. Ancient Greeks used to make elaborated walls, monuments of
epic battles with the purpose to communicate these heroic situations to the
future generations, in many times those visual stories as drawings, paintings
and sculptures were combined with words to obtain the better understanding
of what they wanted to convey.
VISUAL NARRATIVE
The Visual Narrative (VN) The distinctive feature of the VN is the
presence of a story. In order to form a conclusive definition & establish the term
‘Visual Narratives’ as a distinct genre of visual studies; we need to support our
claim by specifying the manner in which we use the terms Visual, Narrative and
Story. (p. 29).
22
Visual: As to what comprises a ‘Visual’ is quite clear and agreed upon
i.e. A Visual is something that can be seen using the human eye. We accept
the dictionary meaning of Visual as related to the sense of sight.
Narrative/Story are terms that seem to have been used interchangeably as
synonyms of each other. Our first task, therefore, is to relook at the terms
Narrative and Story. (p. 29).
Narrative: Hayden White pointed out in his book The Content of the
Form that the word “narrative” goes back to the ancient Sanskrit “gna”, a root
term that means “know” and that comes down to us through Latin words for
both “knowing” (“gnarus”) and “telling” (“narrow”) (Cited in The Cambridge
introduction to narrative14, H. Porter Abbott, 2000: 10).
There have been debates as to what constitutes a narrative without a
concrete conclusion being reached. We shall therefore here enumerate only
those meanings of the word ‘Narrative’ in the sense we feel is appropriate in
the given context. Simply put, the narrative is the representation of an event or
a series of events (Porter Abbott, 2000:13). Murray in her paper mentions that
most scholars agree ‘that a fundamental marker of the narrative is action, which
produces change (...). Another fundamental element of the narrative is time
(Murray, 1998: 605). Accordingly, we will primarily use the word ‘Narrative’ -
meaning -- to tell a story. (p. 29).
Story: According to the dictionary meaning a story is - a description,
either true or imagined, of a connected series of events and often, the
characters involved in them (Cambridge International Dictionary of English,
1995, p. 29).
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VISUAL LANGUAGE
Visual language is the communication by images, colors, shapes, lines,
and patterns in order to create a particular visual tool. According to Lloyd
(2015), states that "a visual language is a distinct form of communication,
different from oral and written language, but as powerful, descriptive, and
emotive." (p. 15).
In other words, visual language helps in the development of children’s
understanding and use of visual language takes place alongside their
development in other aspects of language as speaking, writing and specially
reading. Typically, children listen and understand before they learn to speak,
begin to draw before they learn to write and begin to read images before they
learn to read words. These different forms of language development are
related, and learning in one area can support the development of skills in
another.
VISUAL IMAGES
IMAGES
“Images and graphics are necessary, but not as decoration. They are
narrative tools” (Klanten, 2010, 78). The visual language will never be same in
different types of magazines, for example, a business magazine will never look
like fashion magazine (Klanten, 2010, 79). Where important to know that art
and the cultural magazine will never look like a business magazine. Cultural
magazines are more focused on people who love or interested in culture and
art.
That means, for instance, they can use paintings, drawing and other art
objects, artistic photography or photographs of musicians on the cover, etc.
They are trying to attract people using stereotypes of people who are interested
in culture and art. For instance cultural Finnish magazine “Kaltio“ for a cover of
24
their magazine use work made by different Finnish Artists which is working for
a magazine as freelancers.
There are exist principles for creating graphics that are comprehensible,
memorable, and informative. It is possible to provide cognitive and emotional
meaning through visual language. Main features that control our attention:
color, motion, orientation, size depth, tilt, shape, line terminators, topological
properties and line curvature.
Texture also can give the image “pop – out” effect. With using texture
possible to separate foreground and background, one object from another.
(Malamed, 2009: 10, 34). The language of form is defined by its components.
These components are composed of the mass and space elements and their
visible characteristics, which create a structure of form language.
The orderly arrangement among these components frames the
foundation of a structured visual system. A system of parts formulates a
harmonious whole. This visual language also constitutes a means by which
objective criteria may be applied to analyze the visual elements within the
image area.
NARRATIVE IMAGES
The Oxford English Dictionary defines narrative as “an account of a
series of events, facts, etc., given in order and with the establishing of
connections between them.” Central to this definition is the notion of a chain of
causally related events.
To achieve narrativity, pictures must capture the temporal unfolding of a
story through a static frame. Wolf (2005), distinguishes three kinds of narrative
images:
25
Monophase works that evoke one moment in a story through a
single image;
Polyphase works that capture several distinct moments within the
same image; and series of pictures that capture a sequence of
events.
TYPES OF VISUAL STORIES
INTERACTIVE STORIES
Interactive stories are the art of telling stories enhanced with
technological, social or collaborative interactive features to offer content
adapted to new behaviors in a rapidly changing cultural ecosystem. (Benjamin
Hoguet, 2005).
VISUAL STORIES GENRES
MYTH STORIES
A Myth is a traditional story that explains the beliefs of a people about
the natural and human world. The main characters in myths are usually gods
or supernatural heroes. The stories are set in the distant past. The people who
told these stories believed that they were true. (Chong, 2012).
FOLKTALE STORIES
A folktale is an anonymous story passed on through generations by word
of mouth. Folktales are often timeless and placeless, with formulaic openings
like: ‘Once upon a time, in a faraway kingdom, there lived an old man and an
old woman in a small cottage in the forest…’.
Folktales were told as a form of entertainment. ‘Folktale’ is a general
term that can include a wide range of traditional narratives, such as myths,
legends, fables and fairy tales. (Chong, 2012).
26
GHOST STORIES
This kind of stories is a story about ghosts or other supernatural beings.
In cultures all over the world, ghost stories have been told and passed down
orally from generation to generation. (Chong, 2012).
These stories reflect the superstitious fears and beliefs that people had
in various cultures. Stories about witches, ghosts, goblins, vampires, were
wolves and all sorts of land and sea monsters came out of the oral tradition.
ENCHANTED TALES
Enchanted tales is a traditional folktale involving imaginary creatures
such as fairies, wizards, elves, trolls, gnomes, goblins and fire-breathing
dragons.
FABLE STORIES
Is a brief story intended to teach a moral lesson? The main characters
are usually animals, objects in nature for instance mountains, lakes, stones or
forces of nature such as the sun, the wind, the rain, which are given human
qualities. The most famous fables in the Western tradition are Aesop’s fables
from Ancient Greece. There are also many well-known fables from China, India
and other Asian cultures. (Chong, 2012).
LEGEND STORIES
Is a traditional story about the past? The main characters are usually
kings or heroes. Some examples of well – known legends include the tales of
Odysseus from Ancient Greece, Beowulf from the Norse lands and King Arthur
from Old England. Like myths, legends were thought to be true.
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EPISTEMOLOGICAL FOUNDATION
This foundation involves the humanism in the education, where a good
education is an ingredient necessary for strength in order to make people active
and transform the society. According to Kleiman (2007), expresses that
humanism “illuminate the values and meanings central to each person’s
lifeworld” (p.210).
Regarding Kleiman (2007), the acquisition of knowledge is reached by
experiences, so students use the self-reflection for recognizing what is true or
real, however, this perspective it is different to the traditional education since
that, it applies quantitative method, but the humanism applies qualitative
methods promoting the student’s motivation.
According to Gage and Berliner (1991, cited in Khatib, 2013), the
humanism can be categorized into three main principles such as: 'individual
self –worth', 'feelings are as important as facts', and 'personal, social and moral
development' moreover, those principles refers to the student’s emotions and
aspirations, which in turn enhances self-efficiency.
In this way, the interpersonal relations are crucial in the humanism since
it fosters cognitive process and the effective aspects of each person involving
important values that change education in relation to humanism.
Personal growth, as well as cognitive growth, is a responsibility of the
school. Therefore education should deal with both dimensions of
humans — the cognitive or intellectual and the effective or emotional.
For learning to be significant, feelings must be recognized and put to
use.
Significant learning is discovered for oneself.
Human beings want to actualize their potential.
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Having healthy relationships with other classmates is more conducive to
learning.
Learning about oneself is a motivating factor in learning.
Increasing one‟s self-esteem is a motivating factor in learning.
Moskovitz (1978, cited in Khatib, 2013).
The applications of humanism in the language teaching is well known in
the educational field and it has its beginnings in three methodologies as
suggestopedia, the silent way and community language learning but, these
assumptions have one thing in common: the acquisition of awareness and try
to engage students in the process of learning naturally. (Khatib, 2013).
Furthermore, the spaces in the classroom are important in the
humanism education since that, it permits the spontaneous interaction between
students so, Moskovitz (1978, cited in Khatib, 2013), states some
characteristics within the humanism applied in the classroom.
They should accentuate the positive and avoid the negative focus.
Low risk, i.e. non-personally threatening activities, should be used.
Activities should give students the opportunity to verbalize before others
something they like about themselves since customarily we are meant
to keep this to ourselves.
They should encourage students to really look at their peers and focus
on seeing the beauty of others.
Linguistically, they should give students the opportunity to practice the
language for expressing.
Activities should be constructed in such a way to practice the vocabulary
(p. 49).
29
In other words, those features need a facilitator in order to put in practice
these aspects also, the teacher has to boost friendship and being themselves
and less like each other, promoting activities where students convey their ideas
and the application group dynamics and peer-work in the classroom for helping
them in the development of English language.
PEDAGOGICAL FOUNDATION
The pedagogical foundation has a strategical relation with the
constructivism since that, it represents a learning theory developed by several
researchers such as Dewey (1929), Bruner (1961), Vygotsky (1962), and
Piaget (1980), in which they contribute with important assumptions in how the
process of learning it should be achieved.
Mascolol & Fischer (2005), states that constructivism is the philosophical
and scientific position that knowledge arises through a process of active
construction so, the student is the only person who has the control in the
process of construct awareness based on prior knowledge strengthening the
learning.
Moreover, Bereiter (1994, cited in Olusegun, 2015), affirms
Constructivism is basically a theory which is based on observation and
scientific study, about how people learn. It says that people construct their own
understanding and knowledge of the world, through experiencing things and
reflecting on those experiences.
In this way, the application of constructivism in language teaching is
based on real experiences, it means to be in contact with the language, for
instance, the use of current videos about music and news fostering the range
of possibilities to achieve understanding based on facts. Also, the
constructivism assumes some principles for language teaching where those
30
features try to active the participation of students in the classroom with the
interaction with their classmates. (Reinfried, 2000).
Source: Can Radical Constructivism Achieve Language Teaching. Reinfried
(2000).
Hence, the enrichment of this principles need the use proper
methodologies and techniques but constructivism in the language teaching
process, both teaching and environment are influenced. As a result, the
learning of a language cannot be conceived as a mere memorization of
grammar structures but the assimilation of a complex communication system.
Thus, constructivist methodologies, techniques, and strategies are applied in
classrooms aiming to involve the learners within experiences in which they can
inquiry, act, imagine, invent, interact, hypothesize and individually reflect.
So, teachers or instructors have to identify how their students apply their
own background knowledge, experiences and perceptions along with their
physical and interpersonal contexts to build up their own knowledge and
PRINCIPLES OF "CONSTRUCTIVIST" FOREIGN LANGUAGE TEACHING
Action-orientedness
Cooperative learning Creative forms of
classroom work Learning by projects
LBT - learning by teaching
Learner-centredness Individualization of learning Autonomy
of learner
Process-related awareness
Learning awareness
Language awareness
Intercultural awareness
Holistic language experience Content-orientedness Authentic and
complex learning environment
31
meaning. The objective is to create a democratic classroom scenario which
gives "meaningful learning experiences for autonomous learners." (Gray, n/d).
In addition, constructivism has a determining role in the language
teaching process. ELL students have experiences and background that help to
interpret the information within a context. If students consider that information
and knowledge is meaningful to them, they have more probabilities to become
successful.
Taking into account, student's previous knowledge and past
experiences, teachers probably will be able to give more chances for their
students to become proficient and feel involved in their education. As a result,
their education will be important for them as well as their cultural identity and
previous knowledge and backgrounds.
PSYCHOLOGICAL FOUNDATION
This foundation refers the importance of psychology in the educational
field since that, it is characterized by the study of individual differences in
students and how to improve their process of learning moreover, many
psychologists have dedicated their life searching about how students learn and
propose a way to guide them in this process.
The zone of proximal development (ZPD), is the gap between what a
learners has already mastered, his actual level of development, and what he
can achieve when provided with educational support, called potential
development. The ZPD is believed to point out the difference between the
child's capacity to solve problems on his own, and his capacity to solve them
along with receiving assistance (Schutz, 2004).
32
Moreover, the zone of proximal development comprises the learner’s
development using a variety of tools for being autonomous so, as teachers, it
has to prepare and use the proper aspects to use in a class in order to activate
prior knowledge that it is the main tool for fostering students to achieve the
learning goal.
In addition, the teacher’s role is important, since he or she is responsible
for creating new forms of interactions and develop instructions based on tasks.
It is called scaffolding where the teacher provides the support until the learner
can be autonomous. Vygotsky (1962), suggests that “these connections do not
have to take place immediately, but that in the course of further schoolwork and
reading, learners can make the association between concepts and experience”
(p.108).
In conclusion, these authors argued that the zone of proximal
development is a process in the construction of knowledge, where the teacher
is the guide, who provides the tools for enriching the cognitive areas through
the tasks for building knowledge. The zone of proximal development is linked
to the influence visual stories to develop reading skill because the teacher tries
to build the knowledge since that, the teacher is the guide who provides the
tools for the enrichment the process of reading.
SOCIOLOGICAL FOUNDATION
The socio – cultural context includes all of the cultural practices within
which the learners and learning are placed. In part, the context of the classroom
and the purpose of the lessons provide a socio-cultural context within which
meaning is constructed. Moreover, the socio-cultural context of the classroom
learners is, also shaped by their broader experiences, background knowledge,
and social/cultural identities that they bring to a learning activity. (Woolley,
2011).
33
Literacies involve an understanding of specific codes like alphabetic
signs that have relatively little meaning outside of the context of the lesson or
the social and cultural practices that the children bring to them. Thus, new
literacies and new socio-cultural contexts promote new ways of reading,
interpreting, and interacting (Hassett, 2006), but always within a meaningful
socio – cultural context.
To sum up, the world is influenced by the socio-cultural context within
which students are situated and also by the ongoing life experiences that
impact and form those beliefs so, when readers comprehend communicative
material they apply their beliefs about the world, for this reason, applying
interesting and current readings will foster a correct process of reading.
TECHNOLOGICAL FOUNDATION
The use of technology has been developed positively in the acquisition
of languages, moreover English language is not the exception where the high
demand of learning this language increase day by day, offering learning
resources such as cd-room, interactive platforms it refers to web-based
education.
For learners, it provides access to information and knowledge sources
that are practically unlimited, enabling a number of opportunities for
personalized learning, distance-learning, and collaboration, with clear
advantages of classroom independence (Brusilovsky, 2011).
On the other hand, teachers and authors of educational material can use
numerous possibilities for web-based course offering the availability of
authoring tools for developing the English language, and cheap and efficient
storage and distribution of course materials.
34
According to Kalburan (2010), expresses that one significant tool is the
use of cd-room "it has been also found that they aim at children’s psychomotor
and cognitive development with the use of CD-ROOM" (p. 2).
In other words, the CD-ROOMS prepared with the purpose of education
and which are efficient enable the development of hand-eye coordination,
attention, perception skills of the children, and also provide the support of all
developmental areas and the independent learning.
In addition, this research project based on reading skills and visual
stories has been developed in the educational technology that it is supporting
both teaching and learning processes in order to foster students of 10th grade
in applying the correct strategies in this process of reading.
LEGAL FOUNDATION
This investigation is based on the Constitution of the Republic of
Ecuador, the Organic Law of Cross-cultural relations Education and the
Common European Framework.
This concept of good living comes from the worldview of the people
before the crisis of a territory, the new Constitution (2008, p.27), presents how
to assess the state and society, considering indicators in a larger context that
seeks to take care of the balance and harmony that is life, according to this
investigation project is based on the following article:
Art. 26. - “Education is a right of people throughout their lives
and an unavoidable and inexcusable duty of the State. It is a
priority area of public policy and state investment, guarantee
equality and social inclusion and an indispensable condition for
35
the good life. Individuals, families and society have the right and
responsibility to participate in the educational process.” (p.27).
Moreover, between the academic and technical knowledge that
everyone has an equal chance of being included in the process of learning,
which is based on the following article:
Art. 27. - “The education will focus on the human being and
ensure a holistic development, within the framework of respect for
human rights, the environment, and sustainable democracy; It is
participatory, compulsory, cross-cultural relations, democratic,
inclusive and diverse, quality and warmth; will promote gender
equity, justice, solidarity, and peace; stimulate critical sense, art,
and physical education, individual and community initiative and
the development of skills and abilities to create and work.” (p.27).
To sum up, education is indispensable for awareness, the exercise of
rights and the building of a sovereign country and constitutes a strategic axis
for national improvement.
Besides, it is important to mention the correct level of proficiency for
students of tenth grade based on the Common European Framework of
Reference for Languages (CEFR) in relation to reading skill.
36
Reading competence for A2.1 English level (tenth year - EGB)
Overall reading comprehension
Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
Reading Correspondence
Can understand short simple personal letters. Can understand basic types of standard routines letters and faxes on familiar topics.
Reading for Orientation
Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables. Also, can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions and instructions.
Reading for information and argument
Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
Reading instructions Can understand regulations, for example safety, when expressed in simple language.
Source: Adapted from (CEFR, 2003, 68).
Within the guidelines of the Organic Law Cross-cultural relations
Education (LOEI) (2012), provides
Art. 2. – “That individual effort and motivation of people for
learning, in that way the recognition and appreciation of teachers,
to ensure the respect of their rights and support their work, as an
essential factor of quality of education. It should also be
mentioned, the policies of the National”. (p.3).
37
National Plan for Good Living (2013), according to objective 4.4
stipulates improve the quality of education at all levels and modalities for
knowledge generation and integral formation of creative, supportive,
responsible, critical, participatory and productive under the principles of
equality and social equity territoriality.
In this policy, the National Plan for Good Living believes that education
is an essential component of good living and helps to improve and develop
knowledge at all levels simultaneously with educational values in order to
prepare excellent professionals.
38
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
RESULTS
DESIGN OF THE INVESTIGATION
The present research project has been developed in Francisco Huerta
Rendon High School with students of 10th grade through this chapter the
researcher could explain the relationship between variables reading
comprehension and visual stories and how the information was obtained and
interpreted in an easy way in order to facilitate the comprehension of data.
The design of the investigation refers a systematic search for pertinent
information based on scientific foundations that it will be implemented with
techniques and methods, also determine the frequency with which something
occurs or with which it is associated with something else, in other words, it will
test a causal relationship between variables. (Sheppard, 2017).
TYPES OF RESEARCH
Moreover, this project assumes two types qualitative and quantitative
design.
QUALITATIVE RESEARCH
According to Ospina (2004), "qualitative research has gained
momentum as a mode of inquiry into meaning". (p.2) so, it refers the behavior
aspects, beliefs and feelings the goal is to determine the person’s motivation
or in a particular manner so, it could be noticed that the interview accomplish
this aim since that provide open information to the topic.
39
QUANTITATIVE RESEARCH
In addition, Sukamolson (n.d.), "quantitative research is defined as
social research that employs empirical methods and empirical statements" (p.
3), it poses about measurement of quantity, it has been observed with the use
of surveys where it depends on the numbers of participants with specific close
– questions where the objective it be reflected in the compilation of data. Also,
the combination of both designs could be applied in this research project since
that, brings the necessary veracity to the relation between variables.
TYPES OF INVESTIGATION
DESCRIPTIVE INVESTIGATION
“Investigations are intended to give an overview about a given subject
matter. It is done when the chosen subject has been little explored.” (Sabino,
2011, p. 60).
It means that the investigation is the start point to solve the problem
affecting a population, but it should be made based on theoretical and empirical
methods to study the subject. As soon as the author of the researcher detected
the main problem that was affecting the students, they decided to put into
practice some other methods to corroborate the problem.
EXPLORATORY INVESTIGATION
Agreeing with Van Wyk (2010), about the exploratory research:
Exploratory research is to identify the boundaries of the environment in
which the problems, opportunities or situations of interest are likely to reside
and to identify the salient factors or variables that might be found there and be
of relevance to the research. (p. 8).
40
It means that the investigation is the general vision of the problem and
it represents the questions that the researcher desires to answer in order to
comprehend the problem. The researcher of this project used the exploratory
investigation to analyze the possible causes of this problem in reading
comprehension.
According to the same objective, it is an explanatory character because
it exposes the reasons for an insufficient in reading skill. It is also purposeful,
considering that the proposal consists of the design of a cd with visual readings
that will help to solve the deficit in reading skill.
SCIENTIFIC INVESTIGATION
"Scientific method attempts to achieve “this ideal by experimentation,
observation, logical arguments from accepted postulates and a combination of
these three in varying proportions" (Kothari, 20014, p.22).
The author refers to the process of an investigation where the logic
represents the way in how to interpret the possible alternatives to find the
relation between variables through instruments such as a survey.
In addition, the scientific investigation requires empirical evidence and
relevant concepts in order to make only adequate and correct statements
generally scientific theories that provide laudable conclusions.
BIBLIOGRAPHICAL INVESTIGATION
"Biographical investigation is a wide field of different approaches and
research strategies with blurred borders and overlapping areas." (Zinn, 2004,
p.3).
41
It poses the useful orientations of empirical strategies and conceptual
ideas about the author’s point of view since that, it is necessary the bibliography
for helping the researcher to justify their ideas and complement with a clear
theoretical-conceptual background.
POPULATION AND SAMPLE
POPULATION
"All items in any field of inquiry constitute a ‘Universe’ or ‘Population.’ A
complete enumeration of all items in the ‘population’ is known as a census
inquiry" (Kothari, 2004, p.54). The author states the population as a collection
of an individual known to have similar features.
SAMPLE
Kothari (2004) refers that "sample is a definite plan for obtaining a
sample from a given population. It refers to the technique or the procedure the
researcher would adopt in selecting items for the sample"(p.55).
For the preparation of this research, the population is the parallel "A"
and "B" of the tenth grade of Basic Education, the sample is the parallel "A"
and the results were determined by surveys, observation and interview before
mentioned.
DISTRIBUTIVE OF THE POPULATION AND SAMPLE
Description Population Sample Percentaje
Students 116 58 98,31%
Teacher 1 1 1,69%
TOTAL 117 59 100,00%
Source: “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
42
CHART OPERATIONALIZATION OF VARIABLES
VARIABLES DIMENSIONS INDICATORS
IND
EP
EN
DE
NT
VA
RIA
BL
E
VIS
UA
L S
TO
RIE
S
Visual stories - Visual narrative
Visual language
- Visual images
- Images
- Narrative images
Types of visual stories - Interactive stories
Visual stories genres
- Myth stories
- Folktale stories
- Ghost stories
- Enchanted tales
- Fable stories
- Legend stories
DE
PE
ND
EN
T V
AR
IAB
LE
RE
AD
ING
CO
MP
RE
HE
NS
ION
Reading comprehension
- Characteristics of reading
comprehension
- Components of reading
fluency
Types of reading
- Silent reading
- Intensive reading
- Extensive reading
- Oral reading
Comprehension skills
- Literal/word recognition
- Inference
- Evaluation
Reading stages
- Pre-reading stage
- While-reading stage
- Post-reading stage
Reading resources - Printed readings
- Digital readings
Elaborated By: Stephany Nieto España.
43
METHODS OF THE INVESTIGATION
The methods of scientific research used in this project were theoretical
methods.
Analysis-synthesis, this kind of method is used in order to break down
the object of study as Draxler (2012), refers about analysis "analysis is breaking
down the text or problem that it examines in order to understand each individual
part". It means to evaluate the issue in an integral way properly through
combining multiple sources for comprehending the trouble.
This method also travels throughout the logic of this research.
DEDUCTIVE METHOD
According to Creswell and Plano Clark (2007), say that "the deductive
researcher works from the ‘top-down’, from a theory to hypotheses to data to
add to or contradict the theory" (p.23). It refers that begins with general aspects
and finish with arguments or experiences.
The deductive research is crucial for developing a research project since
that, it provides the assumptions that it will be analyzed by the researcher also,
clarifying in a better way the main aspects of each variable in order to find real
information.
INDUCTIVE METHOD
As someone who works from "the bottom-up, using the participants´
views to build broader themes and generate a theory interconnecting the
themes" (Creswell and Plano Clark, 2007, p. 23). It based on specific features
that offer to the researchers the tools in order to compile the data.
44
The inductive research represents a key feature as a method, it requires
a process as the observation and compilation of information, in this way, and
these aspects are used in a research bringing the success to the investigation
in order to connect the variables.
HISTORICAL METHOD
Is the application of the scientific method of inquiry to historical
problems? It demands standards of careful methodology and spirit comparable
to those which characterize other types of research. Kumar (2006).
FUNCTIONAL STRUCTURAL SYSTEMIC
The method was used for modeling the cd with visual stories that are
proposed in this research, it means the construction of didactic material for
student’s attention, and it is used with specific functions.
RESEARCH TECHNIQUES AND INSTRUMENTS
Also in this research project, the following empirical techniques were
used: observation, survey, and an interview.
OBSERVATION
The observation also allows detecting, assimilating the information
found in the selected context in order to obtain, certain facts, through a physical
document as is the observation guide as the instrument of this technique.
SURVEY
The survey is applied in order to go into detail about the diagnosis of the
problems in reading skill, applied to students for searching the causes that are
affecting it.
45
INTERVIEW
The interview is used in order to compile specific information about the
problem in this research project the interview was applied to the teacher.
EMPIRICAL INSTRUMENTS
OBSERVATION GUIDE
As Kothari (2004), defines an observation guide below:
Observation guide becomes a scientific tool and the method of data
collection for the researcher, when it serves a formulated research purpose, is
systematically planned and recorded and is subjected to checks and controls
on validity and reliability. (p.96). In this way, the observation guide permits to
the researcher to seek the problem and being part of the process of
observation.
SURVEY QUESTIONNAIRE
The survey questionnaire helps to the researcher to reinforce the
premises about the problem and consists in a set of questions as Kothari
(2004), refers "A survey questionnaire consists of a number of questions
printed or typed in a definite order on a form or set of forms and it is quite
popular, particularly in case of big enquiries. (p.100).
INTERVIEW QUESTIONNAIRE
According to Kothari (2004), "The interview questionnaire of collecting
data involves a presentation of oral-verbal stimuli and reply in terms of oral-
verbal responses" (p.97). The author refers the importance to use this
instruments since that bring additional information that it will help to the
researcher to clarify the problem, in addition, the interview has to include a set
of structured questions, also be honest and impartial in the moment of answer
the questions.
46
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES OF
EDUCATION CAREER: LANGUAGES AND LINGUISTICS INTERVIEW TO THE ENGLISH TEACHER
TEACHER: Lcdo. Ramón Sánchez
HIGH SCHOOL: Unidad Educativa “Francisco Huerta Rendón”
RESEARCHER: Stephany Nieto
COURSE: 10th Grade – Section “A”
1. Do you think that reading activities are important in the teaching –
learning process?
The purpose of education is to reach a state where the learner can be free
in his thinking. This activity gives students the chance to choose what they
love to read, which means that there is an inner motive to do the activity.
2. Do you agree that visual stories can help students to improve
reading comprehension?
Yes, I do. Visual stories can motivate students to enhance reading
comprehension in a different way.
3. What reading strategies do you apply in the class?
It depends on the time, however, I apply predicting activities.
4. Have you ever applied extensive reading in your students?
The teacher expresses that he does not apply extensive reading because he
does not have enough time to practice this kind of activities.
5. What reading methodologies do you use in your classes?
The teacher applies read aloud. He states that read aloud gives students the
opportunity to retain main information.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
INTERVIEW ANALYSIS
Within of the interview, the English teacher expresses his opinion about
each question providing short answers. However, it reveals that the teacher
needs to apply more strategies for helping students to develop reading
comprehension through visual stories since that the teacher has to encourage
students for practicing extensive readings and in-class intensive readings.
47
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES OF
EDUCATION
CAREER: LANGUAGES AND LINGUISTICS
SURVEY TO THE STUDENTS
OBJECTIVE: To know the influence of the application of visual stories on reading
comprehension in the students of 10th year section “A”, at “Francisco Huerta Rendon”, High School.
Teacher:
Researcher:
Subject: English language
Time: Course: Number:
Topic: Survey
1. Agree 2.Strongly Agree
3. Neutral 4. Disagree 5.Strongly Disagree
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
1 2 3 4 5
1. The teacher uses visual materials in class.
2. Visual stories help to associate images
with words.
3. Short stories are easy to understand.
4. Multimedia stories can catch students’
attention.
5. The teacher uses reading activities in the
classroom.
6. You like reading about something of your
interest.
7. You want to understand what you read
in English.
8. The teacher uses additional reading
materials apart of student´s book.
9. Technology help learners to increase the
interest in reading activities.
10. You will support the application of a new
didactic resource.
48
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES OF
EDUCATION CAREER: LANGUAGES AND LINGUISTICS
RESULTS OF SURVEY OBJECTIVE: To know the influence of the application of visual stories on reading comprehension in the students of 10th year section “A”, at “Francisco Huerta Rendon”, High School.
Teacher: Lcdo. Ramón Sánchez
Researcher: Stephany Nieto
Subject: English Language
Time: 9H00 – 9H40 Course: 10th “A” Number: 58
Topic: Survey
1. Agree 2.Strongly Agree
3. Neutral 4. Disagree 5.Strongly Disagree
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
1 2 3 4 5 Total
1. The teacher uses visual materials in class. 15 5 21 10 7 58
2. Visual stories help to associate images with
words. 13 27 13 3 2 58
3. Short stories are easy to understand. 18 15 19 4 2 58
4. Multimedia stories can catch students’
attention. 11 19 19 7 2 58
5. The teacher uses reading activities in the
classroom. 12 21 9 12 4 58
6. You like reading about something of your
interest. 13 24 11 5 5 58
7. You want to understand what you read in
English. 17 18 13 4 6 58
8. The teacher uses additional reading materials
apart of student´s book. 10 14 7 8 19 58
9. Technology help learners to increase the
interest in reading activities. 19 24 9 4 2 58
10. You will support the application of a new
didactic resource. 21 18 13 3 3 58
49
ANALYSIS AND INTERPRETATION OF DATA
SURVEY TO THE STUDENTS
1. - The teacher uses visual materials in class.
TABLE 1
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 5 8,62%
Agree 15 25,86%
Neutral 21 36,21%
Disagree 10 17,24%
Strongly Disagree 7 12,07%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 26% of the students, they considered
to agree with the statement where the teacher uses the visual material in class,
while the 36% of students were neutral because they are not motivated and
need more didactic activities in relation to reading skills and improve this ability.
9%
26%
36%
17%
12%
GRAPHIC 1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
50
2. - Visual stories help to associate images with words.
TABLE 2
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 27 46,55%
Agree 13 22,41%
Neutral 13 22,41%
Disagree 3 5,17%
Strongly Disagree 2 3,45%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 47% of the students, they considered
to strongly agree with the statement because they realized that the visual
stories help them to associate images with words. It is a good reason and the
researcher’s help in order to create an excellent material for the students,
meanwhile the 4% of students were strongly disagreed because they
demonstrated that the visual stories are difficult to comprehend with images.
47%
22%
22%
5%
4%
GRAPHIC 2
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
51
3. - Short stories are easy to understand.
TABLE 3
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 15 25,86%
Agree 18 31,03%
Neutral 19 32,76%
Disagree 4 6,90%
Strongly Disagree 2 3,45%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 31% of students, they considered to
agree and indicated that short stories are easy to understand. It is important
because is an essential information to this research project where the students
are conscious use images can improve reading skills, while the 3% of students
were strongly disagreed and demonstrated that the stories are not easy to
understand some stories are not interesting for the students.
26%
31%
33%
7%3%
GRAPHIC 3
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
52
4. - Multimedia stories can catch students´ attention.
TABLE 4
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 19 32,76%
Agree 11 18,97%
Neutral 19 32,76%
Disagree 7 12,07%
Strongly Disagree 2 3,45%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 33% of students, they considered to
strongly agree and indicated that multimedia stories can catch students’
attention because the stories are interesting for the students and comprehend,
meanwhile 12% of students disagreed because did not catch attention the
stories are not of their interest.
33%
19%
33%
12%3%
GRAPHIC 4
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
53
5. - The teacher uses reading activities in the classroom.
TABLE 5
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 21 36,21%
Agree 12 20,69%
Neutral 9 15,52%
Disagree 12 20,69%
Strongly Disagree 4 6,90%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 36% of students, they considered to
strongly agree and demonstrated that the teacher uses reading activities in the
classroom since 7% of students strongly disagree because the teacher tried to
help to the students. It is important to know if the teacher applies properly
reading activities.
36%
21%
15%
21%
7%
GRAPHIC 5
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
54
6. - You like reading about something of your interest.
TABLE 6
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 24 41,38%
Agree 13 22,41%
Neutral 11 18,97%
Disagree 5 8,62%
Strongly Disagree 5 8,62%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 41% of students, they considered to
strongly agree, where they like reading about something of their interest,
meanwhile 19% of students neutral, so it showed that the students are able to
read extensively and fostering in their process of reading comprehension.
41%
22%
19%
9%9%
GRAPHIC 6
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
55
7. - You want to understand what you read in English.
TABLE 7
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 18 31,03%
Agree 17 29,31%
Neutral 13 22,41%
Disagree 4 6,90%
Strongly Disagree 6 10,34%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 31% of students, they considered to
strongly agree since the students want to understand what they read in English,
meanwhile, 7% of students disagree, these survey indicated reveal that the
students did not have enough vocabulary, they have to practice reading
activities and using visual resources.
31%
29%
23%
7%10%
GRAPHIC 7
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
56
8. - The teacher uses additional reading materials apart of student´s book.
TABLE 8
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 14 24,14%
Agree 10 17,24%
Neutral 7 12,07%
Disagree 8 13,79%
Strongly Disagree 19 32,76%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 33% of students, they considered to
strongly disagree because the teacher does not use additional reading
materials apart of student´s books meanwhile, 12% of students neutral, these
survey reveals that the teacher has to bring in order to explore more
possibilities of development and help to improve teaching-learning of reading
skills.
24%
17%
12%14%
33%
GRAPHIC 8
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
57
9. - Technology help learners to increase the interest in reading activities.
TABLE 9
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 24 41,38%
Agree 19 32,76%
Neutral 9 15,52%
Disagree 4 6,90%
Strongly Disagree 2 3,45%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 41% of students, they considered to
strongly agree in this survey the students indicated that the use of the
technology help to increase the interest in reading activities since 3% of
students strongly disagree do not get used the technologies. It is very difficult
to improve reading skills because they do not have the necessary resources.
41%
33%
16%
7%3%
GRAPHIC 9
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
58
10. - You will support the application of a new didactic resource.
TABLE 10
CATEGORY FREQUENCY PERCENTAGE
Strongly Agree 18 31,03%
Agree 21 36,21%
Neutral 13 22,41%
Disagree 3 5,17%
Strongly Disagree 3 5,17%
TOTAL 58 100,00%
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
ANALYSIS
According to this information, the 36% of students, they considered
agree because the students demonstrate knowing new ways to improve their
abilities with this new didactic resource and create a harmonious environment
since 5% of students disagree, they do not support with this implementation
because they cannot comprehend the reading and do not obtain of some
student´s attention.
31%
36%
23%
5%
5%
GRAPHIC 10
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
59
CHI SQUARE ANALYSIS FOR VARIABLE CORRELATION
OBJECTIVE
To show information statistically if there is relation between the
independent and dependent variable.
INDEPENDENT VARIABLE: Visual Stories
DEPENDENT VARIABLE: Reading Comprehension
TABLE 11
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España. Significance Level: Alfa = 0.05 o 5%
ANALYSIS CHI SQUARE
The useful tool brings to the researcher the veracity of the investigation
and the relationship between reading comprehension and visual stories so, the
result reveals that there is an interaction between them. Demonstrating that
there is an issue in reading skills in relation to visual stories.
60
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
The conclusions of this thesis which has been surged at “Francisco
Huerta Rendon”, High School are:
Students realize that the uses of technological resources can improve
reading comprehension.
The teacher sometimes uses readings at home for promoting these
strategies.
It is suggested to create a cd with readings for improving reading
comprehension.
Students agree that use images can help them to associate words.
Most students comprehend the main ideas of English texts.
The teacher uses reading activities in the classrooms a benefit for the
students.
RECOMMENDATIONS
The recommendations of this thesis are:
The teacher has to use methodological strategies for developing reading
activities.
The teacher has to use current reading for catching the students’
attention.
Students have to practice more extensive readings.
Using they can increase their vocabulary and manage a good level.
The teacher can change the classroom environment according to the
reading for motivating students.
Students might create some groups of reading comprehension then in
class explains a sum up of the book that was learned.
61
CHAPTER IV
THE PROPOSAL
DESIGN A MULTIMEDIA CD WITH VISUAL STORIES FOR
IMPROVING READING COMPREHENSION AMONG
STUDENTS OF TENTH GRADE AT “FRANCISCO
HUERTA RENDON", HIGH SCHOOL.
JUSTIFICATION
The use of a multimedia CD represents an achievement in the
educational field for the students of 10th grade of “Francisco Huerta Rendon",
High School where they can enhance the teaching-learning require for reading
activities. Moreover, the use of images enriches the vocabulary of students,
one of the most important aspects of reading comprehension.
Also, teachers are essential in the development of this proposal since,
they apply the different strategies needed for a correct process of reading. In
addition, the creation of proposal is designed for the teacher in order to give
another innovative resource for teaching. Moreover, the application of
technological resources gives to the teacher an advantage in helping students
to increase their reasoning, it is well known that the use technology create
interest, curiosity and the most important learning, for this reason, the use of
this cd that contains a little booklet with the readings and strategies that the
teacher could apply.
This thesis has an importance to developing the skills on the reading
comprehension since the students can understand much better and the
teachers help to all the students with this resource for that in the future the
English Language is very easy and entertaining in the classmate and share
with another person their experiences.
62
OBJECTIVES
GENERAL OBJECTIVE
To elaborate a multimedia CD with visual stories using images for
improving reading comprehension for students of 10th at "Francisco Huerta
Rendon", High School.
SPECIFIC OBJECTIVES
To introduce the new didactic resource to the students.
To develop the activities that CD contains.
To evaluate students in order to affirm the new academic contains.
FEASIBILITY OF THE APPLICATION
FINANCIAL
The proposal does not represent a high price, so the author is
responsible for its cost.
LEGAL
The legal aspect is the laws applied in the Republic of Ecuador. For the
elaboration of educational projects.
TECHNICAL
This proposal for its implementation needs technological resources such
as computer and projector.
HUMAN
It refers to the human stuff of the institution and the collaboration made
by those involved in the development of this proposal.
Students.
Teacher.
Authorities of the institution.
63
DESCRIPTION OF THE PROPOSAL
INTRODUCTION
The era of the teaching – learning process has been developed thanks
to the technology, creating more educational opportunities in order to achieve
the growth of mobile learning and long – distance learning so, this proposal
tries to take advantage to this tool.
Also, it has increased the learning of languages like reading skills, many
pages of internet offer activities of comprehension but the purpose of this
proposal is to catch student has an efficient research and appreciate the
English language in order to encourage them in the use of the correct reading
process.
This proposal was designed with the main goal of encouraging to
students to read a lot, through with the technology, it became an interactive
tool in order to call students attention. It is recommendable the students have
their ideas about previous knowledge for the reading.
This resource, the students can find some stories, where the students
will choose the story that they are interested in. There are six different fairy
tales which are:
Little Red Riding Hood
Cinderella
Adventures of Pinocchio
Beauty and the Beast
Sleeping Beauty
Snow White and the Seven Dwarfs
64
Therefore, these readings will be read by the students and there will
observe two options in which to continue and rewind the reading, it is very
necessary to take the time and carry out this entertaining activity.
Then, the students have finished the reading, they will find different
reading activities such as a bank of questions, empty spaces and complete
some exercises with this great support we can help students to promote new
forms and strategies of reading skills in the process of teaching - learning,
becoming a harmonious environment.
CONCLUSION
For the elaboration of this proposal different empirical data was compiled
through some empirical techniques and instruments with their corresponding
interpretation. Also, theoretical data was compiled through the bibliographical
analysis of different texts representing a variety of interrelated sciences.
Thus, this interactive cd based visual stories is the result of a serious
research work that will definitely help improving students reading abilities and
general culture, through an instructive and entertaining material.
The author of this thesis consider that, after implementing this proposal
in 10th graders, students should be encouraged to read longer texts in
extensive form, in this way they will develop the reading proficiency level that
is demanded in the Ecuadorian National Curriculum Guidelines.
65
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LETTER OF APPROVAL OF THE TUTOR
LETTER OF APPROVAL OF THE DIRECTOR
LETTER OF APPROVAL OF THE EDUCATIONAL INSTITUTION
ANNEX 3
ANNEX 4
ANNEX 5
ANNEX 7
ANNEX 8
RESIGN FROM THESIS
1
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
MSc. SILVIA NOY – SANG CASTRO, Arq. DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN CIUDAD.-
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de
la Educación me designaron Consultor Académico de Proyectos Educativos
de Licenciatura en Ciencias de la Educación, Mención: Lenguas y Lingüística
Inglesa, Modalidad Presencial el día 27 de Noviembre del 2017.
Tengo a bien informar lo siguiente:
Que Nieto España Stephany Natali con C.C: 0917216541 diseño el proyecto
educativo con el TEMA: THE INFLUENCE OF VISUAL STORIES ON
READING COMPREHENSION. PROPUESTA: DESIGN A MULTIMEDIA CD
WITH VISUAL STORIES. El mismo que ha cumplido con las directrices y
recomendaciones dadas por el suscrito.
El participante satisfactoriamente ha ejecutado las diferentes etapas
constitutivas del proyecto, por lo que procedo a la APROBACIÓN del proyecto,
y pongo a vuestra consideración el informe de rigor para los efectos legales
cosrrespondientes.
2
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
3
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
4
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
5
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
6
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
7
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
8
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
9
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
10
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
CERTIFICATE SIGNED BY RESPONSABLE OF THE ANTIPLAGIO
SYSTEM
URKUND SCREENSHOOT
1
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
CERTIFICADO DE PORCENTAJE DE SIMILITUD
Habiendo sido nombrado TORRES VIVAR LARRY, Tutor del trabajo de
Titulación, certifico que el presente trabajo de titulación, ha sido elaborado por
la estudiante NIETO ESPAÑA STEPHANY NATALI con C.C: 0917216541,
con mi respectiva supervisión como requerimeinto parcial para la obtención del
Título LICENCIADO(A) EN CIENCIAS DE LA EDUCACIÓN en la carrera:
LENGUAS Y LINGÜÍSTICA.
Se informa que el trabajo de Titulación, TOPIC: THE INFLUENCE OF VISUAL
STORIES ON READING COMPREHENSION. PROPOSAL: DESIGN A
MULTIMEDIA CD WITH VISUAL STORIES, ha sido orientado durante todo el
período de ejecución en el programa antiplagio URKUND, quedando el 9% de
coincidencia.
2
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA
IMAGES EVIDENCE
1
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA TITLE: THE RESEARCHER OF THIS PROJECT AT THE ENTRANCE OF
“FRANCISCO HUERTA RENDON” HIGH SCHOOL.
This is the panoramic view of this school, which gave to the researchers the opportunity to develop this thesis. Source: “Francisco Huerta Rendon” High School. Researcher: Stephany Nieto.
Source: “Francisco Huerta Rendon” High School. Researcher: Stephany Nieto.
2
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CARRERA LENGUAS Y LINGÜÍSTICA
TITLE: INTERVIEW WITH AB. WASHINGTON GARCÍA MELENA, MSC.
Interview addressed to the Ab. Washington Garcia Melena, MSc. At “Francisco Huerta Rendon”. Source: “Francisco Huerta Rendon” High School. Researcher: Stephany Nieto.
3
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGÜÍSTICA TITLE: INTERVIEW WITH LCDO. RAMÓN SÁNCHEZ, ENGLISH
TEACHER OT TENTH GRADE.
Interview addressed to the teacher Lcdo. Ramon Sánchez, Tenth Grade “Francisco Huerta Rendon”, High School. Source: “Francisco Huerta Rendon” High School. Researcher: Stephany Nieto.
4
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CARRERA LENGUAS Y LINGÜÍSTICA
TITLE: SURVEY TO THE STUDENTS OF TENTH GRADE “FRANCISCO
HUERTA RENDON”, HIGH SCHOOL.
Survey addressed to the students grade 10th “Francisco Huerta Rendon” High School. Source: Students grade 10th “Francisco Huerta Rendon” High School. Researcher: Stephany Nieto.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Researcher: Stephany Nieto.
5
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CARRERA LENGUAS Y LINGÜÍSTICA
TITLE: TUTORIAL WITH PROJECT´S ADVISOR MSC. LARRY
TORRES.
Revision of the project with the advisor MSc. Larry Torres Vivar. Researcher: Stephany Nieto.
RESEARCH INSTRUMENTS
INTERVIEW TO THE ENGLISH TEACHER
SURVEY TO THE STUDENTS
1
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES OF
EDUCATION
CAREER: LANGUAGES AND LINGUISTICS
INTERVIEW TO THE ENGLISH TEACHER
TEACHER: Lcdo. Ramón Sánchez
HIGH SCHOOL: Unidad Educativa “Francisco Huerta Rendón”
RESEARCHER: Stephany Nieto
COURSE: 10th Grade – Section “A”
1. Do you think that reading activities are important in the
teaching – learning process?
The purpose of education is to reach a state where the learner can be
free in his thinking. This activity gives students the chance to choose
what they love to read, which means that there is an inner motive to
do the activity.
2. Do you agree that visual stories can help students to improve
reading comprehension?
Yes, I do. Visual stories can motivate students to enhance reading
comprehension in a different way.
3. What reading strategies do you apply in the class?
It depends on the time, however, I apply predicting activities.
4. Have you ever applied extensive reading in your students?
The teacher expresses that he does not apply extensive reading
because he does not have enough time to practice this kind of
activities.
5. What reading methodologies do you use in your classes?
The teacher applies read aloud. He states that read aloud gives
students the opportunity to retain main information.
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
2
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES OF
EDUCATION
CAREER: LANGUAGES AND LINGUISTICS
INTERVIEW TO THE ENGLISH TEACHER
TEACHER: Lcdo. Ramón Sánchez
HIGH SCHOOL: Unidad Educativa “Francisco Huerta Rendón”
RESEARCHER: Stephany Nieto
COURSE: 10th Grade – Section “A”
1. Do you think that reading activities are important in the teaching
– learning process?
2. Do you agree that visual stories can help students to improve
reading comprehension?
3. What reading strategies do you apply in the class?
4. Have you ever applied extensive reading in your students?
5. What reading methodologies do you use in your classes?
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
3
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE LENGUAS Y LINGUISTICAS
ENTREVISTA AL DOCENTE
DOCENTE:
COLEGIO:
INVESTIGADOR:
CURSO: TIEMPO:
1. ¿Crees que las actividades de lectura son importantes en el proceso
de enseñanza – aprendizaje?
2. ¿Estás de acuerdo en que las historias visuales pueden ayudar a los
estudiantes a mejorar la comprensión lectora?
3. ¿Qué estrategias de lectura aplicas en el salon de clases?
4. ¿Alguna vez haz aplicado una lectura extensa en sus estudiantes?
5. ¿Qué metodologías de lectura usas en sus clases?
Fuente: Estudiantes de Décimo Año “A” Unidad Educativa “Francisco Huerta Rendón” Elaborado Por: Stephany Nieto España.
4
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES OF
EDUCATION CAREER: LANGUAGES AND LINGUISTICS
RESULTS OF SURVEY OBJECTIVE: To know the influence of the application of visual stories on reading comprehension in the students of 10th year section “A”, at “Francisco Huerta Rendon”, High School. Teacher: Lcdo. Ramón Sánchez
Researcher: Stephany Nieto
Subject: English Language
Time: 9H00 – 9H40 Course: 10th “A” Number: 58
Topic: Survey
1. Agree 2.Strongly Agree
3. Neutral 4. Disagree 5.Strongly Disagree
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
1 2 3 4 5 Total
1. The teacher uses visual materials in class. 15 5 21 10 7 58
2. Visual stories help to associate images
with words. 13 27 13 3 2 58
3. Short stories are easy to understand. 18 15 19 4 2 58
4. Multimedia stories can catch students’
attention. 11 19 19 7 2 58
5. The teacher uses reading activities in the
classroom. 12 21 9 12 4 58
6. You like reading about something of your
interest. 13 24 11 5 5 58
7. You want to understand what you read in
English. 17 18 13 4 6 58
8. The teacher uses additional reading
materials apart of student´s book. 10 14 7 8 19 58
9. Technology help learners to increase the
interest in reading activities. 19 24 9 4 2 58
10. You will support the application of a new
didactic resource. 21 18 13 3 3 58
5
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES OF
EDUCATION CAREER: LANGUAGES AND LINGUISTICS
SURVEY TO THE STUDENTS OBJECTIVE: To know the influence of the application of visual stories on reading comprehension in the students of 10th year section “A”, at “Francisco Huerta Rendon”, High School.
Teacher:
Researcher:
Subject:
Time: Course: Number:
Topic:
1. Agree 2.Strongly Agree
3. Neutral 4. Disagree 5.Strongly Disagree
Source: Students grade 10th “Francisco Huerta Rendon” High School. Elaborated By: Stephany Nieto España.
1 2 3 4 5
1. The teacher uses visual materials in class.
2. Visual stories help to associate images with words.
3. Short stories are easy to understand.
4. Multimedia stories can catch students’ attention.
5. The teacher uses reading activities in the classroom.
6. You like reading about something of your interest.
7. You want to understand what you read in English.
8. The teacher uses additional reading materials apart of student´s book.
9. Technology help learners to increase the interest in reading activities.
10. You will support the application of a new didactic resource.
6
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE LENGUAS Y LINGUISTICAS ENCUESTA A LOS ESTUDIANTES
OBJETIVO: Conocer la influencia de la aplicación de las historias visuales en la comprensión lectora en los estudiantes Del Décimo Año, Sección "A", en la Unidad Educativa "Francisco Huerta Rendon".
Docente:
Investigador:
Materia:
Tiempo: Curso: Número:
Tema:
1. De Acuerdo 2. Muy de Acuerdo
3. Neutro 4. En Desacuerdo
5. Muy en Desacuerdo
Fuente: Estudiantes de Décimo Año “A” Unidad Educativa “Francisco Huerta Rendón” Elaborado Por: Stephany Nieto España.
1 2 3 4 5
1. El maestro usa materiales visuales en
clase.
2. Las historias visuales ayudan asociar
imágenes con palabras.
3. Las historias son fáciles de entender.
4. Las historias multimedia pueden captar
la atención de los estudiantes.
5. El maestro utiliza actividades de lectura
en el aula.
6. Le gusta leer sobre algo de su interés.
7. Quieres entender lo que lees en inglés.
8. El maestro usa materiales de lectura
adicionales aparte del libro del alumno.
9. La tecnología ayuda a los estudiantes
aumentar el interés en las actividades de
lectura.
10. Apoyarás la aplicación de un nuevo
recurso didáctico.
1
FAVORITE FAIRY TALES DESIGN A MULTIMEDIA CD WITH VISUAL
STORIES FOR IMPROVING READING COMPREHENSION.
Author: Stephany Natali Nieto España
2
INDEX
Video 1: Beauty and the Beast……………………………4
Video 2: Adventures of Pinocchio………………………..7
Video 3: Sleeping Beauty……………………………….10
Video 4: Little Red Riding Hood………………………..13
Video 5: Cinderella………………………………………16
Video 6: Snow White and the Seven Dwarfs…………20
INTRODUCTION……………………………..3
Worksheet 1………………………………………………..5
Worksheet 2………………………………………………..8
Worksheet 3……………………………………………….11
Worksheet 4……………………………………………….14
Worksheet 5……………………………………………….17
Worksheet 6……………………………………………….21
TRANSCRIPTS……………………………..23
ANSWERS KEY…………………………….48
REFERENCES……………………………...61
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INTRODUCTION This proposal is focused on improving Reading Comprehension. This
system of exercises is thought to make available a group of activities directed to
students in order to achieve a better reading skill.
The multimedia CD has consisted of some exercises with the according
to videos, transcripts of each story and the answers key for the worksheet. The
main idea of this proposal is to obtain the student familiarized with the new
vocabulary to understand the whole reading by following meaningful learning
through an innovators videos, which are aimed to simulate the process teaching
– learning and achieve an effective reading comprehension.
The following multimedia CD will help teachers to improve the learning
process about L2 and catch student´s attention with this creative idea to use
digital tools in the classroom, share with others students for motivating into
feeling comfortable. Therefore generating in an interesting and dynamic
environment.
There are new methods and techniques for reading strategies, but the
teachers should consider the important items and apply in the necessary
moment to make students becoming complete a better understanding.
4
CLIL:
- Identify characters.
- Jumbled words.
- Write opposites.
- Search words.
- Fill sentences.
GENERAL OBJECTIVE:
- To build academic
vocabulary.
READING GOALS:
- To apply the skills and
strategies on reading
comprehension.
- To improve our own
vocabulary.
5
VIDEO 1 WORKSHEET 1
1. Identify and the name the characters.
a.
__________________________
b.
__________________________
c.
__________________________
d.
__________________________
2. Write the following jumbled words in correct order.
a. E L B L E _____________________
b.
S T B E A _____________________
c.
P I C H _____________________
d.
S T O N G A _____________________
6
3. Write opposites of the following words by selecting correct opposites
from word bank.
a. Empty ______________ e. More ______________
b. Front ______________ f. Near ______________
c. Good ______________ g. Hot ______________
d. Fast ______________ h. Happy ______________
4. Search the following words.
5. Fill in each sentence with the correct word. Prepositions in, on or at.
a. Belle likes to watch sunset _____ the evening.
b. Chip is sitting _____ the top of the shelf.
c. Cogsworth sits _____ the living room.
d. Belle wakes up early _____ the mornig.
e. Beast listens to music _____ night.
f. Belle gets up _____ 7:30am.
a m q e t t e b a b
g a s t o n x l o e
y u r a x z k l q l
u r y d g h j e w l
p i p h i l i p p e
m c h i p q t s n d
b e a s t r u k p z
c e l i b r a r y f
l u m i e r e v k g
Far Cold Sad Less Slow Bad Back Full
Gaston
Maurice Library
Chip Lumiere
Belle Beast
Spell Philippe
Babette
7
CLIL:
- Write the correct answers.
- Identify antonyms.
- Make vocabulary and
match.
- Word search in the puzzle.
- Elaborate graphic
organizers.
GENERAL OBJECTIVE:
- To develop the reading
comprehension and
reinforce other skills.
READING GOALS:
- To use graphic organizers
and better understand a
text.
- To discuss and respond
the content of the text
orally and in writing.
- To distinguish the main
ideas from spacefic
details.
8
VIDEO 2
WORKSHEET 2
1. Write the correct answer in the blank.
a. How many coins did Pinocchio have? _____________.
b. Pinocchio said he lost the coin in the _______________.
c. The Fairy said there were lies that have __________ legs and lies that have long
noses.
d. Pinocchio´s nose got __________ when he told a lie.
e. The coins were really in Pinocchio´s __________.
2. For each word below from The Adventures of Pinocchio write an
antonym in the blank.
Antonyms: an antonym is a word that mean the opposite of another word.
Example: Hot is an antonym for Cold.
a. Lost ______________________________
b. Remember ______________________________
c. Laughed ______________________________
d. Long ______________________________
e. Lie ______________________________
Four Short Wood Longer Pocket
Truth Short Cried Forget Found
9
3. Circle each words from the list in the puzzle. The words cango in any
direction.
4. Below is one of the main ideas of the passage. What are three ideas from
the passage that support this main idea.
5. Match each word in Column A wit its meaning in Column B.
Column A Column B
1. ______ Scarely A. Unusual or extreme.
2. ______Whilst B. While or at that time.
3. ______ Extraordinary C. Barely or just before
4. ______ Anxious D. At once.
5. ______ Immediately E. Concern or worry.
p i n o c c h i o w
o w o l a u g h q o
c t s t o m a c h o
k r e c v b n m k d
e s x f a i r y s d
t e p p u p s g j t
m e d i c i n e y s
z a e p i u r b i o
c o i n s v m t h l
Coins - Fairy –
Laugh - Lies - Lost -
Medicine - Nose -
Pinocchio - Pocket -
Puppet -Stomach -
Wood
Bad things happened to Pinocchio when
he lied - Pinocchio´s nose grew
long.
- The Fairy laughed at him.
- Pinocchio could not leave
the room.
10
CLIL:
- Unscramble the words.
- Write the names with the
correct pictures.
- Write True or False
according to the video.
- Answer and cirlce the
correct option.
GENERAL OBJECTIVE:
- To apply the skills and
strategies on reading
comprehension.
READING GOALS:
- To use digital tools to
develop reading and
vocabulary skills.
- To distinguish the main
ideas according to the
video.
11
VIDEO 3
WORKSHEET 3
1. Look at the words in the box and write them the correct pictures.
a.
__________________________
b.
__________________________
c.
__________________________
d.
__________________________
2. Unscramble the correct words.
a. N G K I _____________________
b.
W E R T O _____________________
c.
G R O F _____________________
d.
N C E P R I _____________________
Princess Tower Prince Spindle
12
3. Write True or False.
a. ________ The King and the queen wat to have a son.
b. ________ The frog says they may have a baby girl.
c. ________ The prenicess pricks herself with a spindle and dies in the end.
d. ________ The thorny hedge is very dangerous.
e. ________ The princess sleeps for a hundred years.
4. Answer these questions according to the film “Sleeping Beauty”.
1. The people in the kingdom did not
work in some days because…
a. … they were very happy for the birth of
the princess.
b. … the King had said so.
c. … it was Christmas.
2. Every _________ in the
christening gave a gift to the
princess.
a. guest.
b. person in the kingdom.
c. fairy.
3. Where did Aurora live during her
childhood?
a. First in the castle and then in the forest.
b. In the forest.
c. In the castle.
4. What was the name of the man
that Aurora meets in the forest?
a. The film does not say it.
b. Hubert.
c. Phillip.
5. Match the questiosns with the correct answers.
Questions Answers
1. ______ What do the King and the qeen wish to
have?
A. He gives a big feast.
2. ______ Does the frog give good news to the
queen?
B. They have a son.
3. ______ Do they have a daughter or a son? C. They wish to have a child.
4. ______ What does the King do after he has a
child?
D. He has twelve golden plates.
5. ______ How many plates does the King have? E. Yes, it does.
13
CLIL:
- Underline with the correct
pictures.
- Complete the sentences.
- Number the sentences
according with the story.
- Search words in the
puzzle.
GENERAL OBJECTIVE:
- To develop the skills on
reading and get
information.
READING GOALS:
- To use digital tools to
develop reading and
vocabulary skills.
- To distinguish facts from
opinions.
14
VIDEO 4
WORKSHEET 4
1. Draw a line to match the picture and the word.
2. Draw a line to match picture and the sentences.
a. What big eyes you have!
b. What big ears you have!
c. What a big nose you have!
d. What big teeth you have!
grandmother wolf house bed woodcutter
15
3. Write the correct past tense form of the verbs to complete the sentences.
a. “Oh no!” __________ the woodcutter. “The Wolf´s ________ the old
woman!” (think, eat).
b. Snip , snip … He _____________ a bright red hood. (see)
c. Little Red Riding Hood _______ outside and _______ up lots of stones. (run,
pick)
d. The Woodcutter _________ the stones in the Wolf´s tummy. (put)
4. Number the sentences in story order.
a. “Let yourself in,” said the grandmother. “I’m too weak to get up.”
b. “Perhaps I can eat Little Red Riding Hood and her grandmother!” the wolf
thought.
c. He gobbled up Little Red Riding Hood’s grandmother, then he climbed into bed
to wait.
d. He raced off to the grandmother’s house.
5. Search the following words.
h o u s e u t b e d
s d u e b k e w a e
n q l y x p e v r r
m a r e d o t c s t
l z q c v h h s g y
f y g f j l h j k z
l i t t l e d v b x
o n m u y t n o s e
w o o d c u t t e r
House Ears
Eyes
Red Teeth
Bed
Wolf Little
Nose
Woodcutter
16
CLIL:
- Choose the correct option.
- Write the verbs.
- Match the pictures with
the sentences.
- Select in the right order
and to get the end of the
story.
GENERAL OBJECTIVE:
- To apply the skills and
strategies on reading
comprehension.
READING GOALS:
- To make use of contextual
clues to infer meanings of
unfamiliar words from
context.
- Summarize and
paraphrase information in
a text.
17
A long time ago, there was a noble gentleman who after losing his tender wife got married
to another. Her name was Sybil. Sybil was a very nasty woman and she had two daughters
as horrible as she was.
The gentleman had a daughter as soft as breeze. He died and left her with Sybil in their big
house. Life was very difficult for this little girl.
Wearing old clothes, she did all the housework alone and when she felt tired,
She used to hide in a fireplace in the kitchen. There, she got so dark of the ash that she was
called Cinderella.
One day, the prince invited all the noble families to a royal ballet in his castle to celebrate
his birthday and to choose his future wife. Sybil and her daughters went there and left
Cinderella alone at home. She got very sad.
She was crying when a nice fairy came in to help her, and with her magic wand. She offered
her a wonderful dress and lovely shoes made of crystal but she told her to come back
home before midnight.
Adapted from “Contes de Charles Perrault”
VIDEO 5
WORKSHEET 5
A. READING COMPREHENSION
1. Read the text carefully then choose the right answer
o The text is: a letter - a fairy tale - an article.
o The two daughters were Cinderella’s: sisters - step-sisters - cousins.
o The fairy offered Cinderella a nice dress and: a ring - crystal shoes - gold
earrings.
o Sybil was Cinderella’s: mother - step-mother - aunt.
o The prince invited Cinderella’s family to his: marriage - engagement -
birthday party.
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2. Pick out from the text the characters of this story and classify them?
Nice characters: __________________________________________
Wicked Characters: _______________________________________
3. Find in the text words that are closest/opposite in meaning to:
Wicked = _____________________________
Terrible = _____________________________
Midday ≠ _____________________________
Fair ≠ _____________________________
B. MASTERY OF LANGUAGE
1. Give the feminine of the following words from the text.
Man: __________________________
Husband: __________________________
Son: __________________________
2. Put the verbs (_________) in their correct form.
Once upon a time, two men _____________ (travel) together when suddenly a bear
_____________ (meet) them. One of them _____________ (climb) up into a tree
and concealed himself in the branches.
3. Give the infinitive and the past participle of the following verbs.
o To _____________ - went - __________________
o To _____________ - left - __________________
4. Circle the silent letter of the following words.
back - w e a r i n g - w o n d e r f u l - d a u g h t e r s
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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C. SITUATION OF INTEGRATION
1. Cinderella’s story has not ended. Match the pictures with the sentences
then Put them in the right order to get the end of the story.
a. So the ministers tried the crystal shoe on the foot of all the girls... and on Cinderella’s foot as well... Surprise! It fitted her foot perfectly.
b. Cinderella arrived at the palace and entered the ballroom, a hush fell. Everyone stopped in mid-sentence to admire her elegance, her beauty and grace.
c. The ministers said, "Come with us, fair maiden! The Prince is waiting for you”. Cinderella and the prince got married and lived happily ever after.
d. When the prince set eyes on Cinderella, he was struck by her beauty. So he walked over her and asked her for a dance. They danced all evening. “Who are you, fair maiden?” the Prince kept asking her.
e. But suddenly, she heard the midnight clock! She remembered what the fairy told her, and without a word she slipped from the Prince's arms, ran down the steps and lost one of her shoes.
f. The Prince picked up her crystal shoe and told to his ministers to find her.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
20
CLIL:
- Unscramble the words.
- Search Words.
- Write True or False.
- Complete the words.
GENERAL OBJECTIVE:
- To apply the skills and
strategies on reading
comprehension to
complete the following
exercises.
READING GOALS:
- To develop reading speed.
- To build academic
vocabulary.
- To use digital tools in the
classroom.
21
VIDEO 6
WORKSHEET 6
1. Draw a line to match the picture and the word.
Sleepy
Grumpy
Happy
Sneezy
2. Unscramble the correct words.
a. W O N S _____________________
b.
Y P P A H _____________________
c.
P Y E E L S _____________________
d.
P Y M U R G _____________________
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3. Search the following words.
4. Complete the words with a vowel.
H_____PPY
SN____ ___ ZY
D___P___Y
B___SHF___L
5. Write True or False.
a. ________ Snow White's stepmother is a good woman.
b. ________ The magic mirror can speak.
c. ________ The stepmother is more beautiful than Snow White.
d. ________ The servant kills Snow White in the end.
e. ________ The stepmother dies in the quicksand.
s n o w w h i t e s
l e r t y u i p l n
e a d d a r n m q e
e s r w k t d x a e
p w t a d h o c z z
y q h r f a p v x y
d o c f g p e b v h
j k l s o p y n c k
g r u m p y o l f j
Snow White
Sleepy Doc
Grumpy Happy
Dopey Sneezy
Dwarfs
23
BEAUTY AND THE BEAST
Once upon a time there lived a wealthy merchant and his three daughters.
One day, the father was to go to a far-off place and he asked his daughters what they wanted on his return. The first and the second daughter asked for lovely dresses. But the third daughter, whose name was Beauty, said, “Father, I only need a rose plucked by your hand.” The merchant, on his way back, had to cross through the deep forest. It was dark and the merchant tried to find a place to sleep. He suddenly found a huge castle and went inside to find nobody. There was a huge table with delicious food and he ate it all. Then the merchant went into the bedroom and slept on a soft and fluffy bed. The next day, too, the merchant did not find anyone in the castle. He saw a beautiful rose bush growing in the lawn and remembered Beauty’s gift. He plucked a red rose from the bush.
Suddenly, a ferocious looking beast sprang out of the bush. He was wearing fine silk clothes and roared, “I gave you food and a bed to sleep in! And now, you are stealing my roses!” The merchant was frightened and told the Beast about Beauty’s gift. The Beast decided to let him go only if he promised to send Beauty to this castle. The merchant agreed and ran back home. He cried and told his daughters about the Beast. But Beauty loved her father a lot and agreed to go stay with the Beast.
The Beast treated Beauty with a lot of kindness. He was never rude to her. He let her stay in the biggest room and let her roam in the beautiful garden. Beauty would sit near the fireplace and sew while the Beast kept her company. At first, Beauty was afraid of the Beast but slowly, she began to like him.
One day, the Beast asked Beauty to marry him, but she refused. She was still afraid of his fearful-looking face. The Beast still treated her kindly and with a lot of love. Beauty missed her father a lot. The Beast gave her a magic mirror and said, “Look at the mirror and you can see your family. Now you won’t feel lonely anymore.
One day, Beauty looked in the mirror and saw that father was very ill and dying. She went to the Beast and pleaded and cried, “Please let me go home! I only want to see my father before he dies!” But the Beast roared, “No! You promised you would never leave this castle!” Saying this, he stormed out of the room. But after some time, he came to Beauty and said, “You may go to stay with your father for seven days. But you must promise to return after that.” Beauty was
24
very happy and agreed. Then she left and went to stay with her father. Her father, on seeing Beauty, felt very happy and soon recovered. Beauty stayed with her family for seven days and more. She forgot the Beast and his castle. But one night, she had a terrible nightmare in which she saw the Beast was very ill and about to die. He was crying, “Beauty, please come back!”
Beauty woke up and went back to the castle because she did not mean to hurt the Beast. She cried and said, “Please don’t die, Beast! I will live with you forever!” The Beast miraculously changed into a handsome prince. He said, “I was under a curse all these years and could only be relieved when someone fell in love with me. I am now cured of the curse because you truly love me.” And then, Beauty and the Beast were married and together they lived happily ever after.
25
ADVENTURES OF PINOCCHIO
Once upon a time... a carpenter, picked up a strange lump of wood one day
while mending a table. When he began to chip it, the wood started to moan.
This frightened the carpenter and he decided to get rid of it at once, so he gave
it to a friend called Geppetto, who wanted to make a puppet. Geppetto, a
cobbler, took his lump of wood home, thinking about the name he would give
his puppet.
"I'll call him Pinocchio," he told himself. "It's a lucky name." Back in his humble
basement home and workshop, Geppetto started to carve the wood. Suddenly
a voice squealed:
"Ooh! That hurt!" Geppeto was astonished to find that the wood was alive.
Excitedly he carved a head, hair and eyes, which immediately stared right at
the cobbler. But the second Geppetto carved out the nose, it grew longer and
longer, and no matter how often the cobbler cut it down to size, it just stayed a
long nose. The newly cut mouth began to chuckle and when Geppetto angrily
complained, the puppet stuck out his tongue at him. That was nothing,
however! When the cobbler shaped the hands, they snatched the good man's
wig, and the newly carved legs gave him a hearty kick. His eyes brimming with
tears, Geppetto scolded the puppet.
"You naughty boy! I haven't even finished making you, yet you've no respect
for your father!" Then he picked up the puppet and, a step at a time, taught him
to walk. But the minute Pinocchio stood upright, he started to run about the
room, with Geppetto after him, then he opened the door and dashed into the
street. Now, Pinocchio ran faster than Geppetto and though the poor cobbler
shouted "Stop him! Stop him!" none of the onlookers, watching in amusement,
moved a finger. Luckily, a policeman heard the cobbler's shouts and strode
quickly down the street. Grabbing the runaway, he handed him over to his
father.
"I'll box your ears," gasped Geppetto, still out of breath. Then he realised that
was impossible, for in his haste to carve the puppet, he had forgotten to make
his ears. Pinocchio had got a fright at being in the clutches of the police, so he
apologised and Geppetto forgave his son.
Indeed, the minute they reached home, the cobbler made Pinocchio a suit out
of flowered paper, a pair of bark shoes and a soft bread hat. The puppet hugged
his father.
26
"I'd like to go to school," he said, "to become clever and help you when you're
old!" Geppetto was touched by this kind thought.
"I'm very grateful," he replied, "but we haven't enough money even to buy you
the first reading book!" Pinocchio looked downcast, then Geppetto suddenly
rose to his feet, put on his old tweed coat and went out of the house. Not long
after he returned carrying a first reader, but minus his coat. It was snowing
outside.
"Where's your coat, father?"
"I sold it."
"Why did you sell it?"
"It kept me too warm!"
Pinocchio threw his arms round Geppetto's neck and kissed the kindly old man.
It had stopped snowing and Pinocchio set out for school with his first reading
book under his arm. He was full of good intentions. "Today I want to learn to
read. Tomorrow I'll learn to write and the day after to count. Then I'll earn some
money and buy Geppetto a fine new coat. He deserves it, for. . ." The sudden
sound of a brass band broke into the puppet's daydream and he soon forgot all
about school. He ended up in a crowded square where people were clustering
round a brightly coloured booth.
"What's that?" he asked a boy.
"Can't you read? It's the Great Puppet Show!"
"How much do you pay to go inside?"
"Fourpence.'
"Who'll give me fourpence for this brand new book?" Pinocchio cried. A nearby
junk seller bought the reading book and Pinocchio hurried into the booth. Poor
Geppetto. His sacrifice had been quite in vain. Hardly had Pinocchio got inside,
when he was seen by one of the puppets on the stage who cried out:
"There's Pinocchio! There's Pinocchio!"
"Come, along. Come up here with us. Hurrah for brother Pinocchio!" cried the
puppets. Pinocchio weent onstage with his new friends, while the spectators
below began to mutter about uproar. Then out strode Giovanni, the puppet-
master, a frightful looking man with fierce bloodshot eyes.
"What's going on here? Stop that noise! Get in line, or you'll hear about it later!"
27
That evening, Giovanni sat down to his meal, but when he found that more
wood was needed to finish cooking his nice chunk of meat, he remembered the
intruder who had upset his show.
"Come here, Pinocchio! You'll make good firewood!" The poor puppet started
to weep and plead.
"Save me, father! I don't want to die. . . I don't want to die!" When Giovanni
heard Pinocchio's cries, he was surprised.
"Are your parents still alive?" he asked.
"My father is, but I've never known my mother," said the puppet in a low voice.
The big man's heart melted.
"It would be beastly for your father if I did throw you into the fire. . . but I must
finish roasting the mutton. I'll just have to burn another puppet. Men! Bring me
Harlequin, trussed!" When Pinocchio saw that another puppet was going to be
burned in his place, he wept harder than ever.
"Please don't, sir! Oh, sir, please don't! Don't burn Harlequin!"
"That's enough!" boomed Giovanni in a rage. "I want my meat well cooked!"
"In that case," cried Pinocchio defiantly, rising to his feet, "burn me! It's not right
that Harlequin should be burnt instead of me!"
Giovanni was taken aback. "Well, well!" he said. "I've never met a puppet hero
before!" Then he went on in a milder tone. "You really are a good lad. I might
indeed. . ." Hope flooded Pinocchio's heart as the puppet-master stared at him,
then at last the man said: "All right! I'll eat half-raw mutton tonight, but next time,
somebody will find himself in a pickle." All the puppets were delighted at being
saved. Giovanni asked Pinocchio to tell him the whole tale, and feeling sorry
for kindhearted Geppetto, he gave the puppet five gold pieces.
"Take these to your father," he said. "Tell him to buy himself a new coat, and
give him my regards."
Pinocchio cheerfully left the puppet booth after thanking Giovanni for being so
generous. He was hurrying homewards when he met a half-blind cat and a
lame fox. He couldn't help but tell them all about his good fortune, and when
the pair set eyes on the gold coins, they hatched a plot, saying to Pinocchio:
28
"If you would really like to please your father, you ought to take him a lot more
coins. Now, we know of a magic meadow where you can sow these five coins.
The next day, you will find they have become ten times as many!"
"How can that happen?" asked Pinocchio in amazement.
"I'll tell you how!" exclaimed the fox. "In the land of Owls lies a meadow known
as Miracle Meadow. If you plant one gold coin in a little hole, next day you will
find a whole tree dripping with gold coins!" Pinocchio drank in every word his
two "friends" uttered and off they all went to the Red Shrimp Inn to drink to their
meeting and future wealth.
After food and a short rest, they made plans to leave at midnight for Miracle
Meadow. However, when Pinocchio was wakened by the innkeeper at the time
arranged, he found that the fox and the cat had already left. All the puppet could
do then was pay for the dinner, using one of his gold coins, and set off alone
along the path through the woods to the magic meadow. Suddenly... "Your
money or your life!" snarled two hooded bandits. Now, Pinocchio had hidden
the coins under his tongue, so he could not say a word, and nothing the bandits
could do would make Pinocchio tell where the coins were hidden. Still mute,
even when the wicked pair tied a noose round the poor puppet's neck and
pulled it tighter and tighter, Pinocchio's last thought was "Father, help me!"
Of course, the hooded bandits were the fox and the cat. "You'll hang there,"
they said, "till you decide to talk. We'll be back soon to see if you have changed
your mind!" And away they went.
However, a fairy who lived nearby had overheard everything. . . From the castle
window, the Turquoise Fairy saw a kicking puppet dangling from an oak tree in
the wood. Taking pity on him, she clapped her hands three times and suddenly
a hawk and a dog appeared.
"Quickly!" said the fairy to the hawk. "Fly to that oak tree and with your beak
snip away the rope round the poor lad's neck!"
To the dog she said: "Fetch the carriage and gently bring him to me!"
In no time at all, Pinocchio, looking quite dead, was lying in a cosy bed in the
castle, while the fairy called three famous doctors, crow, owl and cricket. A very
bitter medicine, prescribed by these three doctors quickly cured the puppet,
then as she caressed him, the fairy said: "Tell me what happened!"
29
Pinocchio told her his story, leaving out the bit about selling his first reading
book, but when the fairy asked him where the gold coins were, the puppet
replied that he had lost them. In fact, they were hidden in one of his pockets.
All at once, Pinocchio's nose began to stretch, while the fairy laughed.
"You've just told a lie! I know you have, because your nose is growing longer!"
Blushing with shame, Pinocchio had no idea what to do with such an ungainly
nose and he began to weep. However, again feeling sorry for him, the fairy
clapped her hands and a flock of woodpeckers appeared to peck his nose back
to its proper length.
"Now, don't tell any more lies," the fairy warned him," or your nose will grow
again! Go home and take these coins to your father."
Pinocchio gratefully hugged the fairy and ran off homewards. But near the oak
tree in the forest, he bumped into the cat and the fox. Breaking his promise, he
foolishly let himself be talked into burying the coins in the magic meadow. Full
of hope, he returned next day, but the coins had gone. Pinocchio sadly trudged
home without the coins Giovanni had given him for his father.
After scolding the puppet for his long absence, Geppetto forgave him and off
he went to school. Pinocchio seemed to have calmed down a bit. But someone
else was about to cross his path and lead him astray. This time, it was Carlo,
the lazy bones of the class.
"Why don't you come to Toyland with me?" he said. "Nobody ever studies there
and you can play all day long!"
"Does such a place really exist?" asked Pinocchio in amazement.
"The wagon comes by this evening to take me there," said Carlo. "Would you
like to come?"
Forgetting all his promises to his father and the fairy, Pinocchio was again
heading for trouble. Midnight struck, and the wagon arrived to pick up the two
friends, along with some other lads who could hardly wait to reach a place
where schoolbooks and teachers had never been heard of. Twelve pairs of
donkeys pulled the wagon, and they were all shod with white leather boots. The
boys clambered into the wagon. Pinocchio, the most excited of them all,
jumped on to a donkey. Toyland, here we come!
30
Now Toyland was just as Carlo had described it: the boys all had great fun and
there were no lessons. You weren't even allowed to whisper the word "school",
and Pinocchio could hardly believe he was able to play all the time.
"This is the life!" he said each time he met Carlo.
"I was right, wasn't I?" exclaimed his friend, pleased with himself.
"Oh, yes Carlo! Thanks to you I'm enjoying myself. And just think: teacher told
me to keep well away from you."
One day, however, Pinocchio awoke to a nasty surprise. When he raised a
hand to his head, he found he had sprouted a long pair of hairy ears, in place
of the sketchy ears that Geppetto had never got round to finishing. And that
wasn't all! The next day, they had grown longer than ever. Pinocchio shamefully
pulled on a large cotton cap and went off to search for Carlo. He too was
wearing a hat, pulled right down to his nose. With the same thought in their
heads, the boys stared at each other, then snatching off their hats, they began
to laugh at the funny sight of long hairy ears. But as they screamed with
laughter, Carlo suddenly went pale and began to stagger. "Pinocchio, help!
Help!" But Pinocchio himself was stumbling about and he burst into tears. For
their faces were growing into the shape of a donkey's head and they felt
themselves go down on all foursf. Pinocchio and Carlo were turning into a pair
of donkeys. And when they tried to groan with fear, they brayed loudly instead.
When the Toyland wagon driver heard the braying of his new donkeys, he
rubbed his hands in glee.
"There are two fine new donkeys to take to market. I'll get at least four gold
pieces for them!" For such was the awful fate that awaited naughty little boys
that played truant from school to spend all their time playing games.
Carlo was sold to a farmer, and a circus man bought Pinocchio to teach him to
do tricks like his other performing animals. It was a hard life for a donkey!
Nothing to eat but hay, and when that was gone, nothing but straw. And the
beatings! Pinocchio was beaten every day till he had mastered the difficult
circus tricks. One day, as he was jumping through the hoop, he stumbled and
went lame. The circus man called the stable boy.
"A lame donkey is no use to me," he said. "Take it to market and get rid of it at
any price!" But nobody wanted to buy a useless donkey. Then along came a
little man who said: "I'll take it for the skin. It will make a good drum for the
village band!"
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And so, for a few pennies, Pinocchio changed hands and he brayed sorrowfully
when he heard what his awful fate was to be. The puppet's new owner led him
to the edge of the sea, tied a large stone to his neck, and a long rope round
Pinocchio's legs and pushed hlm into the water. Clutching the end of the rope,
the man sat down to wait for Pinocchio to drown. Then he would flay off the
donkey's skin.
Pinocchio struggled for breath at the bottom of the sea, and in a flash,
remembered all the bother he had given Geppetto, his broken promises too,
and he called on the fairy.
The fairy heard Pinocchio's call and when she saw he was about to drown, she
sent a shoal of big fish. They ate away all the donkey flesh, leaving the wooden
Pinocchio. Just then, as the fish stopped nibbling, Pinocchio felt himself hauled
out of the water. And the man gaped in astonishment at the living puppet,
twisting and turning like an eel, which appeared in place of the dead donkey.
When he recovered his wits, he babbled, almost in tears: "Where's the donkey
I threw into the sea?"
"I'm that donkey", giggled Pinocchio.
"You!" gasped the man. "Don't try pulling my leg. If I get angry. . ."
However, Pinocchio told the man the whole story. . . "And that's how you come
to have a live puppet on the end of the rope instead of a dead donkey!"
"I don't give a whit for your story," shouted the man in a rage. "All I know is that
I paid twenty coins for you and I want my money back! Since there's no donkey,
I'll take you to market and sell you as firewood!"
By then free of the rope, Pinocchio made a face at the man and dived into the
sea. Thankful to be a wooden puppet again, Pinocchio swam happily out to sea
and was soon just a dot on the horizon. But his adventures were far from over.
Out of the water behind him loomed a terrible giant shark! A horrified Pinocchio
sawits wide open jaws and tried to swim away as fast as he could, but the
monster only glided closer. Then the puppet tried to escape by going in the
other direction, but in vain. He could never escape the shark, for as the water
rushed into its cavern-like mouth, he was sucked in with it. And in an instant
Pinocchio had been swallowed along with shoals of fish unlucky enough to be
in the fierce creature's path. Down he went, tossed in the torrent of water as it
poured down the shark's throat, till he felt dizy. When Pinocchio came to his
senses, he was in darkness. Over his head, he could hear the loud heave of
the shark's gills. On his hands and knees, the puppet crept down what felt like
a sloping path, crying as he went:
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"Help! Help! Won't anybody save me?"
Suddenly, he noticed a pale light and, as he crept towards it, he saw it was a
flame in the distance. On he went, till: "Father! It can't be you! . . ."
"Pinocchio! Son! It really is you. . ."
Weeping for joy, they hugged each other and, between sobs, told their
adventures. Geppetto stroked the puppet's head and told him how he came to
be in the shark's stomach.
"I was looking for you everywhere. When I couldn't find you on dry land, I made
a boat to search for you on the sea. But the boat capsized in a storm, then the
shark gulped me down. Lucklly, it also swallowed bits of ships wrecked in the
tempest, so I've managed to survive by gettlng what I could from these!"
"Well, we're still alive!" remarked Pinocchio, when they had finished recounting
their adventures. "We must get out of here!" Taking Geppetto's hand, the pair
started to climb up the shark's stomach, using a candle to light their way. When
they got as far as its jaws, they took fright, but as so happened, this shark slept
with its mouth open, for it suffered from asthma.
As luck would have it, the shark had been basking in shallow waters since the
day before, and Pinocchio soon reached the beach. Dawn was just breaking,
and Geppetto, soaked to the skin, was half dead with cold and fright.
"Lean on me, father." said Pinocchio. "I don't know where we are, but we'll soon
find our way home!"
Beside the sands stood an old hut made of branches, and there they took
shelter. Geppetto was running a temperature, but Pinocchio went out, saying,
"I'm going to get you some milk." The bleating of goats led the puppet in the
right direction, and he soon came upon a farmer. Of course, he had no money
to pay for the milk.
"My donkey's dead," said the farmer. "If you work the treadmill from dawn to
noon, then you can have some milk." And so, for days on end, Pinocchio rose
early each morning to earn Geppetto's food.
At long last, Pinocchio and Geppetto reached home. The puppet worked late
into the night weaving reed baskets to make money for his father and himself.
33
One day, he heard that the fairy after a wave of bad luck, was ill in hospital. So
instead of buying himself a new suit of clothes, Pinocchio sent the fairy the
money to pay for her treatment.
One night, in a wonderful dream, the fairy appeared to reward Pinocchio for his
kindness. When the puppet looked in the mirror next morning, he found he had
turned into somebody else. For there in the mirror, was a handsome young lad
with blue eyes and brown hair. Geppetto hugged him happily.
"Where's the old wooden Pinocchio?" the young lad asked in astonishment.
"There!" exclaimed Geppetto, pointing at him. "When bad boys become good,
their looks change along with their lives!"
34
SLEEPING BEAUTY
Once upon a time, in the days when there were fairies, a king and queen reigned in a country far away. Now this king and queen had plenty of money, plenty of fine clothes to wear, plenty of good things to eat and drink and a coach to ride out in every day. However, although they had been married many years, they had no children. This saddened them very much, as they dearly wanted a child.
One day, as the queen was walking by the side of the river at the bottom of the garden, she saw a poor little fish that had thrown itself out of the water and lay gasping and nearly dead on the bank. The queen took pity on the little fish and threw it back again into the river. Before it swam away, it raised its head out of the water and said “I know what your wish is and it shall come true, in return for your kindness to me — you will soon have a daughter.”
What the little fish had said soon happened and the queen had a little girl, so very beautiful, that the king could not stop looking at her he was so happy. He said he would throw a great party and show the child to all the land, so he asked his kinsmen, nobles, friends, and neighbours. But the queen said “I will have the fairies also, that they might be kind and good to our little daughter.”
Now there were thirteen fairies in the kingdom, but as the king and queen had only twelve golden dishes for them to eat out of, they were forced to leave one of the fairies without asking her. So twelve fairies came, each with a high red cap on her head, red shoes with high heels on her feet and a long white wand in her hand. After the feast was over they gathered round in a ring and gave all their best gifts to the little princess. One gave her goodness, another beauty, another riches, and so on till she had all that was good in the world.
Just as eleven of them had done blessing her, a great noise was heard in the courtyard and word was brought that the thirteenth fairy had come, with a black cap on her head, black shoes on her feet and a broomstick in her hand. She quickly came up into the dining-hall. Now, as she had not been asked to the feast she was very angry, scolded the king and queen very much and set to work to take her revenge. So she cried out “The king’s daughter shall, in her fifteenth year, be wounded by a spindle, and fall down dead.”
Then the twelfth of the friendly fairies, who had not yet given her gift, came forward, and said that the evil wish must be fulfilled, but that she could soften its mischief; so her gift was, that the king’s daughter, when the spindle wounded her, should not really die, but should only fall asleep for a hundred years.
However, the king hoped still to save his dear child altogether from the threatened evil, so he ordered that all the spindles in the kingdom should be
35
bought up and burnt. But all the gifts of the first eleven fairies came true in the meantime, for the princess was so beautiful, well behaved, good and wise, that everyone who knew her loved her.
It happened that, on the very day she was fifteen years old, the king and queen were not at home and she was left alone in the palace. So she roved about by herself, and looked at all the rooms and chambers, until at last she came to an old tower, to which there was a narrow staircase ending with a little door. In the door there was a golden key, and when she turned it the door sprang open, and there sat an old lady spinning away very busily.
“Why how now, good mother,” said the princess, “what are you doing there?”
“Spinning,” said the old lady, nodding her head and humming a tune, while the wheel buzzed.
“How prettily that little thing turns round!” said the princess, who took the spindle and began to try and spin. But scarcely had she touched it before the fairy’s prophecy was fulfilled. The spindle wounded her and she fell down lifeless on the ground.
However, she was not dead, but had only fallen into a deep sleep. The king and the queen, who had just come home, and all their court, fell asleep too. The horses slept in the stables, the dogs in the court, the pigeons on the house-top and the very flies slept upon the walls. Even the fire on the hearth left off blazing and went to sleep and the spit that was turning about with a goose upon it for the king’s dinner stood still. The cook, who was at that moment pulling the kitchen-boy by the hair to give him a box on the ear for something he had done amiss, let him go, and both fell asleep. The butler, who was slyly tasting the ale, fell asleep with the jug at his lips. And thus everything stood still, and slept soundly.
A large hedge of thorns soon grew round the palace and every year it became higher and thicker. At last, the old palace was surrounded and hidden, so that not even the roof or the chimneys could be seen. But there went a report through all the land of the beautiful sleeping princess, so that, from time to time, several kings’ sons came and tried to break through the thicket into the palace. This, however, none of them could ever do, for the thorns and bushes laid hold of them, as it were with hands and there they got stuck and could not escape.
After many, many years there came a king’s son into that land and an old man told him the story of the thicket of thorns, how a beautiful palace stood behind it and how a wonderful princess lay in it asleep, with all her court. He told, too, how he had heard from his grandfather that many, many princes had come and had tried to break through the thicket, but that they had all stuck fast in it. Then
36
the young prince said, “All this shall not frighten me; I will go and see this sleeping princess.” The old man tried to hinder him, but his mind was made up to go.
Now that very day the hundred years were ended and as the prince came to the thicket he saw nothing but beautiful flowering shrubs. He got through them with ease and they shut in after him as thick as ever. Then he came at last to the palace and there in the court lay the dogs asleep. The horses were standing in the stables and on the roof sat the pigeons fast asleep, with their heads under their wings. And when he came into the palace, the flies were sleeping on the walls, the spit was standing still, the butler had the jug of ale at his lips, the maid sat with a chicken in her lap ready to be plucked and the cook in the kitchen was still holding up her hand, as if she was going to beat the boy.
Then he went on still farther, and all was so still that he could hear every breath he drew. At last he came to the old tower and opened the door of the little room in which the princess was and there she lay, fast asleep on a couch by the window. She looked so beautiful that he could not take his eyes off her, so he stooped down and gave her a kiss.
But the moment he kissed her, she opened her eyes and awoke, smiled upon him and they went out together. Soon the king and queen also awoke and all the court and gazed on each other with great wonder. And the horses shook themselves, the dogs jumped up and barked, the pigeons took their heads from under their wings and looked about and flew into the fields, the flies on the walls buzzed again, the fire in the kitchen blazed up, round went the spit, with the goose for the king’s dinner upon it; the butler finished his drink of ale, the maid went on plucking the fowl and the cook gave the boy the box on his ear.
The prince and the princess were married, there was a tremendous wedding feast and they lived happily together for the rest of their lives.
37
LITTLE RED RIDING HOOD
Once upon a time there was a dear little girl who was loved by every one who
looked at her, but most of all by her grandmother, and there was nothing that
she would not have given to the child. Once she gave her a little cap of red
velvet, which suited her so well that she would never wear anything else. So
she was always called Little Red Riding Hood.
One day her mother said to her, "Come, Little Red Riding Hood, here is a piece
of cake and a bottle of wine. Take them to your grandmother, she is ill and
weak, and they will do her good. Set out before it gets hot, and when you are
going, walk nicely and quietly and do not run off the path, or you may fall and
break the bottle, and then your grandmother will get nothing. And when you go
into her room, don't forget to say, good-morning, and don't peep into every
corner before you do it."
I will take great care, said Little Red Riding Hood to her mother, and gave her
hand on it.
The grandmother lived out in the wood, half a league from the village, and just as Little Red Riding Hood entered the wood, a wolf met her. Little Red Riding Hood did not know what a wicked creature he was, and was not at all afraid of him.
"Good-day, Little Red Riding Hood," said he.
"Thank you kindly, wolf."
"Whither away so early, Little Red Riding Hood?"
"To my grandmother's."
"What have you got in your apron?"
"Cake and wine. Yesterday was baking-day, so poor sick grandmother is to
have something good, to make her stronger."
"Where does your grandmother live, Little Red Riding Hood?"
"A good quarter of a league farther on in the wood. Her house stands under
the three large oak-trees, the nut-trees are just below. You surely must know
it," replied Little Red Riding Hood.
The wolf thought to himself, "What a tender young creature. What a nice plump
mouthful, she will be better to eat than the old woman. I must act craftily, so as
to catch both." So he walked for a short time by the side of Little Red Riding
Hood, and then he said, "See Little Red Riding Hood, how pretty the flowers
are about here. Why do you not look round? I believe, too, that you do not hear
38
how sweetly the little birds are singing. You walk gravely along as if you were
going to school, while everything else out here in the wood is merry."
Little Red Riding Hood raised her eyes, and when she saw the sunbeams
dancing here and there through the trees, and pretty flowers growing
everywhere, she thought, suppose I take grandmother a fresh nosegay. That
would please her too. It is so early in the day that I shall still get there in good
time. And so she ran from the path into the wood to look for flowers. And
whenever she had picked one, she fancied that she saw a still prettier one
farther on, and ran after it, and so got deeper and deeper into the wood.
Meanwhile the wolf ran straight to the grandmother's house and knocked at the
door.
"Who is there?"
"Little Red Riding Hood," replied the wolf. "She is bringing cake and wine. Open
the door."
"Lift the latch," called out the grandmother, "I am too weak, and cannot get up."
The wolf lifted the latch, the door sprang open, and without saying a word he
went straight to the grandmother's bed, and devoured her. Then he put on her
clothes, dressed himself in her cap, laid himself in bed and drew the curtains.
Little Red Riding Hood, however, had been running about picking flowers, and
when she had gathered so many that she could carry no more, she
remembered her grandmother, and set out on the way to her.
She was surprised to find the cottage-door standing open, and when she went
into the room, she had such a strange feeling that she said to herself, oh dear,
how uneasy I feel to-day, and at other times I like being with grandmother so
much.
She called out, "Good morning," but received no answer. So she went to the
bed and drew back the curtains. There lay her grandmother with her cap pulled
far over her face, and looking very strange.
"Oh, grandmother," she said, "What big ears you have."
"The better to hear you with, my child," was the reply.
"But, grandmother, what big eyes you have," she said.
"The better to see you with, my dear."
39
"But, grandmother, what large hands you have."
"The better to hug you with."
"Oh, but, grandmother, what a terrible big mouth you have."
"The better to eat you with."
And scarcely had the wolf said this, than with one bound he was out of bed and
swallowed up Little Red Riding Hood.
When the wolf had appeased his appetite, he lay down again in the bed, fell
asleep and began to snore very loud. The huntsman was just passing the
house, and thought to himself, how the old woman is snoring. I must just see if
she wants anything.
So he went into the room, and when he came to the bed, he saw that the wolf
was lying in it. "Do I find you here, you old sinner," said he. "I have long sought
you."
Then just as he was going to fire at him, it occurred to him that the wolf might
have devoured the grandmother, and that she might still be saved, so he did
not fire, but took a pair of scissors, and began to cut open the stomach of the
sleeping wolf.
When he had made two snips, he saw the Little Red Riding Hood shining, and
then he made two snips more, and the little girl sprang out, crying, "Ah, how
frightened I have been. How dark it was inside the wolf."
And after that the aged grandmother came out alive also, but scarcely able to
breathe. Little Red Riding Hood, however, quickly fetched great stones with
which they filled the wolf's belly, and when he awoke, he wanted to run away,
but the stones were so heavy that he collapsed at once, and fell dead.
Then all three were delighted. The huntsman drew off the wolf's skin and went
home with it. The grandmother ate the cake and drank the wine which Little
Red Riding Hood had brought, and revived, but Little Red Riding Hood thought
to herself, as long as I live, I will never by myself leave the path, to run into the
wood, when my mother has forbidden me to do so.
It is also related that once when Little Red Riding Hood was again taking cakes
to the old grandmother, another wolf spoke to her, and tried to entice her from
the path. Little Red Riding Hood, however, was on her guard, and went straight
forward on her way, and told her grandmother that she had met the wolf, and
40
that he had said good-morning to her, but with such a wicked look in his eyes,
that if they had not been on the public road she was certain he would have
eaten her up. "Well," said the grandmother, "we will shut the door, that he may
not come in."
Soon afterwards the wolf knocked, and cried, "Open the door, grandmother, I
am Little Red Riding Hood, and am bringing you some cakes."
But they did not speak, or open the door, so the grey-beard stole twice or thrice
round the house, and at last jumped on the roof, intending to wait until Little
Red Riding Hood went home in the evening, and then to steal after her and
devour her in the darkness. But the grandmother saw what was in his thoughts.
In front of the house was a great stone trough, so she said to the child, take the
pail, Little Red Riding Hood. I made some sausages yesterday, so carry the
water in which I boiled them to the trough. Little Red Riding Hood carried until
the great trough was quite full. Then the smell of the sausages reached the
wolf, and he sniffed and peeped down, and at last stretched out his neck so far
that he could no longer keep his footing and began to slip, and slipped down
from the roof straight into the great trough, and was drowned. But Little Red
Riding Hood went joyously home, and no one ever did anything to harm her
again.
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CINDERELLA
Once upon a time there lived an unhappy young girl. Her mother was dead and her father had married a widow with two daughters. Her stepmother didn’t like her one little bit. All her kind thoughts and loving touches were for her own daughters. Nothing was too good for them – dresses, shoes, delicious food, soft beds, and every home comfort. But, for the poor unhappy girl, there was nothing at all. No dresses, only her stepsisters’ hand-me-downs. No lovely dishes, nothing but scraps. No rest and no comfort. She had to work hard all day. When evening came was she allowed to sit for a while by the fire, near the cinders. Hence her name, Cinderella. Buttons the footman, who also worked in the house was kind to Cinderella “Cheer up! You have something neither of your stepsisters has and that is beauty.” Buttons was right. Cinderella, even dressed in old rags, was a lovely girl. While her stepsisters, no matter how splendid and elegant their clothes, were still clumsy, lumpy and ugly and always would be. One day Buttons came into kitchen to collect the breakfast trays. Today he had some important news: an envelope with a royal seal had arrived and in it was an invitation for all three sisters to attend. Buttons tried to cheer Cinderella up by telling her what a wonderful time she would have at the ball, of how the prince would fall in love with her and help her to escape from the clutches of her sisters. The next day two beautiful new dresses arrived at the house. This meant that the stepsisters were getting ready to go. Cinderella didn’t even dare ask if she could go too. She knew very well what the answer would be: “You? You’re staying at home to wash the dishes, scrub the floors and turn down the beds for your stepsisters.” They will come home tired and very sleepy. As soon as she was on her own, Cinderella sat by the fireside and wept. Suddenly something very strange happened. As Cinderella was sitting all alone, there was a burst of light and a woman surrounded in swathe of light appeared. “Who are you?” asked an alarmed Cinderella. “Don’t be frightened, Cinderella,” said the woman. “I am your fairy godmother. I know you would love to go to the ball. And so you shall!” “How can I, dressed in rags?” Cinderella replied. “The servants will turn me away!” Her fairy godmother smiled. With a flick of her magic wand Cinderella found herself wearing the most beautiful dress she had ever seen. “Now for your coach,” said her fairy godmother; “A real lady would never go to a ball on foot! Quick! Get me a pumpkin!” “Of course,” said Cinderella, rushing away.
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” And seven mice” yelled the fairy after her Cinderella soon returned with the pumpkin and the cat with seven mice he had caught in the cellar. With a flick of the magic wand the pumpkin turned into a sparkling coach and the mice became six white horses, while the seventh mouse turned into a coachman in a smart uniform and carrying a whip. Cinderella could hardly believe her eyes. “You shall go to the ball Cinderella. But remember! You must leave at midnight. That is when my spell ends. Your coach will turn back into a pumpkin and the horses will become mice again. You will be dressed in rags and wearing clogs instead of these glass slippers! Do you understand?” Cinderella smiled and said, “Yes, I understand!” Cinderella had a wonderful time at the ball until she heard the first stroke of midnight! She remembered what the fairy had said, and without a word of goodbye she slipped from the Prince’s arms and ran down the steps. As She ran she lost one of her slippers, but not for a moment did she dream of stopping to pick it up! If the last stroke of midnight were to sound… oh… what a disaster that would be! Out she fled and vanished into the night. The Prince, who was now madly in love with her, picked up the slipper and said to his ministers, “Go and search everywhere for the girl whose foot this slipper fits. I will never be content until I find her!” So the ministers tried the slipper on the foot of every girl in the land until only Cinderella was left. “That awful untidy girl simply cannot have been at the ball,” snapped the stepmother. “Tell the Prince he ought to marry one of my two daughters! Can’t you see how ugly Cinderella is?” But, to everyone’s amazement, the shoe fitted perfectly. Suddenly the fairy appeared and waved her magic wand. In a flash, Cinderella appeared in a splendid dress, shining with youth and beauty. Her stepmother and stepsisters gaped at her in amazement, and the ministers said, “Come with us Cinderella! The Prince is waiting for you. “ So Cinderella married the Prince and lived happily ever. Buttons could only brush away a tear as they rode away.
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SNOW WHITE AND THE SEVEN DWARFS
Once upon a time, long, long ago a king and queen ruled over a distant land. The queen was kind and lovely and all the people of the realm adored her. The only sadness in the queen's life was that she wished for a child but did not have one. One winter day, the queen was doing needle work while gazing out her ebony window at the new fallen snow. A bird flew by the window startling the queen and she pricked her finger. A single drop of blood fell on the snow outside her window. As she looked at the blood on the snow she said to herself, "Oh, how I wish that I had a daughter that had skin as white as snow, lips as red as blood, and hair as black as ebony." Soon after that, the kind queen got her wish when she gave birth to a baby girl who had skin white as snow, lips red as blood, and hair black as ebony. They named the baby princess Snow White, but sadly, the queen died after giving birth to Snow White. Soon after, the king married a new woman who was beautiful, but as well proud and cruel. She had studied dark magic and owned a magic mirror, of which she would daily ask, Mirror, mirror on the wall, who's the fairest of them all? Each time this question was asked, the mirror would give the same answer, "Thou, O Queen, art the fairest of all." This pleased the queen greatly as she knew that her magical mirror could speak nothing but the truth. One morning when the queen asked, "Mirror, mirror on the wall, who's the fairest of them all?" she was shocked when it answered: You, my queen, are fair; it is true. But Snow White is even fairer than you. The Queen flew into a jealous rage and ordered her huntsman to take Snow White into the woods to be killed. She demanded that the huntsman return with Snow White's heart as proof. The poor huntsman took Snow White into the forest, but found himself unable to kill the girl. Instead, he let her go, and brought the queen the heart of a wild boar. Snow White was now all alone in the great forest, and she did not know what to do. The trees seemed to whisper to each other, scaring Snow White who began to run. She ran over sharp stones and through thorns. She ran as far
44
as her feet could carry her, and just as evening was about to fall she saw a little house and went inside in order to rest. Inside the house everything was small but tidy. There was a little table with a tidy, white tablecloth and seven little plates. Against the wall there were seven little beds, all in a row and covered with quilts. Because she was so hungry Snow White ate a few vegetables and a little bread from each little plate and from each cup she drank a bit of milk. Afterward, because she was so tired, she lay down on one of the little beds and fell fast asleep. After dark, the owners of the house returned home. They were the seven dwarves who mined for gold in the mountains. As soon as they arrived home, they saw that someone had been there -- for not everything was in the same order as they had left it. The first one said, "Who has been sitting in my chair?" The second one, "Who has been eating from my plate?" The third one, "Who has been eating my bread?" The fourth one, "Who has been eating my vegetables?" The fifth one, "Who has been eating with my fork?" The sixth one, "Who has been drinking from my cup?" But the seventh one, looking at his bed, found Snow White lying there asleep. The seven dwarves all came running up, and they cried out with amazement. They fetched their seven candles and shone the light on Snow White. "Oh good heaven! " they cried. "This child is beautiful!" They were so happy that they did not wake her up, but let her continue to sleep in the bed. The next morning Snow White woke up, and when she saw the seven dwarves she was frightened. But they were friendly and asked, "What is your name?" "My name is Snow White," she answered. "How did you find your way to our house?" the dwarves asked further. Then she told them that her stepmother had tried to kill her, that the huntsman had spared her life, and that she had run the entire day through the forest, finally stumbling upon their house. The dwarves spoke with each other for awhile and then said, "If you will keep house for us, and cook, make beds, wash, sew, and knit, and keep everything clean and orderly, then you can stay with us, and you shall have everything that you want."
45
"Yes," said Snow White, "with all my heart." For Snow White greatly enjoyed keeping a tidy home. So Snow White lived happily with the dwarves. Every morning they went into the mountains looking for gold, and in the evening when they came back home Snow White had their meal ready and their house tidy. During the day the girl was alone, except for the small animals of the forest that she often played with. Now the queen, believing that she had eaten Snow White's heart, could only think that she was again the first and the most beautiful woman of all. She stepped before her mirror and said: Mirror, mirror, on the wall, Who in this land is fairest of all? It answered: You, my queen, are fair; it is true. But Snow White, beyond the mountains with the seven dwarves, Is still a thousand times fairer than you. This startled the queen, for she knew that the mirror did not lie, and she realized that the huntsman had deceived her and that Snow White was still alive. Then she thought, and thought again, how she could rid herself of Snow White -- for as long as she was not the most beautiful woman in the entire land her jealousy would give her no rest. At last she thought of something. She went into her most secret room -- no one else was allowed inside -- and she made a poisoned apple. From the outside it was beautiful, and anyone who saw it would want it. But anyone who might eat a little piece of it would die. Coloring her face, she disguised herself as an old peddler woman, so that no one would recognize her, traveled to the dwarf’s house and knocked on the door. Snow White put her head out of the window, and said, "I must not let anyone in; the seven dwarves have forbidden me to do so." "That is all right with me," answered the peddler woman. "I'll easily get rid of my apples. Here, I'll give you one of them." "No," said Snow White, "I cannot accept anything from strangers." "Are you afraid of poison?" asked the old woman. "Look, I'll cut the apple in two. You eat half and I shall eat half." Now the apple had been so artfully made that only the one half was poisoned. Snow White longed for the beautiful apple, and when she saw that the peddler woman was eating part of it she could no longer resist, and she stuck her hand out and took the poisoned half. She barely had a bite in her mouth when she fell to the ground dead.
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The queen looked at her with an evil stare, laughed loudly, and said, "White as snow, red as blood, and black as ebony wood! The dwarves shall never awaken you." Back at home she asked her mirror: Mirror, mirror, on the wall, Who in this land is fairest of all? It finally answered: You, my queen, are fairest of all. Then her cruel and jealous heart was at rest, as well as a cruel and jealous heart can be at rest. When the dwarves came home that evening they found Snow White lying on the ground. She was not breathing at all. She was dead. They lifted her up and looked at her longingly. They talked to her, shook her and wept over her. But nothing helped. The dear child was dead, and she remained dead. They laid her on a bed of straw, and all seven sat next to her and mourned for her and cried for three days. They were going to bury her, but she still looked as fresh as a living person, and still had her beautiful red cheeks. They said, "We cannot bury her in the black earth," and they had a transparent glass coffin made, so she could be seen from all sides. They laid her inside, and with golden letters wrote on it her name, and that she was a princess. Then they put the coffin outside on a mountain, and one of them always stayed with it and watched over her. The animals too came and mourned for Snow White, first an owl, then a raven, and finally a dove. Now it came to pass that a prince entered these woods and happened onto the dwarves' house, where he sought shelter for the night. He saw the coffin on the mountain with beautiful Snow White in it, and he read what was written on it with golden letters. Then he said to the dwarves, "Let me have the coffin. I will give you anything you want for it." But the dwarves answered, "We will not sell it for all the gold in the world." Then he said, "Then give it to me, for I cannot live without being able to see Snow White. I will honor her and respect her as my most cherished one." As he thus spoke, the good dwarves felt pity for him and gave him the coffin. The prince had his servants carry it away on their shoulders. But then it happened that one of them stumbled on some brush, and this dislodged from Snow White's throat the piece of poisoned apple that she had bitten off. Not long afterward she opened her eyes, lifted the lid from her coffin, sat up, and was alive again.
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"Good heavens, where am I?" she cried out. The prince said joyfully, "You are with me." He told her what had happened, and then said, "I love you more than anything else in the world. Come with me to my father's castle. You shall become my wife." Snow White loved him, and she went with him. Their wedding was planned with great splendor and majesty. Snow White's wicked step-mother was invited to the feast, and when she had arrayed herself in her most beautiful garments, she stood before her mirror, and said: Mirror, mirror, on the wall, Who in this land is fairest of all? The mirror answered: You, my queen, are fair; it is true. But the young queen is a thousand times fairer than you. Not knowing that this new queen was indeed her stepdaughter, she arrived at the wedding, and her heart filled with the deepest of dread when she realized the truth - the evil queen was banished from the land forever and the prince and Snow White lived happily ever after.
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WORKSHEET 1: “BEAUTY AND THE BEAST”.
1. Identify and the name the characters.
a.
BELLE
b.
BEAST
c.
LUMIERE
d.
GASTON
2. Write the following jumbled words in correct order.
a. E L B L E B E L L E
b.
S T B E A B E A S T
c.
P I C H C H I P
d.
S T O N G A G A S T O N
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3. Write opposites of the following words by selecting correct opposites
from word bank.
a. Empty Full e. More Less
b. Front Back f. Near Far
c. Good Bad g. Hot Cold
d. Fast Slow h. Happy Sad
4. Search the following words.
5. Fill in each sentence with the correct word. Prepositions in, on or at.
a. Belle likes to watch sunset IN the evening.
b. Chip is sitting ON the top of the shelf.
c. Cogsworth sits IN the living room.
d. Belle wakes up early IN the mornig.
e. Beast listens to music AT night.
f. Belle gets up AT 7:30am.
a m q e t t e b a b
g a s t o n x l o e
y u r a x z k l q l
u r y d g h j e w l
p i p h i l i p p e
m c h i p q t s n d
b e a s t r u k p z
c e l i b r a r y f
l u m i e r e v k g
Far Cold Sad Less Slow Bad Back Full
Gaston
Maurice Library
Chip Lumiere
Belle Beast
Spell Philippe
Babette
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WORKSHEET 2: “ADVENTURES OF PINOCCHIO”.
1. Write the correct answer in the blank.
a. How many coins did Pinocchio have? FOUR.
b. Pinocchio said he lost the coin in the WOOD.
c. The Fairy said there were lies that have SHORT legs and lies that have long noses.
d. Pinocchio´s nose got LONGER when he told a lie.
e. The coins were really in Pinocchio´s POCKET.
2. For each word below from The Adventures of Pinocchio write an
antonym in the blank.
Antonyms: an antonym is a word that mean the opposite of another word.
Example: Hot is an antonym for Cold.
a. Lost FOUND
b. Remember FORGET
c. Laughed CRIED
d. Long SHORT
e. Lie TRUTH
Four Short Wood Longer Pocket
Truth Short Cried Forget Found
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3. Circle each words from the list in the puzzle. The words cango in any
direction.
4. Below is one of the main ideas of the passage. What are three ideas from
the passage that support this main idea.
5. Match each word in Column A wit its meaning in Column B.
Column A Column B
1. C Scarely A. Unusual or extreme.
2. B Whilst B. While or at that time.
3. A Extraordinary C. Barely or just before
4. E Anxious D. At once.
5. D Immediately E. Concern or worry.
p i n o c c h i o w
o w o l a u g h q o
c t s t o m a c h o
k r e c v b n m k d
e s x f a i r y s d
t e p p u p s g j t
m e d i c i n e y s
z a e p i u r b i o
c o i n s v m t h l
Coins - Fairy –
Laugh - Lies - Lost -
Medicine - Nose -
Pinocchio - Pocket -
Puppet - Stomach -
Wood
Bad things happened to Pinocchio when
he lied
Pinocchio´s nose grew long
The
Fairy
laughed at him.
Pinocchi
o could not
leave the
room.
- Pinocchio´s nose grew
long.
- The Fairy laughed at him.
- Pinocchio could not leave
the room.
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WORKSHEET 3: “SLEEPING BEAUTY”.
1. Look at the words in the box and write them the correct pictures.
a.
SPINDLE
b.
TOWER
c.
PRINCESS
d.
PRINCE
2. Unscramble the correct words.
a. N G K I K I N G
b.
W E R T O T O W E R
c.
G R O F F R O G
d.
N C E P R I P R I N C E
Princess Tower Prince Spindle
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3. Write True or False.
a. False The King and the queen wat to have a son.
b. True The frog says they may have a baby girl.
c. False The prenicess pricks herself with a spindle and dies in the end.
d. True The thorny hedge is very dangerous.
e. True The princess sleeps for a hundred years.
4. Answer these questions according to the film “Sleeping Beauty”.
1. The people in the kingdom did not
work in some days because…
a. … they were very happy for the birth of
the princess.
b. … the King had said so.
c. … it was Christmas.
2. Every _________ in the
christening gave a gift to the
princess.
a. guest.
b. person in the kingdom.
c. fairy.
3. Where did Aurora live during her
childhood?
a. First in the castle and then in the forest.
b. In the forest.
c. In the castle.
4. What was the name of the man
that Aurora meets in the forest?
a. The film does not say it.
b. Hubert.
c. Phillip.
5. Match the questiosns with the correct answers.
Questions Answers
1. C What do the King and the qeen wish to have? A. He gives a big feast.
2. E Does the frog give good news to the queen? B. They have a son.
3. B Do they have a daughter or a son? C. They wish to have a child.
4. A What does the King do after he has a child? D. He has twelve golden plates.
5. D How many plates does the King have? E. Yes, it does.
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WORKSHEET 4: “LITTLE RED RIDING HOOD”.
1. Draw a line to match the picture and the word.
2. Draw a line to match picture and the sentences.
a. What big eyes you have!
b. What big ears you have!
c. What a big nose you have!
d. What big teeth you have!
grandmother wolf house bed woodcutter
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3. Write the correct past tense form of the verbs to complete the sentences.
a. “Oh no!” THANK the woodcutter. “The Wolf´s ATE the old woman!” (think, eat).
b. Snip, snip … He SAW a bright red hood. (see)
c. Little Red Riding Hood RAN outside and PICKED up lots of stones. (run, pick)
d. The Woodcutter PUT the stones in the Wolf´s tummy. (put)
4. Number the sentences in story order.
a. “Let yourself in,” said the grandmother. “I’m too weak to get up.” 2
b. “Perhaps I can eat Little Red Riding Hood and her grandmother!” the wolf
thought.
4
c. He gobbled up Little Red Riding Hood’s grandmother, then he climbed into bed
to wait.
3
d. He raced off to the grandmother’s house. 1
5. Search the following words.
h o u s e u t b e d
s d u e b k e w a e
n q l y x p e v r r
m a r e d o t c s t
l z q c v h h s g y
f y g f j l h j k z
l i t t l e d v b x
o n m u y t n o s e
w o o d c u t t e r
House Ears
Eyes Red
Teeth Bed
Wolf Little
Nose
Woodcutter
56
A long time ago, there was a noble gentleman who after losing his tender wife got married
to another. Her name was Sybil. Sybil was a very nasty woman and she had two daughters
as horrible as she was.
The gentleman had a daughter as soft as breeze. He died and left her with Sybil in their big
house. Life was very difficult for this little girl.
Wearing old clothes, she did all the housework alone and when she felt tired,
She used to hide in a fireplace in the kitchen. There, she got so dark of the ash that she was
called Cinderella.
One day, the prince invited all the noble families to a royal ballet in his castle to celebrate
his birthday and to choose his future wife. Sybil and her daughters went there and left
Cinderella alone at home. She got very sad.
She was crying when a nice fairy came in to help her, and with her magic wand. She offered
her a wonderful dress and lovely shoes made of crystal but she told her to come back
home before midnight.
Adapted from “Contes de Charles Perrault”
WORKSHEET 5 “CINDERELLA”.
A. READING COMPREHENSION
1. Read the text carefully then choose the right answer
o The text is: a letter - a fairy tale - an article.
o The two daughters were Cinderella’s: sisters - step-sisters - cousins.
o The fairy offered Cinderella a nice dress and: a ring - crystal shoes - gold
earrings.
o Sybil was Cinderella’s: mother - step-mother - aunt.
o The prince invited Cinderella’s family to his: marriage - engagement -
birthday party.
2. Pick out from the text the characters of this story and classify them?
Nice characters: CINDERELLA – HIS FATHER – PRINCE – FAIRY.
Wicked Characters: SYBIL – HER TWO DAUGHTERS
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3. Find in the text words that are closest/opposite in meaning to:
Wicked = NASTY
Terrible = HORRIBLE
Midday ≠ MIDNIGHT
Fair ≠ DARK
B. MASTERY OF LANGUAGE
1. Give the feminine of the following words from the text.
Man: WOMAN
Husband: WIFE
Son: DAUGHTER
2. Put the verbs (_________) in their correct form.
Once upon a time, two men WERE TRAVELLING (travel) together when suddenly
a bear MET (meet) them. One of them CLIMBED (climb) up into a tree and
concealed himself in the branches.
3. Give the infinitive and the past participle of the following verbs.
o To GO - went - GONE
o To LEAVE - left - LEFT
4. Circle the silent letter of the following words.
back - w e a r i n g - w o n d e r f u l - d a u g h t e r s
C A – G R G – H
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C. SITUATION OF INTEGRATION
1. Cinderella’s story has not ended. Match the pictures with the sentences
then Put them in the right order to get the end of the story.
a. So the ministers tried the crystal shoe on the foot of all the girls... and on Cinderella’s foot as well... Surprise! It fitted her foot perfectly.
b. Cinderella arrived at the palace and entered the ballroom, a hush fell. Everyone stopped in mid-sentence to admire her elegance, her beauty and grace.
c. The ministers said, "Come with us, fair maiden! The Prince is waiting for you”. Cinderella and the prince got married and lived happily ever after.
d. When the prince set eyes on Cinderella, he was struck by her beauty. So he walked over her and asked her for a dance. They danced all evening. “Who are you, fair maiden?” the Prince kept asking her.
e. But suddenly, she heard the midnight clock! She remembered what the fairy told her, and without a word she slipped from the Prince's arms, ran down the steps and lost one of her shoes.
f. The Prince picked up her crystal shoe and told to his ministers to find her.
C A F E D B
Cinderella arrived at the palace and entered the ballroom, a hush fell. Everyone stopped in mid-sentence to admire her elegance, her beauty and grace. When the prince set eyes on her, he was struck by her beauty. So he walked over her and asked her for a dance. They danced all evening. “Who are you, fair maiden?” the Prince kept asking her. But suddenly, she heard the midnight clock! She remembered what the fairy told her, and without a word she slipped from the Prince's arms, ran down the steps and lost one of her shoes. The Prince picked up her crystal shoe and told to his ministers to find her. So the ministers tried the crystal shoe on the foot of all the girls... and on Cinderella’s foot as well... Surprise! It fitted her foot perfectly. The ministers said, "Come with us, fair maiden! The Prince is waiting for you”. Cinderella and the prince got married and lived happily ever after.
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WORKSHEET 6
1. Draw a line to match the picture and the word.
Sleepy
Grumpy
Happy
Sneezy
2. Unscramble the correct words.
a. W O N S S N O W
b.
Y P P A H H A P P Y
c.
P Y E E L S S L E E P Y
d.
P Y M U R G G R U M P Y
3. Search the following words.
s n o w w h i t e s
l e r t y u i p l n
e a d d a r n m q e
e s r w k t d x a e
p w t a d h o c z z
y q h r f a p v x y
d o c f g p e b v h
j k l s o p y n c k
g r u m p y o l f j
Snow White Sleepy
Doc Grumpy Happy
Dopey Sneezy
Dwarfs
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4. Complete the words with a vowel.
HAPPY
SNEEZY
DOPEY
BASHFUL
5. Write True or False.
a. FALSE Snow White's stepmother is a good woman.
b. TRUE The magic mirror can speak.
c. FALSE The stepmother is more beautiful than Snow White.
d. FALSE The servant kills Snow White in the end.
e. FALSE The stepmother dies in the quicksand.
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REFERENCES
WORKSHEET
https://www.englishlearninglabs.com/beauty-and-the-beast-worksheets/ https://www.englishlearninglabs.com/wp-content/uploads/2017/03/1-2.jpg https://www.englishlearninglabs.com/wp-content/uploads/2017/03/2-2.jpg https://www.englishlearninglabs.com/wp-content/uploads/2017/03/5-1.jpg https://www.englishlearninglabs.com/wp-content/uploads/2017/03/7.jpg https://www.k12reader.com/worksheet/classic-literature-pinocchio/view https://www.englishwsheets.com/sleeping-beauty-comprehension-questions-
present.html http://www.eslprintables.com/reading_worksheets/tales_and_stories/sleeping
_beauty/Sleeping_Beauty_worksheet_52030/ https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/stories-little-red-riding-hood-worksheet-final-2012-11-29.pdf https://www.usborne.com/englishlearnerseditions/downloads/little-red-riding-
hood/little-red-riding-hood-worksheet.pdf https://en.islcollective.com/resources/printables/worksheets_doc_docx/cinder
ella/irregular-verbs/79630 https://www.englishwsheets.com/snow-white-present-4.html
VIDEOS
https://www.youtube.com/watch?v=_uCqlhS45vk https://www.youtube.com/watch?v=pIKdz264mdg https://www.youtube.com/watch?v=tcddW_KahCY https://www.youtube.com/watch?v=s_YwZ7NLDEU https://www.youtube.com/watch?v=Y_5drNcqYYA https://www.youtube.com/watch?v=rZbmNyCv5Ow
TRANSCRIPTS
http://shortstoriesshort.com/story/beauty-and-the-beast/ http://www.fpx.de/fp/Disney/Tales/Pinocchio.html http://www.shortkidstories.com/story/sleeping-beauty/ https://americanliterature.com/childrens-stories/little-red-riding-hood http://www.irishinlondontheatre.co.uk/free-playwriting-course-the-story-of
cinderella http://www.dltk-teach.com/rhymes/snowwhite/story.htm
