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Teaching Basic Vocabulary Through Children's Songs at Flora Perez De MAYOR DE SAN ANDRES UNIVERSITY FACULTY OF HUMANITY AND EDUCATIONAL SCIENCES DEPARTMENT OF LINGUISTCS AND LANGUAGES GUIDED WORK “TEACHING BASIC VOCABULARY THROUGH CHILDREN’S SONGS AT FLORA PEREZ DE SAAVEDRA SCHOOL” CANDIDATE: RUTH CABRERA CACERES ACADEMIC TUTOR: Mg Sc. MARIA EUGENIA SEJAS RALDE LA PAZ – BOLIVIA 2015 ABSTRACT This project implemented the songs as an option to teach a foreign language. The project takes the Total Physical Response (TPR) and Active method in order to promote students English learning process. Working with Total Physical Respond method, we provide instruction exclusively in the target language foster the brain body connection and engage students in developmentally appropriate activities. According to the results, we perceived that the children are good learners of another language, because they appreciated their retention of the vocabulary and enjoyed the language learning process. As we mention in chapter IV the use of children songs in the process of teaching and learning was so successful. The songs are so useful and can be adapted easily to teach other subject. In order to this, the objectives of this project was successfully achieved. This project begins with a Diagnostic section which describes and provides information about the context in which the project was developed, the population that we have worked, the general and specific objectives, the analysis of the results about children’s needs with regard to learning English language and the reason to develop this project. This work contains the Theoretical basis supports, reviews of representative literature related with songs in the teaching English, also about Total Physical Response method and Active method focus in oral communication and corporal actions. After the Theoretical basis is the Proposal section which presents a course program for this project includes objectives, methodology and procedures, also provides the Syllabus Design for every English Course program, for pre-school children. This research work has general conclusion and an appendix that contain samples of ten syllabuses Design of English course everyone is supported by a song. Finally we have the conclusions and the recommendations section. i DEDICATORY With love to my parents Hilarión and Simona. To my husband Oscar and to my children Erick and Oscar Jr. for their love and support. ii ACKNOWLEDGEMENTS Firstly I want to express my deepest thank to God who guide my life. I would like to thank to my tutor MgSc. Maria Eugenia Sejas Ralde, for her supervision, helpful advice, recommending literature and for her patient. She was always giving me her assistance and her support during all the development of this work. I would not have been able to carry out this project without her generous and professional help. Thanks to “Flora Perez de Saavedra” school especially to my institutional tutor teacher Lourdes Maria Quispe Alvarado, who gave me the opportunity to develop my Guided Work in the school and gave me all the support to work in my project. Thanks all children who participated in this project for their collaboration and love. Thanks to all the teachers and in special to Elena, Elizabeth, Jael (+) and Velia teachers, who helped me and gave me advices and all the support. Thanks to Mayor de San Andres University and special to the “Department of Linguistic and Languages” career for giving me instruction during five years. I would like to thank to all the professors of English Area for help me to acquire knowledge in especial to Ph. Maria Teresa Terán. Finally, I would like to express my eternal gratefulness to my family, especially to my brothers for their love, support and encourage. iii TABLE OF CONTENT Abstract .......................................................................................................................... i Dedicatory ..................................................................................................................... ii Acknowledgments ......................................................................................................... iii Table of content ............................................................................................................ iv Introduction ................................................................................................................... 1 CHAPTER I DIAGNOSIS SECTION 1. Diagnosis of Institution .............................................................................................. 3 1.1 Institution ............................................................................................................ 3 1.2 Neiborhood ......................................................................................................... 4 1.3 At the Pre – scholar Level ................................................................................... 4 2. Objectives .................................................................................................................. 7 2.1 General Objective ............................................................................................... 7 2.2 Specifics Objectives ............................................................................................ 7 3. Limitation .................................................................................................................. 7 4. Justification ................................................................................................................ 8 CHAPTER II THEORETICAL BASIS 1. Methodological Trends to the Teaching of English as a Foreign Language ............... 10 1.1 Grammar Translation ....................................................................................... 10 1.2 The Direct Method ............................................................................................ 11 1.3 Audio-Lingual Method ...................................................................................... 12 1.4 Suggestopedia ................................................................................................... 13 1.5 Multiple Intelligences Theory............................................................................ 14 1.6 The Communicative Approach .......................................................................... 15 1.7 Total Physical Response .................................................................................... 16 1.7.1 Total Physical Response Definition .................................................... 16 1.7.2 Total Physical Response Method ........................................................ 16 1.7.3 Characteristics of Total Physical Response ......................................... 17 1.7.4 Total Physical Response Objectives ................................................... 18 1.7.5 Advantages and Disadvantages of Total Physical Response ............... 19 1.7.6 The Application of TPR in the Classroom .......................................... 20 1.7.7 Types of Learning and Teaching Activities ........................................ 21 1.7.8 Learner Roles ..................................................................................... 22 1.7.9 Teacher Roles .................................................................................... 22 1.7.10 The Role of Instructional Materials .................................................. 23 1.8 Active Method ................................................................................................ 24 1.8.1 Active Learning ................................................................................. 25 1.8.2 Categories of Active Learning Strategies ............................................ 27 1.8.3 Planning an Active Learning Activity................................................. 27 1.8.4 Keys to Success ................................................................................. 28 2. Children’s Learning.................................................................................................. 28 2.1 Children’s Need .............................................................................................. 30 2.2 Children’s Language Development ................................................................. 31 2.3 Learning English at Pre-School ....................................................................... 31 2.4 Management of Children ................................................................................ 33 2.5 Taking Care the Priorities ............................................................................... 33 2.6 Getting the Children’s Attention ..................................................................... 33 2.7 Disadvantages in Pre-school Learners ............................................................. 34 3. Factors Affecting Foreign Language Acquisition in Pre-School ................................ 34 3.1 Cognitive Principles........................................................................................ 35 3.2 Affective Principles ........................................................................................ 35 3.3 Linguistic Principles ....................................................................................... 36 4. The Importance of Learning English Vocabulary...................................................... 36 4.1 Teaching Vocabulary ...................................................................................... 37 4.2 Memory and Storage System .........................................................................
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