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Universidad Mayor De San Andrés Facultad De Humanidades Y Ciencias De La Educación Carrera De Lingüística E Idiomas

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Universidad Mayor De San Andrés Facultad De Humanidades Y Ciencias De La Educación Carrera De Lingüística E Idiomas UNIVERSIDAD MAYOR DE SAN ANDRÉS FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN CARRERA DE LINGÜÍSTICA E IDIOMAS TEACHING ENGLISH AS A FOREIGN LANGUAGE THROUGH THE TOTAL PHYSICAL RESPONSE METHOD, THE COMMUNICATIVE APPROACH AND THE NATURAL APPROACH Trabajo Dirigido para obtener el Título de Licenciatura POSTULANTE: LIDIA LEONOR CHUQUIMIA ADUVIRI TUTOR: LIC. ROBERTO SIMIONE QUINA MAMANI LA PAZ - BOLIVIA Octubre, 2017 i ABSTRACT The present guided work shows the final report about all the activities carried out at the Centro Comunitario Juvenil Cuerpo de Cristo (CCJCC). And its main objective is to contribute the CCJCC with the English teaching courses to teenagers who belong to public schools and are, at the same time, current members of the center CCJCC. It was held out at the Centro Comunitario Juvenil Cuerpo de Cristo (CCJCC), dependent on Fundación Cuerpo de Cristo (FCC), located in Villa Adela, El Alto city between January and August in 2011. This work is divided into three chapters: the first is the diagnostic section, the second is the literature review, and the last one is the proposal section. Chapter one, the diagnostic section, gives an introduction on the importance of English language learning and its relation with culture; it also makes a description of the place of research where the English teaching was carried out, the CCJCC; it describes the population; and explains the diagnosis of needs accomplished in the center; it further describes the analysis of data obtained from the diagnosis of needs; and, finally, it explains the importance of the guided work. Chapter two, the literature review, describes all the aspects related to the English teaching by means of different methods and approaches; it describes the importance of the syllabus in a language teaching program; it describes the use of cartoons and serials as educational tools in English teaching; it also explains the difference between teaching English as a second or as a foreign language; and finally it shows the types of evaluation that may be used in a course. Chapter three, the proposal section, proposes a program for the English teaching course at the CCJCC through a new English teaching material, a textbook with its supplementary materials designed through the Total Physical Response Method, the Communicative Approach and the Natural Approach plus the use of TV cartoons and TV serials (TV programs) as teaching strategies; it describes the goals of the course and describes all the necessary procedures to carry out the guided work. UNIVERSIDAD MAYOR DE SAN ANDRÉS FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN CARRERA E LINGÜÍSTICA E IDIOMAS Trabajo dirigido: “TEACHING ENGLISH AS A FOREIGN LANGUAGE THROUGH THE TOTAL PHYSICAL RESPONSE METHOD, THE COMMUNICATIVE APPROACH AND THE NATURAL APPROACH” Presentado por: Univ. Lidia Leonor Chuquimia Aduviri Para optar el grado académico de Licenciada en Lingüística e Idiomas Mención Lengua Inglés Nota numeral:…………………………………………………………… Nota literal:………………………………………………………………. Ha sido……………………………………………….………………….. Directora de Carrera: ………………………………………………. Lic. Teresa Soliz de Estrada Tutor: ………………………………………………. Lic. Roberto Simione Quina Mamani Tribunal: …………………………………................... Lic. María Virginia Ferrufino Loza Tribunal: ………………………………………………. Lic. Regina Bautista Quisbert La Paz, 16 de Octubre de 2017 DEDICATION I want to dedicate the present Guided Work to God, to my family and to all my friends who supported me and encouraged me to carry out this work from the beginning to the end of it, with their great and wise advice. ACKNOWLEDGEMENTS I want to thank mainly to God for being with me in every moment of my life, to my family and to my tutor for his collaboration and great patience during the performance of this Guided work. ii TABLE OF CONTENTS Dedication……………………………………………………………………….. i Acknowledgements……………………………………………………………... ii Table of Contents……………………………………………………………….. iii Chapter I Page Diagnostic Section 1.1. Introduction………………………………………………………………………. 1 1.2. Objectives ………………………………………………………………………. 4 1.2.1. General objective……………………………………………………………….. 4 1.2.2. Specific objectives………………………………………………………………. 4 1.3. Place of research……………………………………………………………….. 5 1.3.1. Institutional Background of the Centro Comunitario Juvenil Cuerpo de Cristo (CCJCC)………………………………………………………………….. 5 1.3.2. Mission of CCJCC…………………………………………………………........ 6 1.3.3. Vision of CCJCC………………………………………………………………… 6 1.3.4. Objectives of CCJCC…………………………………………………………… 6 1.4. Population……………………………………………………………………….. 7 1.5. Diagnosis of Needs at the CCJCC……………………………………………. 8 1.5.1. Analysis of Data obtained from the Diagnosis of Needs……………....... 8 1.6. Justification. …………………………………………………………………….. 11 Chapter II Literature Review 2.1. Language Teaching (LT)……………………………………………………….. 12 2.1.1. English Language Teaching (ELT)……………………………………………. 12 2.2. Brief Review of Some Methods and Approaches in ELT…………………… 13 2.2.1. The Direct Method (DM)……………………………………………………….. 13 2.2.2. The Audio-lingual Method (AM)……………………………………………….. 13 2.2.3. The Grammar Translation Method (GTM)……………………………………. 14 iii 2.2.4. The Total Physical Response (TPR)………………………………………….. 14 2.2.5. The Communicative Approach (CA)………………………………………….. 15 2.2.6. The Natural Approach (NA)……………………………………………………. 15 2.3. The Syllabus in Language Teaching (LT)……………………………………. 17 2.3.1. Types of Syllabuses………………………………………………………......... 18 2.4. Cartoons as Educational Tools in English Teaching………………………... 18 2.4.1. Previous Studios Related to English Teaching through Cartoons………… 18 2.4.1.1. Teaching Names of Objects Using a Cartoon Movie Entitled “Dora the Explorer” for Sixth Grade Students of Elementary School (A Case Study of the Sixth Grade Students of SD Never 05 Randudongkal)……………… 19 2.4.1.2. Letting Calvin and Hobbes teach English……………………………………. 20 2.4.1.3. Learning via Television Cartoon………………………………………………. 21 2.4.2. The Animated Cartoon…………………………………………………………. 22 2.4.2.1. Classification of Animated Cartoons………………………………………….. 23 2.4.2.1.1. Comics or Humorous…………………………………………………………… 23 2.4.2.1.2. Adventure………………………………………………………………………... 23 2.4.2.1.3. Science fiction…………………………………………………………………… 24 2.4.2.1.4. Action…………………………………………………………………………….. 24 2.4.2.1.5. Superheroes…………………………………………………………………….. 24 2.4.2.1.6. Children‟s Animated Cartoons………………………………………………… 24 2.4.2.1.7. Soap Opera……………………………………………………………………… 25 2.4.2.1.8. Fantastic…………………………………………………………………………. 25 2.5. The Pink Panther and The Simpsons as educational Tools in English Teaching…………………………………………………………………………. 25 2.5.1. The Pink Panther……………………………………………………………….. 25 2.5.1.1. Appearance of the Pink Panther………………………………………………. 26 2.5.1.2. Personality of the Pink Panther……………………………………………….. 26 2.5.2. The Simpson…………………………………………………………………….. 26 2.5.2.1. Description of the characters of the family Simpsons………………………. 27 2.5.3. The TV Series…………………………………………………………………… 28 2.6. The Munster as educational Tool in English Teaching……………………... 29 2.6.1. The Munster……………………………………………………………………... 29 iv 2.6.1.1. Characters of the Munster……………………………………………………... 29 2.7. The Learning & Teaching of English Language……………………………... 30 2.7.1. English as a Second Language (ESL)………………………………………... 30 2.7.1.1 Teaching English as a Second Language (TESL)………………………….. 30 2.7.2 English as a Foreign Language (EFL)………………………………………... 30 2.7.2.1. Teaching English as a Foreign Language (TEFL)…………………………... 31 2.7.3. The Language plus the Learning & Teaching of the Four Language Skills 31 2.8. Evaluation………………………………………………………………………... 32 2.8.1. Diagnostic evaluation…………………………………………………………… 32 2.8.2. Formative evaluation…………………………………………………………… 32 2.8.3. Summative evaluation………………………………………………………….. 32 Chapter III Proposal Section Program for English Course to Elementary Level at “The Centro Comunitario Juvenil Cuerpo de Cristo (CCJCC)” 3.1. Proposal………………………………………………………………………….. 33 3.2. Goal of the Course………………………………………………………………. 34 3.2.1. Specific Objectives of the Course……………………………………………... 34 3.3. Methodology……………………………………………………………………... 35 3.3.1. Timetable of Activities…………………………………………………………... 35 3.3.2. The Methods…………………………………………………………………….. 36 3.3.3. The Technics…………………………………………………………………….. 37 3.3.4. The Strategy……………………………………………………………………... 37 3.3.5. The Materials…………………………………………………………………….. 37 3.3.6. The Roles of the Teacher and Students within the Classroom…………….. 38 3.4. Evaluation………………………………………………………………………… 39 3.5. Syllabus…………………………………………………………………………... 40 3.6. Lesson Plans…………………………………………………………………….. 41 3.7. Experiences at the English Course at the CCJCC Center…………………. 41 3.8. The Textbook for English Course……………………………………………… 43 3.8.1. Introduction to the Textbook for English Course…………………………….. 44 3.8.2. Components of the Textbook…………………………………………………... 44 3.8.3. Divisions of the Textbook………………………………………………………. 44 v 3.8.4. TV Cartoons & TV Serials Used in the Textbook……………………………. 46 3.8.5. Features of the Lessons in the Textbook…………………………………….. 47 3.8.6. Features of Songs Worksheets Used in the Textbook……………………… 49 3.8.7. Criteria Used for Textbook Design…………………………………………….. 49 3.9. Results obtained as Products of the Implementation of the Proposal of Guided Work at the CCJCC…………………………………………………..... 50 3.10. Conclusion and Recommendation…………………………………………….. 55 3.10.1. Conclusions……………………………………………………………………… 55 3.10.2. Recommendations………………………………………………………………. 57 Bibliography Online Resources APPENDIX A Diagnostic Section APPENDIX B Charts of Procedures in the Guided Work APPENDIX
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