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Technological University of Choco Diego Luis Crdoba

QUI BDO-CHOCO, 2014


FROM LI STENI NG AND SPEAKI NG OF
ENGLI SH THROUGH THE USE OF CARTOONS
TO I MPROVE ORAL COMPETENCI ES ON
TENTH GRADE STUDENTS (I .E.G)
BY

DEI SSON ERNEY MURI LLO ALUMA
LUI S ALFREDO RI VAS RI VAS
I NTRODUCTI ON
In this new millennium it is impressive to present
an alternative to the traditional way of learning
and teaching English: one that plucks out the
traditional models that have been used by
teachers on the 10th grade students of I.E.G. It
follows a methodology of teaching through
audiovisual means, such as: television set, the
usage of computers, laptops, smartphones, etc.

GENERAL OBJ ECTI VE

To relate the low competency levels that tenth
grade students have in English listening and
speaking skills in English to a proposal based
on the use of animated cartoons to improve
their oral skills.
SUBSI DI ARY OBJ ECTI VES

To determine the disconnection between the
low levels of competency in English speaking
and listening skills, of the students in the 10th
grade of IEG and MEN's standards and the
communication abilities that these students
actually possess.
To design an English teaching strategy based on
comics and animated cartoons to attempt to
figure out a model suitable to face the
problematic in listening and speaking skills in
this grade.

To integrate some activities taking into account
the strategy of teaching based on comics and
animated cartoons to share it with teachers from
this High school.
RATI ONALE
Teaching English using comics and animated
cartoon promote an enthusiastic learning among
the students, which once, they have learnt they
will have plenty opportunities in different fields
in their professional lives.
Theorical framwork, methodology,
type of investigation, poblacion objeto
instruments and data collection
data conclusion
Activities

ACTIVITY NUMBER
1
STANDARD
Narro en forma detallada experiencias, hechos
o historias de mi inters y del inters de mi
audiencia.
CONTEXT
Mister Bean adventures.
Spading a treasure.

VOCABULARY







- Towel
- Beach
- Sand castle
- Car
- Umbrella
- Ball
- Binoculars
- Crab







OBJECTIVE
To train students to narrate or relate events
or stories they testify or know about.
WARM UP
Get into the classroom saying hello to your
students.
Set yourself in front of the board characterizing an
activity.
Ask to the students to describe what are you
doing??


PRESENTATION-CONTROLLED PRACTICE
Provide to the students a possible vocabulary they could use in the
activity to develop.
Use some poster or slides to help to students to remember and keep
in mind the vocab.
Exemplify to the students what they will have to do in the practice.
Play the Mister Bean video to the student and prompt them to talk
about what they are watching.

PRACTICE
- Organize the students in group of three.
- Play the Mister Bean cartoon video, and let them describe what they are
watching one by one or by one member of the group.
- After all groups finish, give positive feedback to the student.
ACTIVITY
NUMBER 2
Utilizo las imgenes e informacin del
contexto de habla para
comprender mejor lo que escucho.

CONTEXT
Learning slang
Aprendiendo modismos
OBJECTIVE
To understand slang in a conversation
VOCABULARY


- Whats new?
- Be born with a silver spoon
in someone mouth
- -whats cooking?
- hows tricks?
- To seem grow up over night
- At the crack dawn
- Get up with the chickens




the teacher gets into the classroom and provides to his
students some previous slang
WARM UP
PRESENTATION
EXPLAIN TO THE STUDENT WHATTHEYRE GOING TO DO IN THE
ACTIVITY.
PROVIDE TO THE STUDENTS THE PHOTOCOPIES OF THE DIALOGUE
THAT THEYRE GOING TO LISTEN TO
PLAY THE VIDEO-CARTOON TO THE STUDENTS ONE TIME.
ASK TO THE STUDENTES WHAT THEY UNDERSTAND.
PLAY THE VIDEO ONE MORE TIME IN LOW-MOTION.


PRACTICE
ASK STUDENTS TO TALK ABOUT WHAT THEY UNDERSTOOD WHILE
THEY WERE LISTENING TO THE VIDEO-CARTOON.
ALLOW THE STUDENTS TO SPEAK BY COUPLE ABOUT THE VIDEO
EXPLAIN THEM WHAT THOSE SLANG REALLY MEAN